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Welcome to the First Grade
ELA Workshop
Presented by
Ms. Sioss and Ms. Sanchez
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Narrative Common Core
Learning Standards
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
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Writing: Personal Narratives
We can write personal narratives by:
• Writing across three pages
• Choosing writing paper (3-5 lines)
• Writing a sequential story with a
beginning, middle, and end
• Adding details – who, what, where,
when, why
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Writing: Personal Narratives
• Adding speech bubbles, dialogue, action
words (jumping, running, hopping),
thought bubbles, feelings
• Stretching out words and writing down
the sounds that you hear
• Using the word wall
• Using uppercase letters at the beginning
of sentences and punctuation at the end
of sentences
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Writing: Authors as Mentors
We can write like our mentor authors by:
• Adding sound words (Boom! Crash!)
• Different punctuation (! ? . )
• Ellipses …
• BOLD words, large words, and small
words
• Adding dialogue
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Writing: Authors as Mentors
• Using different tag words (said, screamed,
whispered, yelled, shouted)
• Revising and editing by adding extra pages
and flaps
• Using their editing pencil to check for
spelling, capitals, and punctuation
• Adding more details to the beginning and
ending of their story
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Authors as Mentors
Mentor Text
sound
words
dialogue
speech
bubbles
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Authors as Mentors
Mentor Text
ellipses
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Opinion Common Core
Learning Standards
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.
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Opinion/Persuasive Writing
We can write our opinion about a topic
by…
Stating their opinion
Giving 1-2 reasons to support their
opinion
Adding closure
Use persuasive language (you have to
try…, you will love…,)
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Opinion/persuasive cont.
Using strong reasons to support their
opinion
Using powerful language (the best,
never, should, you have to)
Writing an interesting opening sentence
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Opinion/persuasive mentor
texts
Mentor Texts
– Click, Clack, Moo Cows That Type
– Don’t Let the Pigeon Drive the Bus
– Don’t Let the Pigeon Stay Up Late
– The Duckling Finds a Cookie
– The Pigeon Finds a Hot Dog
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Informational Books
Common Core Learning
Standards
• 1.2 – Write informative/explanatory
texts in which they name a topic,
supply some facts about the topic,
and provide some sense of closure
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We can write informational books by:
• Choosing a topic that they know
about
• Planning out their writing by creating
a table of contents
• Adding diagrams
• Labeling diagrams and adding
captions
Writing Informational Books
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Writing Informational Books
• Adding bold words
• Creating a glossary
• Creating a “Different Kinds Of”
page
• Creating a “How-to” page
• Creating an index
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Writing Informational Books
• Revising their ending by asking the
reader a question or stating their
opinion of the topic
• Editing their work by paying
attention to spelling, punctuation,
and capitals
• Revising by adding flaps and extra
pages
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Writing Informational Books
Mentor Text
Chapter
titles
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Informational Books Mentor Text
bold
words
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Readers Build Good Habits Common
Core Learning Standards
1.1 – Ask and answer questions about
key details in a text
1.2 – Identify the main topic and retell
key details of the text
1.3 – Describe the connection between
two individuals, events, ideas, or pieces
of information in a text
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Readers Build Good Habits Common
Core Learning Standards
1.4 – Ask and answer questions to help
determine or clarify the meaning of
words and phrases in a text
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Readers Build Good Habits
Readers can build good habits by:
• Looking at the cover and taking a picture walk
• Reading in their best storyteller voice
• Studying the pictures to help us understand
more about our book and make predictions
• Using the words to make a picture in your mind
• Revising the picture that they have in their mind
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Readers Build Good Habits
Readers can build good habits by:
• Working with their reading partner
–Acting out different parts of the book
–Talking about why things happened in
their books
–Talking about how characters feel in
the end
–Sharing their opinions of their books
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Reading Record
Bedtime for Nick
Nick went to bed but something
was missing, and he couldn’t go
to sleep. Read to find out how
his mom helped him find what
was missing.
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Comprehension Questions
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Tackling Tricky Words Common
Core Learning Standards
• 1.1 – Ask and answer questions about
key details in a text
• 1.2 – Identify the main topic and retell
key details of the text
• 1.3 Describe the connection between
two individuals, events, ideas, or pieces
of information in a text
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Tackling Tricky Words Common
Core Learning Standards
1.4 Ask and answer questions to help
determine or clarify the meaning of
words and phrases in a text
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Tackling Tricky Words
Readers can solve tricky words by:
• Taking a picture walk and making
predictions about their book
• Retell by touching each page and
telling the big thing that
happened
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Tackling Tricky Words
• Readers can figure out tricky words by:
• Using the first letter and the picture
• Stretching their sounds out across the
whole word
• Chunking sounds together cat/er/pill/ar
• Skipping the word and figuring out what
would make sense
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Tackling Tricky Words
• Readers can figure out tricky words by:
• Looking at spelling patterns
• Paying close attention to the word ending
• Looking at both the beginning and ending
sound
• Using words they know
• Checking their reading to make sure it
looks right, sounds right, and makes
sense
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Ways to Tackle Tricky Words
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Non-Fiction Reading
Common Core Learning
Standards
1.1 – Ask and answer questions about
key details in a text
1.2 – Identify the main topic and retell
key details of a text
1.3 – Describe the connection between
two inviduals, events, ideas, or pieces
of information in a text
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Non-Fiction Reading Common
Core Learning Standards
1.5 – Know and use various text
features, headings, tables of contents,
glossaries, to locate key facts or
information in a text
1.6 – Distinguish between information
provided by pictures or other
illustrations and other information
provided by the words in a text
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Non-Fiction Common Core
Learning Standards
1.7 – Use the illustrations and details in
a text to describe its key ideas
1.8 – Identify the reasons an author
gives to support points in a text
1.9 – Identify basic similarities and
differences between two texts on the
same topic
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Non-Fiction Reading
Readers can read non-fiction books by:
• Changing their voice – reading like a narrator not a
storyteller
• Getting ready to read by looking at the table of
contents
Readers can learn more about their topic by: • Looking at the pictures and getting information from them
• Looking at the diagrams
• Reading the captions under the pictures
• Noticing bold words and thinking what those words mean
• Looking at the glossary to understand vocabulary
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Non-Fiction Reading
Readers can identify the main idea by: • Looking at what is the same on every page
• Asking themselves “why is the author writing
this?”
Readers can learn more about the topic by:
• Looking at the pictures in two different books
• Noticing what is similar and what is different in
two books
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Non-Fiction - Mentor Text
Labeled
Diagram
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Non-Fiction - Mentor Text
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Getting to Know Our
Characters Common Core
Standard 1.1 Ask and answer questions about
key details in a text.
1.2
Retell stories, including key details, and
demonstrate understanding of their
central message or lesson.
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Common Core Standards
cont.
1.3 Describe characters, settings, and
major events in a story, using key
details.
1.7 Use illustrations and details in a
story to describe its characters, setting,
or events.
1.9 Compare and contrast the
adventures and experiences of
characters in stories.
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Getting to Know our
Characters
Readers can get to know their
characters by…
– Identifying the main character
– Paying attention to what the character says
– Describing the characters by thinking about
their character traits
– Comparing themselves to their character
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Characters cont.
Readers really understand their characters
by…
Paying close attention to the action
words (running, jumping)
Predicting how the character is feeling
by thinking about the characters actions
Rereading our books with smooth
voices and sound like storytellers
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Characters cont.
Readers notice how the characters
feelings change by…
– Looking at how the characters feelings
have changed throughout the book
– Asking themselves, “Would I feel the same
way?”
– Deciding if the character has learned
something by thinking about the change in
their characters feelings
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Characters Mentor Texts
Puppy Mudge
Dragon
Biscuit
Max and Ruby
Frog and Toad
Mo Willems Books
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Thank you for attending our
workshop! We look forward to
a productive year working with
both you and your children