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2-3 REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W1: 2ndW1: a, b, c, d : 3rd2nd Jump3rd 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 opinions and reasons, and provide a concluding statement or section. Sample Strategies:Mini-lessons on fact vs. opinionLesson on lead sentences to introduce topic or book Mini-lessons distinguish between reasons vs. non-reasonsMini-lessons on how to use linking words to connect ideas (teacher should provide a list of linking words)Mini-lessons with modeling how to strengthen a concluding statement or create a concluding section K, 1, and 2 standards are not separated into elements.Writing length becomes appropriate to task.Students should begin to use organizational structure in Grade 3.Students should use more advanced linking words and phrases.By the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasonsProvide a concluding statement or sectionSample Strategies:Provide examples on: lead sentences/topic sentences and using a graphic organizer to format paragraphMini-lessons on developing supportive reasons Create linking words and phrases anchor chartUse sentence framesShow/model a quality closure sentenceGive students an exemplar without an ending and have students work in pairs to write a concluding statement/sectionSample Task: Sample Task: REF W1 \h W1, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W2: 2ndW2: a, b, c, d : 3rd2nd Jump3rd Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Sample Strategies:Use various mentor texts to demonstrate non-fiction text features and text structure Mini-lessons on lead sentences for informational writing Fact vs. Opinion (focusing on facts)Model use of graphic organizers to ensure focusModel distinguishing between topic and definitions or factsModel how to create a strong concluding statement or section K, 1, and 2 standards are not separated into elements.Students move from simply introducing a topic to examining a topic. Students are expected to convey information and ideas clearly. Students will add details to facts/definitionsLinking words begin in 3rd GradeBy the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Provide a concluding statement or section. Sample Strategies:Lessons on researching a topic Lessons on taking notes while researching and paraphrasing/summarizing (use of graphic organizers)Provide informational exemplars; compare and contrast exemplars and non-exemplars Discuss different types of illustrationsUse graphic organizers Model how to use a dictionary/glossary and digital dictionary/glossaryUse anchor charts to show appropriate linking words and phrases for informational writing Guide students to circle back to the introduction Model restating the topicModel how to write a conclusion statement or section Compare and contrast exemplars and non-exemplarsSample Task: Sample Task: REF W1 \h W1, REF W2 \h W2, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W3: 2ndW3: a, b, c, d : 3rd2nd Jump3rd 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. Sample Strategies:Use graphic organizer to elaborate on details Use mentor text to identify details describing thoughts and feelingsModel word choice (e.g., strong verbs, descriptive adjectives, etc)Provide lists of temporal words Model use of temporal words to signal event orderUse mentor texts to identify temporal words Provide exemplars on strong concluding statements that bring closureModel writing with a sense of closureK, 1, and 2 standards are not separated into elements.Real AND imagined events and experiences. Use effective technique. Provide a clear event sequence and allow it to unfold naturally.Introduce narrator or characters.Use description of actions/thoughts to develop experiences and events or show the response of characters to situation.Use temporal phrases.Linking words begin in 3rd GradeBy the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the reasons of characters to situations. Use temporal words and phrases to signal event order. Provide a sense of closure. Sample Strategies:Use a character map graphic organizer Use graphic organizers for sequence Use mentor texts to demonstrate how authors introduce a narrator and/or character Use mentor texts Model how to punctuate dialogue Guide students to write a show vs. a tell Model how to write character’s actions thoughts and feelings Use anchor chart to show appropriate temporal words and phrases (e.g., at last, in the meantime)Introduce exemplarsModel writing a sense of closureSample Task: Sample Task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W4: 2ndW4: 3rd2nd Jump3rd Begins in Grade 3. With guidance and support from adults 11615568706600Produce writing on own and consider audience.By the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.Sample Strategies:See strategies in W1, W2, W3Sample Task: Sample Task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W5: 2ndW5: 3rd2nd Jump3rd With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. May include prewritingSample Strategies:Review editing expectations defined by L1 and L2 Model the difference between revising and editingModel and use the following based on 2nd grade expectations: Use collective nouns, irregular and plural nouns, and reflexive pronounsFor and use past tense verbs Use adverbs and adjectives Produce, expand, and rearrange simple and compound sentencesCapitalize holidays, product names, geographic locationsUse commas in greetings and closings of lettersUse apostrophes to form contractions and possessives Spelling patternsModel cross referencing language checklist when editing12395567927400Prewriting PlanningFocus on a topic to develop writing.By the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1-3 up to and including grade 3). Sample Strategies:Review editing expectations L1-L3 (up to and including current grade level)Provide graphic organizers to plan and draft writing Explain the difference between revising and editingModel editingModel revising Teach peer editing strategiesModel how to use and correctly punctuate simple, compound, and complex sentencesModel how to punctuate dialogue correctly with commas and quotations Model use of correct capitalization, punctuation, and spelling when writingSample Task: Sample Task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W6: 2ndW6: 3rd2nd Jump3rd With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers.Sample Strategies:Provide practice opportunities for keyboarding skills (embed into Balanced Literacy time, apps through Class Link) Collaborate with ITS Tools that may be used, but are not limited to: ItsLearning, Wixie, Pixie, Microsoft Word, Paper/Pencil, etc. Model research using media research tools (such as tools provided on Class Link)Use technology to produce and publish writing.By the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.Sample Strategies:Demonstrate how to use technology to produce writing (e.g., Google Doc, Google Slides, Microsoft Word)Provide practice opportunities for keyboarding skills (embed into Balanced Literacy time, apps through Class Link) Provide opportunities for peer collaboration using technology Collaborate with ITSSample Task: Sample Task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W7: 2ndW7: 3rd2nd Jump3rd Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).Sample Strategies:Model notetaking from a textUse mentor texts to model how authors write about a single topicShared research11615568706600Conduct independent research with provided sources.By the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).Conduct short research projects that build knowledge about a topic. Sample Strategies:Model how to use a variety of appropriate resources to conduct research Model notetaking and paraphrasing Mini-lessons on partner inquisition (student shares and partner asks questions)Sample Task: Sample Task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W9 \h W9, REF W10 \h W10W8: 2ndW8: 3rd2nd Jump3rd Recall information from experiences or gather information from provided sources to answer a question.Sample Strategies:Share mentor texts and model pulling relevant information from books and digital resources (encyclopedia and Internet)Use shared science experiments (to include personal experiences and practice) to practice with asking and answering evidence based questionsGather information from sources, take brief notes on sources and sort evidence into provided categories.These lessons can serve as extensions to the research lessons presented in standard 7, or they can be connected with other content-area projects. By the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Sample Strategies:Model how to use graphic organizers/aids to gather and record information Provide explicit modeling on summarizing and note takingThink-Pair-Share on how you sort your information (How and Why certain information fits in each category)Keep it, Cloud it, Junk it strategySample Task: Sample Task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, W9: 2ndW9: 3rd2nd Jump3rd Begins in Grade 4. By the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).Begins in Grade 4. Sample Task: Sample Task: W10: 2ndW10: 3rd2nd Jump3rd Begins in Grade 3.With guidance and support from adults 11615568706600Produce writing on own and consider audience.By the end of 2nd grade, teachers should transition students to the common vocabulary of 3rd grade (See Teacher Guidance Document).Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Sample Task: Sample Task: ................
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