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1st Grade Student Proficiency Levels: Standard 2 Writing Process

Page history last edited by Danielle Calvin 5 years, 5 months ago

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1st Grade Proficiency Levels

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

 

WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

 

 

 

Understanding 

Objectives 
 

Approaching 

1.2.W.1

Students can fully develop and edit first drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression.

 

 

1.2.W.1

Students will develop and edit first drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression.

 

Developing 

1.2.W.1

Students will frequently develop and edit first drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression.

 

1.2.W.1

Students will need support to develop and edit first drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression.

 

 

 

 

 

1.2.W.2

Students need support to develop drafts by sequencing the action or details in a story or about a topic through writing sentences with guidance and support.

 

 

 

 

1.2.W.2

Students will frequently develop drafts by sequencing the action or details in a story or about a topic through writing sentences with guidance and support.

 

 

 

 

1.2.W.2

Students can fully develop drafts by sequencing the action or details in a story or about a topic through writing sentences with guidance and support.

 

 

1.2.W.2

Students will develop drafts by sequencing the action or details in a story or about a topic through writing sentences with guidance and support.

 

  

1.2.W.3

Students need support to correctly spell grade-appropriate, highly decodable words (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) while editing.

 

 

 

1.2.W.3

Students will attempt to correctly spell grade-appropriate, highly decodable words (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) while editing.

 

 

 

1.2.W.3

Students are consistent in correctly spelling grade-appropriate, highly decodable words (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) while editing.

 

 

 

1.2.W.3

Students will correctly spell grade-appropriate, highly decodable words (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) while editing.

 

  

1.2.W.4

Students need support to use resources to find correct spellings of words (e.g., word wall, vocabulary notebook).

 

 

1.2.W.4

Students will frequently use resources to find correct spellings of words (e.g., word wall, vocabulary notebook).

 

 

 

1.2.W.4

Students can consistently use resources to find correct spellings of words (e.g., word wall, vocabulary notebook).

 

 

 

1.2.W.4

Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook).

 

  
 

*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills.

 

 Instructional Guidance 
Developing 

  • Use Spaghetti and Meatball Spacing aid in mastering the appropriate spacing for letters and words.

  • Guide students in using the word wall or vocabulary notebooks to ensure that they are using conventional spelling as they write.

  • As a group writing activity, guide students through the written sequence of a story using illustrations/photographs as prompts and simple graphic organizers.
Approaching 
  • Provide students with vocabulary notebooks and word walls to use when writing and editing their work.
  • Guide students in the use of sentence frames as they write.
    • “First _______________”
    • “Next ______________”
    • “Then ______________”
  • Guide students through the written sequence of a story using illustrations/photographs as prompts and simple graphic organizers.
Understanding 
  • Provide students with vocabulary notebooks and word walls to use when writing and editing their work.
  • Provide sentence frames for students to use as they write.
    • “First _______________”
    • “Next ______________”
    • “Then ______________”
  • Ask students to provide written sequence of a story or details using illustrations/photographs as prompts and simple graphic organizers.

Deeper

Acquisition 

  • Provide students with vocabulary notebooks, word walls, and other resources to use when writing.

  • Provide students with visual or pictorial representations of the details/events already in the correct sequence in the story to assist them as they write sentences.

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1st Grade Proficiency Levels

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