Last updated: 7/10/2025

1st Grade - Writing

September/October

Narrative Writing

(5)	1SL1	Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).
(3)	1SL4	Describe familiar people, places, things, and events with relevant details expressing ideas clearly.

How do writers write the best small moment narrative?

How do writers bring their stories to life?

How do writers use craft moves in their writing?

How do writers edit and revise to make their best work?

Narrative Writing

Small moment narratives are a scene from an event

Plan and Rehearse

Craft Moves

Edit and Revise

Narrative Small Moment (Scene from an event)

beginning
middle
end

Plan and Rehearse

plan
touch and tell

Sketch

Craft Moves

unfreeze
talking bubble
thinking bubble
exact actions
elipses
bold words
pop out words

Revise and Edit

checklist -
snap words (sight words)

Other Terms

strategies
partners

Think of an idea

Plan

Sketch

Write

Bring characters to life, unfreeze
Use craft moves

Edit

spell snap words correctly

Supplemental resources

Suggested texts:

Night of the Veggie Monster by George McClements
Jabari Jumps by Gaia Cornwall
Kitchen Dance by Maurie J. Manning
Roller Coaster by Marla Frazee
The Relatives Came by Cynthia Rylant
Saturdays and TeaCakes by Leter Laminack
Ralph Tells a Story by Abby Hanlon

Pre On-Demand (UOSW)

Post On-Demand (UOSW)

Anecdotal Notes

Checklists

November/December

Informative Writing: How to Books

(5)	1SL1	Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).
(2)	1W2	Write an informative/explanatory text to introduce a topic, supplying some facts to develop points, and provide some sense of closure.
(1)	1W7	Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways.

How do writers write an informative text telling how to do something step by step?

How do writers edit and revise to make their writing easy to follow?

Informative Writing:

How to books: Writing to Teach Others

Elements of a How to Book

Edit and revise

How-to-Books

Topic

Plan and Rehearse

Precise step by step directions

Touch and Tell

Sketch

Elements of How to Writing:

Write warnings, suggestions and tips
Diagram
Label
Transition words (first, next, then, last)

Edit and Revise:

Use the word you
Check the steps for clarity
Check for elements of a How to

Think of a How To Topic

Plan: sketch and label

Write

Revise

Include elements of how to writing

Supplemental resources

Suggested Texts:

How to Make Slime by Lori Shores

How to Read a Story by Kate Messner

How to Find a Fox by Nilah Magruder

Pre On-Demand (UOSW)

Post On-Demand (UOSW)

Anecdotal Notes

Checklists

January/February

Informative Writing: Nonfiction

(5)	1SL1	Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).
(3)	1SL4	Describe familiar people, places, things, and events with relevant details expressing ideas clearly.
(2)	1W2	Write an informative/explanatory text to introduce a topic, supplying some facts to develop points, and provide some sense of closure.

How do writers write an informative text that teaches about a nonfiction topic?

How do writers write an informational nonfiction chapter book?

Informative Writing

In nonfiction books we write to teach a nonfiction topic.

Elements of Nonfiction Writing

Edit & Revise

Informative Writing

Nonfiction

Elements of NF Writing

expert words
table of contents
pictures
diagrams
labels
chapters

Elements of Revision

editing
spelling
capitals
punctuation

Think of a familiar nonfiction topic

Talk and write to elaborate on your topic with expert (content) words

Plan

Sketch

Label

Write

Include elements of nonfiction informative writing

Edit and revise writing

Supplemental resources

Suggested texts:

Bugs, Bugs, Bugs by Jennifer Dussling
My Football Book by Gail Gibbons
Outer Space by Phillip Brooks
Sharks! by Anne Schreiber

Pre On-Demand (UOSW)

Post On-Demand (UOSW)

Anecdotal Notes

Checklists

March

Opinion Writing: Book Reviews and Beyond

(5)	1SL1	Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).
(3)	1SL6	Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience.
(1)	1W1	Write an opinion on a topic or personal experience; give two or more reasons to support that opinion.
(2)	1W4	Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, art work, or other).

How do writers write an opinion on a topic?

How do writers support their opinioin?

How do writers persuade others opinions about a topic?

How do writers create a response to a text?

Elements of opinion writing

Editing and revising

Elements of Opinion Writing

topic

personal experience
book review

opinion
reasons
support

Elements of revision

editing
spelling
capitalization
punctuation

Plan, tell, sketch and write an opinion

personal experience
about a text

Support an opinion with two or more reasons

Edit and revise

Supplemental Resources/ Printables

Suggested texts:

Don't Let the Pigeon Drive the Bus by Mo Williams

The Perfect Pet by Margie Palatini

Can I Be Your Dog? By Troy Cummings

Duck Rabbit by Amy Krause Rosenthal

Stella Writes an Opinion by Janiel Wagstaff

Hey Little Ant by Phillip M. Hoose

I Want a Dog by Darcy Pattison

Pick a Picture, Write an Opinion by Kristen McCurry

Red is Best by Kathy Stinson

The Day the Crayons Quit by Drew Daywalt

Opinion mini-assessment

Pre On-Demand (UOSW)

Post On-Demand (UOSW)

Anecdotal Notes

Checklists

April

Writing Poetry

(1)	1L5c	Use words for identification and description, making connections between words and their use (e.g., places at home that are cozy).
(3)	1SL4	Describe familiar people, places, things, and events with relevant details expressing ideas clearly.
(3)	1SL6	Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience.
(2)	1W4	Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, art work, or other).

How are poems different from other types of writing?

How do writers express their feelings and thoughts through poetry?

Elements of Poetry

Edit and Revise

Elements of Poetry Writing

topic
feelings
five senses
rhyme
repetition
rhythm

Elements of revision:

edit
check spelling
check capitalization and punctuation
check for descriptive words

Plan, tell, sketch and write a poem

using feelings
using your senses
about a topic
about an experience

Edit and revise

Supplemental resources

Suggested texts:

Where the Sidewalk Ends by Shel Silverstein

The Llama Who Had No Pajama by Mary Ann Hoberman

One Leaf Rides the Wind by Celeste Davidson Mannis

It's Raining Pigs and Noodles by Jack Prelutsky

Pre On-Demand (UOSW)

Post On-Demand (UOSW)

Anecdotal Notes

Checklists

May/June

Writing Fiction

(5)	1SL1	Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).
(3)	1SL6	Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience.
(1)	1W3	Write narratives which recount real or imagined experiences or events or a short sequence of events.

How do writers write a fiction story?

Elements of Fiction Writing: Imaginary or Make-believe

Edit and Revise

Elements of Fiction/Imaginary Writing
characters
setting
events in sequence
plot (beginning, middle, end)
dialogue

Elements of Revision

editing
spelling
capitals
punctuation

Plan, tell, sketch, and write a fiction story

Write events in sequence

Use craft moves

speech bubbles
thinking bubbles

Supplemental resources

Suggested texts:

Poppleton books

Zelda and Ivy books

Walter and Iris books

Mr. Putter and Tabby books

Pre On-Demand (UOSW)

Post On-Demand (UOSW)

Anecdotal Notes

Checklists