SECOND GRADE WRITING PACING GUIDE - … · SECOND GRADE WRITING PACING GUIDE Revised ... editing,...

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SECOND GRADE

WRITING PACING GUIDE

Revised

June 2015

Waynesboro Public Schools 301 Pine Avenue

Waynesboro, Virginia 22980

www.waynesboro.k12.va.us Information in parenthesis throughout this document refers to the Houghton Mifflin version of the reading text used at William Perry.

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Elementary Writing Instruction and Assessment Plan

The Waynesboro Public Schools Writing Program is articulated in the Writing Pacing Guides, Writing Rubrics, Writing Assessment Plan and in this document. These documents are based on Virginia’s Standards of Learning. Instruction Department Personnel and the Elementary Principals approved these documents for use at their February, 2009 meeting. Teachers must use the division’s writing pacing guides (includes division’s rubric insertion plan) and the division’s writing rubrics in accordance with the Writing Assessment Schedule.

Writing instruction will be at least 90 minutes a week. Writing instruction is defined in the boxes below.

Each writing unit should include the following;

Writing instruction IS: Writing instruction IS NOT:

-Writing workshop -Teacher modeling -Conferencing with students -Shared writing -Writing process -Related to the pacing guide(s) and rubric(s)

-Free writing -Center Writing -Reading Response -Handwriting Practice -Daily Oral Language -Sentence Correction

TEACHER-DIRECTED INTRODUCTION

(usually whole group) -Explicitly teach strategies and concepts -Use rubric & anchor papers as models -Analyze models -Use visuals -colors -graphic organizers

WRITERS’ WORKSHOP & GUIDED WRITING (usually individual or

small group) -Mini-lessons -Conferences -Peer review -Self assessment using rubric or checklist

STUDENT SHARING AND GOAL-SETTING

(whole or small group) Rubric or checklist used for: -Self assessment -Goal setting -Author’s chair -Exhibit, publish, and share

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Writing Assessment Plan Elementary Grades

K 1 2 3 4 5

1st Assessment of Writing

Window: First four weeks of school Prompt: DOE released prompts (building level decision if a picture will be added to the prompt) Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Within TWO weeks of writing administration: A second scorer will need to score each writing piece using the Waynesboro Writing Rubric.

Window: First four weeks of school Prompt: DOE released prompts 4th Grade students will use TestNav to compose their writing piece. Students may not save within TestNav, however their writing will need to be printed for scoring purposes. Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Within TWO weeks of writing administration: A second scorer will need to score each writing piece using the Waynesboro Writing Rubric.

Window: First four weeks of school Prompt: DOE released prompts 5th Grade students will use TestNav to compose their writing piece. Students may not save within TestNav, however their writing will need to be printed for scoring purposes. Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Within TWO weeks of writing administration: A second scorer will need to score each writing piece using the Waynesboro Writing Rubric.

2nd Assessment of Writing

Window: Last two weeks of December Prompt: DOE released prompts (building level decision if a picture will be added to the prompt) Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric.

Window: Last two weeks of December Prompt: DOE released prompts Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric.

Window: Between mid-November and mid-December Prompt: DOE released prompts Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric.

3rd Assessment of Writing

Window: Third week in April until the third week in May Prompt: DOE released prompts (building level decision if a picture will be added to the prompt) The writing assessment is to be scored by the classroom teacher and a second scorer using the Waynesboro Writing Rubric. Scored by: The end of week 36.

Window: Third week in April until the third week in May Prompt: DOE released prompts 4th Grade students will use TestNav to compose their writing piece. Students may not save within TestNav, however their writing will need to be printed for scoring purposes. The writing assessment is to be scored by the classroom teacher and a second scorer using the Waynesboro Writing Rubric. Scored by: The end of week 36.

Window: Third week in April until the third week in May Prompt: DOE released prompts 5th Grade students will use TestNav to compose their writing piece. Students may not save within TestNav, however their writing will need to be printed for scoring purposes. The writing assessment is to be scored by the classroom teacher and a second scorer using the Waynesboro Writing Rubric. Scored by: The end of week 36.

Writing Assessment Standards for Waynesboro Public Schools

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• At each of the formal writing assessments, the entire Waynesboro Public School’s Writing Rubric will be used to score the prompted writing. Scores will be turned in to administration for review.

• Prior to having the students begin writing, teachers may engage students in oral class brainstorming and discussion. Teacher generated, written brainstorming, lists, webs, and outlines will not be allowed.

• Students may generate their own pre-planning (webs, outlines, brainstorming, lists) after the prompt is given. Students are encouraged to create and use their own graphic organizers. Teachers may not supply graphic organizers for prewriting or drafting.

• Teachers may not assist students with spelling, sentence formation, editing, etc. once they begin writing. This will allow for a clear picture of each student’s knowledge of the writing process and growth toward the grade level objectives.

• Students may use a checklist or student friendly rubrics at the teacher’s discretion. (Students may be more successful with using checklists or rubrics if they have had experience with checklists and rubrics within the classroom setting.)

• Students’ scores, according to the writing rubric, will be shared with parents. It is at the school’s discretion when and what will be sent home (the student’s original writing, a photocopy of the student’s writing, a letter with a copy of the rubric, etc.).

• All end-of-year writing prompts will be collected and redistributed at the beginning of the next school year to each student’s teacher.

FOCUS STRAND: WRITING GRADE LEVEL: 2 At the second-grade level, students will continue to develop reading and writing together. They will be given daily opportunities to write and will be expected to revise selected pieces and share them with others. Students often pattern their writing after familiar authors. When students write stories and letters, the instructional emphasis will be on having a beginning, middle, and end. At the sentence level, they will be expected to begin to elaborate on their ideas and use basic conventions. They will also begin to apply written communication skills across all content areas.

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General Resources The following websites may be used to support instruction for all students including English Language Learners (ELLs). Many of the resources shared at Waynesboro’s English Language Learner trainings, in the fall of 2012 and spring of 2013, may be found on these websites.

World-class Instructional Design and Assessment (WIDA): www.wida.us

World-class Instructional Design and Assessment (WIDA) Download Library: http://www.wida.us/downloadLibrary.aspx

Waynesboro ESL Resources Website: wpsesl.weebly.com

PROGRESSION OF SECOND GRADE SOL SKILLS

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SOL 2.11

SOL 2. 12 a-‐‑d SOL 2.13 a-‐‑j SOL 2.14 WEEKS a b c d a b c d e f g h i j

1-‐‑3: Sentence Formation X X X X X

4-‐‑9: Descriptions/ Key Boarding X X X X X X X 10-‐‑14: Writing to Entertain: Narrative X X X X X X X X X X 15-‐‑17: Friendly

Letter X X X X X X X X X X X X 18-‐‑20: Introduction

to Cursive Handwriting &

Simple Explanations X X X X X X X X X X X X X X

21-‐‑26: Research Report: To Inform X X X X X X X X X X X X X X 27-‐‑32: Writing to Entertain: Story X X X X X X X X X X X X X X 33-‐‑34: Composing

in Cursive X X

35-‐‑37 Instructions X X X X X X X X X X X X X X

Review: Sentence Formation Weeks 1-3

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SOLs: 2.11 2.12a 2.13 a, b 2.14 2.11 The student will maintain legible printing [and begin to make the transition to cursive.]

UNDERSTANDING THE STANDARD (Teacher Notes)

ESSENTIAL UNDERSTANDINGS

All students should:

ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

To be successful with this standard, students are expected to:

• The intent of this standard is that students will maintain legible printing while making the transition to cursive.

• When to make the transition to cursive is a local decision, however, once begun, cursive writing should be taught and practiced in a systematic, direct manner.

• understand that legible printing is an important tool of written communication.

• write legibly.

• space words in sentences.

• space sentences in writing

2.12 The student will write stories, letters, and simple explanations.

a) Generate ideas before writing.






• The intent of this standard is that students will continue to learn the process for communicating their ideas through writing.

• The emphasis will be on generating and organizing ideas before writing and revising for clarity after writing.

• At this level, teachers should introduce two important modes for writing: ° Informative/explanatory – students write

informative/explanatory texts to examine a topic

• understand that written communication should be well planned and clear to the reader.

• generate ideas and organize information before writing by: ° participating in brainstorming activities; ° making lists of information; ° talking to classmates or teacher about what to write; and ° using graphic organizers to plan their writing.

• participate in shared research and writing projects.

• stay on topic.

• write complete sentences.

• begin to compose paragraphs.

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and convey ideas and information clearly; and ° Narrative - students write narratives to develop

real or imagined experiences or events using descriptive details, and clear event sequences.

• The three domains of writing are: ° composing – the structuring and elaborating a

writer does to construct an effective message for readers (e.g., staying on topic; providing a beginning, middle, and end);

° written expression – those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and

° usage/mechanics – the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). (Note: Students are not expected to know these terms.)

• begin to learn and use the writing domains of composing, written expression, and usage/mechanics.

2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.

a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences.






• The intent of this standard is that students will continue to learn to edit and self-correct their writing.

• Students should apply grammatical rules to their writing.

• Declarative sentences form a statement (e.g., She is my friend.).

• Interrogative sentences form a question (e.g., What time is it?).

• Exclamatory sentences use powerful emotions or feelings (e.g., We won the game!).

• understand that proper grammar, capitalization, punctuation and spelling contribute to the meaning of writing.

• recognize and use complete sentences.

• punctuate declarative, interrogative, and exclamatory sentences (e.g., period, question mark, exclamation point).

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2.14 The student will use available technology for reading and writing.






• The intent of this standard is that students will make use of available technology for reading and writing.

• Provide opportunities for students to explore and use available technology to facilitate their reading and writing.

• use available technology for reading and writing.

• use available technology and media for reading and writing, including in collaboration with peers.

• use available media for reading and writing.

• ask and respond to questions about material presented through various media formats.

Piece, assignment, or genre: Sentence Formation

Primary Resources and Activities

• The focus for students should be on writing complete sentences with correct capitalization and punctuation.

Keyboarding & Writing a Descriptions- to Describe: Expository Weeks 4-9

Components of Rubric Composing Written Expression Usage/Mechanics

Prewriting: -Generate ideas and organize information before writing

(i.e. lists, brainstorming activities, and/or graphic organizers)

Technology:

-Use available technology for writing

Rhythmic Flow: -Use a variety of complete sentences including

declarative, interrogative, and exclamatory

Sentence Formation: -Write complete sentences Mechanics: -Formatting: Indent beginnings of paragraphs -Punctuation:

-Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences

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SOLs: 2.11 2.12 a, c 2.13 a, b, h 2.14 2.11 The student will maintain legible printing [and begin to make the transition to cursive.]









• write legibly.


• space sentences in writing.

2.12 The student will write stories, letters, and simple explanations. a) Generate ideas before writing. c) Expand writing to include descriptive detail.









informative/explanatory texts to examine a topic and convey ideas and information clearly; and




• write informative/explanatory pieces that introduce the topic, use facts or opinions, and provide a concluding statement.

• stay on topic.


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° Narrative - students write narratives to develop real or imagined experiences or events using descriptive details, and clear event sequences.






• use adjectives to elaborate and expand simple sentences.

• describe events, ideas, and personal stories with descriptive details.

• use time-order words, such as first, next, then, and last, to sequence and organize their writing.


2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences.

h) Use correct spelling for commonly used sight words, including compound words and regular plurals.














• spell commonly used sight words, compound words, and regular plurals correctly.

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Prewriting: -Generate ideas and organize information before

writing (i.e. lists, brainstorming activities, and/or graphic organizers)

Central Idea: -Stay on topic Organization: -Include a beginning, middle, and end in a narrative

and expository -Use time order (transition) words to sequence and

organize writing -Begin to compose one or more paragraphs Technology: -Use available technology for writing

Language: -Expand writing to include descriptive details Information: -Use facts or opinions -Describe events, ideas, and personal stories with

descriptive details Voice: -Use precise, descriptive vocabulary to show the

writer’s personality Tone: -Use vivid language to convey the author’s feelings

and attitudes


declarative, interrogative, and exclamatory

Sentence Formation: -Write complete sentences Mechanics: -Formatting: Indent beginnings of paragraphs -Spelling: Spell commonly used sight words,

compound words, and regular plurals correctly -Punctuation:


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Waynesboro Public Schools Keyboarding Instruction

The following plan indicates the minimum amounts of instruction that should occur using the “Dance Mat” software for second through fifth grade. Additional practice using the “Dance Mat” software may be provided through additional scheduled sessions in your school’s computer lab as well as through typing practice on classroom computers during reading rotations. Typing practice during reading rotations should not overshadow reading, writing, or word study skill work. Second Grade Beginning in October Second grade teachers will accompany their classes to the computer lab following a schedule developed by their principals. The schedule will include a daily 30-45-minute lesson for 2 ½ weeks. Classroom teachers will lead students through the software “Dance Mat” to introduce and practice homerow for keyboarding fluency. An emphasis will be placed on learning to type without looking at hands. This instruction should be ongoing after that with practice at least once a week. Practice may include: typing class notes, composing sentences using sight words, writing sentences with word study words, and/or copying their own writing.

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Piece, assignment, or genre: Writing a Description- to describe (Expository) Theme 2: Nature Walk

• HM Reading Writing Workshop Pg. T90-T93 • SUTW Section 2


Prewriting HM Reading Writing Workshop Pg. T94 -T96 (154-155G)

• Choosing a Topic (155A) • Organizing and Planning (155B) • Using Sensory Language (155C)

Step Up To Writing: Manual Pg. 2-1 to 2-34 Step Up To Writing: Primary Steps

• Planning/Organizing Pg. 30-62 Drafting HM Reading Writing Workshop Pg. T97 (155C-155D)

• Adding Details (155D) Step Up To Writing: Manual Pg. 2-7 to 2-54 Step Up To Writing: Primary Steps

• Framed Paragraphs Pg 71-84 • Topic Sentences Pg. 98, 124-126, 136-141 • Reason, Detail, Fact With Transitions Pg. 99, 142-147 • Examples and explanations Pg. 100, 148 • Conclusion Sentences Pg. 101, 149

Revising HM Reading Writing Workshop Pg. T98 (155E)

• Writing Sentences Proofreading/Editing HM Reading Writing Workshop Pg. T98-T99 (155F)

• Frequently Misspelled Words

Publishing HM Reading Writing Workshop Pg. T100 –T101 (155G) WPS Rubric used by Teacher and Student for Evaluation

• Composing • Written Expression • Usage/Mechanics

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Writing a Story-to entertain: Narrative Writing Weeks 10-14 SOLs: 2.11 2.12 a, b, d 2.13 a, b, c, d, h 2.14 2.11 The student will maintain legible printing [and begin to make the transition to cursive.]









• write legibly.




a) Generate ideas before writing. b) Organize writing to include a beginning, middle, and end for narrative and expository writing. d) Revise writing for clarity.










• include a beginning, middle, and end in narrative and

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• usage/mechanics – the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). (Note: Students are not expected to know these terms.)

expository writing.


• write narratives describing events with details, sequence, and a closure.

• stay on topic.




• produce, and expand complete simple and compound sentences (e.g., The girl listened to the music; The little girl listened to the loud music).

• strengthen writing as needed by revising writing for clarity (e.g., sentences begin with capital letters and end with punctuation, writing stays on topic, writing includes details).

• delete or add words to clarify meaning during the revising process.


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a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences. c) Capitalize all proper nouns and the word I. d) Use singular and plural nouns and pronouns. h) Use correct spelling for commonly used sight words, including compound words and regular plurals.














• capitalize all proper nouns and words at the beginning of sentences.

• capitalize the word I.

• use singular and plural nouns and pronouns.

• use frequently occurring irregular plural nouns (e.g., feet, children, teeth, fish).














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Central Idea: -Stay on topic Organization: -Include a beginning, middle, and end in narrative and

expository writing -Use time order (transition) words to sequence and

organize writing -Begin to compose one or more paragraphs Technology: -Use available technology for writing




and attitudes


declarative, interrogative, and exclamatory -Begin sentences in a variety of ways -Attempt compound or complex sentences and join

sentences

Sentence Formation: -Write complete sentences Usage: -Use singular nouns and pronouns -Use frequently occurring irregular plural nouns (eg.

feet, children, teeth, fish) Mechanics: -Formatting: Indent beginnings of paragraphs -Spelling: Spell commonly used sight words,

compound words, and regular plurals correctly -Capitalization: Capitalize all proper nouns, words at

the beginning of sentences, and the word I -Punctuation:


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Piece, assignment, or genre: Writing a Story -to entertain: Narrative Theme 1: Silly Stories

• HM Reading Writing Workshop Pg. T84-T87 • SUTW Section 6

Step Up To Writing: Manual • How to use the Quick Sketch Strategy Pg. 6-13 to 6-15 • Prompts for narrative writing Pg. 6-15 to 6-16

Primary

Resources and Activities Prewriting HM Reading Writing Workshop Pg. T88-T90 (42-43G)

• Choosing a Topic (43A) • Exploring and Planning (43B) • Beginning, Middle, and End (43C)


• Planning Pg. 162-170 Drafting HM Reading Writing Workshop Pg. T91 (43D)

• Writing a Title Step Up To Writing: Manual Pg. 6-5 to 6-10 Step Up To Writing: Primary Steps

• Starting A Story Pg. 174-177 • Story Connections Pg. 178-181 • Story Characters Pg. 182 • Ending Pg. 183

Revising HM Reading Writing Workshop Pg. T92 (43E)

• Writing Sentences Step Up To Writing: Manual Pg. 6-10 to 6-13 Proofreading/Editing HM Reading Writing Workshop Pg. T92-T93 (43F)

• Frequently Misspelled Words Publishing HM Reading Writing Workshop Pg. T94 -T95(43G) WPS Rubric used by Teacher and Student for Evaluation

• Composing (2.11 d Written Expression • Usage/Mechanics

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Writing a Friendly Letter Weeks 15-17 SOLs: 2.11 2.12 a, b, c, d 2.13 a, b, c, g, h, i 2.14 2.11 The student will maintain legible printing [and begin to make the transition to cursive.]









• write legibly.



2.12 The student will write stories, letters, and simple explanations. a) Generate ideas before writing. b) Organize writing to include a beginning, middle, and end for narrative and expository writing. c) Expand writing to include descriptive detail. d) Revise writing for clarity.








• At this level, teachers should introduce two



• include a beginning, middle, and end in narrative and expository writing.

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important modes for writing: ° Informative/explanatory – students write








• stay on topic.








• consult beginning reference materials, to check and correct spelling (e.g., beginning dictionaries).


• avoid stringing ideas together with and or then.


2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences. c) Capitalize all proper nouns and the word I. g) Use knowledge of simple abbreviations. h) Use correct spelling for commonly used sight words, including compound words and regular plurals. i) Use commas in the salutation and closing of a letter.






• The intent of this standard is that students will • understand that proper grammar, • recognize and use complete sentences.

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continue to learn to edit and self-correct their writing.





capitalization, punctuation and spelling contribute to the meaning of writing.



• capitalize the word I. • identify simple abbreviations, including those for titles (e.g.,

Mr., Mrs., Ms., and Dr.), calendar words (e.g., Jan., Feb., Mon., Tue.), and address words (e.g., St., Rd.).


• use commas in the salutation (e.g., Dear Tyrell, ) and closing (e.g., (Sincerely, ) of a letter.









All students should


To be successful with this standard, students are expected to • use available technology and media for reading and writing,

including in collaboration with peers. • use available technology to produce writing. • use available media for reading and writing. • ask and respond to questions about material presented through

various media formats.







Sentence Formation: -Write complete sentences Mechanics: -Formatting: Indent beginnings of paragraphs -Spelling: Spell commonly used sight words,



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organize writing -Begin to compose one or more paragraphs Elaboration: -Write narratives to describe events, including details

and a closure/ending Technology: -Use available technology for writing


and attitudes



sentences

-Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences -Use commas in the salutation and closing of a letter

Piece, assignment, or genre: Writing a Friendly Letter Writing Theme 3: Around Town

• HM Theme 3 Pg. T90-T93 (264-265G)


Prewriting HM Theme 3 Pg. T94-T96

• Choosing a Topic (265A) • Organizing and Planning (265B) • The Parts of a Letter (265C)

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Drafting HM Theme 3 Pg. T97

• Telling Enough (265D)

Revising HM Theme 3 Pg. T98 (265E)

• Different kinds of Sentences Proofreading/Editing HM Theme 3 Pg. T98-T99 (265F) Publishing HM Theme 3 Pg. T100-T101 (265G) Share and Mail Letters

Introduce Cursive Handwriting & Writing a Simple Explanations (Why?): Explanatory Writing Week 18-20 SOLs: 2.11 2.12 a, b, c, d 2.13 a, b, c, d, e, f, h, j 2.14

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2.11 The student will maintain legible printing and begin to make the transition to cursive.









• write legibly.



• learn basic strokes for cursive.


a) Generate ideas before writing. b) Organize writing to include a beginning, middle, and end for narrative and expository writing. c) Expand writing to include descriptive detail. d) Revise writing for clarity.
















• stay on topic.



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2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences. c) Capitalize all proper nouns and the word I. d) Use singular and plural nouns and pronouns. e) Use apostrophes in contractions and possessives. f) Use contractions and singular possessives. h) Use correct spelling for commonly used sight words, including compound words and regular plurals. j) Use verbs and adjectives correctly in sentences.











• capitalize all proper nouns and words at the beginning of

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sentences.




• use apostrophes to form contractions and common singular possessives.


• use verbs and adjectives correctly in sentences (e.g., The friendly girls talk loudly. The friendly girl talks loudly.).











• use available technology to produce writing.






Language: -Expand writing to include descriptive details Information:

Sentence Formation: -Write complete sentences Usage:

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-Use facts or opinions -Describe events, ideas, and personal stories with



and attitudes



sentences

-Use singular nouns and pronouns -Use frequently occurring irregular plural nouns (eg.

feet, children, teeth, fish) -Use verbs and adjectives correctly in sentences. Mechanics: -Formatting: Indent beginnings of paragraphs -Spelling: Spell commonly used sight words,



-Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences -Use apostrophes to form contractions and common singular possessives

Piece, assignment, or genre: Simple Explanations (Why?) (Explanatory)

• HM Theme 6 Selection 1 Pg T63 (56-57G) • SUTW Section 2

Primary

Resources and Activities Prewriting HM T63 (57A-B) Step Up To Writing Manual Pg. 2-1 to 2-34 Step Up To Writing: Primary Steps

• Planning Pg. 30-62 Drafting HM T63 (57C-D) Step Up To Writing Manual Pg. 2-7 to 2-54 Step Up To Writing: Primary Steps

• Topic Sentences Pg. 31-39 • Reason, Detail, Fact Sentences with Transitions

Pg. 40-44 • Examples and Explanations Pg. 45-48 • Conclusion Sentences Pg. 49-52

Revising

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HM T63 (57E) Proofreading/Editing HM T63 (57F) Publishing HM T63 (57G) WPS Rubric used by Teacher and Student for Evaluation


Research Report -to inform: Informative Writing Week 21-26 SOLs: 2.11 2.12 a, b, c, d 2.13 a, b, c, d, e, f, h 2.14 2.11 The student will maintain legible printing and begin to make the transition to cursive.









• write legibly.




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• The three domains of writing are: ° composing – the structuring and

elaborating a writer does to construct an effective message for readers (e.g., staying on topic; providing a beginning, middle, and end);


° usage/mechanics – the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization,







• stay on topic.








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grammar). (Note: Students are not expected to know these terms.) • consult beginning reference materials, to check and correct

spelling (e.g., beginning dictionaries).





a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences. c) Capitalize all proper nouns and the word I. d) Use singular and plural nouns and pronouns. e) Use apostrophes in contractions and possessives. f) Use contractions and singular possessives. h) Use correct spelling for commonly used sight words, including compound words and regular plurals.





















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and a closure/ending Technology:




and attitudes


declarative, interrogative, and exclamatory -Begin sentences in a variety of ways






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-Use available technology for writing -Attempt compound or complex sentences and join sentences

Piece, assignment, or genre: Research Report -to inform Theme 4: Amazing Animals

• HM Reading Writing Workshop Pg. T94-T97 (152-153 G) • SUTW Section 2

Primary

Resources and Activities Prewriting HM Reading Writing Workshop Pg. T98-T9100 (153A-B)

• Choosing a Topic (153A) • Organizing and Planning (153B) • Finding and Evaluating Information

Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible Planning Pg. 17-27, 59-64, 65-66 Drafting HM Reading Writing Workshop Pg. T101

• Using Facts Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible

• (Writing a Good Beginning (WP only)) • Topic Sentences Pg. 31-39 (HM 153C) • Reason, Detail, Fact Sentences with Transitions Pg.40-44 • Examples and Explanations Pg.45-48 • Conclusion Sentences Pg. 49-52

Revising HM Reading Writing Workshop Pg. T102

• Using Exact Nouns Step Up To Writing: Manual Pg. 6-10 to 6-13 Proofreading/Editing HM Reading Writing Workshop Pg. T102-T103

• Frequently Misspelled Words

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Publishing HM Reading Writing Workshop Pg. T104 –T105 WPS Rubric used by Teacher and Student for Evaluation


Writing a Story -to entertain: Narrative Writing Week 27-32 SOLs: 2.11 2.12 a, b, c, d 2.13 a, b, c, d, e, f, h, j 2.14

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2.11 The student will maintain legible printing and begin to make the transition to cursive.









• write legibly.





















• stay on topic.




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a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences. c) Capitalize all proper nouns and the word I. d) Use singular and plural nouns and pronouns. e) Use apostrophes in contractions and possessives. f) Use contractions and singular possessives. h) Use correct spelling for commonly used sight words, including compound words and regular plurals. j) Use verbs and adjectives correctly in sentences.








• Declarative sentences form a statement (e.g.,






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She is my friend.).
























Language: -Expand writing to include descriptive details Information: -Use facts or opinions

Sentence Formation: -Write complete sentences Usage: -Use singular nouns and pronouns

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-Describe events, ideas, and personal stories with descriptive details

Voice: -Use precise, descriptive vocabulary to show the


and attitudes



sentences

-Use frequently occurring irregular plural nouns (eg. feet, children, teeth, fish)

-Use verbs and adjectives correctly in sentences. Mechanics: -Formatting: Indent beginnings of paragraphs -Spelling: Spell commonly used sight words,




Piece, assignment, or genre: Writing a Story -to entertain (Narrative) Theme 5: Family Time

• HM Reading Writing Workshop Pg. T84-T87 (T152-153G) • SUTW Section 6


Prewriting HM Reading Writing Workshop Pg. T88-T90 (T153A-B)

• Choosing a Topic (153A) • Exploring and Planning (153B) • Beginning, Middle, and End (Beginning 153C)


• Planning Pg. 162-170 Drafting HM Reading Writing Workshop Pg. T91 (153C-D)

• Writing a Title Step Up To Writing: Manual Pg. 6-5 to 6-10 Step Up To Writing: Primary Steps

• Starting A Story Pg. 174-177 • Story Connections Pg. 178-181 • Story Characters Pg. 182 • Ending Pg. 183

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Revising HM Reading Writing Workshop Pg. T92 (T153E)

• Writing Sentences Proofreading/Editing HM Reading Writing Workshop Pg. T92-T93 (153F)

• Frequently Misspelled Words • Focused Editing Pg. 274 • Oops, There’s One Pg. 275

Publishing HM Reading Writing Workshop Pg. T94 -T95 (153G) WPS Rubric used by Teacher and Student for Evaluation


Composing in Cursive Week 33-34 SOLs: 2.11 2.12 a 2.11 The student will maintain legible printing and begin to make the transition to cursive.








All students should


To be successful with this standard, students are expected to

• write legibly.





a) Generate ideas before writing.

40


















• stay on topic.




Piece, assignment, or genre: Sentence Formation

41


• The focus for students should be on composing written pieces in cursive with correct cursive letter formation, capitalization and punctuation.

• Student writing during this period may be cross-curricular and/or based on prompts from the VDOE.

Writing Instructions: Expository Writing Week 35-37 SOLs: 2.11 2.12 a, b, c, d 2.13 a, b, c, d, e, f, h, j 2.14 2.11 The student will maintain legible printing and begin to make the transition to cursive.








All students should


To be successful with this standard, students are expected to

• write legibly.




42
















° usage/mechanics – the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization,






• stay on topic.









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grammar). (Note: Students are not expected to know these terms.) • delete or add words to clarify meaning during the revising

process.




a) Recognize and use complete sentences. b) Use and punctuate declarative, interrogative, and exclamatory sentences. c) Capitalize all proper nouns and the word I. d) Use singular and plural nouns and pronouns. e) Use apostrophes in contractions and possessives. f) Use contractions and singular possessives. h) Use correct spelling for commonly used sight words, including compound words and regular plurals. j) Use verbs and adjectives correctly in sentences.






















44













Components of Rubric

Composing Written Expression Usage/Mechanics Prewriting: -Generate ideas and organize information before









and attitudes



sentences






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Piece, assignment, or genre: Instructions Theme 6: Talent Show

• HM Reading Writing Workshop Pg. T92-T95 (T326-327G) • SUTW Section 2, 3, and 4


Prewriting HM Reading Writing Workshop Pg. T96-T98 (T327A-B)

• Choosing a Topic (T327A) • Exploring and Planning (T327B) • Sequencing Steps (T327C)

Step Up To Writing: Manual Pg. 3-34 to 3-35, 3-38 to 3-39 Step Up To Writing: Classroom Reproducible

• Planning Pg. 17-27, 59-64, 65-66 Drafting HM Reading Writing Workshop Pg. T99 (T327C-D)

• Using Time-Ordered Words Step Up To Writing: Classroom Reproducible

• Topic Sentences • Reason, Detail, Fact Sentences With Transitions PG 40-44 • Examples and Explanations Pg. 45-48

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• Conclusion Sentences Pg. 49-52 Revising HM Reading Writing Workshop Pg. T100 (T327E) Proofreading/Editing HM Reading Writing Workshop Pg. T100-T101 (327F)

• How to Grow a Sunflower Publishing HM Reading Writing Workshop Pg. T102 –T103 (T326G) WPS Rubric used by Teacher and Student for Evaluation


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