ChristinaSchool District

Pacing Guide 2009-2010

1stGrade Writing

Dates – 8/31-9/11

Enduring Understandings: 3) Punctuation marks and grammar rules are like highway signs and traffic signals. They guide readers through the text to help avoid confusion. 5) A writer’s point of view is influenced by his experience. 8) A writer’s word choice and syntax are characteristics of voice which help to personalize text.
Essential Questions: 1.) Why write? What if writing didn’t exist? Why share personal experiences in writing? To what extent is the pen mightier than the sword? How is written language different from spoken language? What makes writing worth reading? 2) How do writers express their thoughts and feelings? Where do ideas for writing come from? What Makes Writing flow? 8. To what extent do conventions of language impact communication?
Assessments / Formative: DistrictExpressive Writing Prompt I (9/1– 9/25), ongoing assessments including observation, writing samples, etc.
Summative: Choose a mutually selected piece that best represents the student’s work.
Style/Mini lesson topics: (1.1, 1.2,1.3) / Interactive Writing- Introduce writing conventions
WG ( Christina Writing Guide)(pages 10 –41)
You may choose not to use Interactive writing, however you need to teach the concepts.

Dates – 9/14-10/2

Enduring Understandings: 1.) Audience and purpose (e.g. To inform, persuade, entertain) influence the use of literary techniques (e.g., style tone, word choice) 5) A writer’s point of view is influenced by his experience.
Essential Questions: 1. Why write? What if writing didn’t exist? Why share personal experiences in writing? To what extent is the pen mightier than the sword? How is written language different from spoken language? What makes writing worth reading? 2) How do writers express their thoughts and feelings? Where do ideas for writing come from? What makes writing flow?
Assessments / Formative: DistrictExpressive Writing Prompt I (9/1– 9/25), Ongoing assessments including observation, writing samples, etc.
Summative: Choose a mutually selected piece that best represents the student’s work.
Style/Mini lesson topics: (1.1, 1.2,1.3) / Expressive
Set up Writing workshop procedures and process
WG- procedure: pages 45 –63, process: pages 72 -94 / Expressive
Set up Writing workshop procedures and process
WG- procedure: pages 45 –63, process: pages 72 –94 / Begin Idea Development
WG- pages 95 - 143
Conventions / Using capital letters / Beginning sentences with capital letters / Using punctuation

Dates– 10/5-10/23

Enduring Understandings: 1) Audience and purpose (e.g. To inform, persuade, entertain) influence the use of literary techniques (e.g., style tone, word choice) 5) A writer’s point of view is influenced by his experience.
Essential Questions: 1) Why write? What if writing didn’t exist? Why share personal experiences in writing? To what extent is the pen mightier than the sword? How is written language different from spoken language? What makes writing worth reading? 2) How do writers express their thoughts and feelings? Where do ideas for writing come from? What makes writing flow? 4) Why am I writing? For whom? What am I trying to achieve through my writing? Who will read my writing? What will work best for my audience? 7) How do writers communicate clearly?
Assessments / Formative: Ongoing assessments including observation, writing samples, etc.
Summative: Choose a mutually selected piece that best represents the student’s work.
Style/Mini lesson topics: (1.1, 1.2,1.3) / Expressive
Idea Development WG – pages 95 - 143 / Expressive
Idea Development WG – pages 95 - 143 / Expressive
Idea Development WG – pages 95 - 143
Conventions / Capitalizing Names / Using naming words / Using Action Words

Dates– 10/26-11/20

Enduring Understandings: 1) Audience and purpose (e.g. to inform, persuade, entertain) influence the use of literary techniques (e.g. style, tone, word choice). 5)A writer’s point of view is influenced by his experience.
Essential Questions:1) Why write? What if writing didn’t exist? Why share personal experiences in writing? To what extent is the pen mightier than the sword? How is written language different from spoken language? What makes writing worth reading? 2) How do writers express their thoughts and feelings? Where do ideas for writing come from? What makes writing flow? 4)Why am I writing? For whom? What am I trying to achieve through my writing? Who will read my writing? What will work best for my audience? 7) How do writers communicate clearly?
Assessments / Formative: Ongoing assessments including observation, writing samples, etc.
Summative: Choose a mutually selected piece that best represents the student’s work.
Style/Mini lesson topics: (1.1, 1.2,1.3) / Expressive
Idea Development WG – pages 95 – 143 / Expressive
Idea Development WG – pages 95 – 143 / Expressive
Idea Development WG – pages 95 - 143
Conventions / What is a sentence? / Naming parts of a sentence / Action parts of a sentence

Dates – 11/30-12/23

Enduring Understandings: 1) Audience and purpose (e.g. To inform, persuade, entertain) influence the use of literary techniques (e.g., style tone, word choice) 5) A writer’s point of view is influenced by his experience.
Essential Questions: 3) How do effective writers hook and hold their readers? What makes writing easy to follow? What is the best beginning? What is the best ending? What is the best order (sequence)/ What is a complete thought? 6.) What is the relationship between reader and writer?
Assessments / Formative: Ongoing assessments including observation, writing samples, etc.
Summative: Choose a mutually selected piece that best represents the student’s work.
Style/Mini lesson topics: (1.1, 1.2,1.3) / Expressive
Organization (WG pages 144 –175), continue idea development
Conventions / Is it a sentence? / Telling sentences / Asking Sentences

Dates –1/4-1/29

Enduring Understandings: 1) Audience and purpose (e.g. To inform, persuade, entertain) influence the use of literary techniques (e.g., style tone, word choice 3) Punctuation marks and grammar rules are like highway signs and traffic signals. They guide readers through the text to help avoid confusion. 5) A writer’s point of view is influenced by his experience.
Essential Questions: 3) How do effective writers hook and hold their readers? What makes writing easy to follow? What is the best beginning? What is the best ending? What is the best order (sequence)/ What is a complete thought? 4)Why am I writing? For whom? What am I trying to achieve through my writing? Who will read my writing? What will work best for my audience? 8) To what extent do conventions of language impact communication)
Assessments / Formative:Ongoing assessments including observation, writing samples, etc.
Summative: Choose a mutually selected piece that best represents the student’s work.
Style/Mini lesson topics: (1.1, 1.2,1.3) / Expressive
Organization WG- pages 144-175 / Expressive
Organization WG- pages 144-175 / Expressive
Introduce Conventions
WG – pages 212- 240
Conventions / Exclamations / Which kind of sentence? / Using I or me in sentences

Dates– 1/30-2/26

Enduring Understandings: 1) Why write? What if writing didn’t exist? Why share personal experiences in writing? To what extent is the pen mightier than the sword? How is written language different from spoken language? What makes writing worth reading? 4.) A writer selects a form based on his purpose. 6) Conventions of language help readers understand what is being communicated.
Essential Questions: 4) Why am I writing? For whom? What am I trying to achieve through my writing? Who will read my writing? What will work best for my audience? 5.) Why does a writer choose the form of writing he/she does? To what extent do conventions of language impact communication?
Assessments / Formative:District Writing Prompt III –persuasive (2/1-2/19) Ongoing assessments including observation, writing samples, etc.
Summative: Choose a mutually selected piece that best represents the student’s work.
Style/Mini lesson topics: (1.1, 1.2,1.3) / Persuasive

HM T 63

/ Persuasive
Idea Development, Organization
WG – Pages 262-263 / Persuasive
Idea Development, Organization, Conventions
Conventions /

Naming words for people and animals

/ Naming words for places and things / Naming words for one or more

Dates– 3/1-3/19

Enduring Understandings: 3) Punctuation marks and grammar rules are like highway signs and traffic signals. They guide readers through the text to help avoid confusion. 6) Conventions of language help readers understand what is being communicated. 7) The purposeful use and non-use of language conventions help readers understand.
Essential Questions: 7.) How do writers communicate clearly?
Assessments / Formative: Ongoing assessments including observation, writing samples, etc.
Summative: Choose a mutually selected piece that best represents the student’s work.
Style/Mini lesson topics: (1.1, 1.2,1.3) / Expressive
Sentence Fluency WG pages 176-190
Review prior traits / Expressive
Sentence Fluency WG pages 176-190
Review prior traits / Expressive
Sentence Fluency WG pages 176-190
Review prior traits
Conventions / Proper nouns for people and animals / Proper nouns for places and things / Pronouns

Dates– 3/22-4/16

Enduring Understandings: 1. Audience and purpose (e.g., to inform, persuade, entertain) influence the use of literary techniques (e.g., style, tone, word choice) 4. A writer selects a form based on his purpose. 8. A writer’s word choice and syntax are characteristics of voice which help to personalize a text.
Essential Questions: 4. Why am I writing? For whom? What am I trying to achieve through my writing? Who will read my writing? What will work best for my audience? 7. How do writers communicate clearly? 9. What is this voice thing anyway?
Assessments / Formative: Ongoing assessments including observation, writing samples, etc.
Summative: Choose a mutually selected expressive piece that best represents the student’s work.
Style/Mini lesson topics: (1.1, 1.2,1.3) / Expressive
Word Choice/Voice WG 191-202
Continue other traits / Expressive
Word Choice/Voice WG 191-202
Continue other traits / Informative
HM page 127
Review all traits
Conventions / Action words / Present tense / Actions words with -ed

Dates– 4/19-5/14

Enduring Understandings: 1.) Audience and purpose (e.g., to inform, persuade, entertain) influence the use of literary techniques (e.g., style, tone, word choice) 4) A writer selects a form based on his purpose. 5) A writer’s point of view is influenced by his experience.
Essential Questions: 4) Why am I writing? For whom? What am I trying to achieve through my writing? Who will read my writing? What will work best for my audience? 5) Why does a writer choose the form of writing he/she does?
Assessments / Formative: Ongoing assessments including observation, writing samples, etc.
Summative: District expressive writing prompt (5/10-5/28)
Style/Mini lesson topics: (1.1, 1.2,1.3) / Informative
HM Theme 8 T71-77
All traits / Informative
All Traits / Expressive
Friendly letter HM T 70 –71
All traits
Conventions / Using is and are / Using was and were / Describing what we see

Dates–5/17-6/10

Enduring Understandings: 1.) Audience and purpose (e.g., to inform, persuade, entertain) influence the use of literary techniques (e.g., style, tone, word choice) 4) A writer selects a form based on his purpose. 8) A writer’s word choice and syntax are characteristics of voice which help to personalize a text.
Essential Questions: 4) Why am I writing? For whom? What am I trying to achieve through my writing? Who will read my writing? What will work best for my audience? 5) Why does a writer choose the form of writing he/she does? 9) What is this voice thing anyway?
Assessments / Formative: Ongoing assessments including observation, writing samples, etc.
SummativeDistrict expressive writing prompt (5/10-5/28)
Style/Mini lesson topics: (1.1, 1.2,1.3) / Expressive
All Traits / Informative
How To Instructions HM T 72 –79
All traits / Expressive
All Traits
Conventions / Describe what we hear / Describe words: Taste, Smell, Feel / Comparing (-er, -est)

1

CSD C&I 2009