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9/6/2011
August 2011 2nd Grade Writing
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 First Day of School
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28 29 30 31
Each year in their writing, students should
demonstrate increasing sophistication in all aspects
of language use, from vocabulary and syntax to the
development and organization of ideas, and they
should address increasingly demanding content and
sources. (Common Core State Standards)
*This Focus calendar will focus on the Writing
Process. The Writing Process is cyclical, so
teachers will be modeling the writing process
continuously.
The Writing Process:
Prewriting
Drafting
Revising
Editing for Language and Conventions
Publishing
The Writing activities in this calendar follow
the reading topics/stories on the Reading
Focus Calendar. The first few months will
focus on teaching the “Writing Process”.
Writing Process: PREWRITING:
LA.2.3.1.1 The student will prewrite by generating
ideas from multiple sources (e.g., text,
brainstorming, webbing, drawing, writers
notebook, group discussion, other
activities);
Writing Instruction should be a minimum of
20 minutes per day. In addition to the 20
minutes, writing should also take place in ALL
content areas.
All students should have a writing
folder/notebook where the teacher will
keep their writing at all stages.
Resources: See Appendix A
The Writing Process: Prewriting: Informative
As a class: Brainstorm ways that we use “reading” everyday.
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Writing Process: PREWRITING:
LA.2.3.1.1 The student will prewrite by generating
ideas from multiple sources (e.g., text,
brainstorming, webbing, drawing, writers
notebook, group discussion, other
activities);
LA.2.3.1.2 The student will prewrite by determines
the purpose (e.g., to entertain, to inform,
to communicate) and the intended
audience of a writing piece; and
LA.2.3.1.3 The student will prewrite by making a plan
for writing that includes the main idea, the
purpose (e.g., to entertain, to inform, to
communicate).
Writing Process: DRAFTING:
LA.2.3.2.1 The student will draft writing
by maintaining focus on a single idea and
developing supporting details; and
LA.2.3.2.2 The student will draft writing by organizing
details into a logical sequence that has a
clear beginning, middle and end and an
awareness of audience.
The Writing Process: Prewriting: Informative
Make a Web: Signs that keep you safe: Brainstorm
as a class.
The Writing Process: Prewriting: Informative
Make a list or web: Things I do to help my friends.
The Writing Process: Prewriting: Informative
Make a web, map or list of the things you would have to do to
take care of a puppy. Talk with a friend to see if they came up
with some things that you forgot.
The Writing Process: Prewriting/Drafting: Informative
List some things that dogs can do. Use this list to help you write a
paragraph about dogs.
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October 2011 2nd Grade Writing
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Writing Process: Prewriting:
LA.2.3.1.1 The student will prewrite by generating ideas
from multiple sources (e.g., text,
brainstorming, webbing, drawing, writers
notebook, group discussion, other activities);
LA.2.3.1.2 The student will prewrite by determines the
purpose (e.g., to entertain, to inform, to
communicate) and the intended audience of a
writing piece; and
LA.2.3.1.3 The student will prewrite by making a plan for
writing that includes the main idea, the
purpose (e.g., to entertain, to inform, to
communicate).
Writing Process: Drafting:
LA.2.3.2.1 The student will draft writing by maintaining
focus on a single idea and developing
supporting details; and
LA.2.3.2.2 The student will draft writing by organizing
details into a logical sequence that has a clear
beginning, middle and end and an awareness
of audience.
Writing Process: Revising:
LA.2.3.3.1 The student will revise by evaluating the draft
for logical thinking and consistent point of view
(first or third person) appropriate for the
purpose and audience;
LA.2.3.3.2 The student will revise by creating clarity by
combining related simple sentences and
sequencing new ideas into paragraphs;
LA.2.3.3.3 The student will revise by creating interest by
incorporating descriptive words and supporting
details, such as sensory language; and
LA.2.3.3.4 The student will revise by evaluating the
composition, with the assistance of teacher,
peer, checklist, or rubric.
The Writing Process: Prewriting/Drafting: Informative
What reporter job that you would most like to have (weather, sports, local
events…) List the things they may report on and write a paragraph about a news
topic (real or make-believe).
The Writing Process: Prewriting/Drafting/Revising: Creative
Prewrite and Write about a time when you lost a game. Share
with a friend and revise your writing as needed.
The Writing Process: Prewriting/Drafting: Creative
Think about a time when you learned how to do something that
was hard for you. Write about that time.
The Writing Process: Revising and Editing for
Language Conventions:
Model the editing process for spelling, capital
letters, and punctuation. Students will then edit
one of their paragraphs from the past few weeks.
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November 2011 2nd Grade Writing Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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The Writing Process: Prewriting/ Drafting/Revising: Informational
Choose an animal that you know some facts about. List the things you know
about the animal you chose. Write about your animal and share with a
classmate. Read about your animal in a book or on the internet. Revise your
writing to include new fact that you discovered.
.
The Writing Process: Prewriting/Drafting/Revising:
Creative
Choose a farm animal to write a funny story about.
The Writing Process: Prewriting, Drafting, Revising, Editing Informational
List some community service jobs. Choose your favorite. Write a paragraph
telling about your favorite job and why it is your favorite. Read it with a
friend and add details. Edit for capital letters, spelling and punctuation.
Complete your revising
and editing of “My
Favorite Job” paragraph
The Writing Process: Prewriting and Drafting: Creative
Prewrite and Draft a paragraph about what you think it would be
like to live in a big city.
Writing Process: Prewriting, Drafting and
Revising: (continue)
Writing Process: Editing for Language
Conventions:
LA.2.3.4.1 The student will edit for correct use
of conventional spelling for high frequency
words and common spelling patterns and
generalizations (e.g., word families, simple
CVC words, regular plurals, simple suffixes and
simple prefixes) to determine how to spell
new words;
LA.2.3.4.2 The student will edit for correct use
of capitalization, including initial word in a
sentence, the pronoun I, and proper names;
LA.2.3.4.3 The student will edit for correct use
of commas in dates, items in a series,
greetings and closings of letters, and
compound sentences, colons to punctuate
time, and apostrophes to correctly punctuate
contractions;
LA.2.3.4.4 The student will edit for correct use of nouns,
verbs, personal pronouns, adjectives and
adverbs, singular possessive pronouns (e.g.,
my/mine, his/her, hers);
LA.2.3.4.5 The student will edit for the correct use
of subject/verb and noun/pronoun agreement
in simple and compound sentences;
LA.2.3.4.6 The student will edit for the correct use of end
punctuation for compound sentences,
statements, questions, and exclamations.
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Writing Process: Standard 5 Publishing
LA.4.3.5.1 The student will prepare writing using
technology in a format appropriate to
audience and purpose (e.g.,
manuscript, multimedia);
LA.4.3.5.2 The student will use elements of
spacing and design to enhance the
appearance of the document and add
graphics where appropriate; and
LA.4.3.5.3 The student will share the writing with
the intended audience.
Note: Students will take their Narrative and
Expository pieces of writing that have been
edited for Spelling and Conventions and
publish these two pieces of writing.
The Writing Process: Prewriting, Drafting and Revising: Creative
Write a story about a time when you “lost something important to you”.
Share your story with a friend. Revise your story after sharing to include
more details.
The Writing Process: Prewriting, Drafting and Revising: Informative
List some things you like to play. Choose your favorite game or sport
that you like to play. Write a 5-7 sentences explaining why that is your
favorite sport or game. Share with a classmate and revise.
Prewriting, Drafting, Revising and Editing
(Continue)
Writing Application: Informative:
LA.2.4.2.3 The student will write
informational/expository paragraphs that
contain a topic sentence, supporting
details, and relevant information;
Writing Application: Creative:
LA.2.4.1.2 The student will compose simple stories,
poems, riddles, rhymes, or song lyrics.
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Prewriting, Drafting, Revising and
Editing (Continue)
Writing Process: Publishing:
LA.2.3.5.1 The student will produce,
illustrate, and share a variety of
compositions.
Writing Application: Informative:
LA.2.4.2.1 The student will write in a variety
of informational/expository
forms (e.g., rules, summaries,
procedures, recipes,
notes/messages, labels,
instructions, graphs/tables);
LA.2.4.2.2 The student will record
information (e.g., observations,
notes, lists, charts, map labels,
legends) related to a topic;
LA.2.4.2.3 The student will write
informational/expository
paragraphs that contain a topic
sentence, supporting details, and
relevant information;
The Writing Process: Editing for Publication
Chose a former piece of writing from your writing folder to take
through the Editing stage and prepare for Publishing.
Writing Applications: Prewrite, Draft and Revise: Informative
Make a list of animals that live in the rainforest. Choose one of those animals to research. Write an
informative paragraph about your animal. Make sure to add details from your research. Share with a
classmate and revise.
Edit your story from last week and prepare it for
Publishing. Share your published story in small
group or whole class setting.
Writing Applications: Prewrite, Draft, Revise and Edit: Informative
Write about “how to care for a dog”. Talk with a classmate and revise. Edit your
writing for language conventions.
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Writing Applications: Informative
Make a list of things you think are “good things”. Choose your favorite “good
thing” to write about. Draft a paragraph about your choice. Share with a
classmate and revise adding details. Edit for language conventions.
Students should be familiar with the steps to the
“Writing Process” and they should be applying
these steps to all of their writing bringing at least
one piece of writing a month to the “Publishing”
phase.
Writing Application: Informative
LA.2.4.2.1 The student will write in a variety of
informational/expository forms (e.g., rules,
summaries, procedures, recipes,
notes/messages, labels, instructions,
graphs/tables);
LA.2.4.2.2 The student will record information (e.g.,
observations, notes, lists, charts, map
labels, legends) related to a topic;
LA.2.4.2.3 The student will write
informational/expository paragraphs that
contain a topic sentence, supporting
details, and relevant information;
Writing Application: Creative
LA.2.4.1.1 The student will write narratives based on
real or imagined events that include a main
idea, characters, a sequence of events and
descriptive details; and
LA.2.4.1.2 The student will compose simple stories,
poems, riddles, rhymes, or song lyrics.
Writing Application: Persuasive
LA.2.4.3.1 The student will draw a picture and
use simple text to explain why this
item (food, pet, person) is important
to them.
Writing Application: Creative
Write a story about a boy or girl with a special talent/gift.
Writing Application: Persuasive
Write about what you think is the “best” thing about music.
Writing Application: “Writer’s Choice” or take a
prior unfinished piece of writing to the publishing
stage.
Writing Application: Informative
Choose an inventor to research. Tell about some of the exciting
discoveries of that inventor. Tell how his/her inventions helped
people.
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Continue to refine the steps of the Writing
Process and take at least one piece of
writing each month to the publishing stage.
Writing Application: Persuasive
LA.2.4.3.1 The student will draw a picture and use
simple text to explain why this item (food,
pet, person) is important to them.
Writing Application: Creative
LA.2.4.1.1 The student will write narratives based on
real or imagined events that include a
main idea, characters, a sequence of
events and descriptive details; and
LA.2.4.1.2 The student will compose simple stories,
poems, riddles, rhymes, or song lyrics.
Writing Applications: Persuasive What is your favorite “game show”. Write about why it is your favorite game
show. Share with a classmate and revise and edit.
Writing Applications: Creative
Write a story about your favorite place to relax. What makes it
relaxing? What do you do when you are relaxing? (read, draw, …)
Writing Applications: Creative
Write a poem or a short story about the kinds of things that
make you laugh.
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Writing Applications: Informative (responding to text)
While reading “The Bee”, write down facts that you didn’t already know
about bees. Write a paragraph with 3-4 new facts that you learned.
Writing Applications: Creative
Write about what you think it would be like to live in the wild.
Writing Applications: Creative
Write a story about something that you would like to see the
mayor have built in your town and why.
Writing Applications: Persuasive
What is your favorite food? Write about your favorite food and give
reasons why you think it should be everybody’s favorite food.
Writing Applications: Standard 3 Persuasive
LA.4.4.3.1 The student will write persuasive text
(e.g., essay, written communication)
that establish and develop a
controlling idea, supporting arguments
for the validity of the proposed idea
with detailed evidence; and
LA.4.4.3.2 The student will include persuasive
techniques (e.g., word choice,
repetition, emotional appeal).
Communication: Standard 2 Listening and
Speaking
LA.4.5.2.1 The student will listen to information
presented orally and show an
understanding of key points;
LA.4.5.2.2 The student will plan, organize, and
give an oral presentation and use
appropriate voice, eye, and body
movements for the topic, audience,
and occasion;
LA.4.5.2.3 The student will listen attentively to
speakers and takes notes as needed
to ensure accuracy of information;
LA.4.5.2.4 The student will ask questions of
speakers, using appropriate tone and
eye contact; and
LA.4.5.2.5 The student will make formal and
informal oral presentations for a
variety of purposes, audiences, and
occasions, demonstrating appropriate
language choices, body language, eye
contact, gestures, and appropriate use
Continue to refine the steps of the Writing
Process and take one piece of writing each
month to the publishing stage.
Writing Application: Informative
LA.2.4.2.1 The student will write in a variety of
informational/expository forms (e.g., rules,
summaries, procedures, recipes,
notes/messages, labels, instructions,
graphs/tables);
LA.2.4.2.2 The student will record information (e.g.,
observations, notes, lists, charts, map labels,
legends) related to a topic;
LA.2.4.2.3 The student will write informational/expository
paragraphs that contain a topic sentence,
supporting details, and relevant information;
Writing Application: Creative
LA.2.4.1.1 The student will write narratives based on real
or imagined events that include a main idea,
characters, a sequence of events and
descriptive details; and
LA.2.4.1.2 The student will compose simple stories,
poems, riddles, rhymes, or song lyrics.
Writing Application: Persuasive
LA.2.4.3.1 The student will draw a picture and use
simple text to explain why this item (food,
pet, person) is important to them.
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Writing Application: Creative
Write a poem or short story about a place that you love to go
and the people that you love to see.
Writing Application: Informative (responding to text ) As you
read “Let’s Go Rock Collecting”, take notes on some facts that you
didn’t know about rocks. Write about paragraph about rocks using 3-4
of the facts you wrote down.
Writing Application: Informative
What kinds of things do you like to do on sunny days? Write
about the things you like to do and why.
Writing Application: Informative
Choose a place in the United States that you would like to visit.
Research and write about the things you would see there.
Explain why you chose that place.
Celebrate the Writing progress of your students.
Have students share one or more of their favorite
pieces of their published writing.
Continue to refine the steps of the Writing
Process and take one piece of writing each
month to the publishing stage.
Writing Application: Informative
LA.2.4.2.1 The student will write in a variety of
informational/expository forms (e.g., rules,
summaries, procedures, recipes,
notes/messages, labels, instructions,
graphs/tables);
LA.2.4.2.2 The student will record information (e.g.,
observations, notes, lists, charts, map labels,
legends) related to a topic;
LA.2.4.2.3 The student will write informational/expository
paragraphs that contain a topic sentence,
supporting details, and relevant information;
Writing Application: Creative
LA.2.4.1.1 The student will write narratives based on real
or imagined events that include a main idea,
characters, a sequence of events and
descriptive details; and
LA.2.4.1.2 The student will compose simple stories,
poems, riddles, rhymes, or song lyrics.
9/6/2011
June 2012 2nd Grade Writing Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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9/6/2011
Appendix A: Writing Curriculum Resources
Possible resources in use at some schools (not a
exclusive list) Teacher Internet Resources Student Tools
K-5 Writing Plan 4 Square By Judith Gould Common Core State Standards: Appendix C (Samples of Writing Exemplars) CRISS Strategies
Graphic Organizer Resources: http://www.eduplace.com/graphicorganizer/index.jsp http://www.teachervision.fen.com/graphic- organizers/printable/6293.html Using Trade Books to teach the 6 Traits of Writing: http://edina.k12.mn.us/concord/classrooms/media/teachers/book
lists/6traits.htm
6 traits resources: http://edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.
html
Student writing samples scored: http://apps.educationnorthwest.org/traits/scoring_examples.php
6 Traits Teacher Training: http://www.milwaukee.k12.wi.us/portal/server.pt/comm/programs___resources/310/six_trait_writing_resources/38256
Journal topics and prompts: http://journalbuddies.com/teacher-parent-resources/48-thought-provoking-elementary-writing-prompts/
Expository graphic organizer directions: http://classroom.jc-schools.net/read/expository.html
Graphic Organizers
Create your own graphic organizer: http://interactives.mped.org/view_interactive.aspx?id=127&title
Gathering grid : Gathering Grid Web wheel and spoke : http://www.thinkport.org/52eff83a-a1ed-476f-ac41- ceaa3a757307.asset?
Spider web: http://www.thinkport.org/1145da55-c922-4716-828c-7ff0e4e1bf5c.asset?
Cluster web: http://www.thinkport.org/1918683c-7a8b-4f15-ab77-b7c4884d3474.asset?
Outline supporting details: http://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf
Hamburger graphic organizer: http://www.superteacherworksheets.com/graphic-organizers/hamburger-writing-lines.pdf
House graphic organizer: http://www.creativewriting-prompts.com/support-files/personalnarrativefirstperson.pdf
LBA: 4th
Assessment
Narrative
Window: Dec.
12-16
