CWS response

This article by Bass and Woo has a lot of information based around a good teaching strategy. Using CWS to "support students in their decision-making process as they analyze and synthesize informational text," would be very useful as the article states for children in grades 3-6.
As I think about how I could adapt this strategy for first graders, I know that I would have to simplify it a great deal. First off, I wouldn't start a strategy like this until later in first grade. In the beginning of the year, we're trying to figure out how to make it through the day without rest time! Reading non-fiction text begins early on in the year, however. My students are exposed to some non-fiction and informational text in our anthology each week. Later in the year, more non-fiction is introduced in reading groups as well.
As far as introducing the strategy, I would do it whole group to start. As both Julie and Karrie stated, I would model, model, model! Beginning with one heading, and writing sticky notes underneath for that one heading would be a good place to start. For example, one informational text that we read this year was an article on frogs. I would write the heading "Types of Frogs" on the top of my white board and then stick 2 sticky notes underneath. One at a time, 2 students would come up and fill in the blank stick notes with information (red eyed tree, toad) from the text. This visual would be good for students to see what two animals are being compared in the text. For some of my class, the strategy would stop right there. For other students working on a higher grade level, I could differentiate the activity and have them find three facts in the text on each type of frog and write it on new sticky notes. An activity such as that could be done in a reading group setting.
I think that all activities can be modified to some degree for many grade levels. After practice, I definitely think my students could do an activity such as CWS on their own.
The article also said that CWS is helpful to "compare informational texts." In first grade, I think that task could be done verbally, as in "what does this article remind you of, what connection can you make?" My students would probably respond with, "that reminds me of the book Frog and Toad that we read in reading group," which is a great response for first grade, however that book isn't a non-fiction book. I definitely think bits and pieces of this strategy would work for my class, but it sounds great for older grades especially!