Writing concepts for 1st Grade

All students will need to master the following writing concepts by the end of the school year.

To be completed throughout the school year:

  • CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

  • CCSS.ELA-Literacy.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.

  • CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Reading: Foundational Skills:

Conventions of Standard English:

Areas of focus for each grading period:

1st grading period (Narrative)

  • CCSS.ELA-Literacy.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.

2nd grading period (Informative)

  • CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

  • CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).


3rd grading period (Opinion)

  • CCSS.ELA-Literacy.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.

4th grading period (Narrative)

  • CCSS.ELA-Literacy.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.

  • CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

Onslow County Writing Rubric:

Prewriting (Kindergarten level)
    • Relies primarily on drawing to convey meaning in writing

    • Random numbers and letters to represent words.



Early Emergent (Kindergarten level)

    • Uses drawing and words to convey meaning in writing

    • Uses words, names, and labels from environment in writing

    • Uses mostly beginning and ending consonants to spell words in writing

    • Uses both capital and lowercase letters

    • Pretends to read their own writing



Emergent (*1st qtr. Benchmark for 1st Grade)

    • Establishes a relationship between drawing and writing

    • Adds details to drawing

    • Writes 1 or 2 sentences that is focused on a topic

    • Writes left to right and top to bottom

    • Sometimes uses spaces between words

    • Spells names and familiar words correctly

    • Begins to read their own writing



  • Early Developing (*2nd & 3rd qtr. Benchmarks for 1st Grade)

    • Relates drawings and writing to create a more meaningful text

    • Drawings show a sequence of events

    • Writes a few short, patterned, repetitive sentences that are focused on a topic

    • Writes about familiar topics and experiences

    • Shows evidence of using language from books

    • Writes left to right across several lines

    • Uses spaces between words consistently and correctly

    • Spells simple words and some high frequency words correctly

    • Uses capital letters for names and the beginning of sentences

    • Uses ending punctuation for sentences consistently and correctly

    • Reads their own writing with fluency


  • Developing (*4th qtr. Benchmark for 1st Grade)
    • Uses drawing to enhance the meaning of their writing

    • Writes several sentences about a topic

    • Writes in complete sentences

    • Writes in a logical sequence

    • Uses list-like details and descriptive language in their writing

    • Uses vocabulary that is appropriate for the topic

    • Spells many high frequency words correctly

    • Uses capital letters & ending punctuation correctly and consistently throughout writing

    • Begins to write with a sense of audience