GRADE 2 SCOPE AND SEQUENCE Being A Writer

3y ago
94 Views
7 Downloads
2.43 MB
25 Pages
Last View : Today
Last Download : 5m ago
Upload by : Rosemary Rios
Transcription

GRADE 2SCOPE AND SEQUENCEBeing a Writer SECOND EDITIONThe Being a Writer program combines a writing process approach with guided instruction toensure students learn and practice the craft and conventions of writing. Every lesson operatesin the context of a caring classroom community, crucial to motivating and inspiring studentsto grow as writers, thinkers, and principled people. The program is built on the assumptionthat academic and social learning flourish when they are integrated naturally, rather thanpursued separately.The following scope and sequence provides a detailed outline of the program’s development ofwriting skills and genres across grade levels. It also includes calendars that chart the structureand focus of each unit, week, and day.Being a Writer Scope and Sequence, Grade 2 Center for the Collaborative Classroom1

Teaching the ProgramHow the Grade 2 Program Is OrganizedU NITSIn the Being a Writer program at Grade 2, there are eight units, designed to be taught in order.The units vary in length from one to seven weeks. Each week has four days of instruction.OV ERV IEW O F I NSTRUC TI ONThe Being a Writer program comprises 30 weeks of instruction, which allows time for you to: Extendor finish units that take longer than expected Providefree writing time so students can practice what they have learned Conferwith students in a way that is more general than is suggested in the units TeachWriting About Reading, Writing Throughout the Week, and/or Extension activities Teachwriting content not introduced in the Being a Writer programAs you plan the instruction for the year, you might want to build in additional time forthese activities.Sample Calendar for Grade 2UnitTitleLengthFocusFALLBuild a caring writing community1The WritingCommunity7 weeksGet ideas for writing from read-aloudsDraw, make lists, and write sentences to generate ideasExplore descriptive language2Telling More4 weeksVisualize and talk about story ideas before writingReread and add details to tell moreWINTERExplore realistic and purely imaginary fiction3Fiction4 weeksGenerate ideas for fiction storiesPublish a fiction story4Nonfiction5 weeksExplore expository (or informative), functional (or explanatory),and narrative nonfictionWrite questions, facts, and observationsWrite and publish a short report using information from multiple sources(continues)Being a Writer Scope and Sequence, Grade 2 Center for the Collaborative Classroom2

Sample Calendar for Grade 2 (continued)UnitTitleLengthFocusExplore audience and purpose for friendly letters5Letter Writing3 weeksIdentify the parts of a friendly letterAddress an envelopeGenerate lists of words for different topicsPoems andWords3 weeksSPRING6Explore and use interesting and descriptive words in poemsExplore and informally use figurative languagePublish a poemGenerate ideas for opinion pieces7OpinionWritingExplore audience and purpose for opinion pieces3 weeksWrite opening and closing sentencesWrite reasons and use linking words to support opinionsPublish an opinion piece8Revisitingthe WritingCommunity1 weekReflect on growth as writers and community membersPlan for summer writing* Expository nonfiction in Being a Writer corresponds to Informative Writing in the CCSS. Functional nonfiction corresponds to Explanatory Writing in thestandards.Being a Writer Scope and Sequence, Grade 2 Center for the Collaborative Classroom3

UNIT 1: THE WRITING COMMUNITYDay 1Week1Week2Week3Week4Week5Day 2Day 3Day 4Open DayGetting Ideas and WritingStoriesFocus: Drawing to inspire writing Contributing to a sharedstory Drawing a picture andwriting a story about itWriting StoriesFocus: Drawing to inspirewriting Drawing a picture andwriting a story about itGetting Ideas and WritingStories:Bigmama’sFocus: Drawing and writing abouta place they like to goSharing as a CommunityFocus: Sharing writing Getting to know oneanother Writing freelyWriting Throughoutthe WeekWriting Ideas: Writing about rooms athome or family trips Writing more stories fromsketches Sharing and writing freelyGetting Ideas for Writing:“About Donald Crews”Focus: Learning about aprofessional author Drawing sketches aroundthe schoolWriting StoriesFocus: Learning “Turn to YourPartner” Contributing to a sharedstory Writing a story about oneof their sketchesGetting Ideas for WritingFocus: Drawing to get ideas fora family storyWriting Stories andSharing in PairsFocus: Writing a story about oneof their sketches Sharing in pairsWriting Throughoutthe WeekWriting Ideas: Writing more stories fromsketches Sharing and writing freelyGetting Ideas for Writing:ShortcutFocus: Beginning to use awriting notebook Writing a list of thingsthat have happenedWriting StoriesFocus: Choosing an idea from alist and writing a story Capitalizing andpunctuating sentencesAdding DescriptiveWords:Night in the CountryFocus: Rereading writing Adding sight and soundwordsSharing as a CommunityFocus: Getting to know oneanother Identifying sight andsound words Writing freelyWriting Throughoutthe WeekWriting Ideas: Writing more “Ithappened to me” stories Making connections toShortcut Sharing and writing freelyGetting Ideas for Writing:Miss TizzyFocus: Learning “Think, Pair,Share” Writing a list of friendsWriting StoriesFocus: Choosing an idea from alist and writing a story Capitalizing andpunctuating sentences Learning to approximatespellingAdding DescriptiveWords:Miss TizzyFocus: Rereading writing Adding sight and soundwords Approximating spellingSharing as a CommunityFocus: Learning the prompt “Ifound out . . .” Identifying sight andsound words Writing freelyWriting Throughoutthe WeekWriting Ideas: Writing about the themeof friendship Writing opinions aboutMiss Tizzy Writing more aboutfriends Sharing and writing freelyGetting Ideas for Writing:Dogs Don’t Wear SneakersFocus: Writing silly sentencesWriting Stories:Click, Clack, Moo: CowsThat TypeFocus: Choosing a sentence andwriting a silly story Approximating spelling Capitalizing namesGetting Ideas for Writing:My Little Sister AteOne HareFocus: Writing silly sentences toinspire writing Approximating spellingWriting Stories andSharing in PairsFocus: Choosing a sentence andwriting a silly story Learning the prompt “I likeyour story because . . .”Writing Throughoutthe WeekWriting Ideas: Writing more silly animalor little sister/brotherstories Writing counting booksor writing about funnydreams Writing freely(continues)Being a Writer Scope and Sequence, Grade 2 Center for the Collaborative Classroom4

UNIT 1: THE WRITING COMMUNITY(continued)Week6Week7Day 1Day 2Day 3Getting Ideas for Writing:Harry and the TerribleWhatzitFocus: Learning to use a wordwall Writing scary words andsentences Approximating spellingWriting StoriesFocus: Choosing a sentence andwriting a scary story Using the word wall Approximating spellingAdding DescriptiveWords:The Little Old LadyWho Was Not Afraid ofAnythingFocus: Rereading and adding towriting Approximating spellingand using the word wallSharing as a CommunityFocus: Using the prompt “I likeyour story because . . .” Writing freelyWriting Throughoutthe WeekWriting Ideas: Writing more scarystories Writing about bravery orinanimate objects comingto life Sharing and writing freelyGetting Ideas for WritingFocus: Drawing, listing, orwriting sentences Choosing a story idea andwriting a storyWriting StoriesFocus: Rereading and adding towriting Approximating spellingand using the word wallSharing as a CommunityFocus: Sharing writing from theAuthor’s Chair Using the prompts “Ifound out . . .” and “I likeyour story because . . .” Writing freelySharing as a CommunityFocus: Sharing writing from theAuthor’s Chair Using the prompts “Ifound out . . .” and “I likeyour story because . . .” Writing freelyWriting Throughoutthe WeekWriting Ideas: Publish this week’sstories informally andwrite blurbs Reviewing notebookwriting Sharing and writing freelyBeing a Writer Scope and Sequence, Grade 2Day 4 Center for the Collaborative ClassroomOpen Day5

UNIT 2: TELLING MOREDay 1Week1Week2Week3Week4Day 2Day 3Day 4Open DayThinking Before WritingFocus: Visualizing to get ideas Writing about a fun timeoutdoorsTelling MoreFocus: Rereading to tell more andadd details Checking sentencepunctuationThinking Before WritingFocus: Visualizing to get ideas Writing about a fantasytripTelling MoreFocus: Rereading to tell more andadd details Checking sentencepunctuationWriting Throughoutthe WeekWriting Ideas: Writing more aboutfantasy trips or fun timesoutdoors Writing “round robin”stories Analyzing writing andadding temporal wordsthat tell when storieshappenThinking Before Writing:I Will Never NOT EVER Eata TomatoFocus: Writing lists of likes anddislikesWriting StoriesFocus: Writing a story using ideasfrom their listsTelling MoreFocus: Rereading to tell more andadd details Exploring commas in aseries Sharing writing from theAuthor’s ChairSharing as a CommunityFocus: Sharing writing from theAuthor’s Chair Writing freelyWriting Throughoutthe WeekWriting Ideas: Writing more about likesand dislikes Making connections to IWill Never NOT EVER Eata Tomato Reviewing notebookwritingThinking Before Writing:“Let’s Get a Pup!” Said KateFocus: Writing about a pet Rereading to tell moreabout a petConferring in Pairs andTelling MoreFocus: Learning to confer in pairs Telling more based onpartner feedbackThinking Before Writing:Sheila Rae, the BraveFocus: Making up a character andwriting a story Rereading to tell moreabout a characterConferring in Pairs andTelling MoreFocus: Conferring in pairs Telling more based onpartner feedbackWriting Throughoutthe WeekWriting Ideas: Writing more about petsor characters Making connectionsbetween Sheila Rae, theBrave and The Little OldLady Who Was Not Afraidof Anything Practicing using commasin a seriesThinking Before Writing:Alexander and the Terrible,Horrible, No Good, VeryBad DayFocus: Writing a story aboutsomething interesting thathappens to a character Rereading to tell moreabout something thathappens to a characterConferring in Pairs andTelling MoreFocus: Conferring in pairs Telling more based onpartner feedbackSharing as a CommunityFocus: Sharing writing from theAuthor’s Chair Writing freelySharing as a CommunityFocus: Sharing writing from theAuthor’s Chair Writing freelyWriting Throughoutthe WeekWriting Ideas: Writing more aboutcharacters Making connections toAlexander and the Terrible,Horrible, No Good, VeryBad Day Publishing this week’sstories informally andwriting dedicationsBeing a Writer Scope and Sequence, Grade 2 Center for the Collaborative Classroom6

UNIT 3: FICTIONDay 1Week1Week2Week3Week4Day 2Day 3Day 4Open DayExploring Fiction:DogzillaFocus: Writing about animalcharactersExploring Fiction:Brave CharlotteFocus: Writing about somethinginteresting that happensto a characterExploring Fiction:HONK! The Story of aPrima SwanerinaFocus: Writing about characterswho are uniqueExploring FictionFocus: Adding and punctuatingdialogue Using question marks andexclamation pointsWriting Throughoutthe WeekWriting Ideas: Writing more storiesabout animal characters Practicing writingdialogue Writing opinions aboutHONK! The Story of aPrima Swanerina or BraveCharlotteExploring Fiction:BeardreamFocus: Making up an ending toa story Approximating thespelling of polysyllabicwordsExploring Fiction:BeardreamFocus: Writing about dreams Approximating thespelling of polysyllabicwordsExploring Fiction:DuckyFocus: Writing about toys thatcome to life Approximating thespelling of polysyllabicwordsExploring Fiction:DuckyFocus: Getting fiction ideas fromreal life Approximating thespelling of polysyllabicwordsWriting Throughoutthe WeekWriting Ideas: Writing more storiesthat end with It was justa dream Writing opinions aboutDucky Reviewing notebookwritingSelecting Drafts andConferring in PairsFocus: Selecting a draft topublish Giving helpful feedback Telling moreRereading and TellingMoreFocus: Adding colors and otherdescriptive words towritingInformal ProofreadingFocus: Capitalizing I and propernouns Listening for endingpunctuationInformal Proofreadingand Conferring in PairsFocus: Checking spelling using aword bank Giving helpful feedbackWriting Throughoutthe WeekWriting Ideas: Writing endings to morestories Writing stories abouttoys from home Writing freelyWriting Final VersionsFocus: Writing and illustrating afinal versionWriting Final VersionsFocus: Exploring book features Making booksPublishingFocus: Making books Sharing stories from theAuthor’s ChairPublishingFocus: Sharing stories from theAuthor’s Chair Writing freelyWriting Throughoutthe WeekWriting Ideas: Writing letters homeabout fiction Sharing published booksfrom the Author’s Chair Reviewing notebookwritingBeing a Writer Scope and Sequence, Grade 2 Center for the Collaborative Classroom7

UNIT 4: NONFICTIONWeek1Week2Week3Week4Week5Day 1Day 2Day 3Day 4Open DayExploring Nonfiction:Kate & Pippin: An UnlikelyLove StoryFocus: Introducing nonfiction Writing questionsExploring Nonfiction:Kate & Pippin: An UnlikelyLove StoryFocus: Writing about Kate andPippin Writing freelyExploring Nonfiction:“Q&A with Isobel Springett:The Photographer of Kate& Pippin”Focus: Writing about a partnerExploring Nonfiction:How to Be a Friend: AGuide to Making Friendsand Keeping ThemFocus: Writing about how to bea friend Drawing illustrations toadd to textWriting Throughoutthe WeekWriting Ideas: Interviewing and writingabout another person Writing opinions aboutKate & Pippin Writing more about beinga friendExploring NonfictionFocus: Writing observationsabout paper Using writtenobservations to playa gameExploring Nonfiction:PaperFocus: Writing facts andquestions about paper Writing about how paperis used in the classroomExploring Nonfiction:Paper and “Which IsStronger?” experimentFocus: Learning discussionprompts Writing about

The Being a Writer program combines a writing process approach with guided instruction to ensure students learn and practice the craft and conventions of writing. Every lesson operates in the context of a caring classroom community, crucial to motivating and inspiring students to grow as writers, thinkers, and principled people. The program is built on the assumption that academic and social .

Related Documents:

Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill

Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Introduction to PYP social studies scope and sequence 2 Social studies scope and sequence Developing a school's social studies scope and sequence Unless a school has adopted the PYP sample programme of inquiry, the social studies content in its own scope and sequence will be different from the sample provided here. Some schools may need to .

Master Syllabi for Grade 6 Courses 1 Grade 6 Math: TX Fundamentals of Geometry and Algebra Scope & Sequence: Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These documents list instructional objectives and skills to be mastered. K¹² Scope & Sequence

7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key

Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome

Chapter 5 Project Scope Management Chapter 5 Project Scope Management 5.1 Plan Scope Management 5.1 Colect Requirements 5.2 Collect Requirements 5.2 Define Scope 5.3 Define Scope 5.3 Create WBS 5.4 Create WBS 5.4 Verify Scope 5.5 Validate Scope 5.5 Control Scope 5.6 Control Scope PMBOK 5th Edition

AFWA Scope and Sequence Page 4 of 105 AFWA K-12 Conservation Education Scope and Sequence Overview The AFWA K-12 Conservation Education Scope and Sequence is a detailed list of what all students are expected to know and be able to do at each level of our educational system in the areas of science, social science, and health and fitness.