MADISON PUBLIC SCHOOL DISTRICT
Second Grade Literacy Curriculum
Authored by:
Kathy Goodbread
Caitlin Manley
Stephanie Dimakos
Adapted from TCRWP Curriculum Calendars and
Writing Units of Study, Calkins, 2013
Reviewed by:
Janine Loconsolo,
Supervisor of Elementary Education
Last Updated: Summer 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
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I. PURPOSE AND OVERVIEW
The Madison School District elementary literacy program provides a balanced instructional approach which includes
study of authentic and rich children’s literature, work in leveled texts for guided reading, introduction to patterns and
sounds through phonics and spelling instruction, and experience and practice in effective writing traits within a
workshop approach. We recognize that children enter literacy stages at different developmental points in time and, so,
our curriculum is designed to be responsive to these developmental stages. Our differentiated workshop approach
allows students to be engaged with reading and writing experiences appropriate to their point in development, and our
teachers assess students at regular intervals to inform their instructional decisions.
II. COMPONENTS OF BALANCED LITERACY
The components of a successful balanced literacy program include the following:
Reading Workshop
•
Writing Workshop
•
Shared Reading
•
Read Aloud
•
Word Study
•
Reading Workshop:
The reading workshop is comprised of four parts; the mini-lesson, independent reading time with conferring, a
mid-workshop teaching point, and finally a teaching share, partnership*, or book club* discussions.
Mini-Lesson- The mini lesson takes place at the beginning of the reading workshop and should last about 10
minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the minilesson. During this time, the teacher clearly states the teaching point for that day. The teacher then models
the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy
while still gathered together.
Independent Reading Time/Conferring- At this time, students are reading independently in their reading spots
throughout the classroom and practicing strategies they have learned in mini-lessons. During the independent
portion of the workshop, teachers are conferencing with students one on one, in partnerships, or conducting
small group strategy lessons. This is also the time to conduct guided reading lessons if necessary.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is
either a common difficulty students are having, or that most students seem to grasp the concept and are
ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to
expand upon a strategy to push students to go further in their reading. The mid-workshop teaching point is
most often decided during the workshop and comes as a result of teacher observation. This should take no
more than 5 minutes.
Share/Partnerships/Book Clubs- At the end of a workshop, the teacher takes a couple minutes to wrap up the
days work with a teaching share. Many times the point a teacher makes in the share comes from specific
student work from that days’ workshop. The share should last no more than 5 minutes. This is also the time
where students can meet in their partnerships or book clubs to discuss their work.
Writing Workshop:
Like reading workshop, the writing workshop is comprised of 4 parts; mini-lesson, independent
writing/conferencing time, mid-workshop teaching point, and a teaching share.
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Mini-Lesson- The mini lesson takes place at the beginning of the writing workshop and should last about 10
minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the minilesson. During this time, the teachers clearly states the teaching point for that day. The teacher then models
the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy
while still gathered together.
Independent Writing Time/Conferring- At this time, students are working independently, most often practicing
the skill or strategy that has been taught in that days’ mini-lesson. During this time, the teacher is
conferencing with students about the work they are doing as writers. This is also time for small group strategy
lessons.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is
either a common difficulty students are having, or that most students seem to grasp the concept and are
ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to
expand upon a strategy to push students to go further in their writing. The mid-workshop teaching point is
most often decided during the workshop and comes as a result of teacher observation. This should take no
more than 5 minutes.
Share/Partnerships - At the end of a workshop, the teacher takes a couple minutes to wrap up the days work
with a teaching share. Many times the point a teacher makes in the share comes from specific student work
from that days’ workshop. The share should last no more than 5 minutes. This is also the time where students
can meet in their partnerships to discuss the work they are doing as writers.
Shared Reading:
Shared reading refers to the reading of a text that all students can see (like a morning meeting board), or that
all students have a copy of. Shared reading is beneficial to increase word recognition skills, fluency and
concepts of print. It gives students the opportunity to see a teacher working through text. It is also useful to
provide extra support on difficult skills and strategies. Shared reading sessions only need to last about ten
minutes.
Read Aloud:
The read aloud portion of a balanced literacy program should take about twenty minutes on a daily basis. It is
important to note that this 20 minutes occurs outside of the 60 minute block allotted for reading workshop.
Students need to be engaged in and accountable for a read aloud. Therefore, students should participate in
both partnership and whole group discussions during read aloud. This time is an opportunity for teachers to
model behaviors of good readers. These behaviors include modeling good fluency, characteristics of engaged
readers, and good discussion skills. Read alouds throughout the year should cover a wide range of levels,
genres, lengths and themes. When possible, the read aloud should align with the reading workshop unit of
study, as it is useful to touch upon read alouds in the mini-lesson portion of reading workshop.
Word Study:
The word study component of balanced literacy is the time where phonics, spelling and vocabulary are
focused on and are specifically taught. The Words Their Way program provides the word study portion of the
second grade literacy program.
III. GOALS (Common Core State Standards)
Common Core English Language Arts Standards are outlined in each unit.
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IV. ASSESSMENT
Student learning will be assessed through:
• Fountas
and Pinnell Teachers College Reading Assessments
response journals
• Informal Running records
• Writing samples and student writing portfolios
• Student reading logs
• Student/ teacher conferences
• Student presentations
• Reading
V. Scope and Sequence
READING WORKSHOP
WRITING WORKSHOP
September October
Building Good Reading Habits
In this unit, students are taught the workshop
routines, procedures, and expectations.
Launching the Writing Workshop
In this unit, students are taught the workshop routines,
procedures, and expectations.
October
Reading Skills & Strategies (Fiction & Poetry)
* Retelling, connecting, visualizing, wondering &
predicting, noticing, questioning, inferring,
synthesizing.
Small Moments
In this unit, students write true stories from small
moments in their lives called personal narratives.
November
December
In this unit students read Fairy Tales, Fables,
Folk Tales and other genres of literature to practice
reading skills and strategies.
January- Mid
February
Mid Feb-March
Non Fiction: General
In this unit, students are taught strategies to
navigate and understand nonfiction texts.
Non-Fiction: Topic-Specific Research
In this unit, students learn how to deepen their
understanding of nonfiction by researching a topic
of their choice and creating an all-about book on
their topic in writing workshop.
Writing About Reading Based on Fairy Tales
This unit is designed to closely align to the corresponding
reading unit. In this unit students create several “boxes
and bullets” outlines of big ideas in fairy tales they read,
and find examples/evidence that support their big idea.
Non Fiction “Expert Topic” Writing: Brochure/
Informational Poster
This unit is designed to closely align to the corresponding
reading unit. In this unit, students create informational
posters or brochures using the non-fiction text features
they learned about in reading.
Non Fiction: Research-Based Writing
This unit is designed to closely align to the corresponding
reading unit. In this unit, students write nonfiction allabout books based on the research they conduct in
Reading Workshop.
April
Deepening Comprehension Through Partner Talk
In this unit, students revisit and deepen their
understanding of reading strategies that enhance
comprehension.
Persuasive Reviews
This unit is designed to closely align to the corresponding
reading unit. In this unit students will write a persuasive
book review on a book they read in Reading Workshop.
Then they will explore writing other types of reviews
including toy and restaurant reviews.
May - June
Character Study
In this unit, students read about and analyze
characters in fiction and realistic fiction texts.
Realistic Fiction
This unit is designed to closely align to the corresponding
reading unit. In this unit students use what they learned
about fiction stories in Reading Workshop to create a story
with realistic characters, a problem, and solution.
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Content Area:
READING WORKSHOP
Unit:
Unit 1: Building Good Habits
Grade Level:
2
Common Core State Standards:
RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.
RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Enduring Understandings
•
•
•
•
Essential Questions
Readers develop a reading identity
Readers increase stamina over time
Readers build a reading community
Reading can be supported by workshop procedures and routines in our
classroom.
• What does a good independent reader look like?
• How can readers monitor comprehension?
• How do readers show respect for the learning environment?
• How can we ensure that our reading workshop runs smoothly?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
•
Good readers have favorite reading memories.
Good readers take care of books.
Good readers handle books carefully and use the classroom library
properly.
Good readers understand organization of the classroom library.
Good readers understand what reading looks like.
Good readers build reading stamina.
Good readers stop and think after reading a chapter or every few pages in
the book.
Good readers use post-its to record their thoughts about the text.
Good readers effectively meet with partners about their books.
Good readers stop and think (and jot) after reading a chapter or every
few pages in the book.
Skills (Students will be able to …)
• Pick “just right” books
• Use self help techniques to increase stamina and focus as readers
• Build reading stamina and learn the routines of reading workshop.
• Learn how to take care of books
• Learn strategies for working with and talking to a reading partner
• Think and talk about books with others
• Retell a story including; characters, setting, plot, beginning, middle, end,
problem/solution.
• Use post-its or graphic organizers to record thoughts about the text.
• Differentiate between different genres
• Good readers differentiate between non-fiction and fiction.
• Good readers develop an awareness/acceptance of reading differences within
the classroom.
• Good readers can retell their story including characters, setting, beginning/
middle/end, problem/solution, conclusion, author’s purpose (elements of
fiction).
• Good readers can create a story map of their own “just right” book.
• Good readers tell and write about the plot including beginning, middle, and
end.
• Good readers can retell a story.
• Good readers understand story structure including features like; title,
characters, setting, problem & solution, and plot retell including beginning,
middle, and end.
Assessment
• Teachers College Reading Assessments
• Conferring Notes
• Reading Responses
• Student/teacher conferences
• Running Records
• Teacher observation
Resources
Mentor Texts/Read Alouds:
The Other Side - Jacqueline Woodson
Every Friday - Dan Yaccarino
Saturday and Teacakes - Lester Laminack
Chicken Sunday - Patricia Polacco
The Leaving Morning - Angela Johnson
Shortcut - Donald Crews
Mrs. Mack - Patricia Polacco
Coat of Many Colors - Dolly Parton
Those Shoes - Maribeth Boelts
Bigmama’s - Donald Crews
When I Was Your Age - Amy Erlich
Night Shift Daddy - Eileen Spinelli
The Snowy Day - Ezra Jack Keats
Roller Coaster - Marla Frazee
What You Know First - Patricia Maclachlin
Knuffle Bunny - Mo Willems
The Relatives Came - Cynthia Rylant
The Paper Boy - Dav Pilkey
Fireflies - Judy Brinckloe
Salt Hands - Jane Chelsea Aragon
When I Was Young in the Mountains - Cynthia Rylant
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Professional Resources:
• Pacing Calendar
• Reading Response Rubric
Helpful Websites:
• Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 2 Unit 1: Building Good Habits
Reading Workshop Units of Study: More Grown Up Readers Take Charge of Our Own Reading: We Make Good Decisions without Always Needing a Teacher to Tell Us What to Do (begin after
completing running records) Differentiation: SW be grouped according to need into a focus group on fluency, decoding, retelling, or intonation
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1 -
TP: Students share about
their reading lives at
home.
TP: What do readers do
before they read?
TP: What do readers do
while they read?
Week 2 -
TP: When partners meet,
they do good work
together.
Anchor chart
TP: Some grown up readers
have thoughts as they read
and know that it is a really
smart idea to jot a thought
onto something – a post-it,
bookmark, etc.
TP: Readers can use a
“stop and think post-it in
tucked ahead in their book
to remind them to “stop
and jot” about what they
just read.
Stop & Jot Anchor Chart.
What goes on a post-it?
Week 3 -
TP: There are different
“parts” to a fictional book.
Story mapping – Setting
and Characters
TP: There are different
“parts” to a fictional book.
Story mapping – Problem
and Solution.
TP: What do readers do
when conferencing with a
teacher or if they need
assistance?
Week 4 -
TP: Readers can retell their
story to a partner.
Mini Lesson / Project –
Readers create a project to
celebrate the good work
they have done so far.
Project Options:
•
Beginning,
middle, end
poster
•
Story Map
•
Retelling Hand
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TP: Readers use a “stop and
think post-it in tucked
ahead in their book to
remind them to “stop and
think” about what they just
read.
TP: What different kinds of
books are there? Fiction vs.
Nonfiction intro.
TP: Some grown up readers
have thoughts as they read
and know that it is a really
smart idea to jot a thought
onto something – a post-it,
bookmark, etc.
TP: There are different
“parts” to a fictional book.
Story mapping – Read
picture book.
TP: What do readers do
after they read?
TP: Readers can find the
“big events” in the
beginning, middle, and end
of a story.
Content Area:
READING WORKSHOP
Unit:
Unit 2: Reading Skills and Strategies
Grade Level:
2
Common Core State Standards:
RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3. Describe how characters in a story respond to major events and challenges.
RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
Enduring Understandings
•
Essential Questions
Readers employ strategies to help them understand text.
•
What do readers do to monitor and deepen comprehension?
Teaching Points/ Knowledge
(Students will know . . .)
Retelling
•
Readers can retell a story.
•
Retelling helps you understand a story.
•
Readers keep track of story order.
•
Readers sequence events in order.
•
Readers use transition words to retell a story.
•
Readers can record their retelling.
•
Readers can include the feelings of the characters in their retelling.
•
Readers can include how the character changed in their retelling.
•
Readers can include the author’s message (or lesson) in their retelling.
Connect
•
Readers think about their own lives when they read and make
connections between their life and the book.
•
Readers make text-to-self, text-to-text, and text-to-world connections as
they read.
•
Readers make meaningful connections that help them better understand
the text.
•
Readers recognize and reread when they make a distracting connection.
•
Readers merge their thinking with new learning.
•
Readers connect new information to what they already know to help
them better understand the book.
Visualize
•
Readers make pictures in their mind while they read (visualize) to better
understand the story.
•
•
•
•
Readers create visualizations full of detail.
Readers use all five senses to make a movie in their mind as they read.
Readers use evidence from the text to support their visualization.
Readers “rewind” and reread when their minds wander and their
visualization stops.
Predict
•
Readers make predictions while reading by using text evidence (pictures
and text) and prior knowledge.
•
Readers make predictions before reading by using the title and
illustrations.
•
Readers make predictions about what will happen next during reading by
using context clues and prior knowledge.
•
After reading, readers confirm or revise their predictions.
•
Readers cite evidence to support their predictions.
Skills (Students will be able to …)
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Question
•
Readers ask questions to help them understand and remember what they
read.
•
Readers notice the difference between thin (factual) and thick (inferential)
questions.
•
Readers ask thin and thick questions as they read.
•
Readers notice that some questions are answered in the text and some are
not.
•
Readers answer their questions in the text, in their head, by researching, or
through discussion with others.
•
Readers read to answer questions, especially when they are researching a
topic.
•
Readers focus their reading with specific questions in mind.
Notice
•
Readers ask questions while reading and notice when they are answered in
the text.
Infer
•
Readers combine their background knowledge with clues from the text to
make inferences, or figure out something that isn’t completely in the text.
•
Readers use the cover and illustrations in a text to infer.
•
Readers can infer to make predictions and answer questions that they have.
•
Readers infer to determine the meaning of an unknown word.
•
Readers infer to determine a character’s personality or traits by paying
attention to what the character does, says, and thinks.
•
Readers infer to determine a character’s traits by paying attention to what
other characters say and think about a character.
•
Readers determine if a character grows or changes by inferring.
•
Readers infer to understand the author’s message.
Synthesize
•
Readers use all of the comprehension strategies together to better
understand the story. This is called synthesizing.
•
Readers’ thinking grows and changes as they read.
Activate Schema
•
Readers think about all they know about a topic (activate their prior
knowledge/schema) before, during, and after reading.
•
•
•
Readers add new learning to their schema as they read.
Readers remove misconceptions from their schema as they read.
Readers recognize when they lack a schema for a topic and need to build it
before reading.
Assessment
Students will be able to:
•
•
•
Use a variety of strategies to comprehend texts.
Use strategies to infer unfamiliar words from context.
Use the elements of fiction to retell.
•
•
•
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Student/Teacher Conferences
Running Records
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Incorporate fairy tales, fables, and folktales where possible
Connect
• Alexander and the Terrible, Horrible, No Good, Very Bad Day – Judith Viorst
• A Chair for My Mother – Vera B. Williams
• Wemberly Worried – Kevin Henkes
• Arthur’s Teacher Trouble – Marc Brown
Visualize
• Tomas and the Library Lady – Pat Mora
• Through Grandpa’s Eyes – Patricia McLaughlin
• Tulip Sees America – Cynthia Rylant
• The School Nurse from the Black Lagoon – Mike Thaler
• When I Was Young in the Mountains – Cynthia Rylant
• Poems, such as “My Neighbor’s Dog is Purple” by Jack Prelutsky & “Green Giant” by
Jack Prelutsky
Predict
• It Looked Like Spilt Milk – Charles Shaw
• Joseph Had a Little Overcoat – Simms Taback
• Too Many Tamales – Gary Soto
Question
• The Bracelet – Yoshiko Uchida
• Hey, Little Ant – Phillip and Hannah Hoose
• Knots on a Counting Rope – Bill Martin, Jr.
• A Story for Bear – Dennis Haseley
• Miss Rumphius – Barbara Cooney
• Pink and Say – Patricia Polacco
• Scarecrow – Cynthia Rylant
• Westlandia – Paul Fleischmann
Notice
• Sarah Morton’s Day – Kate Waters
• Snowflake Bentley – Jacqueline Briggs Martin
• Nettie’s Trip South – Ann Turner
• Eleanor – Barbara Cooney
Infer
• Officer Buckle and Gloria – Peggy Rathman
• A Bad Case of Stripes – David Shannon
• Frederick – Leo Lionni
• The Polar Express – Chris Van Allsburg
• The Rainbow Fish – Marcus Pfister
• Teammates – Peter Golenbock
• Any wordless book will work well
Synthesize
• Non-fiction texts
• Dear Mrs. LaRue: Letters from Obedience School – Mark Teague
• Martha Speaks – Susan Meddaugh
• The Gingerbread Boy – Richard Egielski
• What am I? An Animal Guessing Game – Iza Trapani
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Professional Resources:
•
•
•
•
•
•
•
•
•
•
Pacing Calendar
Reading Response Rubric
Constructing Meaning Through Kid-Friendly Comprehension Strategy Instruction –
Nancy Boyles
Growing Readers – Kathy Collins
Mosaic of Thought – Ellin Oliver Keene & Susan Zimmerman
Guided Reading – Irene Fountas & Gay Su Pinnell
Fluency in Focus – Mary Lee Prescott-Griffin & Nancy Witherell
The Power of Grammar – Mary Ehrenworth & Vicki Vinton
The Café Book – Gail Boushey & Jean Moser
The Daily Five – Gail Boushey & Jean Moser
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 2 Unit 2: Reading Skills and Strategies
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs
of their students.
Week 1 -
Retell
TP: Readers can retell a
story.
TP: Retelling helps you
understand a story.
TP: Readers keep track of story
order.
TP: Readers sequence events
in order.
TP: Readers use transition words to
retell a story.
Option – Anchor chart of transition
words
Week 2 -
TP: Readers can record their
retelling.
Option – Use graphic
organizers, storyboard with
pictures, five finger retelling,
retelling ribbons, etc.
TP: Readers can include the
feelings of the characters in
their retelling.
TP: Readers can include how the
character changed in their
retelling.
TP: Readers can include the
author’s message (or lesson)
in their retelling.
Connect
TP: Readers think about their own
lives when they read and make
connections between their life and
the book.
Week 3 -
TP: Readers make text-toself, text-to-text, and text-toworld connections as they
read.
Option – Have students draw
a picture of a connection.
Visualize
TP: Readers make pictures in
their mind while they read
(visualize) to better
understand the story.
TP: Readers make
meaningful connections that
help them better understand
the text.
TP: Readers recognize and
reread when they make a
distracting connection.
TP: Readers merge their
thinking with new learning.
TP: Readers connect new information
to what they already know to help
them better understand the book.
TP: Readers create
visualizations full of detail.
TP: Readers use all five senses
to make a movie in their mind
as they read.
TP: Readers use evidence from
the text to support their
visualization.
Option – Use a T-chart (text
evidence in one column and
visualization in the other).
TP: Readers “rewind” and reread
when their minds wander and their
visualization stops.
Week 5 -
Predict
TP: Readers make
predictions while reading by
using text evidence (pictures
and text) and prior
knowledge.
TP: Readers make
predictions before reading
by using the title and
illustrations.
TP: Readers make predictions
about what will happen next
during reading by using context
clues and prior knowledge.
TP: After reading, readers
confirm or revise their
predictions.
TP: Readers cite evidence to support
their predictions.
Week 6 -
Question
TP: Readers ask questions to
help them understand and
remember what they read.
TP: Readers read to answer
questions, especially when
they are researching a topic.
TP: Readers notice the
difference between thin
(factual) and thick
(inferential) questions.
TP: Readers focus their
reading with specific
questions in mind.
TP: Readers ask thin and thick
questions as they read.
TP: Readers notice that some
questions are answered in the
text and some are not.
Notice
TP: Readers ask questions while
reading and notice when they
are answered in the text.
Week 8 -
TP: Readers can infer to
make predictions and answer
questions that they have.
TP: Readers infer to
determine the meaning of an
unknown word.
TP: Readers infer to determine a
character’s personality or traits
by paying attention to what the
character does, says, and thinks.
Week 9 -
TP: Readers infer to
understand the author’s
message.
Synthesize
TP: Readers use all of the
comprehension strategies
together to better
understand the story. This is
called synthesizing.
TP: Readers’ thinking grows and
changes as they read.
This teaching point will need to
be repeated for several days.
Infer
TP: Readers combine their
background knowledge with
clues from the text to make
inferences, or figure out
something that isn’t
completely in the text.
Option – Chart background
knowledge, text clues, and
inference (BK + TC = I)
TP: Readers infer to determine
a character’s traits by paying
attention to what other
characters say and think about
a character.
Activate Schema
TP: Readers think about all
they know about a topic
(activate their prior
knowledge/schema) before,
during, and after reading.
TP: Readers answer their questions
in the text, in their head, by
researching, or through discussion
with others.
TP: Readers use the cover and
illustrations in a text to infer.
Week 10 -
TP: Readers remove
misconceptions from their
schema as they read.
TP: Readers recognize when
they lack a schema for a
topic and need to build it
before reading.
Week 4 -
Week 7 -
9
TP: Readers determine if a character
grows or changes by inferring.
TP: Readers add new learning to their
schema as they read.
**Continue to revisit comprehension
skills and strategies throughout the
year.**
Content Area:
READING WORKSHOP
Unit:
Unit 3: Non-Fiction: General
Grade Level:
2
Common Core State Standards:
RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
L.2.4.a. Use sentence-level context as clues to meaning of word/phrase.
L.2.4.b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell)
L.2.4.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g. addition, additional)
Enduring Understandings
Essential Questions
• Readers analyze how non-fiction reading differs from that of other genres.
• Non-fiction is used to teach and learn.
• What makes non-fiction books different from other genres?
• How do readers know when they are learning something new and important?
Teaching Points/ Knowledge
(Students will know . . .)
• Good readers notice that nonfiction books have different features than
fiction books.
• Good readers of non-fiction notice features and think about what may be
found on that page.
• Good readers think about what they already know about a topic prior to
reading about it.
• Good readers are aware when they’ve learned something new from their
reading.
• Good readers paraphrase information before writing it down.
• Good readers jot notes as they read.
Skills (Students will be able to …)
• Good readers can identify the main idea in a non-fiction paragraph.
• Good readers discuss books with others.
• Good readers research their topic by starting with the easiest books in the basket.
• Good readers notice when they are learning something new.
• Good readers compare and contrast different books to accumulate information
about their topics.
• Good readers categorize collected information in a research notebook under topic
headings.
• Good readers can teach others about non-fiction features.
Assessment
Students will be able to:
•
•
•
•
•
•
•
Recognize features found in non-fiction books and how each is used.
Read and compare what they’ve learned to what they thought they knew.
Use the table of contents to guide reading choices.
Paraphrase important information prior to writing about a topic.
Compare different books on the same topic.
Research and collect facts from nonfiction books.
• Teachers College Reading Assessments
• Conferring Notes
• Reading Responses
Teach others about non-fiction
Grammar/Mechanics/Punctuation/Usage
• Use sentence-level context as clues to meaning of word/phrase. (L.2.4.a)
• Determine the meaning of the new word formed when a known prefix is added to a
known word (e.g., happy/unhappy, tell/retell) (L.2.4.b)
• Use a known root word as a clue to the meaning of an unknown word with the same
root (e.g., addition, additional) (L.2.4.c)
Resources
Mentor Texts/Read Alouds:
•
•
•
•
DK Readers
Gail Gibbons
True Books
Usborn Readers
Professional Resources:
• Pacing Calendar
• Reading Response Rubric
• Growing Readers – Kathy Collins
• Reading with Meaning: Teaching Comprehension in the Primary Grades
– Debbie Miller
Helpful Websites:
• Teachers College Reading and Writing Project
10
READING WORKSHOP PACING CALENDAR
Grade 2 Unit: Non-Fiction: General
*Non-fiction books are placed in baskets. Topics are mixed. They can be grouped into levels – low, middle, high OR students can choose according to interest and
ability.
*Throughout unit, model with non-fiction read-aloud.
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1 -
Bend 1– Readers will notice that
nonfiction books have different
features than fiction books - notice
when they are learning something
new. - chart the different features
found in a nonfiction text and how
they are used.
TP: Readers think about what
they already know about a topic
prior to reading about it.
Students will choose a nonfiction book and use post-its to
log what they think they already
know about reading their book.
On a post-it, write the answer to
question, “What do I think I
know about this topic?”
Guided Reading Option - groups
will begin to read assigned nonfiction books.
- 2 Days TP: Readers of non-fiction
must be aware when they’ve
learned something new from
their reading. Refer back to
“What do I think I Know” and
model silent signals for “Yep,
I Was Right” and “Oops! I
need to learn more to find
out.”
Guided Reading Option groups will continue to read
for information (first read.)
- 2 Days TP: Readers of non-fiction
must be aware when they’ve
learned something new from
their reading. Refer back to
“What do I think I Know” and
model silent signals for “Yep,
I Was Right” and “Oops! I
need to learn more to find
out.”
Students will note two facts
that they learned about their
topic.
Guided Reading Option groups will continue to read
for information (first read.)
TP: Readers of non-fiction don’t
have to start on the first page
but can instead go to what
interests them. (Copy table of
contents to be used in active
engagement)
Students will use the table of
contents to guide reading
choices.
Guided Reading Option - groups
will continue to read for
information. Model that readers
of non-fiction can choose where
to begin on a given page.
2 Days
TP: Readers paraphrase
information and put it in their
own words before writing it
down.
Students will paraphrase
information prior to writing about
a topic.
Guided Reading Option - groups
will continue to read and discuss
non-fiction books.
2 Days
TP: Readers paraphrase
information and put it in their
own words before writing it
down.
Students will paraphrase
information prior to writing
about a topic.
Guided Reading Option - groups
will continue to read and discuss
non-fiction books.
OVERLAPS W/ TOPIC SPECIFIC
Bend 2 - Regroup books into
baskets with similar topics
(examples - reptiles, solar
system, penguins, etc.
TP: Chart, “What Do partners
say to each other to enrich
their nonfiction reading
experience?”
Guided Reading Option groups will 1. read and
highlight important
information in the text.
*photocopy text.
2.Paraphrase text *model
with read-aloud
TP: Readers jot notes as they
read.
Students will take notes about
important facts found in their
nonfiction text.
Guided Reading Option – With
each group, continue to support
- 1. reading and highlighting
important information in the
text. *photocopy text. 2.
Paraphrasing text
On Going ...
Week 3 -
TP: Readers research their topic
by starting with the easiest books
in the basket.
Students will begin collecting
information beginning with the
most basic source and then
moving on to more difficult texts.
TP: Readers notice when they
are learning something new.
SW mark areas of text where
new information has been
learned.
TW teach students that when
they do research, they have to
read in a wide-awake way – like
a detective looking for clues. TW
model using sticky notes to
mark places in text where new
information has been learned
TP: Readers look at
different books to
accumulate information
about their topics.
Students will research and
collect facts from nonfiction
books.
TW demonstrate how to
read through and make
sense of two different books
on the same topic. Note how
books often have
overlapping information and
how they can also have
different information about
the same thing.
3 – 5 Days
Poster Project - Students will
show understanding of nonfiction by creating a poster
teaching about various
features found in non-fiction
reading.
TP: Readers share what they
know with others.
Differentiating Strategies:
SW each create their own
poster, choosing the text
features that they feel are
most appropriate.
3 – 5 Days
Poster Project - Students will
show understanding of nonfiction by creating a poster
teaching about various features
found in non-fiction reading.
TP: Readers share what they
know with others.
Week 4 -
3 – 5 Days
Poster Project - Students will
show understanding of nonfiction by creating a poster
teaching about various features
found in non-fiction reading.
TP: Readers share what they
know with others.
TW explain the assignment. SW
create a poster showing at least 6
examples of text features and
describing their purpose in nonfiction reading.
Please note – From here on,
your reading and writing
workshops will be overlapping
with reading and writing
research being done during
each workshop.
Students will begin with mostly
reading and collecting
information and end with
writing all research into
informative paragraphs or
graphic displays of information.
TP: Readers of non-fiction take
book walks and notice features
and think about what may be
found on that page.
Students label non-fiction
features with post-its.
Week 2 -
11
TP: Readers will think about
what topic they would like to
learn more about and warm
up to their topic before
reading a book.*list topic
choices.
SW look through baskets and
choose topic to research. They
will put their name on a post-it
and place on chart. Partners will
meet, read and discuss their book
choices.
What do I already know about
this topic? What are you
wondering about this topic? List
on post-it or graphic organizer.
Content Area:
READING WORKSHOP
Unit:
Unit 4: Non-Fiction: Topic-Specific Research
Grade Level:
2
Common Core State Standards:
RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8. Describe how reasons support specific points the author makes in a text.
RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.
RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
L.2.4.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g. addition, additional)
L.2.4.d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark)
L.2.4.e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases
Enduring Understandings
Essential Questions
• Readers analyze how non-fiction reading differs from that of other genres.
• Readers know that non-fiction is used to teach and learn.
• Text structure and text features can enhance understanding of new
information.
• How do readers discern and collect important information while they read?
• How do readers know when they are learning something new and important?
• How do readers share what they have learned?
• How do readers use text structure and text features to learn more about a topic?
Teaching Points/ Knowledge
(Students will know . . .)
• Good readers notice that nonfiction books have different features than fiction books
• Good readers of non-fiction notice features and think about what may be found on that
page.
• Good readers think about what they already know about a topic prior to reading about
it.
• Good readers are aware when they’ve learned something new from their reading.
• Good readers paraphrase information before writing it down.
• Good readers jot notes as they read.
Skills (Students will be able to …)
Students will be able to:
• Recognize features found in non-fiction books and how each is used.
• Read and compare what they’ve learned to what they thought they knew.
• Separate main ideas from details in a text
• Paraphrase important information prior to writing about a topic.
• Compare different books on the same topic.
• Research and collect facts from nonfiction books.
• Collect information about a single topic to support research.
• Teach others about non-fiction
Grammar/Mechanics/Punctuation/Usage
• Good readers can identify the main idea in a non-fiction paragraph.
• Good readers discuss books with others
• Good readers research their topic by starting with the easiest books in the basket.
• Good readers notice when they are learning something new.
• Good readers compare and contrast different books to accumulate information about their
topics.
• Good readers categorize collected information in a research notebook under topic headings
• Good readers can teach others about non-fiction features.
• Good readers support their main ideas with details.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
• Use a known root word as a clue to the meaning of an unknown word with the same
root (e.g. addition, additional) (L.2.4.c)
• Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark)
(L.2.4.d)
• Use glossaries and beginning dictionaries, both print and digital, to determine or clarify
the meaning of words and phrases (L.2.4.e)
Resources
Mentor Texts/Read Alouds:
•
•
•
•
DK Readers
True Books
Usborn Readers
Gail Gibbons
Professional Resources:
• Pacing Calendar
• Reading Response Rubric
• Growing Readers – Kathy Collins
• Reading with Meaning: Teaching Comprehension in the Primary
Grades – Debbie Miller
Helpful Websites:
•
12
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 2 Unit 4: Non-Fiction: Topic-Specific Research
*Regroup books into baskets with similar topics (examples - reptiles, solar system, penguins, etc.)
*Throughout unit, model with non-fiction read-aloud
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs
of their students.
Week 1 -
OVERLAPS W/ NF GENERAL
Bend 2 - Regroup books into baskets
with similar topics (examples reptiles, solar system, penguins, etc.)
TP: Readers will think about what
topic they would like to learn
more about and warm up to their
topic before reading a book.*list
topic choices.
What do I already know about
this topic? What are you
wondering about this topic? List
on post-it or graphic organizer.
Week 2 -
TP: Readers look at different
books to accumulate information
about their topics.
Students will research and collect
facts from nonfiction books.
TW demonstrate how to read
through and make sense of two
different books on the same
topic. Note how books often have
overlapping information and how
they can also have different
information about the same
thing.
TP: Readers research their
topic by starting with the
easiest books in the basket.
Students will begin collecting
information beginning with
the most basic source and
then moving on to more
difficult texts.
TW teach that when we start
with the easiest books in their
basket, it helps readers warm
up for the harder books. Easy
books are like the training
wheels that support readers
for reading the harder books.
*model with easy, familiar
topic (weather or butterflies.)
TP: Readers jot notes as they
read.
Students will take notes about
important facts found in their
nonfiction text.
TW model with read aloud how
readers jot down only the most
important information from the
text and paraphrase by thinking,
“What is the author really trying
to say here?”
Guided Reading Option – With
each group, continue to support
- 1. reading and highlighting
important information in the
text. *photocopy text. 2.
Paraphrasing text
On Going ...
TP: Researchers jot down notes
about important facts they have
read about.
As they read, SW collect facts
about their topic.
Teacher will model jotting facts
and synthesizing information
after each page.
(ON GOING until Completion of
Writing Workshop Research
Project)
Please note – From here on, your reading and writing workshops will be overlapping with reading and writing research
being done during each workshop.
Students will begin with mostly reading and collecting information and end with writing all research into informative
paragraphs or graphic displays of information.
Bend 3 – Students will be collecting topic specific research for a brochure, poster or book.
TP: Researchers jot down notes about important facts they have read about.
Students will categorize collected information in a “research notebook” under topic headings. A
“research notebook” can be created by stapling several pages of lined paper together with a cover
page.
TW model jotting facts and paraphrasing information after each page of read-aloud.
Class topic should be that of your most “at-risk” students. Suggestions – Butterflies or Weather.
Small Groups Option – TW meet with each group and guide research as needed. (On Going)
Possible Additional Teaching Points/Mini-lessons:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
13
TP: Readers notice when they
are learning something new.
SW mark areas of text where
new information has been
learned.
TW teach students that when
they do research, they have to
read in a wide-awake way –
like a detective looking for
clues. TW model using sticky
notes to mark places in text
where new information has
been learned
TP: Chart, “What do partners
say to each other to enrich their
nonfiction reading experience?”
Students will review non-fiction
reading strategies.
Guided Reading Option - groups
will 1. read and highlight
important information in the
text. *photocopy text.
2.Paraphrase text *model with
read-aloud
Good readers prepare to read non-fiction by recalling the characteristics of the genre and skimming and scanning the text.
Good readers stop and monitor comprehension as they read.
Good readers use headings to categorize information they read.
Good readers determine the main idea by looking for topic sentences
Good readers retell by teaching others what they’ve learned.
Good readers ask and answer questions about their books with their partners.
Good readers categorize new information you’ve learned into lists.
Good readers study the pictures to get a deeper understanding of what they are reading.
Good readers make meaning (infer) from pictures without a caption.
Good readers pay attention as they read and jot questions as they read.
Good readers respond to new things they are learning.
Good readers follow-up on questions by using text features like the table of contents and index.
Nonfiction readers tackle tricky words in their books by using context clues as they read.
Good readers use familiar print strategies
Good readers bring unfamiliar words to their partnerships for discussion.
Content Area:
READING WORKSHOP
Unit:
Unit 5: Deepening Comprehension Through Partner Talk
Grade Level:
2
Common Core State Standards:
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a
topic or issue.
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 to provide requested detail or clarification.
Enduring Understandings
•
•
•
Essential Questions
Readers read closely to prepare for purposeful conversations.
Readers cite evidence and examples from the text to support
their thinking.
Readers engage in collaborative text analysis to grow ideas about
their text.
•
•
What does a good reading partner look and sound like?
How do reading partners work together to grow ideas about their
text?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
Reading partners choose “just right” books to read and discuss,
compromising if necessary.
Good readers listen to their partner. They make eye contact, they listen
to what their partner means, and they say it back to them.
Reading partners set goals for how much to read before they meet again.
Reading partners reflect on their previous goal and use their reflection to
help them set a new goal.
Good readers read deeply and prepare to share by putting post-its in the
text to remember their thinking.
Good readers prepare to tell their partners WHY they chose a part in the
book to mark with a post-it.
•
•
•
•
•
•
Skills (Students will be able to …)
•
•
•
Read a text closely and make note of their thinking.
Demonstrate active listening skills in their partner conversations.
Cite text evidence to support their ideas.
Reading partners lengthen their conversations by adding on to what their
partner has said, making predictions for the next section/book, or reading a
section together and discussing the section.
Good readers extend conversations by asking their partner clarifying
questions.
Good readers extend conversations by adding on to what their partner has
said by agreeing or respectfully disagreeing.
Good readers cite text evidence to support their ideas.
Good readers talk through a theory with their partner about a character or a
theme/”big idea” in the text. Then they look for text evidence to support
their theory.
Reading partners present a “big idea” or theory they’ve been working
through in their book.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
• Choose a common mentor text to use in your modeling of partner
talk teaching points.
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
14
READING WORKSHOP PACING CALENDAR
Grade 2 Unit 5: Deepening Comprehension Through Partner Talk
Read Aloud(s):
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs
of their students.
Week 1 -
TP: Reading partners
choose “just right”
books to read and
discuss, compromising
if necessary.
TP: Good readers listen to
their partner. They make
eye contact, they listen to
what their partner means,
and they say it back to
them.
Option - Create anchor
chart of good partner
behaviors.
TP: Reading partners
set goals for how much
to read before they
meet again.
Option - Use goal
setting/reflection sheet
TP: Reading partners reflect
on their previous goal and
use their reflection to help
them set a new goal.
TP: Good readers read
deeply and prepare to
share by putting post-its
in the text to remember
their thinking.
Option - Create anchor
chart of post-it note
codes.
Week 2 -
TP: Good readers
prepare to tell their
partners WHY they
chose a part in the
book to mark with a
post-it.
TP: Good readers
extend conversations
by asking their partner
clarifying questions.
Option – Partner
A/Partner B sticks to
determine who shares
first
TP: Good readers extend
conversations by adding on
to what their partner has
said by agreeing or
respectfully disagreeing.
TP: Good readers cite
text evidence to support
their ideas.
Week 3 -
TP: Good readers cite
text evidence to
support their ideas.
TP: Reading partners
lengthen their
conversations by adding
on to what their partner
has said, making
predictions for the next
section/book, or reading a
section together and
discussing the section.
Option - Create anchor
chart of “What happens if
it feels like we’re done
before time is up?”
TP: Good readers talk
through a theory with
their partner about a
character or a theme/”big
idea” in the text. Then
they look for text
evidence to support their
theory.
TP: Good readers talk
through a theory with
their partner about a
character or a
theme/”big idea” in the
text. Then they look
for text evidence to
support their theory.
TP: Reading partners
present a “big idea” or
theory they’ve been
working through in their
book.
Option – Partners create a
poster to aid in their
presentation.
TP: Reading partners
present a “big idea” or
theory they’ve been
working through in their
book.
15
Content Area:
READING WORKSHOP
Unit:
Unit 6: Character Study
Grade Level:
2
Common Core State Standards:
RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.3. Describe how characters in a story respond to major events and challenges.
RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Enduring Understandings
•
•
•
Essential Questions
Readers develop theories about characters.
Readers understand how main and supporting characters in a book
impact the story.
Readers use text evidence to support their theories about characters.
What can a character’s actions reveal about them as a person?
What are main and supporting characters, and what are their purposes in a
story?
How can readers use text evidence to support their ideas about characters?
•
•
•
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
Readers identify the main character of a book and support with reasons
from the text.
Readers cite text evidence to support a character trait.
Readers pay attention to the problems their characters face and how they
respond.
Readers keep track of the character’s actions.
Readers make predictions about their characters and think, “How would I
act in this situation?”
Readers revise their predictions as they read.
Readers notice when their characters are acting out of the ordinary.
Readers grow ideas about their characters as they read.
Skills (Students will be able to …)
Students will be able to:
•
Identify main character and secondary characters
•
Compare and contrast characters
•
Retell books and parts of books using story elements
•
Make inferences about character traits
•
Infer to determine character motivation
•
Make predictions about a character
•
Synthesize events in order to identify the lesson or big idea of a book
Readers grow big ideas when important events happen in their books.
Readers notice how their characters grow throughout the story. They think,
“What did my character learn?”
• Readers connect the lesson their character learned to their own lives.
Possible additional teaching points:
• Readers develop questions to discuss with partners.
• Readers prepare to meet with their partners by jotting questions and
thoughts on post-its.
• Readers talk about different ideas with their partner.
• Readers compare characters within books and across books.
• Readers notice and reread when something doesn’t make sense.
•
•
Assessment
• Teachers College Reading Assessments
• Conferring Notes
• Reading Responses
• Student/teacher conferences
• Running Records
• Teacher observation
Resources
Mentor Texts:
Any book that has a strong central character/characters. Some suggestions are:
• Young Cam Jansen series - David Adler (Level J)
• Frog and Toad series - Arnold Lobel (Level K)
• Keep the Lights Burning Abbie - Connie & Peter Roop (Level K)
• Fancy Nancy series - Jane O’Connor (Level J/K)
• Cam Jansen series - David Adler (Level L)
• Andrew Lost - J.C. Greenburg (Level L)
• Jake Drake series - Andrew Clements (Level M)
• Roscoe Riley series - K. Applegate (Level M)
• Magic Tree House series - Mary Pope Osborne (Levels M & N)
• Shredderman series - W. Van Draanen (Level S)
• Brave Irene – William Steig (Level S)
16
Professional Resources:
• Pacing Calendar
• Reading Response Rubric
• Growing Readers - Kathy Collins
• Reading with Meaning: Teaching Comprehension in the Primary Grades Debbie Miller
Helpful Websites:
• Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 2 Unit 6: CHARACTER STUDY
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1 –
Prior to Unit:
Option – Chart
favorite
characters as a
whole class
Week 2 -
Week 3 -
Possible
additional
teaching points:
17
TP: Readers identify the main
character of a book and support
with reasons from the text.
Option – Anchor chart of main
character v. supporting/secondary
characters
TP: Readers cite text evidence to
support a character trait.
Option - Anchor chart of trait words
◦ Tip: We don't just say, "My
character is nice," though. We push
ourselves to come up with more
specific words to describe
characters.
DAY 2- TP: Readers cite text
evidence to support a character
trait.
Option - Anchor chart of trait words
◦ Tip: We don't just say, "My
character is nice," though. We push
ourselves to come up with more
specific words to describe characters.
TP: Readers make predictions
about their characters and think,
“How would I act in this
situation?”
While reading we make predictions
about what will happen to a
character. We often think about the
problems that a character faces and
we try and think "What would I do
if I had this problem? How would I
try to work it out or get what I
want?"
◦ Tip: Readers make predictions
about their characters by paying
close attention to the patterns in
that character's behavior. They
think, "Does my character act a
certain way over and over again?
What does that make me think
about how she will work out her
problem?”
TP: Readers revise their predictions
as they read.
Readers don’t only make
predictions at the beginning of our
books, we also confirm or REVISE
predictions as we go along. If what
happens in
the story matches what we
predicted would happen, then the
reader notices that and carries their
prediction with us as we read on. If
what happens in the story does not
match what we predicted, then we
need to revise our thinking.
◦ Tip: Readers will read on and
create new predictions about what
will happen and then we read on
with this revised prediction in mind.
TP: Readers notice when their
characters are acting out of the
ordinary.
Another way to think about our
characters and stories. Readers
notice when our characters act out of
character! We read our books and
stop, surprised saying, "Wait! That is
not like him!" Just like when we all
gasped when Poppleton soaked
Cherry Sue with a hose. We were
EXTRA surprised because we know
how kind Poppleton usually is.
TP: Readers grow big ideas when
important events happen in their
books.
Raders grow big ideas in our books.
One way that readers do this is to
use those feelings that we have
been noticing in our books to help
us think about the bigger ideas that
the story is showing or teaching us.
◦ Tip: We can notice whenever a
character is expressing a strong
emotion—or changing how she
feels—and then ask ourselves, "Is
something big happening here?"
This will help us to find the
important parts of our books, read
more carefully in those parts, and
talk about those parts with our
reading partners. Talking about the
important parts in our books can
help us talk about big ideas in our
books.
TP: Readers develop questions to
discuss with partners.
TP: Readers notice how their
characters grow throughout the
story. They think, “What did my
character learn?”
One thing readers expect is that our
characters might be different at the
end of our story than they were at
the beginning. Today I want to
teach you that when we read, we
want to catch the changes and
think, ‘Hmm… what’s different
now? What is changing and why?’
◦ Tip: You may want to mark these
parts on a Post-it. Readers often jot
a quick note about why this is
changing or why this is important to
the story. Then we can look at a
Post-it from the beginning, middle
and ends of our books and compare
them
TP: Readers connect the lesson their
character learned to their own lives.
Today I want to teach you that
when partners are reading and
talking with one another, we don’t
just talk about our thinking, we also
listen carefully to one another and
add on or raise questions about
what our partner said.
◦ Tip: Partners always want to know
why characters do things. When we
talk with our partners, we might ask
them, “Why would…?” or “Why
did…?” or "Would you...?" to push
our partnership to have some new
thinking about the character’s
actions.
TP: Readers prepare to meet with
their partners by jotting questions
and thoughts on post-its.
Today I want to teach you that
readers prepare for their partners.
As they read they jot notes that
they will look over and compare.
We gather up our thoughts before
we meet with partners
◦ Tip: Readers can track our
character's feelings and traits on
Post-its and then lay those Post-its
next to the actions or our “trouble”
Post-its. This will help us to think
and talk about how feelings and
actions line up in our books.
TP: Readers pay attention to the
problems their characters face and
how they respond.
Option – Graphic organizer or postits of character’s problems as they
arise
We can get to know the characters
in a book well by paying attention
to their wants and problem. We do
this even as we get ready to read by
looking at the title and the blurb on
the back of the book and asking,
"What kind of problem will my
character face?" or “What does my
character want?" We can then use
our answers to these questions to
help guide our noticing and jottings
as we read right from the very first
pages of the book.
TP: Readers grow ideas about their
characters as they read.
Option – Students keep a running
list of information learned about a
character to be used in potential
culminating activity
As we go forward in our reading of
a book, we carry and build an
understanding of who the
characters are. In the beginning of
our books we hold in our heads the
information we learned from
reading the blurb. As we read, we
begin to add new information
about the setting and character's
life. We read on, expecting that
soon, a problem will show-up.
TP: Readers keep track of the
character’s actions.
Keep track of our character’s actions
to make sure that we follow all that
is happening in the story. We can line
up our Post-its in a row as we make
them to see what big things we’ve
noticed as we read. We use the Postits to tell the story back to ourselves
and our partners.
◦ Tip: This helps us to get ready to
retell as we read. We note what the
character wants, then what the
character does to get that want. This
helps us keep track of the story and
then we are able to retell it to
ourselves and to others.
TP: Readers notice when a
character’s feelings change from the
beginning to the middle to the end.
Option - Anchor Chart of Feeling
Words
Another way to study your
characters and stories. Readers
don't just think about the character's
traits, we track their feelings too! We
notice what they are feeling in the
beginning, middle and end of the
book.
◦ Example: While most of our
characters do not change their core
traits—Mudge is a playful puppy at
the beginning, middle and end of any
Henry and Mudge book—his feelings
do change. At the beginning of the
book when he comes to live with
Henry he is joyful, but then when he
gets lost he feels lonely and worried.
Still later, he becomes hopeful as he
starts to find his way home, and at
the end he is once again filled with
joy.
◦ Tip: Readers can track this
information jotting post-its where
we're noticing character traits and
lining them up to make a timeline or
by creating a timeline in our readers
notebooks.
Readers not only learn about
characters, we learn from characters
too! As we come to the ends of our
books, one way we do this is we can
ask ourselves, "Did this character
learn something that I could use to
help me think about my life?"
TP: Readers talk about different ideas
with their partner.
Option – Anchor chart of things to
talk about with your partner
Today I want to teach you that
readers get ready for conversations
with our partners and look for many
things to talk about. We can think
about how two ideas we have on
post-its fit together, we can think
about why or how the information
we have gathered is important to the
story, and/or we can also think about
our own opinions about what the
characters did or behaved.
TP: Readers compare characters
within books and across books.
Option – Venn diagram
TP: Readers notice and reread when
something doesn’t make sense.
Today I want to remind you that
when we read about a character we
are on the alert for scenes or details
that don’t fit with what we’re
expecting. We say "Huh?" when
something unexpected happens or
when meaning breaks down and we
reread to help us make sense.
Content Area:
WRITING WORKSHOP
Unit:
Unit 1: Launching the Writing Workshop
Grade Level:
2
Common Core State Standards:
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
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 check and correct spellings.
L.2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Enduring Understandings
•
•
•
Essential Questions
Writers understand how storytelling is related to written stories.
Writers practice how to choose topics, plan for writing, and draft ideas.
Writers put in place structures and routines to support their work.
•
•
•
Where do writers get ideas their ideas?
How do writers turn their experiences into writing?
What are some structures and routines that can support writing?
Teaching Points/ Knowledge
(Students will know….)
•
•
•
•
•
•
•
Good writers navigate the publishing center.
Good writers brainstorm story ideas.
Good writers create a personalized writing folder to house writing.
Good writers differentiate between a focused story and a “bed to bed”
story.
Good writers write about special people in their lives.
Good writers write about special place in their lives.
Good writers make an attempt at spelling words the best they can then
continue to write.
Skills (Students will be able to …)
Students will be able to:
•
Sustain writing for an allotted amount of time.
•
Write a story from a personal experience.
•
Focus a personal narrative around a central event.
•
Incorporate taught craft techniques into their writing.
Grammar/Mechanics/Punctuation/Usage
•
Generalize learned spelling patterns when writing words (e.g., cage →
badge; boy → boil). (L.2.2.d)
•
Use knowledge of language and its conventions when writing, speaking,
reading, or listening. (L.2.3)
•
Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings. (L.2.4.e)
•
•
•
•
•
•
•
•
•
Good writers write about the first or last time they did something.
Good writers write about big, strong feelings they have had.
Good writers orally share stories in partnerships.
Good writers select a writing piece to publish.
Good writers add detail to writing.
Good writers work to include specific word choices for their story.
Good writers add internal thought
Good writers use an editing checklist to self-edit their piece.
Good writers add color and a cover with a big, bold title.
Assessment
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
The Other Side - Jacqueline Woodson
Every Friday - Dan Yaccarino
Saturday and Teacakes - Lester Laminack
Chicken Sunday - Patricia Polacco
The Leaving Morning - Angela Johnson
Shortcut - Donald Crews
Mrs. Mack - Patricia Polacco
Coat of Many Colors - Dolly Parton
Those Shoes - Maribeth Boelts
Bigmama’s - Donald Crews
When I Was Your Age - Amy Erlich
Night Shift Daddy - Eileen Spinelli
The Snowy Day - Ezra Jack Keats
Roller Coaster - Marla Frazee
What You Know First - Patricia Maclachlin
Knuffle Bunny - Mo Willems
The Relatives Came - Cynthia Rylant
The Paper Boy - Dav Pilkey
Fireflies - Judy Brinckloe
Salt Hands - Jane Chelsea Aragon
When I Was Young in the Mountains - Cynthia Rylant
18
Professional Resources:
◦
Pacing Calendar
◦
Reading Response Rubric
Helpful Links:
◦
◦
Teachers College Reading and Writing Project
TCRWP Rubrics, Editing Checklists, and Learning
Progressions
WRITING WORKSHOP PACING CALENDAR
Grade 2 Unit 1: Launching the Writing Workshop
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs
of their students.
Week 1 -
TP: A place for everything
and everything in it’s
place!
Introduce the publishing
center. Model/Practice
movement in room.
TP: Personalize your folder!
Students will bring in
objects from home to
create a personalized
writing folder.
TP: Watermelon vs. Seed
Stories
Anchor Chart Watermelon vs. Seed
TW laminate folders.
Teachers will conference
daily with students after
each mini lesson.
Week 2 -
TP: Writers spell words
the best they can and then
they move on.
(Some opt to do this at
home allowing for more
instructional time. Either
way, make sure a letter
goes home to families
explaining this project and
preparing for it.)
TP: Writers write about the
first or last time they did
something.
TP: Writers get ideas by
thinking about big, strong
feelings they have had.
*choose each strategy to
use in share-writing a class
story. Preferably one that
most/all of class has
experienced. This will be
used with your editing
craft work.
Week 3 -
TP: Writers add internal
thought to their writing.
TP: Writers edit their
writing before handing it in
for publication.
TP: Writers come up
with a big, bold title for
their writing that entices
the reader to want to
read more.
Other Teaching Points/ mini-lessons...
•
What do I do when I think I am finished?
•
What do I do when the teacher comes to conference with me?
•
What do writers do when they think they are done?
•
Extending writing time “When you think you’re done, you’ve just begun”
•
-Add to the story
•
-Add to the pictures
•
-Start a new piece
•
How do writers come up with a title for their piece?
•
Review workshop procedures, i.e. writing center, storing materials, paper selection, etc.
•
Fostering independence during writing/conferencing time.
•
Sketching vs. drawing
TP: Writers get ideas by
thinking about special places
they have visited in their
lives.
Anchor Chart “How Do
Writers Get Ideas for Their
Writing?” Writers get
ideas by thinking about
special people in their
lives.
TP: Choose a piece for
celebrating. Adding
details.
TW guide students to
select story: unfinished,
one can be added to,
important to them, good
writing etc.
Using editing checklist,
writers work alone and with
a partner to edit for
punctuation, capitalization,
and spelling.
19
TP: Writers get ideas by
thinking about special
people in their lives.
TP: Writers celebrate their
small moments writing
piece with their
classmates.
Mini-Lesson - Celebrate!
TP: Fancy up writing by
making better word choices.
TW model re-reading and
using color pencil/pen &
using student input to “fancyup” group story by adding
more specific word choices
using colored pencil or pen.
Content Area:
WRITING WORKSHOP
Unit:
Unit 2: Small Moments
Grade Level:
2
Common Core State Standards:
W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings.
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 to be modified.
L.2.1.f. Produce, expand, and rearrange complete simple and compound sentences.
L.2.2.a. Capitalize holidays, product names, and geographic names.
L.2.2.c. Use an apostrophe to form contractions and frequently occurring possessives.
Enduring Understandings
Essential Questions
Writers reflect on small moments in their lives and try them out as stories.
Writers tell stories, orally and written, with a clear organizational structure.
Writers work to improve their writing over time.
•
•
•
•
•
How can writers use their personal experiences to create small moment stories?
How can we ensure our writing is well organized, and improves over time?
Teaching Points/ Knowledge
(Students will know . . .)
•
Writers structure their small moment with a beginning, middle, and end (“setup, mix-up, fix-up”)
•
Writers show not tell their emotions by making a movie in our minds of what we
were doing, thinking, or saying when we felt that way.
•
•
Writers plan their story orally before writing.
•
Writers stretch out one small moment by choosing one important part from
their story and stretching it out across another storyboard (fingers, pages, etc.)
Writers begin their story with a lead sentence that grabs the reader’s attention.
They can describe the setting/weather, ask a question, use a sound, etc.
•
•
Writers plan their story by meeting with their partners to discuss what they
have already written, what they will write next, and how their stories will go.
Writers end their small moment with a “close-in” ending. They might share what
they learned, share a feeling they had at the end, answer the question from the
beginning, use the same sound from the beginning, etc.
•
Writers stretch out a small moment by adding in what they thought or
wondered in that moment in time.
•
Writers revise their story by taking away parts that are not about their small
moment.
•
Writers stretch out a small moment by adding in what they said or heard in
that moment in time.
•
Writers revise their stories using an editing checklist to prepare to share their
writing with others.
•
Writers stretch out a small moment by adding in what they smell or feel in that
moment in time.
•
Writers edit their writing for the correct capitalization, punctuation, and spelling
(word wall words).
•
Writers stretch out a small moment by breaking up actions into smaller and
more precise actions.
•
Writers publish their writing and share it with others.
Possible publishing option: audio recording or video recording
Skills (Students will be able to …)
Students will be able to:
•
Write a story with a beginning, middle, and end
•
Zoom in on a small moment and stretch it out with details
Grammar/Mechanics/Punctuation/Usage
Use reflexive pronouns (e.g., myself, ourselves) (L.2.1.c)
Form and use the past tense of frequently occurring irregular verbs (e.g., sat,
hid, told) (L.2.1.d)
Use adjectives and adverbs, and choose between them depending on what is
to be modified (L.2.1.e)
Produce, expand, and rearrange complete simple and compound sentences
(L.2.1.f)
Capitalize holidays, product names, and geographic names (L.2.2.a)
Use an apostrophe to form contractions and frequently occurring possessives
(L.2.2.c)
•
•
•
•
•
•
Assessment
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
• A Chair for My Mother – Vera B. Williams
• Fireflies – Julie Brinkloe
• Joshua’s Night Whispers – Angela Johnson
• Shortcut – Donald Crews
• Snow Day – Lester Laminack
• Roller Coaster – Marla Frazee
• George and Martha – James Marshall
Professional Resources:
•
Pacing Calendar
•
Teachers College Narrative Writing Checklist and Rubric
Helpful Links:
•
Teachers College Reading and Writing Project
•
20
TCRWP Rubrics,
Progressions
Editing
Checklists,
and
Learning
WRITING WORKSHOP PACING CALENDAR
Grade 2 Unit 2: Small Moments
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1 -
TP: Writers structure their
small moment with a
beginning, middle, and end
(“set-up, mix-up, fix-up”)
TP: Writers plan their story
orally before writing.
Option – Tell across
fingers, fill in storyboard,
plan across booklet pages,
etc.
TP: Writers stretch out one
small moment by choosing
one important part from
their story and stretching
it out across another
storyboard (fingers, pages,
etc.)
TP: Writers plan their story
by meeting with their
partners to discuss what
they have already written,
what they will write next,
and how their stories will
go.
TP: Writers stretch out
a small moment by
adding in what they
thought or wondered
in that moment in time.
Week 2 -
TP: Writers stretch out a
small moment by adding in
what they said or heard in
that moment in time.
TP: Writers stretch out a
small moment by adding in
what they smell or feel in
that moment in time.
TP: Writers stretch out a
small moment by breaking
up actions into smaller and
more precise actions.
TP: Writers show not tell
their emotions by making a
movie in our minds of
what we were doing,
thinking, or saying when
we felt that way.
Option – Including facial
expressions, body
movement, dialogue,
internal thinking, etc.
TP: Writers begin their
story with a lead
sentence that grabs the
reader’s attention.
They can describe the
setting/weather, ask a
question, use a sound,
etc.
Week 3 -
TP: Writers end their small
moment with a “close-in”
ending. They might share
what they learned, share a
feeling they had at the end,
answer the question from the
beginning, use the same
sound from the beginning,
etc.
TP: Writers revise their
story by taking away parts
that are not about their
small moment.
TP: Writers revise their
stories using an editing
checklist to prepare to
share their writing with
others.
TP: Writers edit their
writing for the correct
capitalization,
punctuation, and spelling
(word wall words).
TP: Writers publish
their writing and share
it with others.
Option – Complete an
audio or video
recording of students
reading their small
moments.
21
Content Area:
WRITING WORKSHOP
Grade Level:
Unit:
Unit 3: Writing About Reading Using Fairy Tales
2
Common Core State Standards
W.2.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
L.2.1.e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).
Enduring Understandings
•
•
Essential Questions
Writers write as they read to enhance comprehension and push
themselves to think beyond the text.
Writers use text evidence to support their thinking as they read.
How can stopping and jotting as we read support us in writing about
text?
How can including text evidence in our writing support our ideas
about text?
•
•
Teaching Points/ Knowledge
(Students will know . . .)
Bend 1- Students will explore how close reading can inform our writing
•
•
•
•
•
•
Good writers re-read books and stop and jot things that characters in their
books do, say, think, or feel. This information from the story is called
evidence.
Then they push themselves to think deeply about what the evidence can
tell us about a character.
Good writers think about the actions of the main character in their book,
and jot their actions down, then asking themselves “What kind of person
does things like that?”
Good writers think about what the main characters in their book says and
jots down the EXACT words in their notes. Then they ask themselves
“What kind of person says things like that? What can this tell me about
the character?
Good writers think about the way other people talk to, or about, the main
character. They wonder “Why do others feel this way about my
character?”
Good writers begin to see patterns in their chart, and begin to group
similar ideas together.
Good writers choose a “big idea” about a character that they have a lot of
evidence on. The “big idea” could be a character trait, or something they
discovered about the character as they read.
Good writers use boxes and bullets to organize their writing. They put their
“big idea” in the box. Then they look at all of the evidence that supports
that “big idea” and ask themselves what are the three best pieces of
evidence? They also meet with partners to read their evidence and get
input on which evidence is the most convincing and why. They write their
three best prices of evidence next to each bullet. When they write their
evidence they look back at that spot in the text, remembering that not
everyone has read their book, and ask, “Can I say more about this part I the
book?”
Good writers expand on their evidence by using the exact words that the
author uses in the text, and then explaining g it with a few sentences of
their own.
Good writers re-read their evidence and ask themselves after each one,
“Does this prove that (insert big idea)?” They also edit their work carefully,
reading it aloud to make sure it sounds right, looking for errors, and revising
word choice using “show don’t’ tell” adjectives and adverbs.
•
•
•
•
Bend 2- Students will continue to collect stop and jot notes on the main
character in several of the fairy tales they are reading. They will then begin
transferring their ideas into “boxes and bullets”.
Repeat several times for several different Fairy Tales.
Skills (Students will be able to …)
Assessment
Students will be able to:
•
Stop and jot around important/interesting/surprising things they
read
•
Grow ideas about characters through analyzing text evidence
Grammar/Mechanics/Punctuation/Usage
•
Use words and phrases acquired through conversations, reading and being
•
read to, and responding to texts, including using adjectives and adverbs to
describe (e.g., When other kids are happy that makes me happy). (L.2.6)
Use adjectives and adverbs, and choose between them depending on
what is to be modified. (L.2.1.e)
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Fairy Tales used in corresponding Reading Workshop
Professional Resources:
•
Pacing Calendar
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
22
WRITING WORKSHOP PACING CALENDAR
Grade 2 Unit 3: Writing About Reading Using Fairy Tales
Read Aloud(s):
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs
of their students.
Week 1- Students
will explore how
close reading can
inform our writing
TP: Good writers re-read
books and stop and jot
things that characters in
their books do, say,
think, or feel. This
information from the
story is called evidence.
Then they push
themselves to think
deeply about what the
evidence can tell us
about a character.
Week 2- Students
will continue to
collect stop and jot
notes on the main
character in several
of the fairy tales
they are reading.
They will then begin
transferring their
ideas into “boxes
and bullets”
TP: Good writers choose
a “big idea” about a
character that they have
a lot of evidence on. The
“big idea” could be a
character trait, or
something they
discovered about the
character as they read.
Students take their tchart and develop a “big
idea” to put in the box
at the top of their
“boxes and bullets”
sheet.
TP: Good writers think
about the actions of the
main character in their
book, and jots their
actions down, then asking
themselves “What kind of
person does things like
that?”
Create T-Chart:
What I read about the
character/ This makes me
think.
TP: Good writers think
about what the main
characters in their book
says and jots down the
EXACT words in their
notes. Then they ask
themselves “What kind
of person says things like
that? What can this tell
me about the character?
TP: Good writers think
about the way other
people talk to, or about,
the main character. They
wonder “Why do others
feel this way about my
character?”
Continue to add to the
character T-chart
Continue to add to the
character T-chart
Adjective Mid-Workshop
Interruption
Adjective Mid-Workshop
Interruption
TP: Good writers use boxes
and bullets to organize their
writing. They put their “big
idea” in the box. Then they
look at all of the evidence that
supports that “big idea” and
ask themselves what are the
three best pieces of evidence?
They also meet with partners
to read their evidence and get
input on which evidence is the
most convincing and why.
They write their three best
prices of evidence next to
each bullet.
TP: When they write
their evidence they look
back at that spot in the
text, remembering that
not everyone has read
their book, and ask, “Can
I say more about this
part I the book?”
Adjective Mid-Workshop
Interruption
TP: Good writers expand
on their evidence by using
the exact words that the
author uses in the text,
and then explaining g it
with a few sentences of
their own.
TP: Good writers begin to
see patterns in their chart,
and begin to group similar
ideas together.
You may want to
encourage students to
actually cut their t-chart
into strips and paste
similar ideas together on a
new sheet of paper. This
work can also support a
review of main
idea/supporting details.
TP: Good writers re-read
their evidence and ask
themselves after each one,
“Does this prove that
(insert big idea)?” They
also edit their work
carefully, reading it aloud
to make sure it sounds
right, looking for errors,
and revising word choice
using “show don’t’ tell”
adjectives and adverbs.
Week 3, 4- During the second half of this unit, students should go through the same process at a quicker pace, making more independent decisions on their thesis, or big
idea, and moving into the boxes and bullets sooner.
As a next step you may push students to explore the way a character changed as an extension. You many also work with more advanced writers on analyzing the theme
of a book.
Celebration Options- Students might share one of their boxes and bullet sheets with the class and gather feedback. They could also debate the characteristics of a
character, or create “wanted” posters for their character.
23
24
Content Area:
WRITING WORKSHOP
Grade Level:
Unit:
Unit 4: Non Fiction “Expert Topic” Writing: Brochure/ Informational Poster
2
Common Core State Standards:
W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or
section.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)
W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
Enduring Understandings
•
•
•
Essential Questions
Writers often writes to share information about a topic they know a lot
about.
Writers use the features found in non-fiction books in their own writing to
teach others about a topic.
Writers work in partnerships to revise and improve their writing.
•
•
•
How can writers organize their writing to teach others about something they
know a lot about?
What features found in non-fiction can be reproduced for a second grade
audience?
How can working in partnerships enhance writing?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
•
Non-fiction writers glimpse the overall structure of informational (or "allAbout") writing.
Non-fiction writers learn lessons for their writing by studying a variety of
texts.
Non-fiction writers understand the various features found in a non-fiction
text and can use them to teach others about a topic.
Non-fiction writers use simple paragraphs to teach about a topic.
Non-fiction writers support their main idea with details.
Non-fiction writers do research and include facts that teach in their
writing.
Non-fiction writers choose chapter papers to match their purpose:
teaching readers how to do something or that there are different kinds of
something.
Non-fiction writers teach readers about the different parts of a thing using
diagrams.
Non-fiction writers create a table of contents that guides their reader.
Non-fiction writers teach by comparing and contrasting two similar topics.
Skills (Students will be able to …)
Students will be able to:
• teach about a topic of which they feel they know a lot about.
• understand and use various paper choices to teach.
• work in a partnership.
• create an end product that uses non-fiction features to teach about a topic.
•
•
•
•
•
•
•
•
•
•
•
Non-fiction writers use sequencing and transitional words to teach “how to”
do something in relation to their topic.
Non-fiction writers work with partners and small groups to better their
writing.
Non-fiction writers create a glossary using topic specific vocabulary.
Non-fiction writers create an index.
Non-fiction writers ask and answer questions about their topic.
Non-fiction writers discern important (main idea) bits of information from
random “fun facts.”
Non-fiction writers edit with a partner and independently.
Non-fiction writers revise their words and pictures to make them more
explicit.
Non-fiction writers reread and revise their nonfiction writing.
Non-fiction writers choose paper that best meets the needs for what is being
taught.
Non-fiction writers create a book, poster, or brochure to teach about their
topic.
Assessment
• On-Demand Writing Assessment
• TCRWP Writing Learning Progressions
• TCRWP grade-specific rubrics and editing checklists
• Conferring Notes
• Student writing
• Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
•
•
True Books
DK Readers
Usborne Books
•
Gail Gibbons
Professional Resources:
•
•
Reading Response Rubric
Helpful Links:
•
•
25
Pacing Calendar
Teachers College Reading and Writing Project
TCRWP Rubrics, Editing Checklists, and Learning Progressions
WRITING WORKSHOP PACING CALENDAR
Grade 2 Unit 4: Non Fiction “Expert Topic” Writing: Brochure/ Informational Poster
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs
of their students.
Week 1 -
TP: What chunks can I
teach about? Organizing
chapter ideas.
TP: What chunks can I
teach about? Can two
ideas go together?
TP: Researchers jot down
notes about important
facts they have read
about (several days.)
TP: Writers organize their
pages with a main idea
(topic sentence), chapter
titles, or question and
answer format.
TP: Writers look at
different books to
accumulate information
about their topics.
Week 2 -
TP: Writers write main
ideas and supporting
details on their topic. –
Main idea and details.
TP: Writers use
conjunctions (and, but,
so) to connect words.
TP: Writers create
“diagrams” to support
their topic.
TP: Writers create a
“different kinds of” page
to support their topic.
TP: Writers write a
glossary to include in their
“All About” project.
TP: Writers decide what
pages are going to go in
what order in their
books. Writers write an
index page to include in
their “All About” project
(best for book project.)
TP: Writers edit writing
for spelling and
mechanics.
TP: Writers “Fancy up”
their project to share with
others.
Teach partner
sentences. Model taking
“jottings” and working
them into a simple
paragraph using the
following formats; Factopinion/reaction
(partner sentences),
Fact- example, Fact –
comparison.
Week 3 -
26
TP: Writers write an
introduction to entice
others to read their
books by hooking their
reader with a great
opening line.
Content Area:
WRITING WORKSHOP
Unit:
Unit 5: Non-Fiction: Researched-Based Writing
Grade Level:
2
Common Core State Standards:
W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or
section.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
L.2.1.a. Use collective nouns (e.g. groups)
L.2.1.b. Form and use frequently occurring irregular plural nouns (e.g. feet, children, teeth, mice, fish)
L.2.2.a. Capitalize holidays, product names and geographical names
L.2.2.c. Use an apostrophe to form contractions and frequently occurring possessives
Enduring Understandings
•
•
Essential Questions
Writers use the organization and text features found in non-fiction
books to teach others about a topic.
Writers work in partnerships to revise and improve their writing.
•
•
What features found in non-fiction can be reproduced for a second grade
audience?
How can working in partnerships enhance our writing?
Teaching Points/Knowledge
(Students will know…)
•
•
•
•
•
•
•
Good non-fiction writers understand the various features found in a
non-fiction text and can use them to teach others about a topic.
Good non-fiction writers use simple paragraphs to teach about a topic.
Good non-fiction writers support their main idea with details.
Good non-fiction writers create a diagram with labels.
Good non-fiction writers create a table of contents that guides their
reader.
Good non-fiction writers teach by comparing and contrasting two
similar topics.
Good non-fiction writers use sequencing and transitional words to
teach “how to” do something in relation to their topic.
Skills (Students will be able to …)
Students will be able to:
• teach about a topic of which they feel they know a lot about.
• understand and use various paper choices to teach.
• work in a partnership.
• create an end product that uses non-fiction features to teach about a topic.
Grammar/Mechanics/Punctuation/Usage
• Use collective nouns (e.g. groups) (L.2.1.a)
• Form and use frequently occurring irregular plural nouns (e.g. feet, children,
teeth, mice, fish) (L.2.1.b)
• Capitalize holidays, product names and geographical names (L.2.2.a)
•
•
•
•
•
•
•
•
Good non-fiction writers work with partners and small groups to better
their writing.
Good non-fiction writers create a glossary using topic specific vocabulary.
Good non-fiction writers create an index.
Good non-fiction writers ask and answer questions about their topic.
Good non-fiction writers discern important (main idea) bits of information
from random “fun facts.”
Good non-fiction writers edit with a partner and independently.
Good non-fiction writers choose paper that best meets the needs for what
is being taught.
Good non-fiction writers create a book, poster, or brochure to teach about
their topic.
Assessment
• On-Demand Writing Assessment
• TCRWP Writing Learning Progressions
• TCRWP grade-specific rubrics and editing checklists
• Conferring Notes
• Student writing
• Teacher Observation
• Use an apostrophe to form contractions and frequently occurring
possessives (L.2.2.c)
Resources
Mentor Texts/Read Alouds:
• True Books
• DK Readers
• Usborne Books
• Gail Gibbons
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and
Progressions
27
Learning
WRITING WORKSHOP PACING CALENDAR
Grade 2 Unit 5: Non-Fiction: Researched Based Writing
By this time, your writers will be deep into the study of informational reading and writing. Much of your workshop will look similar to the previous work done with your non-researched project.
The big difference here is: 1. the collecting of facts, 2. paraphrasing, and 3. working those facts into paragraphs. Your mini lessons and focus groups will be demonstrations of different sentences
and providing visuals to guide your writers in these newfound skills.
Much of the work on collecting research and paraphrasing has been done in reading. Refer back to reading to review what has been done.
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs of their students.
Week 1 -
TP: Simple paragraphing (Main
idea, three detail sentences
supporting main idea, and a
closing sentence. )
TP: Writers use the writing
collected in their Research
Notebooks to begin drafting.
TP: Writers make decisions and
decide which section is best for
each piece of information.
Writers organize their ideas into
chapters. How can I chunk my
ideas together to create a
paragraph?
TP: Nonfiction writers plan for
writing their draft by organizing
similar facts under a heading
that describes those facts and
helps their reader find
information.
TP: When you are writing a lot
about your top topics, be sure to
write true facts about your topic
that you can teach to your reader.
TP: Writers reread their
information to make sure
they have kept their promise
to teach the reader
something new.
TP: Writers can revise by turning
their headings into questions
and rereading their information
for the answers.
TP: Writers give credit by
creating a resource page or
bibliography.
TP: When writing about a topic,
writers use partner sentences to
“go deeper” with their teaching.
Fact – opinion/reaction
Be sure to spend time working
on main idea and detail reading
and writing at another time of
the day, perhaps word study.
Creating autobiographies is a
great way for children to
practice simple paragraphing.
Week 2 -
Week 3 -
TP: Use interesting and colorful
words as you draft and teach!
TP: When writing about a topic,
writers use partner sentences to
“go deeper” with their teaching.
Fact – example
Anchor Chart:
Partner Sentences
Fact – opinion/reaction
Fact – example
Fact - comparison
Week 4 -
TP: Create a different Kinds of
Page to connect with topic.
Week 5 -
TP: Writers make decisions
about layout and format when
writing informational texts.
Order or organize pages. Decide
what your finished project will
include.
Ex. Brochure must have
3 topic specific paragraphs
Diagram
Comparison Page/Organizer
Different Kinds of
Page/Organizer
Glossary (Words that wow!)
28
TP: When writing about a
topic, writers use partner
sentences to “go deeper”
with their teaching.
Fact – comparison
Anchor Chart:
Partner Sentences
Fact – opinion/reaction
Fact – example
Fact - comparison
TP: Write a glossary page to
include in research project.
TP: Writers edit their writing
for their intended audience.
Tip: Include a “source Page” for
students to fill out when
collecting research. Have them
include about 3 sources.
TP: When doing research,
writers need to collect enough
information to answer all of
their questions.
Anchor Chart:
Partner Sentences
Fact – opinion/reaction
Fact – example
Fact – comparison
TP: Use conjunctions (and, but,
so) to connect words.
TP: Create a diagram to connect
with topic.
TP: We can use mentor texts to
learn more about writing
informational reports.
TP: Students entice others to
read their books by hooking
their reader (begin with a
question, sound, statement, or
action)
TP: other pages you might want to
include in your project:
Table of contents
Different Kinds of Page
Comparison Page
Fun Facts
Question & Answer
Quiz
Comic
TP: Writers “fancy up” their
work to be enjoyed by others.
(add color, illustrations, and
their own personal style)
TP: Writers celebrate hard
work!
Tip: Continue to model taking
“jottings” and working them
into paragraphs.
- interesting and attractive
nonfiction text
- page arrangements showing
pictures with captions, diagrams
with labels,
- vocabulary or fun fact boxes
- significant amounts of text in
sections with headings
Content Area:
WRITING WORKSHOP
Unit:
Unit 6: Persuasive Reviews
Grade Level:
2
Common Core State Standards:
W.2.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and
reasons, and provide a concluding statement or section.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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.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 check and correct spellings.
Enduring Understandings
Essential Questions
• Writers can use their “voice” as a vehicle to affect change.
• Persuasive reviewers use evidence and examples in their writing to
support their opinion.
•
•
How can a writer use persuasive language to influence a particular
audience?
How can a persuasive reviewer organize their writing to make it
most convincing?
Teaching Points/ Knowledge
(Students will know . . .)
• Writers look closely at new genres, like a persuasive review, and notice the
• Persuasive reviewers use persuasive strategies to make their writing more
necessary elements, or parts, that make up the writing.
• Persuasive reviewers brainstorm topics they are passionate about to review.
• Persuasive reviewers gather information on their topic, and then they
choose a perspective, or positive or negative opinion, to write more about.
• Persuasive reviewers organize and include facts about their topic to begin
their review.
• Persuasive reviewers meet with partners to discuss their topic and their
opinion. They talk through their thinking with their partners.
• Persuasive reviewers include at least 3 reasons to support their opinion.
• Persuasive reviewers support their reasons with evidence or examples.
• Persuasive reviewers use strategies like comparison/details to convince their
audience to agree with them.
• Persuasive reviewers try out lead strategies that will draw the reader into
reading the pace. Some examples are to start with an anecdote or a question
or facts.
convincing. Some examples are using bold to emphasize a word and using
persuasive language (ex. In my opinion…, Did you know…?, You should consider…,
If you like…, then…, etc.)
• Persuasive reviewers try out endings that convince the reader to agree with the
writer. The ending sometimes challenges the reader, or is a “call to action” that
asks the reader to do something if they agree with the writer.
• Persuasive reviewers sometimes use a rating system to emphasize the writer’s
perspective on a topic.
• Persuasive reviewers revise and edit their writing so that it can have the
greatest impact on readers.
• Persuasive reviewers publish their writing and share it with others.
Skills (Students will be able to …)
•
Use a lead strategy to draw the reader into reading the piece and use an
ending that will convince the reader to agree with the writer.
•
Use evidence and examples to support their opinion on a topic they feel
strongly about.
Grammar/Mechanics/Punctuation/Usage
•
•
Capitalize holidays, product names, and geographic names (L.2.2.a)
Use commas in greetings and closings of letters (L.2.2.b)
During editing:
•
Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil) (L.2.2.d)
•
Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings (L.2.2e)
Possible publishing option: type review on the computer, post review on website
such as Amazon
Assessment
• On-Demand Writing Assessment
• TCRWP Writing Learning Progressions
• TCRWP grade-specific rubrics and editing checklists
• Conferring Notes
• Student writing
• Teacher Observation
Resources
Mentor Texts/Read Alouds:
• www.spaghettibookclub.org (book reviews for kids by kids)
• www.kidzvuz.com (video reviews by kids)
• Books that use persuasive language, such as:
o
o
o
o
29
Who Would Win? (series from Scholastic)
Earrings – Judith Viorst
I Wanna Iguana – Karen Kaufman Orloff
I Wanna New Room – Karen Kaufman Orloff
Professional Resources:
• Teachers College Opinion Writing Checklist & Rubric
Helpful Links:
• Teachers College Reading and Writing Project
• TCRWP Rubrics, Editing Checklists, and Learning Progressions
WRITING WORKSHOP PACING CALENDAR
Grade 2 Unit 6: Persuasive Reviews
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs
of their students.
Week 1 -
TP: Writers looks
closely at new genres,
like a persuasive
review, and notice the
necessary elements, or
parts, that make up the
writing.
TP: Persuasive reviewers
brainstorm topics they are
passionate about to
review.
Option – Anchor chart of
topics people review (ex.
books, movies, toys,
attractions, etc.)
TP: Persuasive
reviewers gather
information on their
topic, and then they
choose a perspective,
or positive or negative
opinion, to write more
about.
TP: Persuasive reviewers
organize and include facts
about their topic to begin
their review.
TP: Persuasive reviewers
meet with partners to
discuss their topic and
their opinion. They talk
through their thinking
with their partners.
Week 2 -
TP: Persuasive
reviewers include at
least 3 reasons to
support their opinion.
TP: Persuasive reviewers
support their reasons with
evidence or examples.
TP: Persuasive
reviewers use
strategies like
comparison/details to
convince their audience
to agree with them.
TP: Persuasive reviewers try
out lead strategies that will
draw the reader into
reading the piece. Some
examples are to start with
an anecdote, a question, or
a fact.
Option – Anchor chart with
examples of each type of
lead strategy
TP: Persuasive reviewers use
persuasive strategies to
make their writing more
convincing. Some examples
are using bold to emphasize
a word and using persuasive
language (ex. In my
opinion…, Did you know…?,
You should consider…, If you
like…,then…, etc.)
Option – Anchor chart of
examples of persuasive
language
Week 3 -
TP: Persuasive reviewers
use persuasive strategies
to make their writing more
convincing. Some
examples are using bold to
emphasize a word and
using persuasive language
(ex. In my opinion…, Did
you know…?, You should
consider…, If you
like…,then…, etc.)
Option – Anchor chart of
examples of persuasive
language
TP: Persuasive reviewers
try out endings that
convince the reader to
agree with the writer.
The ending sometimes
challenges the reader, or
is a “call to action” that
asks the reader to do
something if they agree
with the writer.
Option – Anchor chart with
examples of types of
endings
TP: Persuasive
reviewers sometimes
use a rating system to
emphasize the writer’s
perspective on a topic.
TP: Persuasive reviewers
revise and edit their writing
so that it can have the
greatest impact on readers.
TP: Persuasive reviewers
publish their writing and
share it with others.
Option – Have students
type reviews on the
computer.
Option – Have students
publish their reviews on a
website such as Amazon.
30
31
Content Area:
WRITING WORKSHOP
Unit:
Unit 7: Realistic Fiction
Grade Level:
2
Common Core State Standards:
W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
L.2.1.c. Use reflexive pronouns (e.g., myself, ourselves)
L.2.1.d. For and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)
L.2.3.a. Compare formal and informal uses of English.
L.2.5.a. Identify real-life connections between words and their use (e.g., describe foods that 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).
Enduring Understandings
•
•
Essential Questions
Writers use real life problems and solutions in their realistic
fiction stories.
Writers apply their knowledge of story elements to the genre of
realistic fiction.
•
•
How do writers get ideas for realistic fiction stories?
How can story elements help structure realistic fiction stories?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
Writers create a main character for their story and think about his/her
likes and dislikes, what he/she does and looks like, etc.
Writers develop what is on the inside and outside of the character.
Writers create a real life problem for their character.
Writers create a mood for the story through the setting.
Writers stretch out the description of the setting.
Writers stretch out the solution by writing three attempts to solve the
problem.
Writers to use transition words to signal the order of events.
Skills (Students will be able to …)
•
•
•
•
•
•
•
•
Writers build tension in the plot of their story by using words such as
“suddenly” or “all of a sudden.”
Writers add internal thinking.
Writers add dialogue to their writing, using other ways to say “said.”
Writers SHOW not tell how a character is feeling by adding action,
metaphors, and tiny details.
Writers create endings that leave readers with a strong feeling that the
problem was solved.
Assessment
Write a realistic fiction story in sequential order, using transitional words.
Include internal thinking and dialogue in their story.
Show how a character feels through action, metaphors, and tiny details.
Grammar/Mechanics/Punctuation/Usage
•
•
•
•
•
Use reflexive pronouns (L.2.1.c)
Form and use the past tense of frequently occurring irregular verbs (L.2.1.d)
Compare formal and informal uses of English. (L.2.3.a)
Identify real-life connections between words and their use (e.g., describe
foods that are spicy or juicy). (L.2.5.a)
•
•
•
•
•
•
On-Demand Pre-Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl)
and closely related adjectives (e.g., thin, slender, skinny, scrawny). (L.2.5.b)
Resources
Mentor Texts/Read Alouds:
• Examples of realistic fiction with a clear problem and solution, such as:
• Ira Sleeps Over – Bernard Waber
• Enemy Pie – Derek Munson
• The Art Lesson – Tomie DePaola
• Owl Moon – Jane Yolen
• Amazing Grace – Mary Hoffman
Possible Anchor Charts:
• Transition words
• Real life problems and possible solutions
• Other ways to say “said”
32
Professional Resources:
•
Teachers College Narrative Writing Checklist & Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
WRITING WORKSHOP PACING CALENDAR
Grade 2 Unit 7: Realistic Fiction
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs
of their students.
Week 1 -
TP: Writers create a
main character for their
story and think about
his/her likes and
dislikes, what he/she
does and looks like, etc.
Option – Graphic
organizer to describe
character
TP: Writers develop
what is on the outside
of the character.
Option – Create “paper
doll” of character and
decorate with the
external traits of the
character.
TP: Writers develop
what is on the inside of
the character.
Option – Anchor chart of
character traits; Write
character traits on the
back of previous day’s
“paper doll”
TP: Writers create a real
life problem for their
character.
Option – Create chart of
real life problems and
possible solutions
TP: Writers create a
mood for the story
through the setting.
Week 2 -
TP: Writers stretch out
the description of the
setting.
TP: Writers stretch out
the solution by writing
three attempts to solve
the problem.
TP: Writers stretch out
the solution by writing
three attempts to solve
the problem.
TP: Writers stretch out
the solution by writing
three attempts to solve
the problem.
TP: Writers use transition
words to signal the order
of events.
Option – Anchor chart of
transition words
Week 3 -
TP: Writers build
tension in the plot of
their story by using
words such as
“suddenly” or “all of a
sudden.”
TP: Writers add internal
thinking.
TP: Writers add dialogue
to their writing, using
other ways to say
“said.”
Option – Anchor chart of
other words to say “said”
TP: Writers SHOW not
tell how a character is
feeling by adding action,
metaphors, and tiny
details.
Option – Anchor chart of
actions, metaphors, and
tiny details that SHOW
feelings
TP: Writers create
endings that leave
readers with a strong
feeling that the problem
was solved.
Week 4 -
TP: Writers revise and
edit their writing to get
it ready to share with
others.
TP: Writers publish their
writing and share it with
others.
33
Mini-Lesson Plan*
*Duplicate as needed and attach after unit plans
Unit:
Teaching Point:
Materials:
Connection:
Teaching:
Active Engagement:
Link:
Share:
34
Grade:
Appendix A: K-5 Common Core Grammar Scope and Sequence
Common Core Language Standards 1 and 2: Conventions of Standard English
Grammar
Concept
Nouns
KDG
Grade 1
Grade 2
Grade 3
Grade 4
L.2.1a – Use collective
L.3.1a – Explain the function
nouns (e.g., group)
of [nouns] in general and
L.2.1b – Form/use
their function in particular
frequently occurring
sentences
irregular plural nouns
L.3.1b – Form/use regular
(e.g., feet, children, teeth, and irregular plural nouns
mice, fish).
L.3.1c – Use abstract nouns
(e.g., childhood)
L.3.2d – Form and use
possessives.
Pronouns
L.K.1d - Understand and L.1.1d – Use personal, L.2.1c – Use reflexive
L.3.1a – Explain the function L.4.1a – Use relative
use question words
possessive, and
pronouns (myself,
of [pronouns] in general
pronouns (e.g., who,
(interrogatives) – e.g., indefinite pronouns
ourselves)
and their function in
whose, whom, which,
who, …
(e.g., I, me, my; they,
particular sentences
that)
them, their, anyone,
L.3.2d – Form and use
everything)
possessives.
Verbs
L.K.1b – Use frequently L.1.5d – Distinguish
L.2.1d – Form/use past L.3.1a – Explain the function L.4.1b – Form and use
Verb Tense occurring …verbs
shades of meaning
tense of frequently
of [verbs] in general and
progressive verb tenses
L.K.5b – Demonstrate among verbs differing in occurring irregular verbs their function in particular (e.g., I was walking; I am
understanding of
manner.
(e.g., sat, hid, told)
sentences
walking; I will be
frequently occurring
L.1.1e – Use verbs to
L.2.5b – Distinguish
L.3.1d – Form/use regular walking)
verbs….by relating them convey a sense of past, shades of meaning
and irregular verbs (e.g., I L.4.1c - Use modal
to their opposites
present, and future.
among closely related
walked; I walk; I will walk) auxiliaries to convey
L.K.5d – Distinguish
(e.g., Yesterday I walked verbs…
L.3.1e – Form/use simple various conditions (e.g.,
shades of meaning
home; Today I walk
verb tenses
can, may, must)
among similar verbs by home; Tomorrow I will
acting out the meanings walk home).
Adjectives
L.1.1f – Use frequently L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1d – Order adjectives
- including
occurring adjectives.
and adverbs and choose of [adjectives] in general
within sentences
articles/
L.1.5d – Distinguish
between them depending and their function in
according to
determiners
shades of meaning
on what is to be
particular sentences
conventional patterns
among adjectives
modified.
L.3.1g – Form/use
(e.g., a small red bag,
differing in intensity
L.2.5b – Distinguish
comparative and
rather than a red small
L.1.1h – Use
shades of meaning
superlative adjectives and bag)
determiners (articles, among closely related … adverbs, and choose
demonstratives)
adjectives
between them depending
L.2.6 – Use words and
on what is to be modified.
phrases acquired through
conversations, etc….,
including using adjectives
and adverbs to describe
Adverbs
L.K.1d - Understand and
L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1a – Use relative
use question words
and adverbs and choose of [adverbs] in general and adverbs (e.g., where,
(interrogatives) – e.g., …
between them depending their function in particular when, why)
where, when, why, how
on what is to be
sentences
modified.
L.3.1g – Form/use
L.2.6 – Use words and
comparative and
phrases acquired through superlative adjectives and
conversations, etc….,
adverbs, and choose
including using adjectives between them depending
and adverbs to describe on what is to be modified.
Conjunctions
L.1.1g – Use frequently
L.3.1h – Use coordinating
occurring conjunctions
and subordinating
(e.g., and, but, or, so,
conjunctions
because).
L.K.1b – use frequently L.1.1b – Use common,
occurring nouns
proper and possessive
L.K.1c – form regular
nouns
plural nouns orally by
adding /s/, or /es/ (dog
,dogs; wish, wishes)
Prepositions L.K.1e – Use frequently L.1.1i – Use frequently
occurring prepositions occurring prepositions
(eg., to, from, in, out, (e.g., during, beyond,
on, off, for, of, by, with) toward)
35
Grade 5
L.4.1e – Form and use
prepositional phrases
L.5.1b – Form and use the
perfect verb tenses
L.5.1c – Use verb tense to
convey various times,
sequences, states, and
conditions
L.5.1d – Recognize and
correct inappropriate shifts
in verb tense
L.5.1a – Explain the
function of [conjunctions…]
in general and their
function in particular
sentences
L.5.1e – Use correlative
conjunctions (e.g.,
either/or, neither/nor)
L.5.1a – Explain the
function of [prepositions…]
in general and their
function in particular
sentences
Interjections
L.5.1a – Explain the
function of [interjections…]
in general and their
function in particular
sentences
Agreement
L.1.1c – Use
singular/plural nouns
with matching verbs (He
hops. We hop.)
Sentence
L.K.1f – Produce and
L.1.1j – Produce/expand L.2.1f – Produce, expand,
Structure
expand complete
complete simple and
and rearrange complete
sentences in shared
compound declarative, simple and compound
language activities
interrogative,
sentences. (e.g., The boy
imperative, and
watched the movie; The
exclamatory sentences little boy watched the
in response to prompts. movie; The action movie
was watched by the little
boy).
Capitalization L.K.2a – Capitalize first L.1.2a – Capitalize dates L.2.2a – Capitalize
word in sentence and and names of people. holidays, product names,
pronoun ‘I’
and geographic names.
Punctuation L.K.2b – Recognize and L.1.2.b – Use end
L.2.2b – Use commas in
name end punctuation punctuation for
greetings and closings of
sentences
letters.
L.1.2c – Use commas in L.2.2c – Use an
dates and to separate apostrophe to form
single words in series contractions and
frequently occurring
possessives.
Spelling
36
L.K.1a L.K.2d – Spell simple
words phonetically
L.3.1f – Ensure subject-verb
and pronoun-antecedent
agreement
L.3.1i – Produce simple,
compound, and complex
sentences
L.4.1f – Produce
complete sentences,
recognizing and
correcting inappropriate
fragments and run-ons
L.3.2a – Capitalize
L.4.2a – Use correct
appropriate words in titles. capitalization
L.3.2b – Use commas in
L.4.2b – Use commas
addresses.
and quotation marks to
L.3.2c – Use commas and mark direct speech and
quotation marks in dialogue quotations from a text.
L.4.2c – Use a comma
before a coordinating
conjunction in a
compound sentence.
L.1.2d – Use
L.2.2d – Generalize
L.3.2e – Use conventional
conventional spelling for learned spelling patterns spelling for high-frequency
words with common
when writing words (e.g., and other studied words
spelling patterns and for cage
badge boy
and for adding suffixes to
frequently occurring
boil)
base words (e.g. sitting,
irregular words.
L.2.2e – Consult reference smiled, cries, happiness)
L.1.2.e – Spell untaught materials, including
L.3.2f – Use spelling
words phonetically
beginning dictionaries, as patterns and
needed to check and
generalizations in writing
correct spelling
words
L.3.2g – Consult reference
materials, including
beginning dictionaries, as
needed to check and
correct spellings
L.4.1g – Correctly use
frequently confused
words (to, too, two;
there, their)
L.4.2d – Spell gradeappropriate words
correctly, consulting
references as needed.
L.5.2a – Use punctuation to
separate items in a series.
L.5.2b – Use a comma to
separate an introductory
element from the rest of
the sentence.
L.5.2c – Use a comma to
set off the words yes and
no (e.g., Yes, thank you.),
to set off a tag question
from the rest of the
sentence (e.g., It’s true,
isn’t it?), and to indicate
direct address (e.g., Is that
you, Steve?).
L.5.2d – Use underlining,
quotation marks, or italics
to indicate titles of works
L.5.2e – Spell gradeappropriate words
correctly, consulting
references as needed.
Appendix B: Strategies for Struggling Learners
Strategies to Help K-2 Struggling Readers
Reader has difficulty working with their reading partner.
Reader has difficultly discussing what they have read.
Reader has difficulty staying focused during reading workshop.
Reader has difficulty acquiring print strategies.
Reader has difficulty reading with fluency.
Reader has difficulty choosing a just right book.
Reader has difficulty re-telling story in sequence.
Reader has difficulty using post-its.
Reader has difficulty using non-fiction text features.
Reader has difficulty organizing non-fiction sub-topics.
•
Model appropriate behavior for reading workshop.
•
Keep group near teacher for easy redirection.
•
Give picture cues to keep reader on task.
Example: Give student a picture of a person to remember to discuss
the character.
•
Chunk time and give prompts to keep student on task.
•
Work with student in a small setting using highlighters, tape, etc.
to help reader notice area of difficulty.
•
Chunk or scoop sentences into short phrases.
•
Have student physically chunk or scoop sentences for fluency on
the smartboard or worksheets.
•
Have student use a fun pointer to scoop in a book. (i.e. witch
finger)
•
Review how to choose a book carefully.
•
Limit book choice for student.
•
Use different color post-its to identify beginning, middle, and end
of story.
•
Use picture cues to remember setting and characters.
•
Put post-its at pre-determined spots within in a book so student
can record thoughts or feelings.
•
Mark specific text features with post-its to make sure student
notices.
•
List one subtopic on individual sheet of paper and have student
read each fact and post-it on correct sub-topic.
Strategies to Help K-2 Struggling Writers
37
Writer has difficulty following the routines of writing workshop.
•
Writer has difficulty writing upper and lower case letters.
•
•
Create a menu with picture cues for student to keep in their
folder.
Sit student near teacher for redirection.
Practice skill in a variety of media including chalk, colored pencils,
crayons, crayons on sand paper etc.
Read both “watermelon” and “seed” stories to student and have
student identify each.
Writer has difficulty distinguishing between “seed” and
“watermelon” stories.
•
Writer has difficulty adding detail in their story.
Writer has difficulty using revision strategies.
•
•
•
•
Put post-its in story to show where student can add more detail.
Confer with student on where detail can be added.
Give picture cues on what type of detail could be added.
Confer with teacher and/or partner to practice specific skills.
Writer has difficulty choosing a topic for their “How To” writing
•
Writer has difficulty sequencing their “How To” writing
•
Brainstorm a list topic and choose topic they know the most
about.
Have student use post-its to sequence events.
Writer has difficulty incorporating content specific vocabulary
into their writing.
•
Give student a list of vocabulary that should be used in their
writing based on the topic.
Writer has difficulty following the routines of writing workshop.
•
Writer has difficulty writing upper and lower case letters.
•
•
Create a menu with picture cues for student to keep in their
folder.
Sit student near teacher for redirection.
Practice skill in a variety of media including chalk, colored pencils,
crayons, crayons on sand paper etc.
Read both “watermelon” and “seed” stories to student and have
student identify each.
Writer has difficulty distinguishing between “seed” and
“watermelon” stories.
•
Writer has difficulty following letter format.
•
Give student a fill-in-blank-template to follow.
Writer has difficulty using powerful persuasive language.
•
Give student a list of persuasive word to use.