Common Core ELA1st GradeWriting

W.1.2: Write to Teach Facts About a Topic

Also written as CCSS.ELA-LITERACY.W.1.2 · Cluster: Text Types and Purposes.

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The Official Wording

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Common Core State Standards, Grade 1, Writing · Read it at the source · Checked October 14, 2026

What W.1.2 Means in Plain English

First graders write a few sentences that teach: name the topic, give two or three true facts, and finish with a line that wraps it up. “Earthworms have no eyes. They eat dead leaves.” is a start, and a closing like “Worms help gardens grow” finishes it.

In kindergarten (W.K.2) a labeled drawing could carry most of the facts. Now the sentences carry them, and each one should teach something a reader might not know. In 2nd grade (W.2.2) children add definitions, group facts into points, and end with a concluding statement.

W.1.2 I Can Statements

I can name my topic in my first sentence.
I can write true facts that teach my reader.
I can end with a sentence that wraps up my topic.

W.1.2 Worked Example

One science topic, two fact pieces. The weak one starts with a worm and turns into a story.

Prompt

We have been learning about earthworms. Write to teach someone about earthworms. Name your topic, give some facts, and end your piece.

Not YetI found a worm. It was wiggly. I like worms.Every sentence mentions a worm, but none teaches a fact a reader could learn. It turns into a story and then a feeling, the topic is never named as a topic, and nothing wraps it up.

Meets the StandardThis is about earthworms. Earthworms do not have eyes. They breathe through their skin. They eat dead leaves and make the dirt good for plants. Earthworms are small, but they are a big help!The first sentence names the topic. Three sentences each teach a different fact, and the last one sums up why the facts matter, which is the sense of closure 1st grade asks for.

Moves to Use

Start with This is about or Did you know.Write one fact in each sentence.Check each fact in the book or on our class chart.End with a sentence about the whole topic.

Common Mistakes with W.1.2

A story instead of facts

“I found a worm after it rained. I put it in a cup.”

Try this: Ask “What would a reader learn about all earthworms?” and have the child turn the story into one fact sentence.

The same fact three ways

“Worms are long. Worms are very long. They are so long.”

Try this: Give each child three sticky notes, one fact per note, and check that no two notes say the same thing before writing.

Stopping after the last fact

The piece ends on “They eat dead leaves.” with nothing after it

Try this: Teach a closing that talks about the whole topic, like Earthworms are a big help, and have children add it last.

Where W.1.2 Fits

Comes BeforeW.K.2Name a topic and share some facts about it with drawing, dictating and writing.

AlongsideRI.1.2Name the main topic of a nonfiction book and retell its key details, the reading side of the same job.L.1.2Use end punctuation and spell new words by their sounds, so a fact like breathe can still be written.

Comes NextW.2.2Introduce a topic, develop points with facts and definitions, and end with a concluding statement.

Practice W.1.2

Writing Prompt GeneratorFree ToolAn informative prompt for the K-2 band, for days when the class needs a fact topic beyond the current science unit.InformativeK-2

Make a Prompt

Quick Check

Which sentence in the strong response names the topic?
The first: “This is about earthworms.”
Name two facts the strong response teaches.
Any two of these: earthworms have no eyes, they breathe through their skin, and they eat dead leaves and make the dirt good for plants.
Why is “I like worms” not a fact?
It tells how the writer feels. A fact is true for every reader, and that sentence teaches nothing about earthworms.

W.1.2: Other Names

W.1.2CCSS.ELA-LITERACY.W.1.2