1.W.3.3

Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending.

Learning Outcome:

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

I Can Statements Question Stems
-I can develop topics for stories or poems.
-I can describe characters and their actions.
-I can use words to signal event order.
-I can organize ideas into a beginning, middle, and end.

-What is the topic of your story or poem?
-How can you describe the characters and their actions?
-What happens at the beginning of your story?
-What happens in the middle of your story?
-What happens at the end of your story?
-How did you connect the parts of your story?

Academic Vocabulary

beginning
describe
end
middle
precise word
topic

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Teacher reads a variety of mentor texts to spark ideas for how a text is structured (beginning, middle, end and usage of temporal words).

-Have students highlight temporal words in stories.

-Use graphic organizers, organizing power, a coat of arms, map it out, character charts, or story maps to organize ideas before writing.

-During writing, have students highlight when they use temporal words or if they should include a temporal word.

-Allow students to turn and talk to a partner prior to writing to tell their story. Partners listen for temporal words and a clear beginning, middle, and end in the story.
Reading Standards Writing Standards Speaking and Listening Standards
1.RL.2.3
1.RL.3.1
1.RL.4.1
1.W.2.1
1.W.4 
1.SL.1
1.SL.2
Digital Resources

-Graphic Organizers

-Anchor Charts

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