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

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BOARD APPROVED AUGUST, 20152nd Grade ELA-Writing CurriculumCourse Description:Across the writing genres, students learn to understand—and apply to their own writing—techniques theydiscover in the work of published authors. This writing course invites second-graders into author studiesthat help them craft powerful true stories. They engage in a poetry unit that focuses on exploring andusing language in intentional ways. The students read closely and gather evidence from texts to craftpersuasive arguments. Inspirational nonfiction texts are studied to help students design and write aboutexperiments and other scientific information. And students learn how to create engaging narratives bystretching out small moments and writing in detail.Scope and Sequence:2nd Grade Writing UnitsQuarter Unit1Taking Charge of Writing2Poetry: Big Thoughts in Small Packages3Narrative Lessons From the Masters4Opinion: Writing About Reading5Information: Lab Reports and Science Books6Writing Gripping Fictional Stories With Meaning and Significance12341

BOARD APPROVED AUGUST, 2015Unit 1: Taking Charge of WritingSubject: WritingGrade: 2nd GradeName of Unit: Taking Charge of WritingLength of Unit: 5 weeks mid-August through SeptemberOverview of Unit:Second grade writers will be exposed to the many routines and procedures necessary to beefficient and effective writers in the writer’s workshop model. Writers will sketch ideas ofdifferent genres of writing as well as learn revising and editing strategies to strengthen theirwriting.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 andopinion ideas to collect in their notebook. They will then take one of those ideas to write in abooklet in develop into a writing piece.In Topic 3 (Bend 3) - Writers will learn strategies that entail the language standards embeddedin 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 yourwriting unit resources.Pre-Assessment (given prior to starting the unit): Administer the narrative on-demand writing assessment (see page 182 in the WritingPathways book)Priority Standards for unit: W.2.5: With guidance and support from adults and peers, focus on a topic and strengthenwriting 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 usagewhen 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.2

BOARD APPROVED AUGUST, 2015Supporting 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 tobe 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 waswatched 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 checkand 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 foodsthat 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 toprovide requested detail or clarification. (See grade 2 Language standards 1 and 3 herefor specific expectations.)UnwrappedUnwrapped SkillsConcepts (Students (Students need to be able to Bloom’s TaxonomyStandardneed to know)do)LevelsWebb's DOKtopic and strengthenW.2.5 writing as needed byfocusapply1revising and editingmain purpose of aRI.2.5 text, including whatidentifyunderstand1the author wants to3

BOARD APPROVED AUGUST, 2015L.2.1L.2.2L.2.5answer, explain, ordescribe.command ofconventions ofstandard Englishgrammar and usagewhen writing orspeakingcommand of theconventions ofstandard Englishcapitalization,punctuation, andspellingword relationshipsand nuances in nstrateunderstanding1Essential Questions:1. What do I need to know as a writer about the routines and procedures to make sure I amusing my time wisely and efficiently during workshop time?2. How do I choose a topic to write about in narrative, poetry, informational, and opinionwriting?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 efficientlyand effectively as writers and partners in writing.2. Knowing the components of different writing genres, will give me ideas to write aboutwhen given the choice to elaborate on an idea I have already started.3. Understanding the components of language techniques will help me strengthen mywriting as I reflect on and make changes to my writing.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain formationalopinion4

BOARD APPROVED AUGUST, ationpunctuationspellinglanguageTopic 1: Teach Children the Writing Routines and ProceduresEngaging Experience 1Teaching Point: Writers review what they know about the Workshop Structure from 1st grade(Mini-lesson, Composing time, Reflection circle) and develop transitioning signalsSuggested Length of Time:Standards AddressedPriority: N/ASupporting: N/ADetailed Description/Instructions: One way to do this is to create a t-chart with the different components of the workshopmodel. Together fill out what the teacher is doing and what the students are doing ineach component. Practice transitioning from each phase with a signal.Bloom’s Levels: N/AWebb’s DOK: N/AEngaging Experience 2Teaching Point: Writers have supplies that help them be good writers.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: N/ASupporting: N/ADetailed 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 coverrepresents you and what you might want to write about. They will then decorate theirwriter’s notebook to personalize it for writing ideas for the year during composing time.Bloom’s Levels: N/A5

BOARD APPROVED AUGUST, 2015Webb’s DOK: N/AEngaging Experience 3Teaching Point: Writers have partners that help them create and listen to their writing.Suggested Length of Time:Standards AddressedPriority: W.2.5Supporting: SL.2.4, SL.2.6Detailed Description/Instructions: One way to do this is to have a chart created with the names of writing partners. Showthem examples and non-examples of what it looks like to work with a partner. Duringcomposing time they can share their writer’s notebook with their partner.Bloom’s Levels: ApplyWebb’s DOK: 3Topic 2: Sketching Writing Ideas of Different GenresEngaging Experience 4Teaching Point: Writers have strategies to create narrative writing.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: RI.2.6Supporting: SL.2.4, SL.2.6Detailed Description/Instructions: One way to do this is to model what it looks like to sketch an idea for a narrative. Theycan think of a person, place or thing and quickly sketch one of those ideas and write. Usefamiliar books that have narrative as mentor text.Bloom’s Levels: ApplyWebb’s DOK: 3Engaging Experience 5Teaching Point: Writers have strategies to create poetry writing.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: RI.2.6Supporting: SL.2.4, SL.2.6Detailed Description/Instructions:6

BOARD APPROVED AUGUST, 2015 One way to do this is to model what it looks like to sketch an idea for a poem. They canthink of a person, place or thing and quickly sketch one of those ideas and write. Usefamiliar books that have poems as mentor text.Bloom’s Levels: ApplyWebb’s DOK: 3Engaging Experience 6Teaching Point: Writers have strategies to create informative writing.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: RI.2.6Supporting: SL.2.4, SL.2.6Detailed Description/Instructions: One way to do this is to model what it looks like to sketch an idea for an informativepiece. They can think of a topic they know well and quickly sketch one of those ideasand write. Use familiar books that have an informational structure as mentor text.Bloom’s Levels: ApplyWebb’s DOK: 3Engaging Experience 7Teaching Point: Writers have strategies to create opinion writing.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: RI.2.6Supporting: SL.2.4, SL.2.6Detailed Description/Instructions: One way to do this is to model what it looks like to sketch an idea for an opinion piece.They can think of a topic that interests them and quickly sketch one of those ideas andwrite. Use familiar books, texts or resources that have opinions as mentor text.Bloom’s Levels: ApplyWebb’s DOK: 3Engaging Experience 8Teaching Point: Writers tell their story numerous times before actually writing it on paper.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: RI.2.6Supporting: SL.2.4, SL.2.6Detailed Description/Instructions: One way to do this is to model what it looks like to retell your story idea to a partnerbefore they actually start writing. You can model how to retell your story across your7

BOARD APPROVED AUGUST, 2015fingers or show them how to flip their writing booklet they will write on, turning thepages as you change scenes or topics.Bloom’s Levels: ApplyWebb’s DOK: 3Engaging Experience 9Teaching Point: Writers often make a sketch of what is happening in their story to add details.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: RI.2.6Supporting: L.2.3Detailed Description/Instructions: One way to do this is to model what it would look like to choose one of your ideas andsketch a scene in your writer’s notebook. You will be starting the process of showingthem how you are taking one of your ideas to print.Bloom’s Levels: ApplyWebb’s DOK: 3Engaging Experience 10Teaching Point: Writers take one of their ideas and begin writing across pagesSuggested Length of Time: 2 mini-lessonsStandards AddressedPriority: RI.2.6Supporting: W.2.5, W.2.6Detailed Description/Instructions: One way to do this is to model what it would look like to choose one of your ideas andmodel writing it in a booklet.Bloom’s Levels: ApplyWebb’s DOK: 3Topic 3: Revising and EditingEngaging Experience 11Teaching Point: Writers often revise their work, looking at their words choice in the nouns theyhave selected.Suggested Length of Time: 1 mini-lessonStandards Addressed8

BOARD APPROVED AUGUST, 2015Priority: L.2.1, W.2.5Supporting: L.2.1.aDetailed Description/Instructions: One way to do this is to model looking at the nouns you have chosen to see if you needto change your word choice. Create an anchor chart depicting the difference betweencollective nouns, irregular plural nouns and reflexive pronouns.Bloom’s Levels: ApplyWebb’s DOK: 3Engaging Experience 12Teaching Point: Writers often revise their work, looking at their words choice in the verbs theyhave selected.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: L.2.1, W.2.5Supporting: L.2.1dDetailed Description/Instructions: One way to do this is to model looking at the verbs you have chosen to see if you needto change your word choice. Create an anchor chart depicting the difference betweenpast tense and irregular verbs. Bloom’s Levels: Apply9

BOARD APPROVED AUGUST, 2015Webb’s DOK: 3Engaging Experience 13Teaching Point: Writers often revise their work, looking at their words choice in the adjectivesand adverbs they have selected.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: L.2.1, L.2.5, W.2.5Supporting: L.2.1e, L.2.5aDetailed Description/Instructions: One way to do this is to model looking at the adjectives and adverbs you have chosen tosee if you need to change your word choice. Create an anchor chart depicting thedifference between adjectives and adverbs.Bloom’s Levels: ApplyWebb’s DOK: 3Engaging Experience 14Teaching Point: Writers often revise their work, looking at their sentence length by looking atsimple and compound sentences they have selected.Suggested Length of Time: 1 mini-lessonStandards AddressedPriority: L.2.1, W.2.5Supporting: L.2.1fDetailed Description/Instructions: One way to do this is to

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