D. Composition · Writing Our IdeasWriting Our Ideas: Unit ReviewD1.1 D1.2 D1.3 D1.4 D1.5 D2.1 D2.2 D2.3 D2.4 D2.5 D2.6 D3.1 D3.2 D3.3About 40 minutesLearning goalsI can find ideas and plan my writing for a purpose and an audience.I can write sentences and short texts: recounts, descriptions, how-tos and opinions.I can revise, edit, publish and share my writing.Words to knowtopicWhat your writing is about.purposeWhy you are writing.audienceWho will read your writing.draftA first try at writing.reviseMake the ideas better.editFix capitals, end marks and spelling.publishMake a final copy to share.Let's review!You are a writer! In this unit you learned how writers find ideas, plan, write, make their writing better and share it. This review has a few questions from every lesson. Try each one, then press Show answer to check. Many writing questions have more than one good answer.TopicWhat am Iwriting about?PurposeWhy am Iwriting?AudienceWho willread it?Before you write, ask the three questions: topic (what?), purpose (why?) and audience (who?).Finding Ideas: Topic, Purpose and Audience1You write a get-well card to your uncle. Who is the audience?Show answerYour uncle.2You write about the day you got your new kitten. What is the purpose?Show answerTo tell what happened (a recount).3Name two places writers get ideas.Show answerAny two: people and pets, places they go, things they do, things they know, things they learned, things they wonder.Planning: Gathering and Ordering Ideas1Put in order: Last, we ate the muffins. First, we mixed the batter. Then we baked them.Show answerFirst, we mixed the batter. Then we baked them. Last, we ate the muffins.2You want to write about bees. Name one good source.Show answerAny of: a fact book about bees, a video with a grown-up, a beekeeper (expert).3Sort: robin, carrot, owl, pea, jay, corn into birds and vegetables.Show answerBirds: robin, owl, jay. Vegetables: carrot, pea, corn.C: capitalS: spaces between wordsP: punctuationWe play in the snow.Check every sentence with C-S-P: a capital at the start, spaces between words and punctuation at the end.Writing Sentences and Neat Printing1Fix: the bus is yellowShow answerThe bus is yellow.2Is "Under the bed" a complete sentence? Why?Show answerNo. It doesn't tell who or what does something. Example fix: My shoes are under the bed.3What does C-S-P stand for?Show answerCapital, Spaces, Punctuation.4Which end mark goes here? Can I have a snackShow answerA question mark: Can I have a snack?Writing About Me: Recounts and Descriptions1Write a first sentence for a recount about a visit to the library.Show answerExample: Last Tuesday, my dad and I went to the library. (who, when, where)2Give two describing words for a lemon.Show answerExamples: yellow, sour, bumpy, juicy.3Which word shows first person: she, I or they?Show answerI.Writing to Teach and to Convince: How-To and Opinion1Fact or opinion? Hockey is the best sport.Show answerOpinion.2What is missing from this how-to? How to Make a Snow Angel: 1. Lie down in the snow. 2. ___ 3. Stand up carefully.Show answerSweep your arms and legs back and forth (to make the wings and skirt).3Give a reason for this opinion: Everyone should read books.Show answerExample: because books teach us new things or because stories are fun.Making My Writing Better: Revising and Editing1Edit: my cat is named lunaShow answerMy cat is named Luna. (Capital M, capital L for the name, period.)2Revising or editing? Adding a sentence about how you felt.Show answerRevising (changing the ideas).3Which sentence doesn't belong in a recount about apple picking? We picked apples. I like my bike. We filled two bags.Show answerI like my bike.Publishing and Sharing My Writing1Name the five steps of the writing process.Show answerPlan, draft, revise, edit, publish.2How would you read: Watch out!Show answerWith strong feeling, loud and quick, because of the exclamation mark.3Name one thing you can add to make a final copy better.Show answerAny of: a title, pictures, a cover, labels, your name.Just for funWhat did the paper say to the pencil?"You've got a good point!" ✏️How to use this reviewDo the review in two short sittings if your child gets tired. Each section matches one lesson.Let your child say answers first, then write one or two of them. Writing practice matters, but ideas come first.For open questions, look for answers that fit the question: a reason with because, events in order, a capital and an end mark.End by publishing one favourite piece from the unit and sharing it with someone.Check your understandingQuiz1. Who is the audience for a letter to the mayor?The mayorYouYour dog2. Which is the best topic?My first time ice fishingStuff I likeThings3. What is the job of a plan?To get ideas ready and in orderTo make a final copyTo check spelling4. Which sentence is written correctly?the moose is big.The moose is big.The moose is big5. Which is a recount?How to Make SlimeWhy Cats Are BestMy Day at the Fall Fair6. Which is an opinion?A car has four wheels.Cars need fuel or electricity to go.Red cars are the coolest.7. A how-to needs steps that are…in ordermixed upall the same8. Which is editing?Adding a new ideaChoosing a new topicFixing a capital letter9. Which is helpful feedback?"I don't get it.""Bad.""I like your snowman part. Could you tell what you named him?"10. What is a good strategy before reading your writing to others?Hide itPractise reading it out loud firstRead it as fast as you canMark lesson completeFor parents and teachersUse mistakes to choose what to revisit. Each review section matches one lesson.Can't think of ideas, or mixes up topic, purpose and audience: revisit Finding Ideas: Topic, Purpose and Audience and use the ideas jar.Events or steps out of order, or copies from books instead of using key words: revisit Planning: Gathering and Ordering Ideas.Missing capitals, end marks or spaces; incomplete sentences; letters started from the bottom: revisit Writing Sentences and Neat Printing.Recounts that are only "It was fun. The end.", or few describing words: revisit Writing About Me: Recounts and Descriptions and use the five senses.How-tos with missing steps, or opinions without reasons; mixes up fact and opinion: revisit Writing to Teach and to Convince: How-To and Opinion.Won't change anything, or confuses revising and editing: revisit Making My Writing Better: Revising and Editing and use star-and-wish feedback.Messy final copies, or reads aloud in a flat or rushed voice: revisit Publishing and Sharing My Writing.Invented spelling is normal in Grade 1. Focus first on ideas, order and complete sentences, then on capitals and end marks.PreviousPublishing and Sharing My Writing