First Grade Writing

First Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard Knowledge Skills
PREWRITING
S1C1PO1 Prewriting activities Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing,
writer’s notebook, group discussion).

S1C1PO2 Pictures or storyboards Draw a picture or storyboard about ideas generated.

S1C1PO3 Simple webs, maps or lists Organize ideas using simple webs, maps, or lists.
DRAFTING
S1C2PO1 Stories, captions, letters, observations or Write a draft (e.g., story, caption, letter, observations, message).
messages
REVISING
S1C3PO1 Draft to be reread Reread original draft for clarity.

S1C3PO2 Additional details Add additional details with prompting.

EDITING
S1C4PO1 Errors/conventions Review the draft for errors in conventions, with prompting.
PUBLSHING

S1C5PO1 Selected pieces Rewrite and illustrate selected pieces of writing for sharing with intended audience.

S1C5PO2 Legible handwriting Write legibly.
CONVENTIONS
S2C6PO2 Capital letters Use capital letters correctly for:
a. the pronoun I
b. the beginning of a sentence
c. names
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble
* = POs previously introduced Bold = Priority PO 1
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010

PREAMBLE
AZ Knowledge Skills
Standard
CONVENTIONS

S2C6PO3 Punctuation endings Punctuate endings of sentences using:
a. periods
b. question marks
c. exclamation points

S2C6PO4 High frequency words Spell high frequency words correctly.

S2C6PO7 Resources Use resources (e.g., environmental print, word walls, dictionaries) to spell correctly.

WRITING APPLICATIONS
EXPRESSIVE:

S3C1PO2 Poetry, songs and chants Participate in writing simple poetry, rhymes, songs, or chants.



Quarter: 1
Unit Name and Description: Writing and Personal Narratives

Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)

Narrative writing includes a main idea, interesting characters, and a sequence What should be included when I write a story?
of events.
Why is it important to check my writing?
Good writers use the writing process as they write.
Why is it important to always use my best handwriting when I write?
Good writers use interesting details when they write.

AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO1 Narrative writing Write a narrative that includes: Narrative
• main idea a. a main idea based on real or imagined events Characters
• characters b. character(s) Sequence
• sequence of events c. a sequence of events Events
S2C1PO2 Details Incorporate details in pictures and text. Main Idea
Details
Beginning
Expressive
S2C2PO2 Beginnings Show a sense of beginning (e.g., This is a story of…, One Spacing
day…, My favorite food…). Left
Right
S2C3PO1 Expressive Text and Pictures Create pictures and text that is expressive, individualistic, Variety
engaging, and lively.


S2C4PO2 Variety of words Use a variety of words, even if not spelled correctly, to convey Title
the intended message. Imagined
Message
S2C5PO1 Simple sentences Write simple sentences. Conventions
Simple Sentences

S2C6PO1 Conventions Incorporate conventions into own text, including:
a. spacing between words
b. spacing between lines
c. consistent left-right and up-down orientation
d. placement of title
S2C6PO10 First and last name Write own name on personal work.


Quarter: 2
Unit Name and Description: Expository Writing

Cluster: 2

Expository writing describes, explains or summarizes ideas and content. What is expository writing?

Writing in content areas will improve understanding of content area concepts. How can a writer best communicate what they mean through writing?

Writing in content areas will increase communication skills.

AZ Essential Learning Summative
Key Vocabulary
Standard Knowledge Skills Assessment
S3C2PO1 Expository text Create expository text (e.g. labels, lists, observations, Expository
journals) through drawing and/or writing.
Labels
Lists
Observations
Journals
S3C2PO2 Summaries Participate in creating simple summaries from informational Summaries
texts, graphs, tables, or maps.
Informational Text
Graphs
Tables
Maps



S2C1PO1 Stand-alone text Write stand-alone text that expresses a clear message. Message
Main idea
Clear meaning
S2C2PO3 Sentences that support a main idea Write multiple sentences in an order that supports a main idea Spelling patterns
or story. Expressive
Onset
Rime
*S2C3PO1 Expressive Text and Pictures Create pictures and text that is expressive, individualistic,
Word Families

S2C4PO1 Words that convey a clear meaning Select words that convey a clear, general meaning.

*S2C5PO1 Simple sentences Write simple sentences.

S2C6PO5 Common spelling patterns Use common spelling patterns (i.e., onset and rimes, word
families, and simple CVC words) to spell words correctly.


Quarter: 3
Unit Name and Description: Narrative and Expressive Writing

Cluster: 3

Narrative writing has a plot line that includes interesting characters, a setting, What do you need to include when you write a story?
problem or goal and a sequence of events.
Why is it important to include details in your writing?
Good writers use the writing process as they write.
How does using conventions add to writing? Why are they important?
Good writers use interesting details when they write.

*S3C1PO1 Narrative writing Write a narrative that includes: Narrative
a. a main idea based on real or imagined events Characters
b. character(s) Sequence
c. a sequence of events Main Idea
Details
*S2C1PO2 Details Incorporate details in pictures and text. Expressive
Spacing
*S2C2PO2 Beginnings Show a sense of beginning (e.g., This is a story of…, One Left
day…, My favorite food…). Right
Variety
Placement
*S2C3PO1 Expressive Text and Pictures Create pictures and text that is expressive, individualistic, Personal
engaging, and lively. Imagined
Simple Sentences


S2C4PO3 Expressive and descriptive phrases Use expressive or descriptive phrases and short sentences, Poetry
beyond one- or two-word labels. Rhymes
Chants
S3C1PO2 Simple Poetry Participate in writing simple poetry, rhymes, songs, or chants.


*S2C6PO1 Conventions Incorporate conventions into own text, including:
a. spacing between words
b. spacing between lines
c. consistent left-right and up-down orientation
d. placement of title


Quarter: 3
Unit Name and Description: Functional Writing

Cluster: 4

Functional writing is a form of writing related to real-world tasks. How does writing vary for real-world purposes?

Writing is a process that uses skills, strategies, and practices for creating a How can you use writing to communicate with others?
variety of texts.

S3C3PO1 Functional text Write a variety of functional text (e.g., classroom rules, Functional text
letters, experiments, recipes, notes/messages, labels,
Classroom rules
directions, posters, graphs/tables).
Friendly letter
Experiments
S3C3PO2 Recipes
Communications Participate in writing communications, with teacher as scribe,
including. Notes
a. friendly letters Messages
b. thank-you notes Labels


S1C1PO4 Purpose Discuss the purpose for a writing piece. Directions
Posters
S1C1PO5 Intended audience Discuss who the intended audience of a writing piece will be. Graphs
Tables
Thank-you note
*S2C1PO2 Details Incorporate details in pictures and text. Purpose
Audience
Details
Sequencing
S2C2PO1 Sequencing or Patterning Demonstrate sequencing or patterning in written text or Patterning
storyboards. Expressive
Simple sentences
Phonetic spelling
Subject
Verb
*S2C3PO1 Expressive Text and Pictures Create pictures and text that is expressive, individualistic,
Unfamiliar
Storyboards
*S2C4PO2 Variety of words Use a variety of words, even if not spelled correctly, to convey
the intended message.

S2C6PO6 Phonetic spelling Use basic phonetic spelling of unfamiliar words to create
readable text.

S2C6PO8 Subject/verb agreement Use subject/verb agreement in simple sentences.


Quarter: 4 The POs in the following cluster(s) are 1st Grade Performance Objectives
Unit Name and Description: Literary Response

Cluster: 5

Knowledge of literary elements enhances understanding of literature. How does written personal response to literature contribute to
understanding?
Literary response is the writer’s reaction to a literary selection.
How does understanding the characteristics/structure of various literary
Literary responses include the writer’s interpretation, analysis, opinion, and/or forms contribute to a greater understanding of the text?
feelings about the piece of literature and selected elements within it.
How have events in story relate to real world things or your own life?

How have you related to a personal experience through writing?

S3C5PO1 Written Response to Literature Write a response to a literature selection identifies the: Response
a. characters
Character
b. setting
c. sequence of events Setting
d. main idea Sequence of
events
S3C5PO2 Group Response to Literature by Participate in a group response to a given piece of literature
making connections Main idea
that connects:
Text
a. text to self (personal connection)
Connections
b. text to world (social connection)
Literature
c. text to text (compare within multiple texts)


*S2C1PO1 Stand-alone text Write stand-alone text that expresses a clear message. Organize
Expressive and
Descriptive phrases
*S2C2PO1 Sequencing and patterning Demonstrate sequencing or patterning in written text or Capital letters
storyboards.
*S2C3PO1 Expressive Pictures and Text Create pictures and text that is expressive, individualistic,

*S2C4PO3 Expressive and descriptive phrases Use expressive or descriptive phrases and short sentences,
beyond one- or two-word labels.


S2C6PO2 Capital Letters Use capital letters correctly for:
a. the pronoun I
b. the beginning of a sentence
c. names


Quarter: 4 The POs in the following cluster(s) are 1st Grade Performance Objectives
Unit Name and Description: Research

Cluster: 6

Writing has structure and follows certain rules. How does following the writing process help a writer craft an effective
piece of writing?
All writing has a purpose.
How does the use of conventions affect writing?
Reports are used to communicate information or facts to people.
Why might students write reports?
Writing a good book report requires summarizing information.
How might reports you write help you in the real world?

What kind of reports have you written before?
S3C6PO1 Simple report Write a simple report with a title and three facts, using Report
informational sources. Title
Facts
*S2C1PO1 Stand-alone text Write stand-alone text that expresses a clear message.
Nouns
Action verbs
*S2C2PO3 Sentences that support a main idea Write multiple sentences in an order that supports a main Text
idea or story.
Informational
sources


*S2C3PO1 Expressive Pictures and Text Create pictures and text that is expressive, individualistic, Message
Expressive
S2C6PO9 Parts of Speech Use the following parts of speech correctly in simple
sentences:
a. nouns
b. action verbs


First Grade Writing

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