**COMBO VERSION! COLOR & BLACK LINED 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. I have also included more goals than you will need for your kids to be successful. These goals strongly align with Lucy Calkins’ Units of Study, Unit 2 Information Writing for first grade. This unit focuses on a topic that kids can teach through their own background knowledge. It is aligned with CCSS. However, you do not need to own her program to use these goals nor follow CCSS. However, I do love the program! You can find it HERE
. I print 1 sheet of 30 labels per child. I use Avery 5160 mailing labels. Depending on what your individual kids need, I would take up to 2-3 labels at a time and adhere them to my students’ writing folders. Prior to writing and after my mini-lesson, I have the kids read over their labels. 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.
The 30 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
-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 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
As you can see, you can adapt these goals to fit the writers and their varying needs in first grade.
***Please note that Calkins’ units are a progression and each builds upon the former. If you have purchased my labels for narrative writing, these labels are different and have different visuals.
These are also great for ELLs and resource kids because it is a visual reminder.