Grade 1

Informational Writing

Writing Literary Text

Persuasive Writing

Progress Indicator: generating ideas using a range of responses (e.g., discussion, dictation, drawing, letters/invented spelling, writing), when responding to a topic, text, or stimulus (event, photo, etc.)

Progress Indicator: describing information about a topic or text using drawings with details, written words (e.g., labels, names), and fact statements (e.g., “Spiders make webs”) and ‘reading back’ what they have written

Progress Indicator: representing facts and descriptions through a combination of illustrations, captions, and simple sentences that often connect two clauses; applying basic capitalization and end punctuation 

Progress Indicator: with support, using various information retrieval sources (e.g., word wall, book talks, visuals/images, Internet) to obtain facts and compose information on a topic

Progress Indicator: with support, using simple note-taking strategies to record and group facts (e.g., numbering, T- chart, graphic organizer) to plan writing 

Progress Indicator: selecting and ordering fact statements, using domain-specific vocabulary to describe a sequence of events or to explain a procedure (e.g., list necessary materials and tell steps in logical order)

Progress Indicator: presenting factual information describing subtopics of larger topics using sentences in somewhat random order (e.g., listing fact statements rather than connecting or relating ideas)

Progress Indicator: organizing factual information about subtopics of larger topics using relevant details in several related sentences

Progress Indicator: with support, revising by adding concrete details, descriptions, and concluding statement/closure; editing using grade appropriate grammar, usage, spelling (e.g., high frequency words), and mechanics 

Progress Indicator: generating story ideas using discussion, dictation, drawing, letters/invented spelling, writing when responding to a stimulus (e.g., event, photo, text, daily writing log, etc.)

Progress Indicator: conveying meaning with illustrations/dictation to describe event, personal/imagined experience

Progress Indicator: telling a story/event using drawings with details, written words (e.g., nouns, names), and simple sentences; ‘reading back’ what they have written

Progress Indicator: logically sequencing events (beginning/middle/end) using some signal words (e.g., first, then, next); applying basic capitalization and end punctuation

Progress Indicator: writing about a situation; describing characters by what they do, say, and think and what others say about them

Progress Indicator: organizing texts with title and focus (e.g., introduce who, what, why) and connecting problem- solution

Progress Indicator: with support, revising by adding concrete details, descriptions, and concluding statement/closure; editing using grade appropriate grammar, usage, spelling (high frequency words), and mechanics

Progress Indicator: generating ideas about a topic, text, or stimulus shared (event, photo, video, peers, etc.) using a range of responses (e.g., discussion, dictation, drawing, letters/invented spelling, writing)

Progress Indicator: with prompting and support, connecting information/facts with personal opinions about a topic or text (e.g., I think it is an informational text because it has facts.) using discussion, drawings with details, written words (labels, nouns) or completing statements (e.g., This is what I like about dogs…; That character was funny because…) and ‘reading back’ what they have written

Progress Indicator: reading a variety of texts and distinguishing among text genres and their purposes (e.g., stories-entertain, texts that teach or give information, ads- convince you to buy, personal messages/letters- different purposes, include opinions) 

Progress Indicator: with support, using simple note-taking strategies to record and distinguish facts-opinions or reasons for-against a real-world topic (e.g., T-chart with reasons why people like/do not like pizza) 

Progress Indicator: locating facts to support stated opinions about a topic ( e.g., survey peers) or text; collaboratively describing reasons for-against through illustrations, captions, and simple sentences that connect reasons with evidence; applying basic capitalization and end punctuation. 

Progress Indicator: selecting a topic or text of personal interest, finding accurate information about the topic/text, and generating statements (in somewhat random order) connecting opinion with reasons and supporting evidence (e.g., I like winter because…)

Progress Indicator: developing an opinion on a topic/text with statements that connect the stated opinion (“You will think/agree this story is funny…) in several related sentences with reasons and relevant details/supporting evidence for an authentic audience

Progress Indicator: With support and audience feedback, revising by adding relevant details, descriptions, and concluding statement/closure; editing using grade appropriate grammar, usage, spelling (high frequency words), and mechanics

Describe factual information about familiar people, places, things, and /or events with relevant details orally or in writing.

With guidance and support from adults, recall information (e.g., quote or paraphrase from source) from experiences to answer a question. 

Write simple statements that name a topic and supply some facts about the topic. 

When writing information/explanatory texts use illustrations and captions to relay facts about a topic.  

Identify various sources (e.g., word wall, book talks, visuals/images, Internet) that can be used to gather information or to answer a question (e.g., How do we find out?).

Use illustrations and details in a text to obtain facts and compose information on a topic.

With guidance and support from adults, gather information (e.g., highlight, take notes) from provided sources to answer a question.  

Participate in shared research and writing projects (e.g., drawings, visual displays, labels). 

No CCCs developed for this PI at grade 1 

No CCCs developed for this PI at grade 1

Present, orally or in writing, factual information of familiar people, places, things, and/or events describing subtopics of larger topics. 

Provide a concluding state mentor section to a permanent product.  

With guidance and support, use feedback on a topic (e.g., additional text, drawings, visual displays, labels) to strengthen informational writing.

Generate ideas and/or opinions when participating in shared writing projects.

With guidance and support, recall information from experiences to answer a question orally or in writing. 

Describe ideas about familiar people, places, things, and/or events with details orally or in writing.

Describe people, places, things, and/or events with relevant details.

Describe orally or in writing a single event or a series of events that includes details about what happened.  

When appropriate, write about a series of events in the order in which they occurred using signal words (e.g., first, then, next).  

Write a narrative that includes a sense of closure.

No CCCs developed for this PI at grade 1

Provide a title for writing that tells the central idea or focus.

With guidance and support, use feedback (e.g., elaborate on story elements) to strengthen narrative writing. 

Draw, dictate, or write an idea or opinion about a topic.

With guidance and support from adults, recall information from experiences to answer a question.  

Describe familiar people, places, things, and/or events with details orally or in writing.

Use descriptions and details of familiar people, places, things, and/or events to support an opinion. 

No CCCs developed for this PI

No CCCs developed for this PI

With guidance and support from adults, gather information from provided sources (e.g., highlight in text, quote or paraphrase from text or discussion) to answer a question. 

Write, draw, or dictate an opinion statement using accurate information as reasoning about a topic or book of interest.

Organize an opinion piece starting with a topical or opinion statement followed by a reason. 

Write an opinion piece that includes a sense of closure.

With guidance and support, use feedback (e.g., drawings, visual displays, labels) to strengthen persuasive writing.