Fix Spelling Mistakes in a Note to a Friend

Work through the pages in the order a writer would: plan, write, revise, edit. Let your child say the plan out loud before filling in a planner, then write from it. Ask which change made a sentence better.

Edit a note to a friend by circling the right spelling in six pairs, then copy a fixed sentence. To proofread is to read again to find mistakes. The directions on the page read: Read Mia's note. Then, circle the right spelling in each pair, 6 in all. Then, copy sentence 2 on the tri-lines with the right spelling. An answer key is included.

Yes, both. We made it for 1st Grade writing, and the page works the same whether it lands on a kitchen table or a center rotation. At home, most families go through it together and talk the answers out loud, and that talking is where most of the learning happens with writing process. In class it runs well as independent work while you pull a small group. Print one copy or thirty, whichever the day needs.

First graders plan, write, add details and check their work, with guidance from adults (CCSS W.1.5). These eighteen sheets give each step its own page, from planning boxes and webs to a writing checklist and editing for capitals, end marks and spelling.

Revising means making a draft better, usually by adding a detail that tells more. A first grader might change "I saw a dog" to "I saw a big brown dog at the park." Two revising sheets ask for a detail in each sentence and for where and when parts.

Revising changes ideas and words. Editing fixes mistakes in capital letters, end marks and spelling. The editing sheets have children fix capitals at the start of sentences, the word I and names, end marks in a short story and spelling in a note to a friend (L.1.2).

Twelve of the eighteen sheets have an answer key. The six planners, for a story, topics I know a lot about, a how to, an opinion, an all about page and a get well card, have no key, since each child plans their own piece.

First graders should write opinion pieces with a topic sentence and a reason (CCSS W.1.1), informative texts with a topic and facts (W.1.2), and narrative pieces with a beginning, middle, and end (W.1.3). They should also use capitalization, spacing, and basic punctuation in their writing (L.1.2).

By the end of first grade, most students can write several connected sentences (3-5) on a topic with appropriate spacing, capitalization, and ending punctuation. The focus at this level is on communicating ideas rather than length. Daily writing practice - even short journal entries - builds fluency faster than occasional longer assignments.

Start with sentence frames (I like ___ because ___) that scaffold the writing structure. Use pictures as prompts to give the child something concrete to write about. Practice oral storytelling before writing, since children often have more to say than they can write. Worksheets with a picture and a few sentence starter lines are excellent scaffolds for reluctant writers.

42 sheets have an answer key, including twelve of the eighteen writing process sheets. Since writing varies, a key shows what a complete piece includes. The 22 reading response, letter, how-to and planning sheets have no key, because each child writes about their own book, letter, steps or plan.

Rotate them. An opinion page asks what a child thinks and why, a narrative page asks what happened first, next and last, and an informative page asks for true facts about a topic. Mixing them keeps writing varied while building the structures in W.1.1 to W.1.3.