1.W.3.2

Develop a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement.

Learning Outcome:

Write routinely over brief time frames and for a variety of purposes and audiences.

I Can Statements Question Stems
I can write a topic sentence about a main idea.
I can organize details that go together in my writing.
I can write an ending sentence.

-What is something you know a lot about? Can you tell others about it?
-What is your topic?
-What is your topic sentence?
-What are the facts or details to support your topic?
-How do your details go together?
-How did you conclude your writing?

Academic Vocabulary

detail
conclusion
fact
main idea
topic sentence

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-During read alouds talk about what is the main idea of the story and how the pictures support the main idea of the story. -Based on a read aloud, complete a graphic organizer as a class that identifies the main idea and details.

-Model drawing a picture about a topic. Then add details, labels, and sentences. Discuss using an introductory and concluding sentence.

-Turn and talk to a partner prior to writing or drawing.

-Have students share with work with peers or small groups. Encourage students to give as many details as possible about their drawing or writing.

Reading Standards Writing Standards Speaking and Listening Standards
1.RL.1.1
1.RN.2.1
1.RN.2.2
1.RN.4.1
1.W.2.1
1.W.4 
1.SL.1
1.SL.2
Digital Resources
Graphic Organizers https://www.teachervision.com/lesson-planning/graphic-organizer

Main Idea and Details Video https://www.youtube.com/watch?v=-_nePjWXecQ

Anchor Charts https://www.weareteachers.com/25-awesome-anchor-charts-for-teaching-writ...

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

utilize think-write-pair-share activities
utilize drawing
model writing process with I do, we do, you do
provide grammatical sentence structure support

-utilize think-write-pair-share activities
-help students write sounds in words for group writing
-utilize drawing and labeling
-model writing process with I do, we do, you do
-provide grammatical sentence structure support

-model writing process with I do, we do, you do

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples

Recognize developmental stages of writing

Allow drawings and inventive spelling for beginning of kindergarten

Encourage students to explore writing by copying texts

Provide mini-word walls for access to sight words without needing to copy from the wall

Trace letters to learn proper letter formation

Use handwriting paper with raised guides

Trace letter in sand or shaving cream

Build the letters with Play-Doh

Use magnetic letters to spell a sight word, then copy the word

Model writing (for example, in a morning message), move to shared writing, then begin independent journaling (gradual release model)

Teacher writes in highlighter, and student traces over letters

Students uses speech-to-text option

Students fill in the blank in teacher created sentences.

Utilize gradual release model to teach steps of writing process

Model a prewrite web

“Share the Pen” on a first draft

Provide specific feedback to students’ work