Pulaski Elementary First Grade Writing Curriculum
Purpose/Audience
Narrowing the topic to present an idea or theme
	Teacher models writing for a purpose
	Students state orally the purpose for a piece of writing
	Students draw with a purpose in mind
	Students write a simple sentence with a purpose in mind
	Students stay focused on given purpose (topic/main idea) when writing
Analyzing and addressing the needs of the intended audience
	Teacher models writing for a particular audience
	Students state orally the audience for a piece of writing
	Students draw with an audience in mind
	Students write a simple sentence with an audience in mind
Adhering to the characteristics of the form
Personal expressive writing
	Personal narrative
	Friendly letter
Literary writing
	Short story
Transactive writing
	How-to-piece
Applying a suitable tone
	Teacher uses appropriate texts to demonstrate different tone
	Students identify the tone of different texts
	Teacher models use of suitable tone in writing
Allowing voice to emerge when appropriate
	Teacher uses appropriate texts to demonstrate voice

Idea Development/Support
Developing logical, justified, and suitable explanations
	Teacher models developing an idea through drawing and writing
	Students develop an idea through drawing
	Students write a simple sentence and draw a picture that supports an idea
Providing relevant elaboration
	Teacher models relevant elaboration
	Students provide relevant elaboration through drawing

Organization
Engaging the audience
	Teacher exposes students to varied texts and have students discuss their level of interest in each
Communicating ideas and support in a meaningful order
	Teacher models organizing thoughts and ideas into beginning/middle/end
	Students identify beginning/middle/end of story read
	Students organize thoughts and ideas into beginning/middle/end when writing
Applying transitions and transitional elements to guide the reader through the piece
	Teacher models the appropriate use of transition words
	Students identify transition words used in texts read
	Students use a variety of transitions or transitional elements between ideas and details to guide the reader

Sentence Structure
Applying a variety of structures and lengths
	Teacher models writing sentences of various lengths and structures
	Students dictate sentences of various lengths and structures
	Students develop sentences of various lengths and structures
Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate
	Teacher models writing complete and correct sentences
	Students dictate complete and correct sentences
	Students develop complete, correct and concise sentences

Language
Applying correct grammar and usage
	Teacher models correct grammar and usage
	Student orally demonstrates correct grammar and usage
	Student writes simple sentences with correct grammar and usage
	Students adhere to standard guidelines for grammar and usage when writing
Incorporating strong verbs, precise nouns, concrete details, and sensory details
	Teacher models varied word choice
	Students orally demonstrate varied word choice
	Students write simple sentences with varied word choice

Correctness
Applying correct spelling
	Teacher models correct spelling
	Teacher and students share pen to write with correct spelling
	Students apply correct spelling when writing
Applying correct punctuation
	Teacher models correct punctuation
	Teacher and students share pen to write with correct punctuation
	Students apply correct punctuation when writing
Applying correct capitalization
	Teacher models correct capitalization
	Teacher and students share pen to write with correct capitalization
	Students apply correct capitalization when writing

Writing Process
Inviting the Writing
	Students make connections to content
	Students make connections to prior learning
	Students initiate authentic connection
	Students think about/selects topic
Prewriting
	Students generate ideas
	Students organize ideas
Drafting
			Students write draft(s) for an intended audience
			Students develop topic, elaborate, explore sentence variety and language use
Revising (Content/Ideas)
		Students conference with teacher or peers to determine where to add, delete, rearrange, define/redefine, or elaborate content
		Students identify the topic/main idea of a paragraph
Editing
Students check for correctness in spelling
	Students apply knowledge of spelling patterns, generalizations, and rules to commonly used words
	Students apply knowledge of spelling patterns, generalizations, and rules to plural forms of words
	Students apply knowledge of spelling patterns, generalizations, and rules to contractions
	Students apply knowledge of spelling patterns, generalizations, and rules to change verb endings
Students check for correctness in capitalization
		Students capitalize proper nouns, days, months
		Students capitalize the beginning of sentences
		Students capitalize the pronoun “I”
Students check for correctness in punctuation
		Students correctly punctuate declarative, exclamatory, interrogative, and imperative sentences
		Students use commas in a series, a date, a compound sentence, and the greeting and closing of a letter
		Students use beginning and ending quotation marks in dialogue