2nd Grade ELA-Writing Curriculum - Park Hill School District

BOARD APPROVED AUGUST, 2015

2nd Grade ELA-Writing Curriculum

Course Description: Across the writing genres, students learn to understand--and apply to their own writing--techniques they discover in the work of published authors. This writing course invites second-graders into author studies that help them craft powerful true stories. They engage in a poetry unit that focuses on exploring and using language in intentional ways. The students read closely and gather evidence from texts to craft persuasive arguments. Inspirational nonfiction texts are studied to help students design and write about experiments and other scientific information. And students learn how to create engaging narratives by stretching out small moments and writing in detail.

Scope and Sequence:

2nd Grade Writing Units

Quarter Unit

1 Taking Charge of Writing 1

2 Poetry: Big Thoughts in Small Packages

2

3 Narrative Lessons From the Masters

4 Opinion: Writing About Reading 3

5 Information: Lab Reports and Science Books

4

6 Writing Gripping Fictional Stories With Meaning and Significance

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BOARD APPROVED AUGUST, 2015

Unit 1: Taking Charge of Writing

Subject: Writing Grade: 2nd Grade Name of Unit: Taking Charge of Writing Length of Unit: 5 weeks mid-August through September

Overview of Unit: Second grade writers will be exposed to the many routines and procedures necessary to be efficient and effective writers in the writer's workshop model. Writers will sketch ideas of different genres of writing as well as learn revising and editing strategies to strengthen their writing. In Topic 1 (Bend 1) - Writers will learn the routines and procedures of the workshop model. In Topic 2 (Bend 2) - Writers will learn how to sketch narrative, poetry, informational and opinion ideas to collect in their notebook. They will then take one of those ideas to write in a booklet in develop into a writing piece. In Topic 3 (Bend 3) - Writers will learn strategies that entail the language standards embedded in revising and editing techniques.

Getting Ready for the Unit: Prepare writing supplies: writing folders, paper choices, writing tools, etc. Locate mentor text to use for the unit. Use any of the mentor text that came with your writing unit resources.

Pre-Assessment (given prior to starting the unit): Administer the narrative on-demand writing assessment (see page 182 in the Writing Pathways book)

Priority Standards for unit: W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.5: Demonstrate understanding of word relationships and nuances in word meanings.

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BOARD APPROVED AUGUST, 2015

Supporting Standards for unit:

L.2.1.A: Use collective nouns (e.g., group). L.2.1.B: Form and use frequently occurring irregular plural nouns (e.g., feet, children,

teeth, mice, fish). L.2.1.C: Use reflexive pronouns (e.g., myself, ourselves). L.2.1.D: Form and use the past tense of frequently occurring irregular verbs (e.g., sat,

hid, told). L.2.1.E: Use adjectives and adverbs, and choose between them depending on what is to

be modified. L.2.1.F: Produce, expand, and rearrange complete simple and compound sentences (e.g.,

The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2.A: Capitalize holidays, product names, and geographic names. L.2.2.B: Use commas in greetings and closings of letters. L.2.2.C: Use an apostrophe to form contractions and frequently occurring possessives.

L.2.2.D: Generalize learned spelling patterns when writing words (e.g., cage badge;

boy boil).

L.2.2.E: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.2.3.A: Compare formal and informal uses of English L.2.5.: Demonstrate understanding of word relationships and nuances in word meanings. L.2.5.A: Identify real-life connections between words and their use (e.g., describe foods

that are spicy or juicy). L.2.5.B: Distinguish shades of meaning among closely related verbs (e.g., toss, throw,

hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). 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. (See grade 2 Language standards 1 and 3 here for specific expectations.)

Unwrapped

Unwrapped Skills

Concepts (Students (Students need to be able to Bloom's Taxonomy

Standard need to know)

do)

Levels

Webb's DOK

topic and strengthen

W.2.5 writing as needed by

focus

apply

1

revising and editing

main purpose of a

RI.2.5 text, including what

identify

understand

1

the author wants to

3

BOARD APPROVED AUGUST, 2015

L.2.1 L.2.2 L.2.5

answer, explain, or describe.

command of conventions of standard English grammar and usage when writing or

speaking command of the conventions of standard English capitalization, punctuation, and

spelling word relationships and nuances in word

meanings

demonstrate demonstrate demonstrate

apply

1

apply

1

understanding

1

Essential Questions: 1. What do I need to know as a writer about the routines and procedures to make sure I am using my time wisely and efficiently during workshop time? 2. How do I choose a topic to write about in narrative, poetry, informational, and opinion writing? 3. How do I use components of language to strengthen my writing when I revise and edit?

Enduring Understanding/Big Ideas: 1. When students know how to navigate through the components of the workshop model, they will focus on routines and procedures that will enable them to work more efficiently and effectively as writers and partners in writing. 2. Knowing the components of different writing genres, will give me ideas to write about when given the choice to elaborate on an idea I have already started. 3. Understanding the components of language techniques will help me strengthen my writing as I reflect on and make changes to my writing.

Unit Vocabulary:

Academic Cross-Curricular Words

write demonstrate read speak

Content/Domain Specific

narrative poetry informational opinion

4

listen engage

BOARD APPROVED AUGUST, 2015

nouns pronouns verbs adverbs capitalization punctuation spelling language

Topic 1: Teach Children the Writing Routines and Procedures

Engaging Experience 1 Teaching Point: Writers review what they know about the Workshop Structure from 1st grade (Mini-lesson, Composing time, Reflection circle) and develop transitioning signals Suggested Length of Time: Standards Addressed

Priority: N/A Supporting: N/A Detailed Description/Instructions: One way to do this is to create a t-chart with the different components of the workshop model. Together fill out what the teacher is doing and what the students are doing in each component. Practice transitioning from each phase with a signal. Bloom's Levels: N/A Webb's DOK: N/A

Engaging Experience 2 Teaching Point: Writers have supplies that help them be good writers. Suggested Length of Time: 1 mini-lesson Standards Addressed

Priority: N/A Supporting: N/A Detailed Description/Instructions: One way to do this is to show the students their writing folder, writer's notebook, managing writing supplies, etc. Show them your writing notebook and how the cover represents you and what you might want to write about. They will then decorate their writer's notebook to personalize it for writing ideas for the year during composing time. Bloom's Levels: N/A

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