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P1 / 1st Grade Writing Standards
Writing To Communicate Ideas To Authentic
Audiences For Authentic Purposes
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Academic Expectation 1.11: Students write using
appropriate forms, conventions, and styles to communicate
ideas and information to different audiences for different
purposes.
Core Content
WR-E-1.1 Reflective Writing (Letter To The Reviewer)-includes
the writer’s examination of his/her writing skills,
abilities, approaches, and products.
WR-E.1.2 Personal Writing (Personal Narrative or Memoir)-
focuses on the life experiences of the writer.
WR-E-1.3 Literary Writing (Short Story, Poem, or Script)- artfully
communicates with the reader about the human condition.
WR-E-1.4 Transactive Writing (Letters, Speeches,
Editorials, Articles, Proposals and Brochures)- is
informative/persuasive writing that presents ideas and
information for authentic audiences to accomplish realistic
purposes like those that students will encounter in their
lives.
Audience/Purpose- The writer establishes a focused
purpose to communicate with an audience by:
Choosing topics from experiences, interests, and
concerns
Writing to an audience other than the teacher
Beginning to focus on a topic
Beginning to show some evidence of individual voice
Idea Development and Support- The writer develops and
supports main ideas by:
Supporting ideas with pictures and simple phrases
Including one or two details
Organization- The writer creates unity and coherence
by:
Using principles of directionality (left to right, top
to bottom, front to back) for placement of text and
pictures
Demonstrating some logical order
Borrowing form and structure of pieces from models
Writing a beginning (lead), middle (body), and
conclusion
Sentences- The writer creates sentences that are:
Simple sentences
Language-The writer demonstrates:
Writing in first person
Use of some descriptive language
Some evidence of correct word usage
Use of a variety of words
Correctness- The writer demonstrates:
Use of spaces between words consistently
Conventional spelling of High Frequency words and those
found in environmental print
Use of sound/ letter correspondence to spell words
Use of capital letters at the beginning of sentences
Use of ending punctuation
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On-Demand Writing
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Academic Expectation 1.11: Students write using
appropriate forms, conventions, and styles to communicate
ideas and information to different audiences for different
purposes.
Purpose- To determine if students can
independently apply skills and knowledge of the writing
criteria.
Audience- The teacher
Forms- Letter and Article
Note: On-Demand Writing at this level can
be assessed through Interactive Writing depending on the
students’ developmental level. In addition, On-Demand
Writing can be used as a pre-assessment tool to evaluate
students’ knowledge of genres and conventions of writing
prior to instruction. |
Writing To Learn
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Academic Expectation 1.11: Students write using
appropriate forms, conventions, and styles to communicate
ideas and information to different audiences for different
purposes.
Purpose- Students write in order for the teacher to
assess their comprehension of content and concepts.
Audience- The learner
POS- Appropriate P1 Writing to Learn
practices include:
Sketch Journals
Class Journals
Learning Logs
Personal Journals
Interactive Writing Activities
Writers’ Notebook
Observation Logs
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Writing To Demonstrate Learning
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Academic Expectation 1.11: Students write using
appropriate forms, conventions, and styles to communicate
ideas and information to different audiences for different
purposes.
Purpose- Students write in order for the teacher to
assess their comprehension of content and concepts.
Audience- The teacher
POS-Appropriate P1 Writing to Demonstrate Learning
Activities include:
Open Response Prompts
Test Questions which require pictorial or limited
written response
Oral Reports or Retellings
Explanation or Summary of an Activity
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Writing Skills and Processes
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Students should be able to:
Habits, Skills, and Processes
Write their name and date
Write the letters of the alphabet using correctly formed
letters
Write letters on a line
Write a list
Write from left to right and top to bottom
Use uppercase and lowercase letters
Use ending punctuation
Write High Frequency or Word Wall Words
Label pictures or drawings
Establish a relationship between print and pictures
Write complete sentences
Describe using adjectives
Construct writing with chronological sequence of events
Write pieces in each of the four categories of writing:
Literary, Personal, Transactive, and Reflective after
extensive modeling has occurred
Authors’ Craft
Identify a specific purpose for writing
Select topics
Use pre-writing forms, such as graphic organizers, after
extensive modeling has occurred
Write in first person
Borrow structure of form and organization from models
Retell a message represented by letters or words
Receive suggestions and compliments graciously
Establish and use criteria for evaluating writing
Edit writing to find missing words, Word Wall words
spelled incorrectly, or to add detail in response to peer or
teacher feedback
Use tools (e.g., picture dictionary, writers’ notebook,
technology) to craft and edit their writing
Use a writer’s notebook
Use environmental print as a resource for writing
Sustain writing over several sessions
Explore and use technology to access information and as a
means of communication
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Fayette County Public Schools ELEMENTARY COMPETENCY ASSURANCE
DOCUMENT for Writing
Developed from Academic Expectations, Kentucky Program of
Studies, Kentucky’s Core
Content for Writing Assessment, Transformations, and Kentucky Marker
Papers 2003-2004 DRAFT |
