This question tests CCSS.W.1.3: writing narratives. First graders must 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. Narrative writing tells a story. It has 4 parts: (1) EVENTS—tell what happened, at least 2 events in order that makes sense (beginning → middle → end). (2) DETAILS—tell more about what happened (who, what, where, how, feelings). Add information. (3) TIME WORDS (temporal words)—words that show order: first, next, then, after, after that, finally, last, one day. These words help readers know what happened first, second, third. (4) ENDING/CLOSURE—closing sentence that wraps up the story. Example: 'First, I went to the park (event + time word). I played on the swings (detail). Then I went home (event + time word). I had fun! (ending)'. Choice B is correct because an ending is missing—the story has events but no closing sentence that wraps up the story, like whether the hat was found. Choice D is incorrect because time words are not the primary missing component here, though absent; students choosing this may have not identified that the story stops without closure. To help students write narratives: Teach 4 parts explicitly. (1) EVENTS: Tell what happened. Need at least 2 events. In order: beginning → middle → end. 'I went to the park. I played. I went home.' (3 events in order). (2) DETAILS: Add information. Instead of 'I played,' say 'I played on the swings' or 'I played with my friend Emma.' Details answer: What did you do? Who was there? Where? How did you feel? (3) TIME WORDS: Use first, next, then, after, finally. These words show ORDER. Teach explicitly: 'First I [event]. Next I [event]. Then I [event]. Finally I [event].' Make word bank of time words. (4) ENDING: Wrap it up. 'I had fun!' 'It was a great day!' 'That is my story.' Use story map: Box 1 (First)=Beginning event + detail, Box 2 (Next)=Middle event + detail, Box 3 (Then)=Middle event + detail, Box 4 (Finally)=End event + detail + Ending sentence. Model: 'First, I went to the zoo (time word + event). I saw big elephants (detail). Next, I fed the goats (time word + event). They were soft (detail). Finally, I got ice cream (time word + event). It was the best day! (ending)'. Watch for: Students who list events without time words, students who tell events without details ('I played' without saying what/where/how), students who don't sequence events logically, students who stop without ending. Teach: Stories need TIME WORDS (first, next, then) and DETAILS (tell more!).

This tests story endings. 'I went to school ready to learn' finishes the morning routine. It tells what happens after getting ready.

This tests story endings. The story ends with finding the toy car. 'I found it in the toy box!' tells how the story ends.

This tests adding details. 'Then I played on the swings' tells more than just 'played.' It says exactly what the child did outside.

This question tests CCSS.W.1.3: writing narratives. First graders must 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. Narrative writing tells a story. It has 4 parts: (1) EVENTS—tell what happened, at least 2 events in order that makes sense (beginning → middle → end). (2) DETAILS—tell more about what happened (who, what, where, how, feelings). Add information. (3) TIME WORDS (temporal words)—words that show order: first, next, then, after, after that, finally, last, one day. These words help readers know what happened first, second, third. (4) ENDING/CLOSURE—closing sentence that wraps up the story. Example: 'First, I went to the park (event + time word). I played on the swings (detail). Then I went home (event + time word). I had fun! (ending)'. Choice A is correct because the story does use time words, as shown by 'First,' 'Then,' and 'After that' to signal event order. Choice B is incorrect because the story does have time words; students choosing this may have not recognized temporal words like 'First' and 'Then'. To help students write narratives: Teach 4 parts explicitly. (1) EVENTS: Tell what happened. Need at least 2 events. In order: beginning → middle → end. 'I went to the park. I played. I went home.' (3 events in order). (2) DETAILS: Add information. Instead of 'I played,' say 'I played on the swings' or 'I played with my friend Emma.' Details answer: What did you do? Who was there? Where? How did you feel? (3) TIME WORDS: Use first, next, then, after, finally. These words show ORDER. Teach explicitly: 'First I [event]. Next I [event]. Then I [event]. Finally I [event].' Make word bank of time words. (4) ENDING: Wrap it up. 'I had fun!' 'It was a great day!' 'That is my story.' Use story map: Box 1 (First)=Beginning event + detail, Box 2 (Next)=Middle event + detail, Box 3 (Then)=Middle event + detail, Box 4 (Finally)=End event + detail + Ending sentence. Model: 'First, I went to the zoo (time word + event). I saw big elephants (detail). Next, I fed the goats (time word + event). They were soft (detail). Finally, I got ice cream (time word + event). It was the best day! (ending)'. Watch for: Students who list events without time words, students who tell events without details ('I played' without saying what/where/how), students who don't sequence events logically, students who stop without ending. Teach: Stories need TIME WORDS (first, next, then) and DETAILS (tell more!).

This question tests CCSS.W.1.3: writing narratives. First graders must 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. Narrative writing tells a story. It has 4 parts: (1) EVENTS—tell what happened, at least 2 events in order that makes sense (beginning → middle → end). (2) DETAILS—tell more about what happened (who, what, where, how, feelings). Add information. (3) TIME WORDS (temporal words)—words that show order: first, next, then, after, after that, finally, last, one day. These words help readers know what happened first, second, third. (4) ENDING/CLOSURE—closing sentence that wraps up the story. Example: 'First, I went to the park (event + time word). I played on the swings (detail). Then I went home (event + time word). I had fun! (ending)'. Choice C is correct because this is a time word that shows when or the order of events, specifically the ending order. Choice D is incorrect because this is an action word, not a time word—this word doesn't show order or time. Students choosing this may have confused time words with action words or not understood what 'details' means. To help students write narratives: Teach 4 parts explicitly. (1) EVENTS: Tell what happened. Need at least 2 events. In order: beginning → middle → end. 'I went to the park. I played. I went home.' (3 events in order). (2) DETAILS: Add information. Instead of 'I played,' say 'I played on the swings' or 'I played with my friend Emma.' Details answer: What did you do? Who was there? Where? How did you feel? (3) TIME WORDS: Use first, next, then, after, finally. These words show ORDER. Teach explicitly: 'First I [event]. Next I [event]. Then I [event]. Finally I [event].' Make word bank of time words. (4) ENDING: Wrap it up. 'I had fun!' 'It was a great day!' 'That is my story.' Use story map: Box 1 (First)=Beginning event + detail, Box 2 (Next)=Middle event + detail, Box 3 (Then)=Middle event + detail, Box 4 (Finally)=End event + detail + Ending sentence. Model: 'First, I went to the zoo (time word + event). I saw big elephants (detail). Next, I fed the goats (time word + event). They were soft (detail). Finally, I got ice cream (time word + event). It was the best day! (ending)'. Watch for: Students who list events without time words, students who tell events without details ('I played' without saying what/where/how), students who don't sequence events logically, students who stop without ending. Teach: Stories need TIME WORDS (first, next, then) and DETAILS (tell more!).

This question tests CCSS.W.1.3: writing narratives. First graders must 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. Narrative writing tells a story. It has 4 parts: (1) EVENTS—tell what happened, at least 2 events in order that makes sense (beginning → middle → end). (2) DETAILS—tell more about what happened (who, what, where, how, feelings). Add information. (3) TIME WORDS (temporal words)—words that show order: first, next, then, after, after that, finally, last, one day. These words help readers know what happened first, second, third. (4) ENDING/CLOSURE—closing sentence that wraps up the story. Example: 'First, I went to the park (event + time word). I played on the swings (detail). Then I went home (event + time word). I had fun! (ending)'. Choice B is correct because this component is missing—the story has events and time words but no ending. Choice C is incorrect because this component is present in the story—words like 'First,' 'Next,' and 'Then' are time words. Students choosing this may have not recognized temporal words or confused components. To help students write narratives: Teach 4 parts explicitly. (1) EVENTS: Tell what happened. Need at least 2 events. In order: beginning → middle → end. 'I went to the park. I played. I went home.' (3 events in order). (2) DETAILS: Add information. Instead of 'I played,' say 'I played on the swings' or 'I played with my friend Emma.' Details answer: What did you do? Who was there? Where? How did you feel? (3) TIME WORDS: Use first, next, then, after, finally. These words show ORDER. Teach explicitly: 'First I [event]. Next I [event]. Then I [event]. Finally I [event].' Make word bank of time words. (4) ENDING: Wrap it up. 'I had fun!' 'It was a great day!' 'That is my story.' Use story map: Box 1 (First)=Beginning event + detail, Box 2 (Next)=Middle event + detail, Box 3 (Then)=Middle event + detail, Box 4 (Finally)=End event + detail + Ending sentence. Model: 'First, I went to the zoo (time word + event). I saw big elephants (detail). Next, I fed the goats (time word + event). They were soft (detail). Finally, I got ice cream (time word + event). It was the best day! (ending)'. Watch for: Students who list events without time words, students who tell events without details ('I played' without saying what/where/how), students who don't sequence events logically, students who stop without ending. Teach: Stories need TIME WORDS (first, next, then) and DETAILS (tell more!).

This question tests CCSS.W.1.3: writing narratives. First graders must 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. Narrative writing tells a story. It has 4 parts: (1) EVENTS—tell what happened, at least 2 events in order that makes sense (beginning → middle → end). (2) DETAILS—tell more about what happened (who, what, where, how, feelings). Add information. (3) TIME WORDS (temporal words)—words that show order: first, next, then, after, after that, finally, last, one day. These words help readers know what happened first, second, third. (4) ENDING/CLOSURE—closing sentence that wraps up the story. Example: 'First, I went to the park (event + time word). I played on the swings (detail). Then I went home (event + time word). I had fun! (ending)'. Choice A is correct because time words are missing—the story has events and some details but no time words like first, then, or after to signal the order of events. Choice C is incorrect because an ending is present in the story, as 'I went home' provides some sense of closure, though minimal; students choosing this may have not recognized that the final sentence wraps up the story. To help students write narratives: Teach 4 parts explicitly. (1) EVENTS: Tell what happened. Need at least 2 events. In order: beginning → middle → end. 'I went to the park. I played. I went home.' (3 events in order). (2) DETAILS: Add information. Instead of 'I played,' say 'I played on the swings' or 'I played with my friend Emma.' Details answer: What did you do? Who was there? Where? How did you feel? (3) TIME WORDS: Use first, next, then, after, finally. These words show ORDER. Teach explicitly: 'First I [event]. Next I [event]. Then I [event]. Finally I [event].' Make word bank of time words. (4) ENDING: Wrap it up. 'I had fun!' 'It was a great day!' 'That is my story.' Use story map: Box 1 (First)=Beginning event + detail, Box 2 (Next)=Middle event + detail, Box 3 (Then)=Middle event + detail, Box 4 (Finally)=End event + detail + Ending sentence. Model: 'First, I went to the zoo (time word + event). I saw big elephants (detail). Next, I fed the goats (time word + event). They were soft (detail). Finally, I got ice cream (time word + event). It was the best day! (ending)'. Watch for: Students who list events without time words, students who tell events without details ('I played' without saying what/where/how), students who don't sequence events logically, students who stop without ending. Teach: Stories need TIME WORDS (first, next, then) and DETAILS (tell more!).

This question tests CCSS.W.1.3: writing narratives. First graders must 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. Narrative writing tells a story. It has 4 parts: (1) EVENTS—tell what happened, at least 2 events in order that makes sense (beginning → middle → end). (2) DETAILS—tell more about what happened (who, what, where, how, feelings). Add information. (3) TIME WORDS (temporal words)—words that show order: first, next, then, after, after that, finally, last, one day. These words help readers know what happened first, second, third. (4) ENDING/CLOSURE—closing sentence that wraps up the story. Example: 'First, I went to the park (event + time word). I played on the swings (detail). Then I went home (event + time word). I had fun! (ending)'. Choice B is correct because 'First, Then, After that' are time words that show the order of events. Choice C is incorrect because 'went, ate, had' are action words, not time words; students choosing this may have confused time words with action words. To help students write narratives: Teach 4 parts explicitly. (1) EVENTS: Tell what happened. Need at least 2 events. In order: beginning → middle → end. 'I went to the park. I played. I went home.' (3 events in order). (2) DETAILS: Add information. Instead of 'I played,' say 'I played on the swings' or 'I played with my friend Emma.' Details answer: What did you do? Who was there? Where? How did you feel? (3) TIME WORDS: Use first, next, then, after, finally. These words show ORDER. Teach explicitly: 'First I [event]. Next I [event]. Then I [event]. Finally I [event].' Make word bank of time words. (4) ENDING: Wrap it up. 'I had fun!' 'It was a great day!' 'That is my story.' Use story map: Box 1 (First)=Beginning event + detail, Box 2 (Next)=Middle event + detail, Box 3 (Then)=Middle event + detail, Box 4 (Finally)=End event + detail + Ending sentence. Model: 'First, I went to the zoo (time word + event). I saw big elephants (detail). Next, I fed the goats (time word + event). They were soft (detail). Finally, I got ice cream (time word + event). It was the best day! (ending)'. Watch for: Students who list events without time words, students who tell events without details ('I played' without saying what/where/how), students who don't sequence events logically, students who stop without ending. Teach: Stories need TIME WORDS (first, next, then) and DETAILS (tell more!).

We check if events make sense. This story uses 'First,' 'Next,' and 'Then' in the right order. Getting a backpack, walking, then riding makes sense!