grade 2 writing.revised - pasco school district · primary writing: a year long curriculum, lucy...

GRADE: 2nd EALR 1. The student understands and uses a writing process. 2nd-1

Component 1.1: Prewrites to generate ideas and plan writing. W

Board Approved 9/15/09

Grade Level Expectation • Evidence of Learning/ELD Standard

Core Materials Supplemental

Materials Instructional

Strategies Assessment Notes

1.1.1 Applies at least one strategy for generating ideas and planning writing. • Talks to generate ideas and rehearse writing (e.g.,

class brainstorm). • Uses visual tools for planning (e.g., word web, list,

story frame, drawing). • Uses multicultural literature (fiction and nonfiction)

to stimulate ideas. B: Draw and label pictures to tell a story Use labeled drawings to write about an event from a text read aloud by the teacher. AB: Use sight words and phrases to write about an event or character from a text read aloud by teacher or an experience generated from the group I: Choose and maintain focus on topic Use simple sentences to write about an event A: Use simple sentences to write about an event or character from a text or an experience. T: Use specialized vocabulary in sentences to write about a topic across the content areas

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 5-8

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 3-4, 17-18, 20, 25-26

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #1 pgs. 27-34, 35-42; Book #2 pgs. 47-54, 55-62

Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pgs. 33, 48

Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann Portalupi and Ralph Fletcher, pgs. 22, 28, 51-52

The Art of Teaching Writing, Lucy Calkins, Chapter 7

Classroom/School library

Modeled Writing • Brainstorming • Webs • Lists • Draw a picture • Story Frames Think-Pair- Share Daily Writing GLAD: • Listen and

Sketch • Story Map with

Narrative Input • Writer’s

Workshop • Learning Log • Interactive

Journal • Sentence Pattern

Chart • Cooperative

Strip Paragraph

Anecdotal Notes Writing Prompts Rubrics


Component 1.2: Produces draft(s). W






1.2.1 Produces a draft of multiple sentences or several paragraphs over time. • Uses a plan from prewriting to write a draft. • Works on one draft over one to three days. B: Copy and follow patterns to write words and phrases AB: Use sight words and phrases to write about own experiences and follow pattern to create a story I: Use simple sentences to write for different audiences and purposes Begin to choose from a variety of words to convey meaning in simple sentences A: Use simple and descriptive sentences to write for different audiences and purposes Choose from a variety of words to convey meaning in simple sentences Begin to use figurative and idiomatic expressions T: Use sentences with some specialized vocabulary to write for different purposes and audiences across content areas Use figurative and idiomatic expressions


Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 29-36

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2 pgs. 83-92; Book #3 pgs. 65-70

Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pg. 28

The Art of Teaching Writing, Lucy Calkins, Chapter 4


Modeled Writing

Conferencing

Daily Writing

GLAD: • Sentence

Pattern Chart • Learning Log • Writer’s

Workshop • Poetry Frames • Reproduction

of Input Charts • Cooperative

Strip Paragraph

Conferencing/ Anecdotal Notes Writing Prompts Rubrics Darla Wood-Walters Checklists matched to GLEs

District Created Rubric


Component 1.3: Revises to improve text. W






1.3.1 Revises text by adding and deleting words and phrases. • Rereads own writing for meaning. • Rereads work several times and has a different focus

for each reading (e.g., first reading — looking for descriptive words and phrases; second reading — looking for active verbs).

• Participates in peer conferences (e.g., “Trahn, please read this and help me see if it makes sense.”).

• Uses adult and peer suggestions to clarify and revise writing.

• Recognizes overused words and makes substitutions (e.g., whispered for said).

B: Write top to bottom, left to right when copying Write own name using capital and lowercase letters Begin to use invented spelling to write familiar words AB: Use invented spelling to write familiar words and phrases Begin to use capital letters for proper nouns Begin to write sight words I: Write sight words Apply English phonemic rules Begin to write simple sentences that may include inconsistent use of capitalization, punctuation, and spelling A: Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling T: Use standard grammar, ending punctuation, capital letters, and spelling with lapses characteristic of ELL students

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 16-18, 29, 35

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 39-44, 70-76

Writing Essentials, Regie Routman, 2005, pgs. 124, 156-160

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #3 pgs. 79-108


Interactive Writing, Irene Fountas and Gay Su Pinnell, pg. 85

The Art of Teaching Writing, Lucy Calkins, Chapter 4; pgs. 98-103

Modeled Writing Teacher Conferencing Peer Conferencing Daily Writing GLAD: • Writer’s

Workshop • Cooperative

Strip Paragraph with Primary Editing Checklist

• Interactive Journal

• Learning Log

Checklist for Content Organization and Style Who? What? When? Where? Why? cards Conferencing/ Anecdotal Notes Writing Prompt Rubric


Component 1.4: Edits text. W






1.4.1 Applies understanding of editing appropriate for grade level (see 3.3). • Identifies and corrects errors in grade level

conventions. • Uses a simple checklist for editing. • Uses spelling lists and a personal dictionary to check

accuracy and meaning.

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 5, 8, 16-18

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 24, 39-44

Writing Essentials, Regie Routman, 2005, pgs. 160-168, 230-235, 346-350 Appendix A11-12

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #3

The Art of Teaching Writing, Lucy Calkins, Chapter 18; pgs 89-92

Modeled Writing Teacher Conferencing Peer Conferencing Daily Writing High Frequency Word List GLAD: • Writer’s


Strip Paragraph with Primary Editing Checklist

Checklist for Conventions Conferencing/ Anecdotal Notes Writing Prompt Rubric


Component 1.5: Publishes text to share with audience. W






1.5.1 Publishes own writing. • Reads own work aloud (e.g., family night, writing

buddy). • Selects format for publishing (e.g., fonts, graphics,

photos, colors) to enhance writing. • Publishes text in various ways (e.g., posts on wall,

reads from author’s chair). • Publishes text with assistance (e.g., class books)..

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 19-21, 55


Writing Essentials, Regie Routman, 2005, pgs. 204, 233



Modeled Writing Mentor Texts (Author examples) Technology GLAD: • Writer’s

Workshop (Author’s Chair)

Teacher Observation As a suggestion, published work can be used for school literacy nights.

GRADE: 2nd EALR 2: The student writes in a variety of forms for different audiences and purposes. 2nd-6

Component 2.1: Adapts writing for a variety of audiences. W






2.1.1 Understands that writing changes for different audiences. • Writes letters using language appropriate to different

audiences (e.g., Dear Officer Jones vs. Dear Mike). • Writes instructions for different audiences (e.g., telling

kindergarteners how to line up, telling a substitute teacher how to take attendance).

B: Draw pictures or write words to express self or to name something AB: Write phrases to respond to prompts, to name something and express self I: Write simple sentences to tell a story, inform, thank, and entertain Distinguish among appropriate ways of writing to different audiences A: Write simple and descriptive sentences to tell a story, inform, thank, and entertain T: Apply skills using specialized vocabulary to tell a story, to inform, to thank, to entertain across content areas

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 8, 19

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pg. 25

Writing Essentials, Regie Routman, 2005, pgs. 145

Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann Portalupi and Ralph Fletcher, pgs. 30, 45, 63, 66

Interactive Writing, Irene Fountas and Gay Su Pinnell, 2000, pgs. 3, 83


Special Projects (Guided Writing) Modeling Interactive Writing Modeled Writing Shared Writing Anchor Papers GLAD: • Writer’s

Workshop • Interactive

Journal • Learning Log

Teacher observation

Conferencing


Component 2.2: Writes for different purposes. W






2.2.1 Demonstrates understanding of different purposes for writing. • Writes to respond to literature in some detail (e.g., how I

am like a character). • Writes to tell stories (e.g., personal, “once upon a time” or

“one day”). • Writes to explain (e.g., effects of tooth brushing on health,

how I found an answer to a mathematics problem). B: Draw pictures or write words to express self or to name something Draw a picture or write for self, teacher, or other known person AB: Write phrases to respond to prompts, to name something and express self Write for self, teacher, or other known person. I: Write simple sentences to tell a story, inform, thank, and entertain Distinguish among appropriate ways of writing to different audiences A: Write simple and descriptive sentences to tell a story, inform, thank, and entertain T: Apply skills using specialized vocabulary to tell a story, to inform, to thank, to entertain across content areas



Writing Essentials, Regie Routman, 2005, pgs. 14-15, 125-137, 147-148

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2, #6, #7 Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann Portalupi and Ralph Fletcher, pgs. 21, 22-26, 31-33

Interactive Writing, Irene Fountas and Gay Su Pinnell, 2000, Chapters 10, 11

The Art of Teaching Writing, Lucy Calkins, 1994, Chapters 22, 23, 26


Science Journals Investigations (Number, Data and Space) Writing through reading responses GLAD: • Writer’s


Journal • Poetry Frames • Sentence

Pattern Chart • Story Map • Reproduction

of input charts (process grid, graphic organizers)

Conferencing

Publishing

Writing for different purposes will be demonstrated through the content areas in the 2nd grade.


Component 2.3: Writes in a variety of forms/genres. W






2.3.1 Uses a variety of forms/genres. • Explains the relationship between form and purpose (e.g.,

instructions — to explain how to). • Maintains a log or portfolio to track variety of

forms/genres used. • Explains why one form is more appropriate than another. • Uses a variety of new forms/genres.

Examples: ~ journals ~ fictional stories ~ instructions (explains how to) ~ graphs ~ rhymes ~ letters

B: Use words to complete lists, personal journal entries, songs and poems based on a model AB: Use words and phrases to write notes, journal entries, friendly letters, songs and poems based on a model I: Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories based on a model. A: Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories based on a model. T: Use specialized vocabulary to independently write notes, friendly letters, personal journal entries, story reports, songs and poems.

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pg. 8


Writing Essentials, Regie Routman, 2005, pgs. 190-192, 196-197, Appendix A-13

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2, #6, #7


The Art of Teaching Writing, Lucy Calkins, 1994, Ch. 22


Modeled Writing

Interactive Writing

Shared Writing

Authors as models

Teacher Conferencing

Peer Conferencing

Daily Writing

Writing Journals

GLAD: • Writer’s


Journal • Poetry Frames • Sentence

Pattern Chart • Story Map • Reproduction

of input charts (process grid, graphic organizers)

Anecdotal Notes

Conferencing

Publishing


Component 2.4: Writes for career applications. W






2.4.1 Knows important personal information. • Writes personal address and phone messages. B: Use words to complete lists, personal journal entries, songs and poems based on a model AB: Use words and phrases to write notes, journal entries, friendly letters, songs and poems based on a model I: Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories based on a model. A: Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories based on a model. T: Use specialized vocabulary to independently write notes, friendly letters, personal journal entries, story reports, songs and poems.



Modeled Writing

Interactive Writing

Shared Writing

Guided Writing (Special Projects)

Teacher Conferencing

Writing Journals

GLAD: • Interactive

Journal • Team Task Key

Anecdotal Notes

GRADE: 2nd EALR 3: The student writes clearly and effectively. 2nd-10

Component 3.1: Develops ideas and organizes writing. W






3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates. • Develops list of specific topics for writing (e.g.,

playing with a pet or friend). • Selects from a list of specific topics for writing. • Maintains focus on a specific topic (e.g., writes and

draws in a science journal about scientific observations such as the life cycle of a plant or animal).

• Includes supporting information (e.g., adjectives, explanatory sentences, examples, and personal experiences).

• Select appropriate title for a piece of writing. B: Draw pictures and use words from shared reading and own experience AB: Use phrases to participate in group brainstorming and writing I: Use simple sentences to participate in group brainstorming and writing A: Use pictures and modeled graphic organizers to generate ideas for simple stories T: Use brainstorming techniques to generate and organize ideas (e.g., model graphic organizers, pictures, lists)

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 10, 16-18

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 23, 41, 63-64


Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pgs. 21-26, 32, 34-35, 38, 52-53, 56-59, 61-63

Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann Portalupi and Ralph Fletcher, pgs. 30, 36-37, 40-42, 46, 53-62, 69-71 Interactive Writing, Irene Fountas and Gay Su Pinnell, 2000, Chapter 6


Science Journals

Investigations (Number, Data and Space)

Reading Responses

Daily Writing

Modeled Writing

Shared Writing

Interactive Writing


Workshop • Interactive

Journal • Learning Log • Reproduction

of Narrative Input

• Story Map with narrative input

• Story Map as frame for independent writing

• Use of graphic organizers for planning writing (ex. Mind map)

Anecdotal Notes

Conferencing

Publishing

District Rubric


Component 3.1: Develops ideas and organizes writing. W


Grade Level Expectation

• Evidence of Learning/ELD Standard Core Materials

Supplemental Materials

Instructional Strategies Assessment Notes

3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending. • Groups related ideas, sometimes in paragraphs. • Uses transitions frequently (e.g., next, first, after). • Organizes narrative chronologically and sequentially. • Organizes procedural writing sequentially. • Organizes informational writing using categories.

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 10, 54, 70

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 23, 31

Writing Essentials, Regie Routman, 2005, pgs. 190


Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pgs. 19-20, 29, 31, 40, 42-43, 66-73

Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann Portalupi and Ralph Fletcher, pgs. 42, 44, 52 Interactive Writing, Irene Fountas and Gay Su Pinnell, 2000, Chapter 6

Classroom and School library

Reading Responses

Daily Writing

Modeled Writing

Shared Writing

Interactive Writing

Authors as models



Workshop • Narrative Input

with Story Map • Story Map as

frame for independent writing

• Teacher made Big Books

Anecdotal Notes

Conferencing

Publishing

District Rubric


Component 3.2: Uses appropriate style. W.






3.2.1 Writes with voice. • .Uses word choice to show emotion and interest. • Uses “book language” (e.g., fairy tale language – “once

upon a time” or “in a faraway land”). B: Use gestures and words to participate in group writing AB: Create rough drafts which include pictures, words, and phrases I: Create rough drafts which include simple sentences A: Create rough drafts which include simple sentences I: Create rough drafts which include a variety of sentence types

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 10, 20-21, 29

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 23, 31, 50

Writing Essentials, Regie Routman, 2005, pgs. 44-45, 146-147

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2, #5


Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann Portalupi and Ralph Fletcher, pgs. 27, 47, 65 Classroom/School library

Reading Responses

Daily Writing

Modeled Writing

Shared Writing

Interactive Writing

Authors as models




Strip Paragraph • Interactive

Journal • Story Map • Listen and

Sketch • 10/2 lecture

Anecdotal Notes

Conferencing

Publishing

District Rubric








3.2.2 Uses a variety of words. • Builds a rich vocabulary through listening, talking

writing, and language activities. • Uses descriptive words (e.g., color words, sensory

words, size words). • Uses classroom resources (e.g., personal dictionaries,

word walls, other student/teacher-generated resources).


Becoming Literate: One Step at A Time, Darla Wood Walters, 1999, pgs. 3-7, 20

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #4, pgs. 59-74; Book #7

Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pgs. 38-39, 50-51

Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann Portalupi and Ralph Fletcher, pg. 72 Interactive Writing, Irene Fountas and Gay Su Pinnell, 2000, Chapter 8


Reading Responses

Daily Writing

Modeled Writing

Shared Writing

Interactive Writing

Authors as models

GLAD: • 10/2 lecture • Cognitive Content

Dictionary • Input Charts

(pictorial, comparative input, and graphic organizers)

• Review of input charts with “smart cards”

• Narrative input retelling with vocabulary cards and conversation bubbles

• Chants • Sentence Pattern

Chart • Poetry Frames • Ear-to-Ear

Reading • Teacher made Big

Books • Found Poetry • Expert Groups • Flexible Reading

Group (Emergent Readers)

Anecdotal Notes

Conferencing

Publishing

District Rubric








3.2.3 Uses more than one sentence type and structure. • Writes a variety of sentence beginnings (e.g., starts

with a prepositional phrase: “After recess, we will start our writing workshop.”).

• Writes a variety of sentence structures (e.g., “My best friend sat by me at lunch. We talked as we ate our burritos.”).

• Writes a variety of sentence types (e.g., declarative, imperative, exclamatory, interrogative).

• Writes poetry with patterns

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 8, 50-55, 69-70



Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pgs. 39-42

Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann Portalupi and Ralph Fletcher, pg. 38

The Art of Teaching Writing, Lucy Calkins, 1994, Chapter 23


Reading Responses

Daily Writing

Modeled Writing

Shared Writing

Interactive Writing


Authors as models

Thesaurus

GLAD: • Chants • Sentence Pattern

Chart • Poetry Frames • Ear-to-Ear Reading

of Poetry Packet • Teacher Made Big

Books • Writer’s Workshop

(Author’s Chair) • Cooperative Strip

Paragraph • Flexible Reading

Group (Emergent Readers)

Anecdotal Notes

Conferencing

Publishing

District Rubric

Poetry


Component 3.3: Knows and applies appropriate grade level writing conventions. W.






3.3.1 Uses legible handwriting. • Maintains consistent size, spacing, and formation

in handwriting, especially in published work B: Use gestures and words to participate orally in revision of group writing AB: Use phrases to participate orally in revision of group writing I: Uses simple sentences to participate orally in revision of group writing A: Begin to revise own writing for clarity Offer feedback on other’s writing Incorporate input from others into own writing T: Incorporate input from others into own writing


Becoming Literate: One Step at A Time, Darla Wood Walters, 1999, pgs. 63-67

Writing Essentials, Regie Routman, 2005, pgs. 66-67

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #3, pgs. 1-8, 9-18, 35-44, 71-78, 109-114

Interactive Writing, Irene Fountas and Gay Su Pinnell, 2000, Chapters 5, 6

Modeled Writing

Interactive Writing


Conferencing

GLAD: • Cooperative Strip

Paragraph with Primary Editing Checklist

• Writer’s Workshop • Team Task of

Narrative Input retell

• Interactive Journal • Learning Log

Anecdotal Notes

Observation


Component 3.3: Knows and applies writing conventions appropriate for the grade level. W






3.3.2 Spells words appropriate for the grade level accurately, with challenging words spelled phonetically. • Uses spelling rules and patterns from previous

grades. • Spells high-frequency words correctly (e.g., said,

where, why, when). • Uses phonetic approximations for challenging words

(e.g., cuzin for cousin). • Recognizes and uses grade level appropriate spelling

patterns. Examples: ~ Digraphs (e.g., nt, ng) ~ CVVC words (e.g., nail, bean, main) ~ Two-syllable high-frequency words (e.g., funny, mother, happy)

• Indicates words that may be misspelled. • Uses spelling resources (e.g., word walls, student

dictionaries, high-frequency word charts, peers). B: Use gestures and words to participate in group writing AB: Create rough drafts which include pictures, words, and phrases I: Create rough drafts which include pictures, words, and phrases A: Create rough drafts which include simple sentences T: Create rough drafts which include a variety of sentence types


Becoming Literate: One Step at A Time, Darla Wood Walters, 1999, pgs. 34-35, 41, 54, 65-67


Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2, 39-46, 77-82; Book #3, pgs. 19-26, 27-34, 51-56, 57-65

Interactive Writing, Irene Fountas and Gay Su Pinnell, 2000, Chapter 8

The Art of Teaching Writing, Lucy Calkins, 1994, pgs. 89-92

Common High Frequency Word List

Word Walls

Buddy Study

Modeled Writing

Individual Word Lists

Interactive Writing

Shared Writing


Conferencing

Editing

Revising

Stretch word out – elastic

Whisper phones

Sound boxes

GLAD: • Interactive Spelling

with Cognitive Content Dictionary

• Writer’s Workshop • Interactive Journal • Learning Log • Story Map • Team Cooperative

Strip Paragraph • Team reproduction

of input charts • Team Sentence

Pattern Chart • Team Cognitive

Content Dictionary

Conferencing

Anecdotal Notes

Writing prompts

District Rubrics








3.3.3 Applies capitalization rules. • Uses capitalization rules from previous grades. • Capitalizes local geographic names (e.g., Yakima). • Capitalizes first word in greeting and closing of a

letter


Becoming Literate: One Step at A Time, Darla Wood Walters, 1999, pgs. 5, 16, 24, 32-33

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #3, pgs. 103-108

Modeled Writing


Interactive Writing

Shared Writing


Conferencing

Editing

Revising

Word Walls

GLAD: • Teacher Made Big

Books • Cooperative Strip


• Writer’s Workshop • Learning Log • Interactive Journal • Story Map

Conferencing

Anecdotal Notes

Writing prompts

District Rubrics








3.3.4 Applies punctuation rules. • Uses punctuation rules from first grade. • Uses comma after greeting and closing of friendly

letter. • Uses some quotation marks in dialogue. • Uses colon when writing time (e.g., 12:30). • Uses apostrophes correctly in contractions (e.g.,

don’t). B: Use gestures and words to participate in editing of group writing Use a model to publish selected writing in appropriate format AB: Use phrases to participate in group editing I: Use simple sentences to participate in group editing Publish selected writing in appropriate format A: Edit writing for capitalization and punctuation T: Edit for punctuation and known spelling Publish in appropriate format


Becoming Literate: One Step at A Time, Darla Wood Walters, 1999, pg. 24

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #3, pg. 103

Interactive Writing, Irene Fountas and Gay Su Pinnell, 2000, pgs. 84, 102, 106


Modeled Writing


Interactive Writing

Shared Writing


Conferencing

Editing

Revising

GLAD: • Writer’s Workshop • Cooperative Strip


Conferencing

Anecdotal Notes

Writing prompts

District Rubrics








3.3.5 Applies usage rules. • Applies usage rules from first grade. • Maintains subject/verb agreement. • Maintains consistent tense, especially past tense. • Uses standard verb forms in past tense or past

participle (e.g., He went home. We were going home.).

• Uses possessive pronouns (e.g., its, theirs). • Uses subject pronouns (e.g., she vs. her). • Uses contractions correctly (e.g., won’t, can’t, I’m). B: Use gestures and words to participate in editing of group writing Use a model to publish selected writing in appropriate format AB: Use phrases to participate in group editing I: Use simple sentences to participate in group editing Publish selected writing in appropriate format A: Edit writing for capitalization and punctuation T: Edit for punctuation and known spelling Publish in appropriate format

Writing Essentials, Regie Routman, 2005, pgs. 55-58, 197, 204, 230, 266, 346-350

Oracy Instructional Guide, Pre K-3, Lance Gentile, 2004

Modeled Writing


Interactive Writing

Shared Writing


Conferencing

Editing

Revising

GLAD: • Sentence Pattern

Chart • Cooperative Strip


• Writer’s Workshop Prompt: “Does that make sense?”

Conferencing

Anecdotal Notes

Writing prompts

District Rubrics








3.3.6 Uses complete sentences in writing. Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 8, 50-55, 69-70



Modeled Writing


Interactive Writing

Shared Writing


Conferencing

Editing

Revising




• Writer’s Workshop

Conferencing

Anecdotal Notes

Writing prompts

District Rubrics








3.3.7 Understands paragraph conventions. • Explains that paragraphs begin with indentation or

skipped lines

Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann Portalupi and Ralph Fletcher, Chapter 3-4; pg. 58

Modeled Writing

Interactive Writing

Shared Writing


Conferencing

Editing

Revising

Author as Model




• Writer’s Workshop

Conferencing

Anecdotal Notes

GRADE: 2nd EALR 4. The student analyzes and evaluates the effectiveness of written work. 2nd-22

Component 4.1: Analyzes and evaluates others’ and own writing. W






4.1.1 Understands criteria are used to select a preferred piece of writing. • Identifies criteria for why stories/authors are

preferred (e.g., description, word choice).


Becoming Literate: One Step at A Time, Darla Wood Walters, 1999, pgs. 4, 17-18



Conferencing Selecting a piece of writing for publishing Self assessment Author’s Chair

Children’s Choice books

Author/Illustrator Studies



Rubrics

Conferencing

Anecdotal Notes

GRADE: 2nd

EALR 4. The student analyzes and evaluates the effectiveness of written work. 2nd-23 Component 4.1: Analyzes and evaluates others’ own writing. W






4.1.2 Uses specific criteria for analyzing own writing. • Identifies specific strengths in writing (e.g., ideas,

organization, word choice). • Compares own writing to anchor papers, checklist,

or rubric


Becoming Literate: One Step at A Time, Darla Wood Walters, 1999, pgs. 40-42, 68-76


The Art of Teaching Writing, Lucy Calkins, 1994, Chapter 19

Model finding strengths in your own writing

Anchor Charts

Model using rubrics to score

Conferencing

Portfolios

Anchor papers of my best work



District Rubrics

GRADE: 2nd EALR 4. The student analyzes and evaluates the effectiveness of written work. 2nd-24

Component 4.2: Sets goals for improvement. W






4.2.1 Identifies specific goals for next piece of writing. • Confers with teacher to set goals (e.g., add

description of a character, change the beginnings of sentences).

• Sets goals based on own writing and anchor or model papers.

• Maintains a written log of goals


Becoming Literate: One Step at A Time, Darla Wood Walters, 1999, pgs. 40-42, 68-76


Conferencing

Steps to Becoming a Writer checklist

Good Writers Anchor Chart

Goal Setting paper – Darla Wood-Walters

GLAD: • Writer’s Workshop

(conferencing, primary editing checklist)

Anecdotal Notes

Participation in goal setting conference

grade 2 writing.revised - pasco school district · primary writing: a year long curriculum, lucy...

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