Pemberton Township Schools English Language Arts – Opinion Writing June 2016
NJ Student Learning Standards
1
English Language Arts
FIRST GRADE
Opinion Writing
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Contents of First Grade Opinion Writing
2
NJSLS English Language Arts Standards
pgs. 3 – 4
Student Learning Objectives
pg. 5
Enduring Understandings
pg. 6
Essential Questions
pg. 7 – 8
Mentor Text
pg. 9
Mini-lesson Structure
pg. 10
Teaching and Learning Actions for Launching Writer’s Workshop
pgs. 11 – 12
End-of-Year Benchmark Expectations
pg. 13
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Grade 1
NJSLS
Anchor
Standard
Student
Learning
Standards
3
Text Type – Opinion Writing
Text Types and Purposes –
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion,
supply a reason for the opinion, and provide some sense of closure.
W.1.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions
and suggestions from peers (e.g., adding details).
W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
L.1.1: Observe conventions of grammar and usage when writing or speaking.
a.
b.
c.
d.
e.
Print all upper- and lowercase letters.
Use common, proper, and possessive nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
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.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to
questions and prompts.
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Grade 1
Student
Learning
Standards
4
Text Type – Opinion Writing
L.1.2: Observe conventions of capitalization, punctuation, and spelling when writing.
a.
b.
c.
d.
Capitalize dates and names of people.
Use end punctuation for sentences.
Use commas in dates and to separate single words in a series.
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular
L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing
in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings
L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because
she nibbles too much because she likes that).
RF.1.1. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten
Foundational Skills.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a.
b.
c.
d.
Distinguish long from short vowel sounds in spoken single-syllable words.
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Grade 1
Student
Learning
Objectives
5
Text Type – Opinion Writing
Concept Development:
• To be able to differentiate between a fact and an opinion
Application:
• To use a combination of drawing, dictating, and writing opinion pieces by introducing the topic or name the book,
state an opinion, supply a reason for the opinion, and provide a sense of closure
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Grade 1
Enduring
Understandings
Text Type – Opinion Writing
IDEAS:
• The writer creates an opinion about a topic that is uniquely theirs.
• Words and picture support the opinion so it is crystal clear to the reader.
ORGANIZATION:
• Transition words link the ideas to make the opinion stronger.
6
VOICE:
• The writer thinks about the topic in an interesting way.
• The reader gets a good sense of how the writer feels about the topic.
WORD CHOICE:
• The words and picture reveal the writer’s opinion.
• The reader feels what the writer is describing.
SENTENCE FLUENCY:
• Different sentence lengths and beginnings give the writing a nice sound.
• The flow from one sentence to the next is smooth.
• It is easy and fun to read the writing aloud.
CONVENTIONS:
• Correct use of capitalization makes the writing clear to the reader.
• Correct use of punctuation makes it a pleasure to read the writing.
• High-use words are spelled correctly and others are easy to read.
PRESENTATION:
• Writers share their writing with others by making it neat and easy to read.
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Grade 1
Essential
Questions
7
Text Type – Opinion Writing
IDEAS:
• Did I express my opinion clearly?
• Did I stay focused on my opinion?
• Did I include several fully developed and relevant reasons or examples to support my opinion?
• Did I begin with a clear topic sentence that states an opinion to convince the audience?
• Did I provide a clearly defined conclusion?
ORGANIZATION:
• Did I maintain a clear focus?
• Did I use transition words to connect opinions and reasons?
VOICE:
• Does my voice add interest to the message?
• How did my writing show how I feel about the topic?
• How does my writing connect with the reader in a personal and unique way?
• Does my writing show my personality?
• How do you hear me in the writing?
WORD CHOICE:
• Does my writing paint a picture for the reader?
• Do I use appropriate words beyond my spelling ability?
• Do my words and phrases convey precise meaning?
• Did I include sensory details?
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Grade 1
Essential
Questions
8
Text Type – Opinion Writing
SENTENCE FLUENCY:
• Did I use mentor text to reproduce sentence structures?
• Did I use an interesting variety of sentence lengths and beginnings?
• Are my sentences complete?
• Do my sentences flow smoothly and naturally?
CONVENTIONS:
• Does my writing have capital letters for sentence beginnings and all proper nouns?
• Does my writing show appropriate use of ending punctuation marks?
• Did I spell grade appropriate high-frequency words correctly?
PRESENTATION:
• How can I share my writing with my peers?
• Are my sentences complete?
• Do my sentences flow smoothly and naturally?
CONVENTIONS:
• Does my writing have capital letters for sentence beginnings and all proper nouns?
• Does my writing show appropriate use of ending punctuation marks?
• Did I spell grade appropriate high-frequency words correctly?
PRESENTATION:
• How can I share my writing with my peers?
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Grade 1
Mentor Text
9
Mentor Texts for Opinion Writing:
Text Type – Opinion Writing
Chameleons Are Cool - Martin Jenkins
Giraffes Can’t Dance - Giles Andreae
If I Ran the Zoo - Dr. Seuss
When I Was Little - Jamie Lee Curtis
Today I Feel Silly - Jamie Lee Curtis
Click, Clack, Moo: Cows That Type - Doreen Cronin
Parts - Tedd Arnold
Alexander and the Terrible, Horrible, No Good, Very Bad Day - Judith Viorst
Jillian Jiggs - Phoebe Gilman
If You Give a Mouse a Cookie - Laura Jaffe Numeroff
Mouse Mess - Linnea Riley
Owen - Kevin Henkes
Leo the Late Bloomer - Robert Kraus
Giraffes Can’t Dance - Giles Andreae
The Three Little Pigs -Paul Galdone
Miss Bindergarten Gets Ready for Kindergarten - Joseph Slate
Where the Wild Things Are - Maurice Sendak
The Very Hungry Caterpillar - Eric Carle
Alexander and the Wind Up Mouse- Leo Lionni
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Mini-lesson
Structure
Mini-lesson
Teaching Points
10 Active Student
Engagement
Writer’s Workshop
•
•
•
•
Model why, how, and when students will use the strategy you are about to teach.
Teach students strategies that they will use often as writers.
Demonstrate, explain, and show examples, engage in shared inquiry, or use guided practice.
Incorporate technology to enhance learning.
After teaching, give all students a timed opportunity to apply what you have taught. Teachers must use this opportunity to
observe students’ understanding of the teaching point prior to the formal writing portion of Writing Workshop.
Link
Link the mini-lesson to the day’s workshop. You can do this in your writing today. It is not something to do just today.
Today and everyday you can do it.
Share/Reflect
After the formal writing portion of Writing Workshop, share examples of students using the day’s strategy by reading aloud
or a pair/share.
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Teaching and Learning Actions for Opinion Writing
Explain that some sentences give information (facts), while others give opinions (what
people think). Provide examples of each type of sentence and have students determine
if the sentences are facts or opinions.
List or write sentences and opinions about new information learned from a text.
Express opinions about a story or poem.
 Choose a mentor text and have students identify which sentences are opinions and
which are facts.
11
Create an anchor chart that says the following:
• To see if something is a fact, ask yourself –
“Can this statement be proved?
• To check for opinions, ask yourself –
“Does this tell a thought or feeling?”
“Would the statement be true all of the time?”
• Look for clue words such as –
feel, believe, always, never, none,
most, least, best, and worst
Use a daily sentence starter in their “Seed Book” to help students create an opinion.
Example – The best part of my weekend was…
Create a book of favorites. Have students describe their favorite things by creating a
drawing and then sentences explaining what is their favorite and why.
Example – My favorite food is pizza. I like pizza best because I love cheese.
Notes
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
Teaching and Learning Actions for Opinion Writing
 Using a two column chart have students sort sentences by fact and opinion.
Have students self-select a book and write a book review that includes the name of the
book they are writing about, their opinion, reasons for their opinion, and some sense of
closure.
Have students write a letter to the author of a book expressing his/her opinions of the
story.
12





Grade 1
Text Type – Opinion Writing
Notes
Pemberton Township Schools English Language Arts – Opinion Writing June 2016
13
IDEAS:
Grade 1
Writes daily.
Generates an opinion about a topic.
End-of-Year Expresses a preference to a topic or a book.
Benchmark Stays focused on the topic.
Expectations Uses sources such as print and internet to gather information
for Opinion about the topic.
Writing
Supplies a fact or reason that supports opinion.
Provides a conclusion.
LOOK FOR:
ORGANIZATION:
Well organized beginning, middle, and end.
Uses transition words to move the reader from one detail to the
next.
VOICE:
The writer’s voice comes through in drawings and written stories.
The writing shows how the writer feels about the topic.
Shows the writer’s personality.
WORD CHOICE
Words and phrases convey precise meaning.
Select a more precise word when prompted.
Includes some vivid verbs, strong adjectives, and
specific nouns.
Uses sensory details.
Incorporates newly used words from their reading
into their writing.
SENTENCE FLUENCY:
Develop an opinion beyond one sentence.
Uses complete sentences.
The sentences are easy to read.
CONVENTIONS:
Sentences begin with capital letters and end with
punctuation.
Proper names begin with capital letters.
Grade appropriate high-frequency words are spelled
correctly.
Errors in grammar, spelling, capitalization, and
punctuation are infrequent and do not interfere with
meaning.