English capitalizations, punctuation, and spelling when
writing.
! Capitalize dates and names of people.
! Use end punctuation for sentences
! Use commas in dates and to separate single words in a series.
! Use conventional spelling for words with common spelling
patterns and for frequently occurring irregular words.
! Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.
Vocabulary Acquisition and Use
! Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 1 reading and
context, choosing flexibly from an array of strategies.
! Use sentence-level context as a clue to the meaning of a word
or phrase.
! Identify frequently occurring root words (e.g looks, looked,
looking)
! With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word
meanings.
! Sort words into categories (e.g. colors, clothing) to gain a
sense of the concepts the category represents.
! Define words by category and by one or more key attributes
(e.g. a duck is a bird that swims; a tiger is a large cat with
stripes)
! Identify real-life connections between words and their use (e.g.
note places at the home that are cozy)
! Distinguish shades of meaning among verbs differing in
manner (e.g look, peek, glance, stare, glare, scowl) and
adjectives differing in intensity (e.g. large, gigantic) by defining
or choosing them or by acting out the meanings.
! Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including
frequently occurring conjunctions to signal simple
relationships (e.g. because)
you..." or "It makes me feel..." or "It reminds me of..."
• Writers, today I want to teach you that another way we can work with
our partners is to have our partners read aloud a bit of our stories, then
act out what that bit says (not what we wish it said!) and then read the
next bit, acting out that bit as well. As we listen and watch, we will
quickly realize things that have been left out. "No, you need to do
this!" we might say and then, as a writing partner we can say back,
"You should say that in the story."
Bend III: Writers Reread and Edit As They Write, Using Tools and
Word Study Concepts
• Writers ask questions of themselves as we reread to make our writing
stronger. We ask “Would my teacher be able to read this? Would my
writing partner be able to read this?” to make sure our writing is clear.
• When writers want to write a word, we stretch that word out like a
rubber band, saying it really slowly. We say it again and again, listening
for the first sound. When we hear that sound, we put the letter that
makes the sound onto the paper. If we don't know that letter, we put a
little mark on the paper. Then we say the word again and listen for the
next sound that we hear, and we put another letter on the paper for
that sound (Launching the Writing Workshop, p. 52).
• You know how there are some words you guys, as readers, just know?
Well, when we write, we also need a handful of words we just know in
a snap. That makes writing go faster. I put words up here on our word
wall that are words I think you know in a snap, or almost know in a
snap. Today I want to teach you that if there's a word you are writing
in your story that is on the word wall, but you can't spell it, you can
just look for it there. Then you can say the letters to remind yourself.
Once it is in your brain, write it down on your page—snap, snap, snap
(Small Moments: Personal Narrative Writing, p. 77).
• Writers have strategies for dealing with tricky words. Writers say the
words slowly and write what we hear. We use prompts to help us
along. *Say the word. Listen to what you hear at the beginning/end. Do you