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Goal Setting Labels & Posters Information Writing for First Grade Writers!

Goal Setting Labels & Posters Information Writing for First Grade Writers!
Goal Setting Labels & Posters Information Writing for First Grade Writers!
Goal Setting Labels & Posters Information Writing for First Grade Writers!
Goal Setting Labels & Posters Information Writing for First Grade Writers!
Goal Setting Labels & Posters Information Writing for First Grade Writers!
Goal Setting Labels & Posters Information Writing for First Grade Writers!
Goal Setting Labels & Posters Information Writing for First Grade Writers!
Goal Setting Labels & Posters Information Writing for First Grade Writers!
Product Description
Posters & Labels-first grade
BUNDLE Information Writing for First Grade Writers! Mini-Posters & Labels
As a teacher of writing, I found that because kids are developing at different stages and have differing needs, the writing process needed to be broken down for some more than others. With that being said, I have created writing goals that cover content and conventions/mechanics of writing. This product contains color &; black and white labels, mini color posters and editable labels. These goals strongly align with Lucy Calkins’ Units of Study, Unit 2 Information Writing for First Grade and CCSS. This unit focuses on writing that teaches readers about a topic the writer knows a lot about from their own background. You do not need to own her program to use these goals nor follow CCSS. However, I do love the program! You can find itHERE These writing goals have also been made into mini posters that measure 5.5 X 8.5 and there are two to a page. A brilliant customer of mine, Lauren, encouraged me to turn Narrative Writing Labels for K-1 into mini posters that she could hang on a bulletin board. From there she differentiates the needs of her students by adding their name next to the goal they are working on. Included in this product are editable labels to add your kids’ names. I would suggest making a sheet of labels for each child with their name. This way the kids could be working on more than one goal at a time.
Prior to writing and after my mini-lesson, I have the kids read over their goals. At the close of the workshop, they once again read over their goals to reinforce what they are working on and then the process starts again at the next workshop. I found that they are extremely effective at having the kids evaluate and reflect on their writing throughout the process, not just on the final product. Hopefully, you will find that as the rigors of the Common Core abound, these will assist you and your students in meeting those high standards.
Goals are written in first person and are as follows:
- -thinking of a topic
-plan the topic
-tell different parts about the topic on different pages
-plan by sketching across pages
-give examples
-put facts in writing to help teach
-add pictures, labels and words to add details
-think about question words (Who? How? When? Where? Why?)
-use the word wall
-naming a topic in the beginning
-chapter titles that have action words, are short and tell what the page is about
-using twin sentence
-using comparisons
-using size, shape, and color words
-writing fancy words
-having space between words
-using “snap” words (words that you can spell without thinking about it..in a SNAP!)
-using what is known about word parts/chunks to help spell
-having a letter for most sounds in a word
-using a vowel in every word
-using commas, ending and beginning punctuation
-capital letters at the start of sentences
-reading their own writing
-using other spelling strategies
-Mantra: “When I think I am done, I have just begun.”
-reading to writing partner before meeting with the teacher
-having an ending
-reading goals before and after writing-Just a poster, not a label
-adding talk bubbles to teach more—Just a part of the posters, not a label
-adding a photograph-just part of the posters, not a label

As you can see you can adapt these goals to fit the writers and their varying needs in first grade writers.
***Please note that Calkins’ units are a progression and each builds upon the former. If you have purchased my posters for narrative writing, these posters are different and have different visuals. I did include a couple posters from the K-1 narrative collection in this product.
These are also great for ELLs and resource kids because it is a visual reminder.
I think you will find that by having these goals will allow you to differentiate your instruction, while having kids reflect on their own progress.
Total Pages
20 pages
Answer Key
N/A
Teaching Duration
N/A
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