6/22/10
Writing and Grammar Curriculum Map 2 nd
Grade
September
October
Test Writing
Poetry
Grammar
Pronouns
Verbs
Writing
Sentence Structure/
Conventions
Ideas
Poetry
Grammar
Nouns
Writing
Personal Narrative
Sequential Ideas/
Organization
A. Construct fluent sentences
 Create a logical complete thought with words in a sentence
B. Use conventions of English Language
 Use capitals, question marks, exclamation marks and periods correctly within sentences
 Distinguish between declarative, exclamatory, question and command sentences
 Identify the different parts of a sentence
(“who” = subject; “what happened” =predicate)
A. Generate ideas/brainstorm
 Create a list of ideas for future written pieces
A. Make effective word choice
 Create an acrostic poem
A. Use conventions of English Language
 Identify nouns – common, proper, singular, plural, irregular
A. Establish a consistent Point of View in Writing
 Create a written piece that contains a personal message.
A. Organize writing
 Put their ideas for their written piece in sequential order using words like first, next, then and last
 Show a clear beginning, middle and end in a writing piece
 Understand how to create a paragraph and learn and apply indenting.
A. Use graphic organizers
 Create a t-chart
B. Note-taking
 Input facts into the t-chart
 Create sentences from the facts within the t-chart
C. Construct fluent sentences
 Rephrasing question in written response
A. Follow a sequence of events
 Create a Haiku
A. Use conventions of English Language
 Identify pronouns and use in sentences. (ex: me, you,
-Various graphic organizer templates
-Grammar book/McGraw
Hill
-Various literature books
-
- Students will create sentences with their spelling words.
-
-Grade 2
Comprehensive
Assessment;
McGrawHill
Reading
-Various graphic organizer templates
-Writing Portfolios
2.W.1.9
2.W3.1
2.W.2.2
2.W.1.9
2.W.2.4
2.W.2.7
2.W.3.8
2.W.2.1.A
2.W.1.4
2.W.1.2
2.W.1.5
2.W.1.6
2.W.3.3
2.W.3.4
2.W.4.1
2.W.4.4
2.W.1.7

6/22/10
November/
December
January
Writing
Descriptive writing
Word Choice
Poetry
Grammar
Verbs
Adjectives
Conjunctions
Prefix/Suffix
Writing
Explanatory Writing
Grammar he, they….)
 Identify verbs in a sentence
A. Establish a consistent point of view in writing
 Create a developed story on a focused topic that includes supporting details
 Use a topic sentence to begin a writing piece
A. Make effective word choices
 Choose appropriate words for a given writing topic
 Use a variety of words to show rather than tell in writing to create meaning
 Notice when authors use words and phrases that create vivid pictures that linger in their minds such as
Kevin Henkes and Robert Munsch
A. Use sophisticated vocabulary
 Identify and replace worn out/tired words with fresh and active words
 Create a couplet using the skill of rhyming words
A. Use conventions of English language
 Identify past, present and future tense of verbs
 Tell difference between verbs of being and verbs of action.
 Apply word endings learned in phonics for sentence fluency
 Identify describing words in sentences
 Use commas to separate adjectives in sets
 Differentiate adjectives that tell what kind/how many
 Use adjectives to compare using er, est
 Use conjunctions to join sentences with similar ideas
 Recognize and apply prefixes and suffixes (such as re, un, dis, ful, ment, ly, ness, etc. )
A. Organize writing
 Create a focused, interesting piece on a “How to” process with all relevant details.
 Evaluate the content of a written piece by identifying important and unimportant details.
 Write on a topic that compares and contrasts
 Write in paragraphs
A. Uses conventions of English conventions
-Various graphic organizer templates
-Various graphic organizer templates
2.W.2.1.C
2.W.3.6
2.W.2.1.B
2.W.3.6
2.W.3.5
2.W.1.4
2.W.2.5
2.W.1.1
2.W.1.2
2.W.3.2
2.W.4.2
2.W.2.1B
2.W.3.7
2.W.1.8

6/22/10
February
March /
April
May/
June
Poetry
Synonyms/Antonyms
Writing
Expository Writing
Poetry
Friendly Letter
Grammar
Adverbs
Writing
Persuasive Writing
Writer’s Voice
Poetry
Grammar
Homophones
Writing
Imaginative Writing
Poetry


Create a cinquain poetry
Recognize and apply synonyms and antonyms
A. Construct a thesis and support with fact.
 Create a focused piece on a non-fiction topic that seeks to inform, explain, or instruct.
A. Organize writing
 Create a shape poem.
 Create a diamante
B. Effective writer’s voice
 Create a song poem.
A. Construct fluent sentences
 Be introduced to the parts of a friendly letter.
 Create a friendly letter along with addressing an envelope.
A. Use of conventions of English language.
 Identify words that describe a verb.
 Differentiate between adverbs that tell: how, when and where
A. Establish a consistent Point of View in Writing
 Create a writing piece that aims to convince the reader to take the writer’s side.
A. Use effective writer’s voice
 Write in a way that fits the audience best. (Writing to the principal vs. writing to a friend)
A. Make effective word choices
 Create a limerick
A. Uses of conventions of English language.
 Learn that homophones are words that sound the same but have different meanings and spellings.
A. Uses sophisticated vocabulary
 Write an inventive story that can mix fantasy and reality, which is spirited, lively, and travels new roads of student thought.
 Thesaurus
A. Generate ideas/Brainstorm Organize Writing
 Create a narrative poem.
-Various graphic organizer templates
-Various graphic organizer templates
-Various graphic organizer templates
2.W.1.1
2.W.1.2
2.W.3.1
2.W.3.2
2.W.2.1B
2.W.2.6
2.W.4.3
2.W.4.2
2.W.2.1C
2.W.2.3
2.W.2.4
2.W.2.0

6/22/10