Multiple Organizing Ideas
WRITING 1: Students create messages through the application of writing processes.
CONVENTIONS 1: Students examine and apply use of grammar, spelling, and punctuation in oral and written language.
GR. 1 - ORGANIZING IDEA: WRITING
Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft.
Guiding Question: How can writing be used to communicate meaning?
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Learning Outcome: 1W1.1 Students create messages through the application of writing. |
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Understanding |
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Processes that can be used to support writing messages include
Planning involves thinking or talking about
Messages can be written in sentences that contain complete thoughts.
Several sentences can be written to expand on one idea.
Editing involves correcting errors in spelling, grammar, and punctuation.
Messages can be created by individuals or groups.
Messages are owned by their creators. |
Ideas and information can be shared through written messages. |
Create written messages that align with an intended audience or purpose.
Create written messages in a variety of forms to represent ideas or information.
Generate ideas that can be expressed through messages.
Combine ideas in a logical sequence to create sentences.
Write sentences that contain complete thoughts and make sense.
Edit written work for spelling, grammar, and punctuation.
Add images or features to written messages.
Share messages with others.
Include own name on messages created.
Identify individuals or groups that have created messages. |
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Creative thinking involves using imagination and combining materials or ideas in different ways for personal expression.
Writing can support creative expression of ideas through organization and word choice.
Creative ideas for expression can be inspired by personal experiences with
Creative ideas can be organized in a variety of ways.
In creative writing, word choice can paint a picture in the reader’s mind.
Creative ideas can be clarified by adding words that describe things that can be seen, heard, smelled, tasted, or touched (sensory language). |
Creative expression can inspire imaginative thinking and fun. |
Collect ideas that are inspired by a variety of experiences.
Apply creative thinking to create or make changes to a representation of a message.
Express ideas and information through a variety of written forms.
Identify effective use of sensory language in stories, songs, or print texts.
Include sensory language to enhance ideas in creative writing. |
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Factual information can be gathered to support sharing ideas about things that are real.
Factual information can come from a variety of digital or non-digital sources, including
Organizational tools, such as graphic organizers, can be used to record factual information. |
Research processes can be used to gather and record factual information. |
Ask questions to identify research topics.
Gather factual information from a variety of digital or non-digital sources.
Use organizational tools to record information.
Record factual information in various ways. |
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Understanding |
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Digital or non-digital methods or tools used to create written messages include printing and keyboarding. |
Written messages can be created using a variety of digital or non-digital methods or tools. |
Print letters and words with appropriate size and spacing.
Consistently grasp writing tools correctly.
Locate letter keys on a keyboard to type messages. |
GR. 1 - ORGANIZING IDEA: CONVENTIONS
Conventions: Understanding grammar, spelling, and punctuation makes it easier to communicate clearly, to organize thinking, and to use language for desired effects.
Guiding Question: How do the functions of conventions support literacy development?
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Learning Outcome: Students examine and apply use of grammar, spelling, and punctuation in oral and written language. |
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Capitalization is used for
Punctuation marks can signal the end of a sentence and make ideas clear.
Punctuation includes
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Capitalization and punctuation can support the meaning of a message. |
Apply capital letters when writing first and last names.
Apply capital letters when writing the first word of a sentence.
Apply capital letters when writing names of places.
Apply capital letters when writing days of the week and months.
Identify and use end punctuation in sentences. |
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Understanding |
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Sentence types include telling (declarative) or asking (interrogative).
Sentences include a noun and a verb.
A noun is a person, a place, a thing, or an animal.
A verb is an action word. |
Language has structures (grammar) that can help express messages. |
Recognize sentences in oral or written language that include a complete thought or idea.
Differentiate between telling and asking sentences.
Differentiate between nouns and verbs. |
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Spelling patterns can look the same or sound the same (word families).
Spelling patterns include
Some words can be made plural by adding an <s> or <es>.
Spelling patterns in one-syllable words include
Some words are not spelled in predictable ways (e.g., walk). |
Spelling patterns can support spelling of unfamiliar words. |
Recognize letter patterns in words.
Apply spelling patterns to spell unfamiliar words.
Spell 125 high-frequency words.
Examine words that are not spelled in predictable ways. |
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Words have correct spelling.
Every word and every syllable contains a vowel.
Articulating words slowly can help to identify sounds.
Thinking about how letters in a word look can help with spelling (visual spelling strategy).
Digital or non-digital supports can be used to help spell words correctly, including
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Spelling words correctly helps written messages to be understood. |
Apply knowledge of known words, word parts, and word patterns to attempt to spell unfamiliar words.
Include a vowel in every word.
Attempt to spell unknown words using letter-sound relationships.
Say words slowly to identify sounds when spelling words.
Use visualization to help spell words.
Use a variety of supports to spell and check the spelling of words. |
