1.W.6.1b

Demonstrate command of English grammar and usage, focusing on:

Verbs –
Writing sentences using verbs to convey a sense of past, present, and future.

Learning Outcome:

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

I Can Statements Question Stems
I can write sentences using different verb tenses.

-Does your sentence show action?
-What verb did you use in your sentence?
-Is the verb showing past, present, or future tense?
-How do you write the verb in past, present, and future?
-What is a common ending for a past tense verb?

Academic Vocabulary

convey
future
past
present
verb

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Post examples of verbs on the classroom word wall.

-Use of mentor texts/ sentences from texts as examples to model correct verb usage.

-When given sentences, have students sort verbs by tense.

-Use a write the room activity, so students practice using verbs in sentences. After writing, have students highlight the verb.

-Use verbs in all tenses when responding to dictated sentences or writing prompts.

-Use verbs during independent writing.

-Allow students to turn and talk during planned stops of your read aloud. Focus their discussion on the verb.
Reading Standards Writing Standards Speaking and Listening Standards
1.RF.4 1.W.2.1 
Digital Resources
Anchor Charts https://www.weareteachers.com/25-awesome-anchor-charts-for-teaching-writ...

Verb Rap Video: https://www.youtube.com/watch?v=ineCCpqpZrM

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