In grade one, children write opinion pieces, informative/explanatory texts, and narratives. To
meet grade-level expectations for opinion pieces, such as responses to literature, children learn to
state an opinion and provide a reason and some sense of closure (W.1.1). Informative/explanatory
writing includes a topic, some facts, and a sense of closure (W.1.2). Narratives recount two or more
sequenced events, include use of temporal words to signal event order, and provide some sense of
closure (W.1.3). Children work collaboratively with peers and participate in shared research and writing
projects, which include the use of a variety of digital tools to edit
and publish their work (W.1.6–7). Writing occurs in relation to
text and topics under study.
Children are provided and discuss many models of writing,
including the texts they are read, those they begin to read on
their own or with others, and those written by and with the
teacher as well as those written by peers. They attend to and
discuss word choice and sentence structures.
Figure 3.29 displays a well-developed informational text
written by a first grader (NGA/CCSSO 2010b: Appendix C, 11). It
reveals the child’s command over certain conventions, ability to
organize information, and, importantly, knowledge of the topic,
including relevant vocabulary.
Figure 3.29. Grade One Writing SampleChildren are provided
and discuss many models
of writing, including the
texts they are read, those
they begin to read on
their own or with others,
and those written by and
with the teacher as well as
those written by peers.Grade 1 Chapter 3 | 243