Overview

Grade
First Grade
Subject
Writing
Mission Statement for this Project
To create an atmosphere of learning centered on student exploration and ownership of the
content. For this project it is my goal to explore setting up an ideal environment for students to
explore the process of writing in the different genres.
Standards and Objectives
Standard
LAFS.1.W.1.1

Content Objective
Students will be able to create opinion pieces

Write opinion pieces in which they introduced

of writing on a variety of topics.

the topic or name the nook they are writing

about, state an opinion, supply a reason for

Students will be able to give multiple reasons

the opinion, and provide some sense of

to support their opinions.

closure.
Students will be able to provide some sense of
LAFS.1.W.1.2

closure on an opinion.
Students will be able to create informational

Write information/ explanatory texts in which

texts about a variety of topics.

they name a topic, supply some facts about

Students will be able to provide some facts

the topic, and provide some sense of closure.

about a given topic in writing.

Students will be able to provide some sense of

LAFS.1.W.1.3

closure on a topic.
Students will be able to create narratives in

Write narratives in which they recount two or

which they recount events.

more appropriately sequenced events, include

some details regarding what happened, use

Students will be able to provide details

temporal words to signal event order, and

regarding what happened in a narrative.

provide some sense of closure.

Students will be able use temporal words to
signal sequence of events.

Students will be able to provide some sense of

LAFS.1.W.2.5

closure in narrative writing.

Students will be able to develop their writing

With guidance and support from adults, focus

through questioning and suggestions from

on a topic, respond to questions and

peer and adults.

suggestions from peers, and add details to

strengthen writing as needed.
LAFS.1.W.2.6

Students will be able to construct and

With guidance and support from adults, use a

assemble writing using a variety of digital

variety of digital tools to produce and publish

tools; including collaborations with peers.

writing, including in collaboration with peers.

LAFS.1.W.3.7

Students will be able to collaborate in shared

Participate in shared research and writing

research and writing projects.

projects (e.g., explore a number of how-to

books on a given topic and use them to write
a sequence of instructions).
LAFS.1.W.3.8

Students will be able to report information

With guidance and support from adults, recall

from experiences or information from

information from experiences or gather

different sources.

information from provided sources to answer

a question.

Behaviors and Objectives

Behavior Area
Collaboration

Behavior Objective
Students will be able to collaborate in small

Respect

and large groups during writing respectfully.

Students will be able to respect their peers,

Relationship

adults, and themselves.

Students will be able to foster healthy

Personal Space

relationship between their peers and adults.

Students will be able to understand and
except the personal space around them and

Independence

their peers.
Students will be able to work independently
on class assignments with support from the
teacher gradually through the semester.

Writers Workshop Set Up

For writers workshop for this first grade classroom will be broken down into centers
around the different areas of the writing process for the students to be able to fully explore their
writing together and as individuals. The following breaks down the centers and different things
that they might entail in the classroom.
Centers
Center Area
Pre-writing/ Thinking

Description
Thinking Box
o Box of animals, words, and
ideas to jump start thinking if

student get stuck

Journals
o This is where pre-writing will

be written
Idea Sketchbooks
o Sometimes a picture might
spark a story of writing so each
student will also have idea
sketchbooks they can utilize

Drafting

Revising & Editing

Publishing

for brainstorming
From Journal entries and find ones to
expand on through drafting
Start Logging Daily steps in writing
researching
Peer editing time
Use a Varity of thing to publish their
writing once it has been edited and a
conference has been had with the

teacher.
They will get to add visuals and work
with digital mediums and traditional

Sharing

mediums in this center

At the end of everyday a few
volunteers will be given the
opportunity to either share finished
writing or ask for feedback from their
peers at any given stage (idea share,
drafting share, or revision share)-

Orally
Participate in a share wall- Where the
students post work on the wall and
students can respond to it via sticky
notes at the beginning of the day

ESOL Modifications
Stage of Writing

Preproduction

Early

Emergence

Intermediate

Pre-Writing/

Allow to draw

Production
Allow to write

Allow student to

Fluency
Writing in full

Thinking

more visuals

in both native

supplement

English with

for this step.

language and

English skill

larger focus on

English.

with native

the drawing with

language only

the text.

when they are

Hold

Draft using

really stuck.
Drafting in full

conferences

mostly English

English with

English and

more often to

words,

larger focus on

should be

help build

supplementing

the pair picture.

understandable

strength in

native language

just on the text

exploration

when they are

alone but is

and

very stuck

supported by the

Revising &

comprehension
Add visuals to

More

Pair with

picture.
Should be

Editing

peer evaluation

conferences at

students who

focused on fixing

sheets to

this step to build

have a high

meaning and

bridge

gaps in

compassion

grammar through

language gaps.

language.

level and will

peer and teacher

Offer the sheet

Pair with

work through

help.

in the native

students who

the piece

language as

have a high

thoroughly with

well.

compassion

the student.

Drafting

Drafting in full

level and will

work through
the piece
thoroughly with
Publishing

Can publish in
any way they

the student.
Can publish in

Can publish in

any way they are any way they are

Can publish in
any way they are

Sharing

are

comfortable

comfortable

comfortable with

comfortable

with just like

with just like

just like every

with just like

every other

every other

other student.

every other

student.

student.

student.
Allow student

Allow student to

Allow student to

Allow student to

to share visuals

share visuals

share visuals

share visuals

along with

along with their

along with their

along with their

their writing

writing on a

writing on a

writing on a share

on a share wall

share wall if

share wall if

wall if they are

if they are shy

they are shy or

they are shy or

shy or they can

or they can

they can oral

they can oral

oral share as well

oral share as

share as well

share as well

well