Unit 1: What Good Writers Do
Grade Level: First Grade
Timeframe: 6 weeks
Unit Overview: This unit is to provide an introduction to the writing workshop that establishes roles and norms for the class. Students will learn routines and procedures that
will be the foundation for the workshop and identify tools that they will use to be successful writers. Students will be collaborating to solve problems, share ideas, and engage
in relevant discussions using full sentences. Students will set goals at the beginning of the unit and then reflect with the teacher during conferencing at the end to see progress.
In the workshop, will begin to craft stories in sequential parts focusing in on a small moment in time. They will build skills for partner work, how to revise and use a checklist,
and what it means to publish a piece of work at the end of the unit.
Enduring Understandings
We are learning through our writing that we can tell a story.
We are learning through our writing that we can use tools to improve our work.
Essential Questions
What is writer’s workshop?
What do good writers do?
How do we share ideas and work with others during the workshop?
How can we tell a “great” story?
What can I do if I can’t think of an idea or event to write about?
What tools help me as a writer?
What strategies will I use to help me spell and write?
How will I correct my work?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups.
W. 1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event
order and provide some sense of closure.
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
21st Century Skills Standard and Progress Indicators:
Have multiple exchange discussions about a specific question or topic.
Take turns speaking and doing in whole group settings.
Work collaboratively with peers to complete tasks or cooperatively play.
Work collaboratively with partners to solve problems.
Apply critical thinking and problem-solving strategies during structured learning experiences.
High Frequency Words Taught in Unit 1 Word Work:
Week 1: and, you, be, play, help, with
Week 2: for, he, what, look, have, too
Week 3: do, sing, find, no, funny, they
Week 4: all, me, does, my, here, who
Week 5: friend, hold, full, many, good, pull
Week 6: away, every, call, hear, come, said
Academic Vocabulary Taught in Unit 1:
Week1: author, visualize, strategy, illustrations, details, tools
Week 2: word wall, environment, alphabet chart
Week 3: complete sentence
Week 4: punctuation, period, capital letter
Week 5: strategy, publish, checklist, partner sharing, celebration
Application in Centers:
 Look into Journey’s Grab and Go centers for writing and phonics application.
 Key details and similarities: have students work with a partner to buddy read two texts and then come up with similarities and illustrate the key details (provide
graphic organizer to scaffold learning.)
 Sticker Stories: Have stickers be used within illustrations to help generate ideas setting or characters- for students to create stories.
 Partner Writing: Creating stories or telling stories with prompts. Have students include detail and have partner share details from created story.
 Retell Stories with Sequence Cards: Have story sequence cards available and tell the story while writing the temporal word above each picture. (First, Next, Last)
 Poems- laminate/use a journal common poems to identify key vocabulary and sight words- have students circle letters they know, reread to the class, create
illustrations to go along with poems- can also provide alternate settings, change characters.
 Writing Center- What if?? Stories Place favorite read aloud books in writing center and have students imagine what the story would be like with a different main
character or setting- great to feature during share portion of centers.
 Read and Write the Room: Set a focus for students to go around and read/write with environmental print- great ideas on pinterest for example templates
 Sight word books – give the students a book with sight words blanked out. Place a list of the sight words that are blanked out on the inside cover of the book. Have
students finish “writing” the book by writing in the correct sight word. Students can then illustrate the book & read it to a friend.
 Flip books: Divide multiple pieces of paper into 3 sections. Cut the pieces of paper. Write different letters on the pieces of paper. Staple the pieces of paper to a piece
of cardstock (make sure you place your vowels in the middle). Have students flip the pieces of paper and read new words. Students write a sentence with the new word
and illustrate the picture. You can differentiate this activity by placing a variety of blends & digraphs & long vowel sounds in the flip book. You can also have
Students make their own flip books.
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
Instructional Plan
Pre-assessment:
On demand writing prompt- Read the sentence and have students write to the best of their ability and then draw an illustration to represent the
sentence. This is my cat. His name is Sam.
Reflection
Scoring Checklist:
First sentence begins with a capital letter.
Second sentence begins with a capital letter.
First sentence ends with a punctuation mark.
Second sentence ends with a punctuation mark.
A name is capitalized.
The month for the date at the top of the page is capitalized.
Illustration accurately represents the sentence content (cat in picture).
Student uses child friendly spelling to write sentences. Sentences have proper finger spacing.
*Setting Writing Goals with Data- complete this after pre-assessments are complete:
1st grade students example: http://growingfirsties.blogspot.com/2014/04/Data-Based-Goal-Setting.html
SWBAT
Instructional
Formative Assessment
Activities and Resources
Student
(daily learning objectives grouped
Practice
Strategies
by formative assessment)
Anecdotal notes- student Launching (Unit 1 Lesson 1) What is Writing
Day 1
participation during
Workshop?
WW
Student Draft
workshop
SWBAT: explain what he/she
Materials:
does during writing workshop.
 Chart paper




W.1.3
Markers
Student writing paper
Pencils
Writing folders or a place for students to
store their individual writing.
 Word bank of common summer activities
plus pictures to support ELL (optional).
Day 2
SWBAT find ideas to write about
during writing workshop.
WW
Referring to
class list of
ideas.
Anecdotal notes- student
is able to choose an idea
and write about it during
workshop
Student Draft
W.1.3
W.1.5
Launching (Unit 1 Lesson 2): Finding Ideas
Materials:
 Denver writing poem
 Journeys- Back to School (big book) or
other texts, such as: First Day Jitters by
Julie Dannenberg or The Night Before
First Grade by Natasha Wing
 Chart paper
 Markers
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
Reflection
Day 3
WW
SWBAT sketch to help write
more details
Student sketch
and draft
Discussion with
a partner
W.1.3
W.1.5
Day 4
WW, Centers
SWBAT use writing tools in the
classroom writing center
Student practice
of workshop
routines
Use alphabet
chart / sound
cards
W.1.3
W.1.5
Student Discussion
collected by anecdotal
notes
Student WorkCollecting drafts of
students drawings
Complete a checklist
while circulating- students
able to describe drawing
of people/places using
rubric- one= beginning,
two= developing three=
secure.
Checklist/Anecdotal
Notes- during the week
observe students using
problem solving or refer
students to different
resources instead of
providing answers. Pose
scenarios where students
would have to answer
what they would do to
solve problem.
Launching (Unit 1 Lesson 3) Using a Sketch
to Write More Details
Materials:
 Chart paper
 Markers
 Whole-class experience to be made into a
class story
Launching (Unit 1 Lesson 4) Introduction to
Writing Tools
Materials:
 (Varies by classroom.) The writing tools
you want to introduce may include:




Pencils
Markers
Sticky notes
Paper choice [NOTE: you may need to
model using particular paper choices]
 Writing folders (or a place for students to
store their writing)
 Tape dispensers
Student practice
of workshop
routines
Day 5
SWBAT stretch and write words
L.1.2.d
L.1.2.e
WW, Centers
Use alphabet
chart / sound
cards
Checklist/Anecdotal
Notes- during the week
observe students using
problem solving or refer
students to different
resources instead of
providing answers. Pose
scenarios where students
would have to answer
what they would do to
solve problem.
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
Launching (Unit 1 Lesson 5) Stretching and
Writing Words
Materials:
 Simple story or use the example under
“Teach” below
 Chart paper
 Markers
Day 6
SWBAT use the words wall to
help write words in our writing
L.1.2.d
WW, Centers
Reference word
wall,
computers,
picture
dictionary
Use picture
dictionary or
environmental
print as tools
Day 7
SWBAT create a quiet
environment for writing.
WW, Centers
Refer to anchor
chart for teacher
and student role
during
workshop
W.1.3
Day 8
Reference
anchor chart
WW
Active
Listening
Checklist/Anecdotal
Notes- during the week
observe students using
tools or refer students to
different resources instead
of providing answers.
Pose scenarios where
students would have to
answer which tool they
would go to.
Launching (Unit 1 Lesson 6) Using the Word
Wall to Help Write Words
Materials:
 Chart paper and markers
 Simple story partially written from
yesterday (use example in this
lesson or your own story)
 Word Wall
 Sticky notes
 Paper choice or journal
Checklist/Anecdotal
Notes- during the week
observe students using
tools or refer students to
different resources instead
of providing answers.
Pose scenarios where
students would have to
answer which tool they
would go to.
Launching (Unit 1 Lesson 7) Quiet
Environment for Writing
Student WorkTurn and Talk/think pair
share to discuss
Launching (Unit 1 Lesson 8) Whole Group
Sharing
Materials:
 Chart paper with headings: “Writing

Workshop looks like…” “Sounds like…”
“Feels like…” (such as the “Writing
Workshop” sample following lesson)
Markers
SWBAT participate in whole
group sharing.
Taking turns
speaking
Materials:
W.1.5
Reference Good
writers anchor
chart.
 A student to share a story during ‘Active
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
 “Whole Group Sharing” chart (sample in
resource section at end of this unit)
Engagement’
Day 9
SWBAT stretch and write words
using the alphabet chart
WW/ Centers
Alphabet Charts
(Sound/Spelling
Cards)
L.1.2.d
L.1.2.e
Checklist/Anecdotal
Notes- during the week
observe students using
problem solving or refer
students to different
resources instead of
providing answers. Pose
scenarios where students
would have to answer
what they would do to
solve problem.
Launching (Unit 1 Lesson 9) Using an
Alphabet Chart
Materials:
 Chart paper
 Markers
 Alphabet Charts (Sound/Spelling
Cards) [Note: Teacher may decide to
distribute personal copies of the
Alphabet Chart for students or have
students use the Journeys
Sound/Spelling cards on the wall.]
 3-4 words for sounding out in the Active
Engagement part
 Optional: Dry erase boards
Day 10
SWBAT identify what to do when
he/she is done with a writing
piece.
W.1.3
WW, Centers
Reference
anchor chartwhat to do
when finished.
Anecdotal notesobservation of students
going back to their work,
adding detail, pulling out
other pieces from their
folders to work on, etc.
Launching (Unit 1 Lesson 10) What to Do
When I’m Done
Materials:
 “When I’m Done” chart (see sample at the
end of this unit)
 Piece of modeled writing from lesson 1 or

First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
3 or something you prepare
Chrysanthemum by Kevin Henkes or
another text with which your students are
familiar
Interim Benchmark Assessment: *Start with students that exhibit the most understanding of the skill first- have graphic organizer with different
prompts as a center activity for students to get use to over time. This benchmark can be given throughout the week during literacy centers or the work
period of writing workshop.
Task 2: Story Board and Share: Work with a small group of students (3-5) to complete this task. Note that this graphic organizer should be used
several times before this assessment is administered so that the students are familiar with the process. However, do not use the writing prompts
below during the practice writing sessions. Rather, choose a different writing prompt. Ask the students to organize ideas and information for
“writing” that shows a progression that recounts two events. Students can draw or write in the graphic organizer. Provide students enough time to
complete.
Task Prompt: Say, “I am going to ask you to tell a story to me using pictures or words. Using this story board, you will write or draw your story.
Make sure it has a beginning, middle with two events, and an end. When you are done, I will ask you to share your story with me. Think about your
ideas. You may begin to draw or write when you are ready.”
Let’s begin. (Choose one prompt).
1. Using words or pictures tell me about your favorite day at school.
2. Using words or pictures tell what you would do if you found a lost puppy.
Day 11
SWBAT identify the purpose and use
of writing folders.
W.1.3
WW/
Centers
Use green and
red dots in
writing folder to
find pieces to
revisit
Anecdotal
Notes/ChecklistLooking for evidence of
students successfully
setting up writing folder
with green and red side.
Seeing students using
materials properly during
centers.
Launching (Unit 1 Lesson 11) Writing
Folders
Materials:
 Students’ writing folders with a red
sticker dot on one side and green on the
other. Their writing should be placed in
the middle of their folders. [NOTE: You
may want to include alphabet charts,
dictionary, or any other resource in the
folder. If so, you should give lessons on
how to use the other resources.]
 Location for storing writing folders
 Samples of finished and unfinished pieces
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
Day 12
SWBAT continue a piece of writing
the next day.
WW
Centers
W.1.3
Refer to good
habits of writers
chart
Student Drafts.
Day 13
SWBAT use known words to spell
new words.
WW
L.1.2.d
L.1.2.e
Centers
Reference the
word wall,
Alphabet Charts
(Sound/Spelling
Cards)
Look for labels
and
environmental
print
Student Discussion and
Student Drafts:
Anecdotally take notes or
check off when hearing
students being able to
continue the same
narrative from the
previous day. Collect
student drafts of
narratives- provide
feedback on if they were
able to create a story from
personal that stayed on
topic and was sequential.
Launching (Unit 1 Lesson 12) Continuing a
Piece of Writing the Next Day
Checklist/Anecdotal
Notes- during the week
observe students using
problem solving or refer
students to different
resources instead of
providing answers. Pose
scenarios where students
would have to answer
what they would do to
solve problem.
Launching (Unit 1 Lesson 13) Using Known
Words to Spell New Words
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
Materials:
 Chart paper
 Markers
 Teacher writing folder with unfinished

paper
What is a Pal? by Nina Crews – Journeys
Unit 1 Lesson 1 (previously read to class
OR another text with which students are
familiar)
Materials:
 Chart paper
 Markers
 Word wall words that can be used to spell
other words marked with an * sign (e.g.,
at*, play*, me*, can*)
Day 14
SWBAT write in complete sentences.
WW
Anchor chart
Centers
L.1.2.b
Day 15
SWBAT visualize whether words are
long or short .
WW
Reference
Anchor Charts
Utilize tools
L.1.2.d
L.1.2.e
Centers
Partner work
Student Discussion and
Drafts: Anecdotally take
notes or check off when
students’ include
complete sentences in
their writing. Collect
student drafts of
narratives- provide
feedback on if they were
able to create a story from
personal that stayed on
topic, included complete
sentences and was
sequential.
Launching (Unit 1 Lesson 14) Complete
Sentences
Student Discussion and
Drafts: Anecdotally take
notes or check off when
students’ include words
that approximate the
correct length of an
unknown word in their
writing.
Launching (unit 1 Lesson 15) Spelling Long
vs. Short Words
Start Model Curriculum
Task 1: Writing taskOn demand writing
prompt- Read the
sentence and have
students write to the best
of their ability and then
draw an illustration to
represent the sentencebegin to assess students in
order to their
preassessment and
conferencing note dataover course of week
during writing workshop
work period.
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
Materials:
 “Complete Sentence” chart (see sample at
end of this unit)
 Sentences from a simple teacher story,
written up on chart
 Chart paper
 Marker
Materials:
 Chart paper
 Markers
Day 16
SWBAT use spaces in between
words.
WW
Student Draft
Centers
Student Checklist
Note if students are able
to leave spaces between
words
L.1.2.
L.1.2.b
Materials:
 Chart paper
 Markers
Continue Model
Curriculum Task 1:
Writing task- On
demand writing prompt.
Day 17
SWBAT use periods at the end of a
sentence.
Launching (Unit 1 Lesson 16) Spacing
Between Word
WW
Editing
checklist
Edit with a
partner.
Student Work- Review
and provide feedback
while students edit with a
check list.
 Prepared writing samples on chart

paper—one with spaces between
words, one without
Two of the same sentences - one showing
proper spacing and one with the words
squished together.
Launching (Unit 1 Lesson 17) Using Periods
at the end of a Sentence
Materials:
 “Complete Sentence” chart (see sample at
end of unit)
Continue Model
Curriculum Task 1:
Writing task- On
demand writing prompt.
 Chart paper
 Markers
 Color-coded sentence strips
prepared with subjects and
predicates (see sample sentences
in the Active Engagement
section)
 Sentence strip pieces prepared with periods
 Optional: Sticky notes
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
Day 18
WW
Student Drafts
SWBAT capitalize the beginning of a
sentence.
Centers
Anchor Chart
Student Checklist
Note if students capitalize
the first word in a
sentence
Launching (Unit 1 Lesson 18) Capitalizing at
the Beginning of Sentences
Materials:
 Chart Paper
 Markers
L.K.2.a
 Piece of shared or modeled writing

Day 19
WW
SWBAT review of concepts: what to
do when you’re stuck writing a word.
Centers
Reference
Anchor Charts
Utilize tools
Partner work
W.1.3
WW
Revision and
Editing
Checklist
Checklist/Anecdotal
Notes- during the week
observe students using
problem solving or refer
students to different
resources instead of
providing answers. Pose
scenarios where students
would have to answer
what they would do to
solve problem.
Revision and Editing
Checklist/Observation
Have students use a check
SWBAT edit and revise his/her story.
list that looks for the
Use revision
following:
W.1.5
checklist
 Written in complete
sentences.
 Explains at least 2
things that happened
in a story.
 Capitalization and
spacing between
words.
 Punctuation mark at
end of sentence.
Rating Scale: one=
beginning, two=
developing three= secure.
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
Day 20
from a previous lesson (prepare a
sample that has an error or two)
Mentor text
Launching (Unit 1 Lesson 19) Review of
Concepts: What to Do When You’re Stuck
Materials:
 Alphabet charts (Sound/Spelling Cards)
 Word wall
 “When I’m Done” poster (see sample at
end of unit)
 Writing folders
 Topic list created in previous lesson
Launching (Unit 1 Lesson 20) Preparing to
Publish
Materials:
 Whole-class experience written as a simple
story (with errors) on chart paper
 Mentor Text
 Markers
 Pencils, crayons, etc.
Day 21
WW
SWBAT use a checklist to prepare a
writing piece for publishing.
Use revision
checklist
W.1.5
Day 22
SWBAT learn what to do during a
partner sharing.
W.1.5
Revision and
Editing
Checklist
WW
Active
Listening Skills
Expectations
for student
answers
Sitting in
Author’s Chair
Revision and Editing
Checklist/Observation
Have students use a check
list that looks for the
following:
 Written in complete
sentences.
 Explains at least 2
things that happened
in a story.
 Capitalization and
spacing between
words.
 Punctuation mark at
end of sentence.
Rating Scale: one=
beginning, two=
developing three= secure.
Checklist/Anecdotal
Notes- during the week
observe students during
the sharing process- be
sure to check off each
student so that everyone
gets to practice sharing
and being an active
listener. Check off how
they answer- volume and
complete sentences, and if
their questioning is on
topic.
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)
Launching (Unit 1 Lesson 21) Using a
Publishing Checklist
Materials:




Chart paper
Markers
Mentor Text
Enlarged “Publishing Checklist” for
display (see sample at end of unit)
 Copies of “Publishing Checklist” for
individual student use (sample at end of
unit)
 Special editing pens for each student
(optional) or have them bring a pencil or
marker to the carpet with their folders.
Launching (Unit 1 Lesson 22) Partner Sharing
Materials:
 A piece of student writing for each
student (should be piece they are
planning to share for the publishing
celebration)
 “Partner Sharing” chart (see sample at end
of unit)
 Assigned partners
 Sticky notes
Day 23
WW
Active
Listening Skills
SWBAT share writing with peers.
W.1.6
Expectations
for student
answers
Sitting in
Author’s Chair
Student Work- Collect
final published piece and
assess with development
writing checklist.
Narrative piece - add to
writing portfolio.
Evidence of Goal
Conference:
Have a final conference
that celebrates progress
towards student goal and
what to focus on for the
next writing unit (set next
goal!)
Launching (Unit 1 Lesson 23) Publishing
Celebration
Materials:
 Students’ writing piece for publishing
celebration
 Sharing protocols (have the “Partner
Sharing” chart as a reference)
Summative Written Assessments
One published narrative piece from writers workshop **to be entered into writing portfolio
Model curriculum task 1 print conventions piece **to be entered into writing portfolio
* Evidence of Goal Conference: Have a final conference that celebrates progress towards student goal and what to focus on for the next writing
unit (set next goal!)
Summative Performance Assessment
Model Curriculum performance based tasks completed ongoing throughout literacy centers during second half of unit 1. Remediation and support
provided on an ongoing basis after reviewing initial data.
Possible Mentor Texts For Personal Narrative
Bigmama’s by Donald Crews
Kiss Goodnight by Amy Hest
Joshua’s Night Whispers by Angela Johnson
The Kissing Hand by Audrey Penn
The Hello, Goodbye Window by Norton Juster
Night Shift Daddy by Elieen Spinelli
Arthur Writes a Story by Marc Brown
The Listening Walk by Paul Showers
My Little Island by Frane Lessac
I Love My Hair! By Natasha Anastasia Tarpley
The Keeping Quilt by Patricia Polacco
Corduroy by Don Freeman
Flying By Don Crews
Text Resources
Launching the Writing Workshop by Lucy Caulkins and Leah Mermelstein
Journey’s Language and Literacy Teacher’s Guide
Olivia Wahl Unit 1 Writing on TBOE Website
Reading/Writing Connections in the K-2 Classroom: Find the Clarity and then Blur the Lines by Leah Mermelstein
The Continuum of Literacy Learning: Grades K-2 Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and Irene C Fountas
First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)