U



Grade 2

English Language Arts

Unit 3: The Writing Process

Time Frame: Approximately six weeks

Unit Description

Writing is used as a response in all of the English Language Arts units; but in this unit, while addressing ongoing vocabulary, reading and grammar skills, lessons focus on the writing process, writing applications, and the use of Standard English. Compositions should contain two or more paragraphs, each including a central idea, a topic sentence, and supporting details in a logical order. Teacher modeling and opportunities for practice are necessary. The topics or prompts used in instruction should be linked to classroom reading or real-life situations.

Student Understandings

Students write paragraphs and stories using the writing process, including prewriting, drafting, revising, editing, and publishing. Students also write personal letters, along with expository, descriptive, narrative, and persuasive compositions. Students should focus on Standard English structure and usage in their writing. Students will use a dictionary and thesaurus to check spelling and word meanings.

Guiding Questions

1. Can students write simple expository, descriptive, narrative, and persuasive compositions?

2. Can students write a composition containing two or more paragraphs, each containing a central idea, a topic sentence, and supporting details in a logical order?

3. Can students write using Standard English language conventions?

4. Can students use the writing process (prewriting, drafting, revising, editing, and publishing) when asked to write various types of compositions?

5. Can students use a dictionary and thesaurus to check spelling and word meaning?

Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|04. |Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat) (ELA-1-E1) |

|05. |Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses |

| |(ELA-1-E1) |

|08. |Identify story elements, including effects of setting on events and characters (ELA-1-E4) |

|19. |Identify the author’s viewpoint (i.e., perspective) in a text (ELA-7-E3) |

|20a. |Apply basic reasoning skills, including discussing the relationship between cause-effect (ELA-7-E4) |

|20b. |Apply basic reasoning skills, including asking questions about texts read independently including why and how |

| |(ELA-7-E4) |

|23a. |Develop compositions of one or more paragraphs using writing processes such as independently generating ideas for |

| |writing by using various strategies (e.g., listing, brainstorming, drawing) (ELA-2-E3) |

|23b. |Develop compositions of one or more paragraphs using the writing process such as creating a plan (e.g., graphic |

| |organizer, web) appropriate to the purpose of writing (ELA-2-E3) |

|23d. |Develop compositions of one or more paragraphs using the writing process such as conferencing with a teacher or |

| |peers (ELA-2-E3) |

|23e. |Develop compositions of one or more paragraphs using writing processes such as revising for clarity, grammatical |

| |and mechanical correctness, and/or to include additional information (ELA-2-E3) |

|24c. |Develop grade-appropriate compositions, for example stories (ELA-2-E4) |

|28a. |Use standard English punctuation, including commas in the greeting and closure of a letter, between a city and a |

| |state, and in dates (ELA-3-E2) |

|28b. |Use standard English punctuation, including apostrophes in contractions (ELA-3-E2) |

|28c. |Use standard English punctuation, including periods in abbreviations (ELA-3-E2) |

|29. |Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation and closing of a |

| |friendly letter (ELA-3-E2) |

|30a. |Write using standard English structure and usage, including subject-verb agreement in simple and compound sentences|

| |(ELA-3-E3) |

|30b. |Write using standard English structure and usage, including past and present verb tenses (ELA-3-E3) |

|30c. |Write using standard English structure and usage, including noun and pronoun antecedent agreement (ELA-3-E3) |

|30d. |Write using standard English structure and usage, including transitional words and conjunctions in sentences |

| |(ELA-3-E3) |

|30e. |Write using standard English structure and usage, including prepositions and prepositional phrases (ELA-3-E3) |

|30f. |Write using standard English structure and usage, including possessive nouns (ELA-3-E3) |

|31. |Distinguish between a sentence and a sentence fragment (ELA-3-E3) |

|32b. |Use knowledge of parts of speech, including using correct antecedents of pronouns (ELA-3-E4) |

|32d. |Selecting and using verbs in past and present tenses in writing (ELA-3-E4) |

|32e. |Selecting and using standard forms of personal pronouns (ELA-3-E4) |

|32f. |Using a variety of conjunctions (ELA-3-E4) |

|32g. |Selecting and using adverbs that modify according to time (ELA-3-E4) |

|32h. |Identifying and using prepositions appropriately (ELA-3-E4) |

|33c. |Spell grade-appropriate frequently used irregularly spelled words (ELA-3-E5) |

|37. |Use a dictionary and a glossary to locate correct spellings (ELA-3-E5) |

|40a. |Tell and retell stories with the following included: sequential order, including setting, character and simple |

| |plot. (ELA-4-E3) |

|40b. |Tell and retell stories with the following included: supportive facts and details from the story (ELA-4-E3) |

|40c. |Tell and retell stories with the following included: explicit and implicit main ideas (ELA-4-E3) |

|41. |Adjust language during a presentation in order to inform or explain to a specific audience (ELA-4-E4) |

|ELA CCSS |

|CCSS # |CCSS TEXT |

|Reading Standards for Literature |

|RL.2.1 |Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in|

| |a text. |

|RL.2.6 |Acknowledge differences in the points of view of characters, including by speaking in a different voice for each |

| |character when reading dialogue aloud. |

|RL.2.7 |Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of |

| |its characters, setting, or plot. |

|Reading Standards for Informational Text |

|RI.2.1 |Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in|

| |a text. |

|RI.2.6 |Identify the main purpose of a text, including what the author wants to answer, explain, or describe. |

|Reading Standards: Foundational Skills |

|RF.2.3a, b, c, |Know and apply grade-level phonics and word analysis skills in decoding words. |

|d, e, f |a. distinguish long and short vowels when reading regularly spelled one- |

| |syllable words. |

| |b. Know spelling-sound correspondences for additional common vowel |

| |teams. |

| |c. Decode regularly spelled two-syllable words with long vowels. |

| |d. Decode words with common prefixes and suffixes. |

| |e. Identify words with inconsistent but common spelling-sound |

| |correspondences. |

| |f. Recognize and read grade-appropriate irregularly spelled words. |

|RF.2.4a, b, c |Read with sufficient accuracy and fluency to support comprehension. |

| |a. Read grade-level text with purpose and understanding. |

| |b. Read grade-level text orally with accuracy, appropriate rate, and |

| |expression on successive readings |

| |c. Use context to confirm or self-correct word recognition and |

| |understanding, rereading as necessary. |

|Writing Standards |

|W.2.1 |Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply |

| |reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and |

| |provide a concluding statement or section. |

|W.2.2 |Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, |

| |and provide a concluding statement or section. |

|W.2.3 |Write narratives in which they recount a well-elaborated event or short sequence of events, include details to |

| |describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. |

|W.2.5 |With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and |

| |editing. |

|Speaking and Listening Standards |

|SL.2.4 |Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in|

| |coherent sentences. |

|SL.2.6 |Produce complete sentences when appropriate to task and situation in order to provide requested detail or |

| |clarification. |

|Language Standards |

|L.2.2e |Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |

| |e. Consult reference materials, including beginning dictionaries, as needed to |

| |check and correct spellings. |

|L.2.4a, b, c, d,|Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and |

|e |content, choosing flexibly from an array of strategies. |

| |a. Use sentence-level context as a clue to the meaning of a word or phrase. |

| |b. Determine the meaning of the new word formed when a known prefix is |

| |added to a known word (e.g., happy/unhappy, tell/retell). |

| |c. Use a known root word as a clue to the meaning of an unknown word with |

| |the same root (e.g., addition, additional). |

| |d. Use knowledge of the meaning of individual words to predict the |

| |meaning of compound words (e.g., birdhouse, lighthouse, housefly, |

| |bookshelf, notebook, bookmark). |

| |e. Use glossaries and beginning dictionaries, both print and digital, to |

| |determine or clarify the meaning of words and phrases. |

|L.2.6 |Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including|

| |using adjectives and adverbs to describe (e.g., thin, slender, skinny, scrawny). |

Sample Activities

Activity 1: Independent Reading (Ongoing) (CCSS: RF.2.4 a, RF.2.4b, RF.2.4c)

Materials List: classroom library and books from the school library as needed

Independent reading is anytime a student reads grade-level text alone with purpose and understanding. Independent reading may take place at various times of the day but should be included as a daily activity. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students put away content materials and take out their reading material. Direct students to read silently or softly to a partner for a designated time. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and expression and to use context to confirm or self-correct word recognition and understanding with rereading as necessary. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.

Activity 2: Vocabulary Development (Ongoing) (GLEs: 04, 05; CCSS: RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3e, RF.2.3f, L.2.2e, L.2.4a, L.2.4e, L.2.6)

Materials List: read-aloud book, charts, word wall, paper for vocabulary cards, binder or folder, pencils/markers, glossaries, beginning dictionaries, Vocabulary Self-Awareness BLM

This activity will be used throughout the year. Prior to listening to or reading the basal or theme related selection, direct students to complete the first parts of a vocabulary self-awareness (view literacy strategy descriptions) checklist to indicate their level of familiarity or knowledge of the listed words (See example below). Have students complete this activity independently, filling in the words and rating their understanding of each one with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). Encourage students to supply a word meaning or an example for each word. Under the column “What I Think,” direct the students to record a brief answer (for less familiar words, students may make guesses). Leave the section “What I Learned” blank at this time. Conduct a class discussion with students reporting their responses recorded under the “What I Think” section. Encourage students to use words and phrases acquired through conversations, reading and being read to, and responding to texts including using adjectives and adverbs as descriptions in their responses. Record suggestions on a class chart. Read the story aloud, stopping at various points to discuss the key vocabulary. Using the think-aloud method, lead students to determine the meaning of an unknown word. (Here is an example of the method taken from Treasures TM, Macmillan McGraw Hill, Farfallina & Marcel) “In the first paragraph, I read that Farfallina peered. I’m not sure what peered means. In nearby sentences, I read that Farfallina hid and looked. I think peered means looked over or around. When I try this meaning in the sentence, it makes sense.” As words occur in print, have students use context and picture clues to infer the meaning of unknown words. Lead students to collaboratively use a glossary or dictionary to confirm correct spelling and correct meaning of each word, and record the word meaning on their charts under “What I Learned.” Record their answers on the class chart as well. Revisions may be made to the “What I Think” column, and all check marks and minus signs can now be changed to plus marks. Instruct students to use the charts as study aids when preparing for weekly vocabulary tests and as a handy reference for completing the writing or dictionary activities suggested below.

Vocabulary Self-Awareness Chart

|Word |+ |√ |-- |What I Think |What I Learned |

|peered | | |-- |where a boat docks? |looked over and around |

|giggled |+ | | |laughed |laughed |

|snuggled |+ | | |hugged |held closely |

|fluttered | |√ | |blinked eyelashes real fast |flapped wings quickly to fly |

|vanished | |√ | |ran away |no longer able to be seen |

|recognized | |√ | |saw |knew from an earlier time |

• Record vocabulary words on a special word wall for use during writing.

• Have students create complete sentences during shared and independent writing.

• Have students create a personal or class dictionary that can be referred to easily.

Activity 3: Conventions (Ongoing) (GLEs: 30a, 30b, 30c, 30d, 30e, 30f, 31, 32b, 32d, 32e, 32f, 32g, 32h)

Materials List: samples of student writing or samples of literature that contain errors – some made into transparencies (if no document camera is available) and some copied for student use, highlighter or some way to mark the errors found in the writings, notebooks or paper for student use, overhead projector, pencils/pens, chalkboard/chalk, dry erase board/dry erase markers

Target a specific convention to focus on each time this activity is used. Then provide instructions for correct use of Standard English structure and conventions. Include modeling the use of correct conventions, such as subject-verb agreement, past and present verb tense, parts of speech, the construction of simple as well as compound sentences and distinguishing between a sentence and a sentence fragment. When modeling, make occasional errors and challenge students to identify the mistakes. Provide additional examples and direct students to examine the examples for errors. Model the use of appropriate editing marks. Focus on a specific convention rather than multiple usage errors. As students demonstrate their ability to recognize correct usage and can produce examples in a guided writing activity, have them assume the role of “editors.” Next, prepare a short paragraph with a specific problem that is the focus of the lesson (e.g., capitalization, punctuation, or correct word use). Write the paragraph on an active board or overhead or project a copy with a document camera and guide as students make editing marks. Give students another similar paragraph with the same focus to edit with a partner. For example, if the focus of the lesson is capitalization, the paragraph will be written with several capitalization errors. Direct students to correct capitalization errors and discuss why each correction was made. Provide additional paragraphs to focus on specific conventions of print and writing (e.g., capitalization, present and past verb tenses, subject-verb agreement, noun and personal pronoun-antecedent agreement, transitional words, and conjunctions in sentences). This activity may be expanded to practice correct use of prepositions and prepositional phrases, possessive nouns, and adverbs (especially those related to time). Conduct mini-lessons on English language conventions throughout the year. Students should become accustomed to editing their writings using Standard English conventions with little guidance.

Activity 4: Why Write? (GLEs: 19; CCSS: RI.2.6)

Materials List: a list of authors and a selection of their books, Internet access for research, markers, chart paper

Author study is a wonderful way to engage students in the value of writing and helps them to understand better a writer’s motivation. Ask students to give reasons for why authors write (for example: to entertain, to inform) and record ideas for everyone to see. Choose a favorite author and work and show students the cover and some of the illustrations. Ask students to give ideas about why this author may have written the selected book. Then, using a pre-selected site that is acceptable for school use, such as

, model how to do an Internet search to locate a video or a brief biographical sketch and picture of the author. Have students view and read this information. Follow this with an oral reading of the book. Next, ask students to identify the main purpose of the text and give their thoughts about what the author wants to answer, explain, or describe. Also discuss the author’s viewpoint or perspective as reflected in the work. Start a class graphic organizer (view literacy strategy descriptions) to chart each author and his/her purpose for writing. This organizational tool is an excellent way to display what the students have learned about each author. Example:

|Author |Book Title |To entertain |To inform |

|Jan Brett |The Mitten |X | |

|Gail Gibbons |From Seed to Plant | |X |

|Barbara Park |Junie B. Jones |X | |

|Frances Ruffin |Martin Luther King | |X |

Select another author, who writes for a different purpose, and repeat the activity. Then in cooperative groups or with partners, have students choose an author to study. Monitor and assist students in using the Internet to find biographical information about each author. Have students read at least one book by the author. Lead students in discussions to determine each author’s purpose. Add new authors and titles to the class chart. In class discussions, pose questions to prompt thinking about why certain authors might write for a specific reason. As an extension to this activity, guide students in reviewing biographical information to find similarities in the authors’ lives that might cause them to choose to write for the same reason or in a particular genre. Keep the word grid posted in the classroom and direct students, individually or with a partner, to compare and contrast authors and their works for a writing project or for a test.

Activity 5: How Is It Organized? (GLEs: 41; CCSS: RL.2.6, RI.2.1)

Materials List: grade-appropriate magazines, books, articles, or short stories from classroom or school library or home, chart paper for checklist

Have students select texts from the classroom library or brought from home—magazines, articles, books, or short stories—to share with the class. Lead students to discuss why the texts are interesting and how they are organized. Collaborate to develop checklists of the characteristics of one of the various types of writing explored, such as fables, poems, information, history, fantasy, mystery and how-to. Direct students to complete the checklists and use them to determine which type of literature matches their selection. Have students present the characteristics of their selections and explain what type of writing they are studying and why. For example, students may discuss the sequence of the selection. They may show how the author uses signal words, such as first, then, and next. Have students discuss the format of nonfiction including table of contents, glossary, and index. Remind students to adjust their language according to their audience during the presentation in order to inform or explain. Their analysis may indicate that the piece is a fable with a moral at the end, a poem without rhyming words, or a make-believe story that begins with a magical setting that changes throughout the story.

Activity 6: Collect Your Thoughts (GLEs: 23a; CCSS: W.2.2, L.2.6)

Materials List: overhead projector/transparencies, document camera, chart paper, markers, pencils/pens, board/chalk/dry erase markers, paper or notebook for students, word processor

Model a “think aloud” to develop a list titled “Things I Like to Talk About.” Ask students to brainstorm a list of topics that they like to talk about. The list may be recorded on the board, overhead projector, or with a document camera. Transfer the responses to chart paper and post the list in the classroom. As additional topics are generated, add them to the list. Suggestions might include topics such as field trips, science experiments, visits from the principal, recess, school pictures, class parties. Direct students to choose a topic from the class list, then participate in a shared writing activity in which they develop a class informative/explanatory story. The story will introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Ask students to generate ideas to use as details for the story, and guide them in identifying both a purpose for the story and an outline of events. Direct students to collaboratively produce a first draft with a developed beginning, middle, and ending. Encourage the use of a variety of action verbs and descriptive words and phrases which they have acquired through conversations, reading and being read to, and responding to texts to make this writing vivid. Then have them revise the story making sure it is clear, grammatically and mechanically correct. Prompt them to include additional information if needed. Using a word processor, create a final draft to be placed in the class reading center. Repeat this class activity until students are ready to make an independent attempt at writing. Have students create a personal “Things I Like to Talk About” list in their learning logs (view literacy strategy descriptions). This writing journal, folder, or notebook will be used to collect the students’ ideas, responses, and reflections throughout the year. Have students use the strategies modeled in class for prewriting and drafting (develop a plan that includes a beginning, a middle, and an ending). Monitor students’ work to encourage the use of Standard English grammar. Conference with individual students to help them make needed revisions. When a product is ready for publication, assist students in typing a final draft to be placed in a class book, and make time for others to read the students’ stories. This activity may be repeated throughout the school year.

Activity 7: Story Parts (GLEs: 08, 20a, 20b, 40a, 40b, 40c; CCSS: RL.2.1, RL.2.7, RI.2.1)

Materials List: book for read aloud, poster or chart paper and markers, Story Parts BLM

Select a story to read aloud to the class. Prepare a class chart similar to the example below. Title it “Parts of a Story.” Make two columns and three rows labeled: Beginning, Middle, and End. Read aloud and discuss what happened in the beginning, middle and end of the story. Direct students to identify which part of the story (beginning, middle or end) contained specific story elements. Have students ask and answer who, what, where, when, why and how questions, such as the following: Who are the main characters? Where does the story take place (setting)? What was the conflict or problem in the story? What is the cause of the conflict? What are some effects of the conflict? How and when was the problem solved? How did the story end? What do you think is the main idea of the story? (In many stories the elements appear in a particular part. The beginning usually contains the setting and the introduction of the characters. The problem usually appears in the middle with more character development. The problem is solved in the conclusion, which is found in the ending section of the story. The read-aloud selection should be chosen so the elements are fairly obvious.) Require students to provide specific details from the story in their answers. After the story is read, have students participate in completing the parts-of-a-story chart. Lead the class in discussing the events that took place in each part of the story in sequence and record students’ answers on the chart.

Next, read aloud another selection, such as Corduroy by Don Freeman. Have students retell some of the main elements of the story. Distribute copies of the book for student pairs (or prepare copies of the text from the story) and the Story Parts BLM. Direct students to use split-page notetaking (view literacy strategy descriptions) to place story elements in the correct section of the BLM. Split-page notetaking gives young students a simple way to organize and record information about story content. Direct students to use these notes to write retellings to present orally to the class or teacher. Then assign students a book on their independent reading level to read and complete an oral or written retelling. (See Story Parts BLM.).

Example: Corduroy by Don Freeman

|Parts of a Story |

|1.Beginning | |

|Setting: |Department store |

| | |

|Characters introduced: |Corduroy the bear, little girl and her mom |

|2. Middle | |

|Characters developed: |Little girl wants to buy Corduroy, but mom points out the missing button |

| |on his overalls |

| | |

|Problem (s): |Corduroy searches all night in the department store but cannot find a |

| |button |

|3. End | |

|Solution(s): |The little girl returns and buys Corduroy, takes him home, and sews on a |

| |new button. They both find a special friend to love. |

Activity 8: Getting Ready to Write (GLEs: 08)

Materials List: selected story beginnings (for teacher read-alouds), chart paper, markers, pencils, paper or notebook for students

Select books or stories that have a variety of beginning statements, such as “Once upon a time…, Long, long ago…, Last night…, When I was little…, In the dark woods….” Have students recount the beginning of each story read and record the starters on a chart titled “How Can Stories Begin?” Encourage students to brainstorm other ideas for exciting story beginnings and list those on the chart. Revisit this activity as students become more creative thinkers so they can add additional ideas for story starters to the list. Instruct students to use the list as a reference to jumpstart their own writings throughout the year; lend guidance and support to strengthen writing as needed.

Activity 9: Literature Extension (GLEs: 24c; CCSS: W.2.1, W.2.2)

Materials List: books to use for literature extensions (See ideas below.), chart paper/markers, pencils, paper or notebook for student writing

Many books are perfect for literature extensions. Here are some examples:

• Have students read a selection, such as Brave Irene or the story “Dragons and Giants” from Frog and Toad Together. Lead students in a discussion of the meaning of bravery. Direct students to tell their classmates about a time they felt they were brave, then write a narrative in which they recount a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings about the experience. Prompt students to use temporal words to signal event order and provide a sense of closure.

• Have students read or listen to a book that includes food, such as Blueberries for Sal, Stone Soup, Gregory the Terrible Eater, The Little Red Hen, or Pancakes, Pancakes. Divide students into small groups to write a recipe for their favorite food or dish in which they use facts and definitions to develop points or steps and provide a concluding statement or section.

• Have students read a selection, such as Alexander and the Terrible, Horrible, No Good, Very Bad Day. Lead students to brainstorm and discuss what a great day would be like, then direct them to write a story titled (student name) and the Wonderful, Fabulous, Terrific, Very Good Day. Have students supply reasons that support their opinion and provide a concluding statement.

• Have students read a selection, such as Officer Buckle and Gloria and then discuss the importance of rules. Direct the students to write informative/explanatory safety rules for school and home in which they introduce the topic, use facts and definitions to develop points, and provide a concluding statement.

• Additional extensions include writing a new ending for the story, developing new characters for the story, predicting other problems the story characters may have and writing solutions, writing test questions for the story, and developing story maps for story parts and elements.

Activity 10: Writing a Story or Article (GLEs: 05, 23a, 23b, 23d, 23e, 33c, 37; CCSS: L.2.4a, L.2.4b, L.2.4c, L.2.4d, L.2.4e, L.2.6)

Materials List: chart from Activity 6, pencils, dictionaries, thesauruses, word wall, paper or notebook for student writing

Have students use their list, “Things I Like to Talk About,” generated in Activity 6, or any teacher-directed prompt, to write an article (nonfiction) or a story or fable (fiction). Direct students to select a topic to write on, state the purpose for writing the story or article, and draft a good beginning sentence. Provide time for teacher or peer conferencing to review the idea for the beginning sentence and to make improvements. Then have students create a plan for their writing using a graphic organizer such as a web to record the sequence of the events and a list of action verbs and descriptive words to use in their story or article. Have students brainstorm details for the topic chosen and write a first draft of the story or article. Establish small groups to function as “author groups” that will work collaboratively to proofread each other’s first drafts, checking for clarity of ideas, appropriate indentation, spelling of grade-appropriate frequently used irregularly spelled words, capitalization, and complete sentences.

Have students revise their work as needed. Instruct students to use the word wall and dictionary to help with spelling and a thesaurus for expanding vocabulary and determining or clarifying the meaning of unknown and multiple-meaning words and phrases. Arrange time to conference with each student in an individual Writer’s Workshop to review the group-corrected work. Provide comments on the drafts either in writing or during the conference. Then allow time for revisions so students can make corrections and provide clarity before completing a final draft for publication. Writer’s Workshops should be ongoing throughout the year. After students finish and publish one piece, have them begin a new composition or revise a draft of a composition written earlier in the year. Students will be in different stages of the writing process in the Writer’s Workshop throughout the year.

Activity 11: Types of Writing (GLEs: 23a, 24d, 41; CCSS: RL.2.1, RI.2.1, W.2.1, W.2.2, W.2.3, L.2.6)

Materials List: peanut butter, jelly, bread, knife, napkins (or other materials needed for the how-to activity); chart paper; markers; table or star chart; pencils/pens; notebook to use as a learning log for student writing; How To BLM, Narrative Checklist BLM, Descriptive Graphic Organizer

Activity 11 encompasses a variety of types of writing; therefore, additional time may be required to complete all phases of the activity. Interspersing these writing projects between other activities is suggested.

In this activity, have students compose various types of writings, such as how-to, description, narration, exposition, and persuasive paragraphs. Require students to keep compositions in a notebook or a binder with a section designated as a learning log (view literacy strategy descriptions) to help keep up with their work and see progress as the unit develops. This notebook or binder can be used regularly for students to record ideas, questions, reactions, and reflections. In these entries, have students write simple, complete sentences to give the steps of a how-to paragraph or write a descriptive, narrative, expository, or persuasive paragraph. Have students incorporate answers to questions, such as who, what, where, when, why, and how to assist in their writing. Prompt students to include in their writing adjectives and adverbs acquired from their reading to give it vivid images. Monitor student writing, and have students share their ideas and work through classroom discussion. Include each of the following types of writing assignments:

• How-To: Have students participate in a class activity, for example, making a peanut butter sandwich, completing an art project, or conducting a science experiment. Direct students to use the How To BLM to list four steps necessary to complete a task successfully. Then give a paragraph writing assignment in which students use the steps and order words (first, next, then, last) to explain the sequence of the activity.

• Descriptive: Instruct the students to generate a topic to be the subject of a descriptive paragraph. Have students brainstorm a list of adjectives to describe that person, place, or thing and record their ideas on the Descriptive Graphic Organizer BLM. Remind students to include phrases that describe their topic including specific things they see, feel, hear, smell, or taste. Then direct students to use the chart to write a descriptive paragraph. Arrange conference time to meet with each student or pair students to discuss their writing and make improvements. Example:

|Topic: football practice |

|Sight |Sound |Touch |Taste |Smell |

|friends running around in |Coach yelling, whistles |getting tackled hurts |sweat, dirt, grass, ice |wet grass, dirt, sweaty |

|uniforms, the football coming|blowing, mom and dad | |cold Gatorade |bodies |

|toward me |cheering | | | |

• Narrative: Have small groups of students retell a story or describe an event using a text chain (view literacy strategy descriptions) by recounting events from the story that will include a beginning, a middle, and a logical ending in sequential order. Direct each student to write a part of the story, being sure to include setting, characters with their actions, thoughts and feelings, a problem or conflict, a series of events leading to a solution and the solution itself. Prompt students to use temporal words to signal event order. For example, using the story Goldilocks and the Three Bears, ask Student One to tell about the beginning by identifying the characters and the setting, such as, “This is a story about a girl named Goldilocks and a family of bears. There is a papa bear, a mama bear, and a baby bear. The story takes place in the forest at the bears’ house.” Have Student Two continue by telling about the problem or conflict; for example, “The bears want to eat their porridge, but it is too hot. They decide to go for a walk into the forest while it cools off. Then the little girl named Goldilocks comes into the house and causes lots of trouble.” Have Student Three describe some additional story events, such as, “Goldilocks tastes everyone’s porridge and likes Baby Bear’s the best. She eats it all up. Then she tries out all of the chairs and likes Baby Bear’s the best. Last she wants to take a nap. She finds Baby Bear’s bed is the best and goes to sleep.” Finally, have Student Four give the solution: “The bears got home and found Baby Bear’s food gone, his chair broken and a little girl sleeping in his bed. Goldilocks woke up and got scared. She ran away and didn’t even say she was sorry.” Have Student Five extend the story by telling what he/she thinks might happen next. Instruct the group to follow a checklist (See Narrative Checklist BLM.) to ensure they have included all important story elements. Next, direct students to write their own narratives, using their checklists as a guide. Arrange time to conference with students to revise and complete a final copy for publication. As a follow up of this activity, have each student follow the same procedure to write a personal narrative telling about a personal experience. Prompt students to use The Narrative Checklist BLM to help develop an outline for their stories.

• Persuasive: Engage students in a class discussion of a topic that invites divided opinions and interests the class, such as school uniforms, year-round school, more holidays, no homework, playing video games, or watching TV. Facilitate a discussion in which both pros and cons about the topic are thoroughly discussed. Then, direct each student to take a stand for or against the subject and note their decision on a ballot. Prompt students to use linking words, such as because, and, also, to connect their opinions with reasons given. Pair small groups of students who share the same opinion. Have students discuss with one another, supply reasons that support their opinion, and build an argument to present to their classmates in the role of professor know-it-all (view literacy strategy descriptions). This is an effective way for students to present their arguments in hopes of persuading their classmates to agree with their opinion. Allow sufficient time for students to be comfortable with the facts and be prepared to answer questions their classmates may have. Next, have students dress up (perhaps with a tie or a special hat) to play the role of “the professor.” Last, have the “professors” stand before the class and attempt to persuade their classmates regarding the debatable topic. Coach students, if necessary, in answering questions from classmates to add information, clarify points, determine comprehension, and deepen understanding. After each group has presented to the class, allow students an opportunity to respond to the activity in their learning logs (view literacy strategy descriptions).

• Expository: Give students a writing assignment in which they convey information, explain, or define some word, object or idea. Provide topics that all students find familiar. Have students write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. This type of writing may be developed using comparison and contrast, facts and statistics, or cause and effect. For example, give students a prompt to write about their favorite season of the year. On the board, write the question, “If you could make your favorite season last all year, which season would you choose?” Provide time for a brief class discussion and make a list of some of the students’ suggested favorite activities for winter, spring, summer, and fall. Encourage students to write about different seasons by reminding them of the weather, certain holidays and family activities that might only take place during a certain season. Instruct students to write in their learning logs (view literacy strategy descriptions) about why they feel one season is the best, supporting the idea with examples and clear details. For example, “My favorite season is winter because the weather is cold and sometimes it snows. In December, we celebrate Christmas by decorating our house, putting up a Christmas tree and buying presents for our friends and family.” Provide opportunities for students to read other classmates’ work.

Activity 12: Pen Pals (GLEs: 23d, 28a, 28b, 28c, 29, 31; CCSS: W.2.5)

Materials List: friendly letters written to each student, an example letter made into a transparency, overhead projector, document camera/projector, a pen-pal class to share in a letter exchange, pencils/pens, paper or notebook for students’ writings, a copy of the book Flat Stanley

Write a brief friendly letter to each student in the classroom. Use the classroom mailbox or deliver letters to students. Allow time for each to read what has been written, then put the letters aside. Next, project a simple letter (either real or one written for this purpose) on the overhead or document camera, and conduct a mini-lesson on the parts of a friendly letter. Post a chart in the room that details the placement of the heading, greeting, body, and closing of a friendly letter.

Provide an opportunity for students to write for real purposes, such as a letter to their first grade teacher or the principal, a thank-you note to the janitor for keeping the room clean, or a reminder to mom of an upcoming field trip or event, etc. Prompt students to focus on a topic for the letter and provide time for revising and editing prior to sending. Monitor closely as students write to be sure they include a specific point and are following the correct format for writing a letter. As students become comfortable with writing, assign each a pen pal from another class or school (pre-arrange this). Have students write a letter to a pen pal using the steps of the writing process—prewriting, drafting, revising, editing, and publishing.

Prepare copies of friendly letter models for student review. Instruct students to note the use of commas in the greeting and closure of a letter, between a city and a state, and in dates. Direct student attention to the correct use of apostrophes in contractions and periods in abbreviations and the appropriate use of abbreviations and capitalization (proper nouns, initials of a person’s name, and the salutation and closing of a friendly letter). Show students examples of sentence fragments and complete sentences and give them practice in identifying and correcting fragments. Then have students write letters to their pen pals and exchange with peers to proofread and edit. Conference with students to evaluate their efforts prior to sending letters.

Extension: Flat Stanley by Jeff Brown is an excellent book to use to introduce a unit on letter writing. Stanley is accidentally made flat when a bulletin board falls on him. He wants to go visit someone far away, and the cheapest way to go is through the mail. Students can enjoy using a photocopy of Stanley to mail to a friend or relative in another town or state, using a friendly letter to introduce Stanley. The official Flat Stanley site gives excellent suggestions for incorporating Stanley across the curriculum. With adult guidance, students can mail Stanley to a family friend and request that he be returned with a brief description of the city or state he has visited or even a brief narrative about an adventure he might have had. Students delight in sharing Stanley’s adventures with their classmates. Include social studies by placing a large map of the United States on the bulletin board and placing stars on any cities and states that Stanley visits. (Prepare a letter of explanation to be attached to the student’s friendly letter and a replica of Stanley so the recipient will understand the importance of responding with information from his/her region.)

Activity 13: Step Up to Writing (Ongoing) (CCSS: W.2.1, W.2.2, SL.2.4)

Materials List: Green, yellow, and red construction paper, markers, chart, active board, or overhead, Accordion Paragraph BLM

Maureen E. Auman created a program called Step Up to Writing to assist teachers in helping students become better writers in an ongoing process throughout the year. Building on the pattern of the Eight Sentence Paragraph, teach students to use

the accordion paragraph plan to organize their writing of the following: opinion pieces developed with reasons that support the opinion along with appropriate linking words and a conclusion; informative/explanatory texts that introduce a topic, develop it with facts and definitions, and a conclusion; or narratives that recount an event with details that describe actions, thoughts, and feelings, temporal words that signal event order and a conclusion.

Prior to the writing session, prepare three sets of color-coded sheets of construction paper as follows:

Green: holidays, sports, fast food

Yellow: Christmas, Thanksgiving, Easter, football, baseball, basketball,

McDonald’s, Taco Bell, Wendy’s

Red: Santa Claus, feast, chocolate eggs, tackling, hitting a homerun, slam dunk,

Quarter Pounder, Nachos, Frosty

Pass the pages out at random and allow students to move around the room in an attempt to make organizational connections. Assign students who did not get a card the role of helping classmates with colored papers figure out what connects them and sort themselves into three groups. Use leading questions to help each group establish a topic (the green card), supporting reasons, details, or facts, (the yellow cards), and explanations (the red cards). Line the first group of students across the front of the room with the green card on the left, a yellow card with a red explanation card, a yellow, a red, a yellow and finally a red. Help students to verbalize a sentence that goes with each card. Example: “My three favorite fast food restaurants are McDonald’s, Taco Bell, and Wendy’s.” “I really like to go to McDonald’s a lot.” “I can really dig into a Quarter Pounder!” “When I want Mexican food, I go to Taco Bell.” “I sure would like some nachos right now!” “When I just want a snack, I like to go to Wendy’s.” “A frosty hits the spot on a hot day!” Instruct students that every good paragraph has a conclusion, so the person holding the green card should walk to the end of the line and restate the topic sentence. “Of all the fast food places to eat, I really like McDonald’s, Taco Bell, and Wendy’s the best!” Repeat the procedure for the other two groups leading them to state their topic, give each detail and related explanation and then conclude by restating their topic sentence. Practice this procedure if needed and then model a writing sample on the overhead, active board or chart. Use the pattern on Accordion Paragraph Organizer BLM to set up your chart: green, yellow, red, yellow, red, yellow, red, green.

Select a topic sentence such as “Mom and dad told me I could get a pet and I need to decide between a hamster, a puppy or a kitten.” Have students collaborate to develop an accordion paragraph. Using the Accordion Paragraph Organizer BLM, give students the opportunity to develop their own eight sentence paragraph by telling a story or recounting an experience with appropriate facts and relevant, descriptive details.

Ask students to read their paragraphs to classmates, speaking audibly and in coherent sentences.

Extension: In the manner of an accordion, this method of paragraph writing may be stretched as students add more information into their paragraphs. The color scheme may develop into green, yellow, red, red, red, yellow, red, red, red, yellow, red, red, red, and green as students become more proficient in their writing.

Sample Assessments

General Guidelines

Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as student-generated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.

General Assessments

• The teacher will compile writing portfolios for each student and include samples of writing throughout the unit or school year. The writings should show progress as the students become more proficient writers.

• The teacher will score compositions using the LEAP Writing Rubric. See LEAP Writing Rubric BLM.

• The teacher will use a checklist to identify the strengths and weaknesses in student writings. Student work will be evaluated for correct conventions of writing and print. Things to include on the checklist would be capitalization, punctuation, standard use of parts of speech, variety of adjectives/adverbs, and legibility. (See Student Writing BLM.)

• Students should examine their writings and make notes of their own strengths and weaknesses.

Activity-Specific Assessments

• Activity 5: The students will demonstrate knowledge of the different genres by completing a checklist that identifies characteristics of a chosen book and the genre of the book. The checklist will list specific characteristics of each genre. (A list of the specific characteristics can be found online searching with the key word, writing genres.) The students will use passages from the book to support their decision, telling how and why each work is classified as a specific genre.

• Activity 11: The students will participate in a debate. After writing a persuasive paragraph, the students will debate the issue for the class. The teacher will observe the student debate and use anecdotal notes to determine if students used persuasive arguments to try to change the listeners’ points of view.

Additional Resources

Brett, Jan, The Mitten

Brown, Jeff, Flat Stanley

Carle, Eric, Pancakes, Pancakes

Freeman, Don, Corduroy

Galdone, Paul, The Little Red Hen

Gibbons, Gail, From Seed to Plant

Lobel, Arnold, Frog and Toad Together

McCloskey, Robert, Blueberries for Sal

McGovern, Ann, Stone Soup

Park, Barbara, Junie B. Jones

Ruffin, Frances, Martin Luther King

Sharmat, Mitchell, Gregory the Terrible Eater

Steig, William, Brave Irene

Viorst, Judith, Alexander and the Terrible, Horrible, No Good, Very Bad Day

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