I-CANyons Parent Toolkit for First Grade Language Arts (ELA)
Writing: I CAN...
Standard
Write opinion pieces using a reason.
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Core Standard
W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
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In Other Words
Students can express their opinion on a topic. They can introduce the topic, state their opinion, give a reason and include a closing. For example, an appropriate opinion would be I think that summer is the best season because..., and then give a few reasons why they have this opinion (it's hot, there's no school, I get to swim, etc.).
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If Mastered
Students can work on writing their opinion by introducing the topic or book they are writing about, stating their opinion, supplying reasons that support the opinion, including linking words (because, and, also) to connect the opinions to the reasons, and provide a conclusion. This digital interactive persuasive graphic organizer will help students state their opinion and supporting details: http://www.readwritethink.org/files/resources/interactives/persuasion_map/.
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If Not Yet Mastered
Students can develop these skills by using the ideas in this Persuasive Writing lesson http://www.readwritethink.org/professional-development/strategy-guides/persuasive-writing-30142.html. At the bottom of the page is a K-2 lesson, Family Message Journals http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-writing-what-writing-100.html where students can use journals to practice persuasive writing within their family about their needs.
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Standard
Write informative texts using facts.
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Core Standard
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
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In Other Words
Students write about a topic they know something about to explain it or inform. Students introduce the topic using a complete sentence, write four or more sentences about the topic and include a closing sentence about the topic.
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If Mastered
Students can use different kinds of sentences (e.g., statements, commands, questions, exclamations). Students can vary the length of their sentences and start each sentence with a different beginning. Students can work on making sure the flow from one sentence to the next is smooth and is a good read aloud. They can also state their purpose for writing their piece. http://www.readwritethink.org/classroom-resources/lesson-plans/from-fact-fiction-drawing-111.html?tab=4#tabs.
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If Not Yet Mastered
Students practice writing about things they know something about. Brainstorm with your child everything they know about the subject. Use the Venn diagram from the activity link below to help your student organize their thoughts (http://www.readwritethink.org/parent-afterschool-resources/activities-projects/friendship-exploring-similarities-differences-30981.html?main-tab=1#tabs)
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Standard
Write narratives to retell events.
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Core Standard
W.1.3 Write narratives in which the student recounts two or more appropriately sequenced events, includes some details regarding what happened, uses temporal words to signal event order, and provides some sense of closure.
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In Other Words
Students write a story that includes two or more events that take place. The story should have a beginning, middle, and end. Temporal words include: first, next, then, last, finally, after, before.
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If Mastered
Visit the following website with your child: http://www.scholastic.com/teachers/story-starters/. Follow the steps to generate a story starter. Help your child brainstorm ideas on how to get started then let them create a story. Keep a journal of stories to go back and read later with your child and see how they have improved over time. You can generate many different story starters on the site.
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If Not Yet Mastered
After thinking of a topic to write about, help your child think about what could happen in the beginning, middle and end of the story. The chart on the following website will help you list your child's thoughts. http://www.readtennessee.org/sites/www/Uploads/storymap-1.pdf. Once the beginning, middle and end of the story is set, have your child begin writing out their ideas with sentences that include words to list order (first, next, then, last, finally, etc.)
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