PRIMARY GRADES: COMMON CORE

PRIMARY GRADES: COMMON COREEMILY BONNEMORT AND MELISSA MCGARY

Student Samples

WRITING - SPEAKING AND LISTENING - LANGUAGEStandards for first gradeText Types and Purposes W.1.1. Write opinion pieces in which they introduce the topic or name the book theyare writing about, state an opinion, supply a reason for the opinion, and provide somesense of closure.Production and Distribution of Writing W.1.5. With guidance and support from adults, focus on a topic, respond to questionsand suggestions from peers, and add details to strengthen writing as neededPresentation of Knowledge and Ideas SL.1.4. Describe people, places, things, and events with relevant details, expressingideas and feelings clearly. SL.1.6. Produce complete sentences when appropriate to task and situation.Conventions of Standard English L.1.2. Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing. Use end punctuation for sentences. Use conventional spelling for words with common spelling patterns and for frequently occurringirregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

123TopicI have stated no topicI have stated my topicI have stated myopinion about mytopicReasonsI have not written anyreasons for my opinionI have writen onereason for my opinionI have written severalreasons for my opinionLinking WordsI have not connectedmy reasons to myopinion using linkingwordsI have used a fewlinking words orphrases but not allreasons are linked tomy opinionI have used linkingwords to connect myopinion and all of thereasons together.ConclusionI have no conclusionI have written anincomplete conclusionI have written acomplete concludingstatementConventionsIllegible handwriting,spacing betweenwords, and/or spellingerrors make the piecedifficult to understand.Errors in sentencestructure.Sentence structure iscomplete.Errors make the piecedifficult to understand.High frequency wordsare spelled correctly.Little to or no use ofcapitalization orpunctuation.Capitalization andpunctuation errorsfrequent.Capitalization andpunctuation errors arefew.Spelling, capitalization,and punctuation donot interfere with themeaningComments

Read Mentor Texts about Persuasion Click Clack Moo by Doreen Cronin,Dear Mrs. LaRue: Letters from Obedience School by Mark TeagueEarrings by Judith ViorstI Wanna Iguana by Karen OrloffI Wanna New Room by Karen Orloff,Don’t Let the Pigeon Stay Up Late by Mo Willems Can I Have a Stegosaurus, Mom? Can I? Please!? By Lois G. Grambling

As a class brainstorm a list ofpersuasive topics Write ideas down on a poster Students write their own lists

Tell students they will be choosing one oftheir topics to write an actual persuasiveletter to a person/people. Get them excitedabout writing to their chosen audience. principalparentsteachersibling

Choose a graphic organizer you are comfortable with, e.g., webbing,main idea & details, or four square. The examples presented here arethe OREO and four square graphic organizers.

GRAPHIC ORGANIZER CHOICE: OREO

OR GRAPHIC ORGANIZER CHOICE: FOUR SQUARE

Discuss linking words with students. Create alinking word chart for with students. Modelthe use of these words during lessons. Placechart in a visible place for students to refer toduring writing time.Make this poster with students if using foursquare graphic organizer.Make this poster with students if usingOREO graphic organizer.

I DO IntroduceOREOgraphicorganizer Modelcompletingthe OREOgraphicorganizerwith one ofthe ideasfrom theclass list

orI DO IntroduceFour Squaregraphicorganizer Modelcompletingthe FourSquaregraphicorganizerwith one ofthe ideasfrom theclass list

WE DO Chooseanothertopic fromthe list Work on agraphicorganizertogetheras a class

orWE DO Chooseanothertopic fromthe list Work on agraphicorganizertogetheras a class

YOU DO Students choose their own topic from their individual list Students complete their own graphic organizer

Letter PartsI DO Discuss Letter Partsusing an enlargedposter Model using thegraphic organizerto write apersuasive letter.Model how to uselinking words andphrases.

Letter Parts: OREOWE DO Use theclass writtenOREOgraphicorganizer towrite a lettertogether asa class.Try to write to anauthentic audience,preferably someonewho can write back toyour class.This is the same graphic organizer youcreated together during the “we do.”

or Letter Parts: Four SquareWE DOUse the FourSquaregraphicorganizer towrite a lettertogether asa class.Try to write to anauthentic audience,preferably someonewho can write backto your class.This is the same graphic organizer youcreated together during the “we do.”

Response from the principal

Write a LetterYOU DO Students use OREO graphic organizer to write a persuasive letter

Teacher Preparation Before teaching these 4editing lessons, write apersuasive letter thatcontains the 1-3 errors inthe following categories: Sentences that don’tmake sense Sentences with nopunctuation Misspelled high-frequencywords Misspelled words

Rereading Teacher modelsrereading his/herletter. Teacher thinks aloud,“that didn’t makesense.” Teacher edits thewriting to make iteasier to understand. Students read theirletters aloud to apartner and makechanges when itdoesn’t make sense.You may want to teach this lessonmultiple times throughout the unit.

Punctuation Model how to addpunctuation to tellreaders to stop.Model how to beginsentences with capitalletters. Using the documentcamera, project a fewpages of student work.Have the class helpdecide where to addperiods and capitalletters. Students read throughtheir writing with apartner to addpunctuation

Word Wall Words Model how to usethe word wall to spellwords correctly. Instruct students tocross out theincorrectly spelledword and write thecorrectly spelledword on the top. Using the documentcamera, project afew pages of studentwork. Have the classhelp locate incorrectsight words. Students read theirwriting to edit sightwords.Student work

Hearing and Recording More Sounds Model how to stretch theword and record moresounds. Instruct students to cross outthe word and write the“stretched out” word on thetop. *the words do not need to bespelled correctly. Expect dominantsounds and known word parts Using the document camera,project a few pages ofstudent work. Have the classhelp locate words that canbe “stretched out.” Students read through theirwriting to stretch out wordsand record more sounds.

EditingClass anchor chartIndividual student checklistAs you teach each editing mini-lesson, track the expectations on ananchor chart. Students can also use an editing checklist of their own.

Practice speeches Students practice individually Students practice in pairs or smallgroups Final speech in front of classINCORPORATE TECHNOLOGY Use flip cam to record speeches Make a class video combining all thespeeches

Perform Speeches Students preform speeches in small groups or forentire class.

wiki space for first grade teachers at Chets CreekElementary School in Jacksonville, FLhttp://firstgradecce.wikispaces.com/Writing Persuasive Gould, J.S., & Gould, E.J. (1999). Four square writingmethod: A unique approach to teaching basicwriting skills. Dayton, OH: Teaching and LearningCompany

Read Mentor Texts about Persuasion Click Clack Moo by Doreen Cronin, Dear Mrs. LaRue: Letters from Obedience School by Mark Teague Earrings by Judith Viorst I Wanna Iguana by Karen Orloff I Wanna New Room by Karen Orloff, Don’t Let the Pigeon Stay Up Late by Mo Willems Can I Hav