English and Spanish Writing – Grade 2
Unit of Study: Writing an Animal Story
CURRICULUM OVERVIEW
Third Grading Period – Weeks 1- 3
Enduring Understanding (Big Ideas)
Unit Rationale
Fantasy is a popular genre that students enjoy.
Children have enjoyed listening to animal stories from the beginning of their school career.
Allowing them to write using a genre they enjoy and understand will give them the
opportunity to use their imagination while further developing their writing skills.
Essential Question
Guiding Questions
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Writing on a topic of interest makes writing more meaningful.
How does generating a list of topics help me get started?
How does generating ideas before writing make my story better?
How does matching letters to sounds help me spell?
Why do stories need a beginning, middle, and end?
How do I revise my story?
How do I develop my characters?
What is personification?
How can dialogue make a story more interesting?
Why is the Editing Checklist an important writing tool?
Why is it important to share my writing with others?
TEKS (Standards)
TEKS Specificity - Intended Outcome
17 Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text. Students are
expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing
ideas, listing key ideas)
(B) develop drafts by sequencing ideas through writing sentences
(C) revise drafts by adding or deleting words, phrases, or sentences
(D) edit drafts for grammar, punctuation, and spelling using a teacherdeveloped rubric
(E) publish and share writing with others
18 Writing/Literary Texts. Students write literary texts express their ideas and
feelings about real or imaginary people, events, and ideas. Students are expected to:
(A) write brief stories that include a beginning, middle, or end
22 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions
in their compositions. Students are expected to:
(A) write legibly leaving appropriate margins for readability
(B) use capitalization for
(i) proper nouns
(C) recognize and use punctuation marks, including
(i) ending punctuation in sentences
23 Oral and written Conventions/Spelling. Students are expected to:
(A) use phonological knowledge to match sounds to letters to construct
unknown words
(C) spell high-frequency words from a commonly used list
(F) use resources to find correct spellings
” I CAN” statements highlighted in yellow should be displayed for students.
I can:
 generate a list of topics (characters) to write about (17A)
 write an animal story with a beginning, middle, and end (17B, 18A, 22A, 22B, 22C,
23A)
 revise my draft (17C)
 edit using the Editing Checklist (17D)
 edit spelling by using words listed on the Word Wall (17D, 23C, 23F)
 use dialogue to make my story more interesting (22C)
 share my writing with others (17E)
 publish my writing (17E)
Yo puedo:
 generar una lista de temas (personajes) de que puedo escribir (17A)
 escribir un cuento de animales con principio, medio, y final (17B, 18A, 22A, 22B, 22C)
 revisar mi borrador (17C)
 editar utilizando la Tabla de redacción (17D)
 editar la ortografía utilizando las palabras en la Pared de palabras (17D, 23C, 23F)
 utilizar el diálogo para que mi cuento sea más interesante (22C)
 compartir mi escritura con otros (17E)
 publicar mi escritura (17E)
Evidence of Learning (Summative Assessment)
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Students will write about topics of interest which score at least a 2 on the story rubric.
SAISD © 2010-11– Third Grading Period
Writing Grade 2 – English and Spanish
Page 1 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
Third Grading Period – Week 1
Guiding Questions
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CURRICULUM GUIDE
Unit of Study: Writing an Animal Story
Essential Pre-requisite Skills
How does generating a list of topics help me get started?
How does generating ideas before writing make my story better?
How does matching letters to sounds help me spell?
Why do stories need a beginning, middle, and end?
How do I revise my story?
How do I develop my characters?
What is personification?
Why is it important to share my writing with others?
Grade 1
20B speak in complete sentences with correct subject-verb agreement
21B recognize and use basic capitalization
The Teaching and Learning Plan
Week 1
Instructional Model & Teacher Directions
The teacher will…
So students can….
Write a story using animals as the main characters.
Prewriting
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introduce animal stories using a mentor text. Gather several previously read
titles that have animals’ as characters. Compare the different titles,
discussing both the purpose and form of the fantasy genre.
conduct a mini lesson showing students how to develop a character using
personification. (Teacher Toolkit)
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select a topic and write a brief example in front of the class that models the
form of writing.
observe and confer with students, noting their strengths and weaknesses.
Revising
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encourage students to ““whisper read” in order to hear if their story makes
sense.
Sharing
 support students as they share their writing with one other student before
putting their writing away.student before putting their writing away (Teacher
Toolkit: Sharing)
SAISD © 2010-11– Third Grading Period
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use the mentor text to understand animal stories
list a variety of topics (characters)
Drafting
Drafting
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Prewriting
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choose a topic to write about
write to get ideas on paper
write an animal story that is entertaining
Revising
 listen to see if my story makes sense
Sharing
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share their own writing with one other student
Writing Grade 2 – English and Spanish
Page 2 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
CURRICULUM GUIDE
ThirdGrading Period – Week 2
Guiding Questions
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Essential Pre-requisite Skills
Grade 1
20B speak in complete sentences with correct subject-verb agreement
21B recognize and use basic capitalization
How does matching letters to sounds help me spell?
Why do stories need a beginning, middle, and end?
How do I revise my story?
How do I develop my characters?
What is personification?
How can dialogue make a story more interesting?
Why is the Editing Checklist an important writing tool?
Why is it important to share my writing with others?
The Teaching and Learning Plan
Week 2
Instructional Model & Teacher Directions
The teacher will…
Prewriting
Write a story using animals as the main characters.
Prewriting
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use mentor texts to serve as models for writing. Focus on character
development and personification.
 highlight vocabulary from mentor text for students to use in their own writing.
 have students refer to their topic banks to choose another topic or continue
working on last week’s topic. If necessary, brainstorm additional ideas based
on the mentor text.
Drafting
 use dialogue in modeled writing.
 remind students that writer’s often use dialogue between characters to move
the events of a story forward and make it more interesting.
model writing a story with a beginning, middle, and end.
 guide students as they write.
Revising
 encourage students to add dialogue to their writing.
 encourage students to ““whisper read” in order to hear if their story makes
sense.
Editing
 refer to the editing checklist.
Sharing
 support students as they share their writing with one other student before
putting their writing away other student before putting their writing away
SAISD © 2010-11– Third Grading Period
So students can….
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use the ideas and vocabulary of mentor text to influence their own writing
add to a word bank of interesting words
choose a new topic to write about or continue working on last week’s story
Drafting
 use dialogue in draft
 write stories with a beginning, middle, and end.
Revising
 add dialogue to writing
 whisper read writing and make changes
Editing
 edit for the items posted on the checklist
Sharing
 share their own writing with one other student
Writing Grade 2 – English and Spanish
Page 3 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
CURRICULUM GUIDE
Third Grading Period – Week 3
Guiding Questions
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Essential Pre-requisite Skills
Grade 1
20B speak in complete sentences with correct subject-verb agreement
21B recognize and use basic capitalization
How does matching letters to sounds help me spell?
Why do stories need a beginning, middle, and end?
How do I revise my story?
How do I develop my characters?
What is personification?
How can dialogue make a story more interesting?
Why is the Editing Checklist an important writing tool?
Why is it important to share my writing with others?
The Teaching and Learning Plan
Week 3
Instructional Model & Teacher Directions
The teacher will…
So students can….
Publish an animal story to entertain readers.
Editing
 refer to the editing checklist
 review the correct use of quotation marks
Revising
 guide students as they check stories for a beginning, middle, and end
 assign partners to see if each others stories are entertaining
Publishing
 compile stories into a class storybook.
SAISD © 2010-11– Third Grading Period
Editing
 edit for the items posted
 use correct punctuation for dialogue
Revising
 work with a partner to see that their stories are entertaining
Publishing
 contribute writing to a class book partner share
Writing Grade 2 – English and Spanish
Page 4 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Resources

Teacher Toolkit
Editing Checklist
TAKS Vocabulary
English
Spanish
 personification
 personaficación
Harcourt Language
 Using Quotations to Show Feelings pp. 190-191
 Using Quotations to Show Feelings pp. 192-193
 Applying the Craft pp. 194-195
 Writer’s Craft p. 196
Harcourt Lenguaje
 El uso del guión pp. 190-191
 El uso del guión pp. 192-193
 Practica el arte de escribir pp. 194-195
 Edita tu diálogo p. 196
Formative Mini Assessment
The FMA questions are from released TAKS tests. See
the column to the right for sample questions.
TAKS Benchmarks
Written Composition 2004
Write a composition about an adventure you have had.
See the Teacher Toolkit for additional TAKS stems.
(SAISD and Margaret Kilgo).
SAISD © 2010-11– Third Grading Period
Mentor Texts
English
 Berlioz, the Bear by Jan Brett
 Doctor De Soto by William Steig
 Frog and Toad by Arnold Lobel
 George and Martha by James Marshall
 Martha Speaks by Susan Meddaugh
 Possum Magic by Mem Fox
Spanish
 Marta habla by Susan Meddaugh
 Doctor De Soto by William Steig
 Sapo y Sepo son amigos by Arnold Lobel
 Dos ranas by Chris Wormell
 La gallinita hambrienta by Richard Waring
 Jorge y Marta by James Marshall
 El pingüino Taky by Helen Lester
 El regalo de cumpleaños by Paul Stewart
 ¡El lobo llama a la puerta! by Nick Ward
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Sample Questions
Fifth Grade: TAKS Released Test
Source: TEA Website
Reading English: April 2006
Writing Grade 2 – English and Spanish
Page 5 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
Unit of Study: Writing Poetry/Escribir
CURRICULUM OVERVIEW
Third Grading Period – Weeks 4- 6
Enduring Understandings (Big Ideas)
Unit Rationale
Students must observe the things around them and then put these observations in
words and phrases.
“In poems, we see the world in ways we never imagined before. We look at the world
closely and carefully; we look with our hearts and our minds.” (Calkins, 2003)
Essential Questions
Guiding Questions
When is a newsletter an appropriate way to communicate information?
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How can looking at objects help me to get started writing poetry?
How does matching letters to sounds help me spell?
How can I make my article interesting?
How do I format a newsletter?
TEKS (Standards)
TEKS Specificity - Intended Outcome
17 Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text. Students are
expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing
ideas, listing key ideas)
(C) revise drafts by adding or deleting words, phrases, or sentences
(D) edit drafts for grammar, punctuation, and spelling using a teacherdeveloped rubric
(E) publish and share writing with others
(21) Oral and Written Conventions/Conventions. Students understand the
function and use the conventions of academic language when speaking and writing.
Students continue to apply earlier standards with greater complexity. Students are
expected to:
(B) distinguish among declarative and interrogative sentences
(22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions
in their compositions. Students are expected to:
(A) write legibly leaving appropriate margins for readability
(C) recognize and use punctuation marks, including
(i) ending punctuation in sentence
(23) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to:
(A) use phonological knowledge to match sounds to letters to construct
unknown words
(B) spell words with common orthographic patterns and rules:
(i) complex consonants (e.g., hard and soft c and g, ck) ;
(ii) r-controlled vowels;
(iii) long vowels (e.g., hard and soft c and g, ck);
(iv) vowel digraphs (e.g., oo-book, fool, ee-feet), dipthongs (e.g.,
ou-out, ow-cow, oi-coil, oy-toy);
(C) spell high-frequency words from a commonly used list;
(D) spell base words with inflectional endings (e.g., -ing and –ed);
(E) spell simple contractions (e.g., isn’t, aren’t, can’t); and
(F) use resources to find correct spellings.
SAISD © 2010-11– Third Grading Period
” I CAN” statements highlighted in yellow should be displayed for students.
I can:
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enjoy and appreciate poetry (1F, 19D)
record observations to use as ideas for writing poetry (18A)
write a poem by looking at an object in a new way (14A, 14D, 15B, 16B, 16C, 18B)
revise my draft (16A, 17C)
edit using the Editing Checklist (15C, 18D, 18E)
spell unknown words by matching sounds to letters (16B)
edit spelling by using words listed on the Word Wall (16A)
write so that others can read my writing (15A)
share my writing with others (19A, 19B)
publish my writing (18E, 18F)
Yo puedo:
 gozar de y apreciar la poesía (1F, 19D)
 anotar observaciones para usar como ideas para escribir la poesía (18A)
 escribir un poema al mirar un objeto de una manera nueva (14A, 14D, 15B, 16B,
16C, 18B)
 revisar mi borrador (16A, 17C)
 deletrear palabras desconocidas al aparear los sonidos con las letras (16B)
 editar la ortografía utilizando las palabras en la Pared de palabras. (16A)
 escribir para que otros puedan leer mi escritura (15A)
 compartir mi escritura con otros (19A, 19B)
 publicar mi escritura (18E, 18F)
Writing Grade 2 – English and Spanish
Page 6 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(B) spell words with common orthographic patterns and rules
(i) complex consonants
(ii) r-controlled vowels
(iii) long vowels
(C) spell high-frequency words from a commonly used list
Evidence of Learning (Summative Assessment)

Students will write about a topic of interest which scores at least a 2 on the expository writing rubric.
SAISD © 2010-11– Third Grading Period
Writing Grade 2 – English and Spanish
Page 7 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
CURRICULUM GUIDE
Third Grading Period – Week 4
Guiding Questions
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Essential Pre-requisite Skills
Kindergarten
13A plan a first draft by generating ideas for writing through class discussion
16C use complete simple sentences
How does generating ideas help me get started?
How does matching letters to sounds help me spell?
How can I make my article interesting?
How do I format a newsletter?
Grade 1
20B speak in complete sentences with correct subject-verb agreement
21B recognize and use basic capitalization
The Teaching Plan
Week 4
Instructional Model & Teacher Directions
The teacher will…
Writing poetry.
Prewriting
Prewriting
 immerse students in poetry by displaying and reading poetry written on chart
paper.
 use mentor texts (poetry) to serve as models for writing. Focus on seeing the
world through a poet’s eye.
 teach students to see everyday objects in a fresh new way.
 provide students with objects to observe. Encourage them to look at one
objected for an extended period of time and write down observations.
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enjoy the rhythm of poetry.
use the ideas and vocabulary of mentor text to influence their own writing
describe everyday objects in a new way.
stretch their imagination when looking at objects.
Sharing

Sharing
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So students can….
share observations with a partner
ask students to share their observations with another child before putting it
away.
SAISD © 2010-11– Third Grading Period
Writing Grade 2 – English and Spanish
Page 8 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
CURRICULUM GUIDE
Third Grading Period – Week 5
Guiding Questions
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Essential Pre-requisite Skills
Kindergarten
13A plan a first draft by generating ideas for writing through class discussion
16C use complete simple sentences
How does generating ideas help me get started?
How does matching letters to sounds help me spell?
How can I make my article interesting?
How do I format a newsletter?
Grade 1
20B speak in complete sentences with correct subject-verb agreement
21B recognize and use basic capitalization
The Teaching and Learning Plan
Week 5
Instructional Model & Teacher Directions
The teacher will…
So students can….
Writing poetry.
Prewriting
 allow students to revisit observation objects
 use mentor text to teach the importance of line breaks and the musical
elements of poetry.
Drafting
 guide students as they take their observations of one object and put it in the
format of a poem.
Revising
 encourage students to experiment with different line breaks and word
choices.
Sharing
 ask students to share writing with a partner before putting it away.
SAISD © 2010-11– Third Grading Period
Prewriting
 understand how line breaks make a poem sound like music
Drafting
 use observations of an object to write a poem.
Revising
 rewrite poems using different spacing of words and line breaks
 whisper read the piece and make changes
Sharing
 share writing with a partner
Writing Grade 2 – English and Spanish
Page 9 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
CURRICULUM GUIDE
Third Grading Period – Week 6
Guiding Questions




Essential Pre-requisite Skills
Kindergarten
13A plan a first draft by generating ideas for writing through class discussion
16C use complete simple sentences
How does generating ideas help me get started?
How does matching letters to sounds help me spell?
How can I make my article interesting?
How do I format a newsletter?
Grade 1
20B speak in complete sentences with correct subject-verb agreement
21B recognize and use basic capitalization
The Teaching Plan
Week 6
Instructional Model & Teacher Directions
The teacher will …
So students can…
Writing poetry.
Prewriting
 model the thinking involved with finding a topic that involves strong feelings
and a moment that holds the feeling.
 coauthor a poem with the class about a shared big feeling. For example:
The feeling involved when listening to a book.
 encourage students to find topics for poems in their own lives. It could be
motivational for students to have a place to record their topic ideas.
Drafting
 guide students as they select a topic and draft their poem
Revising
 use sensory words
 experiment with line breaks and spacing
Editing
 refer to the editing checklist
Publishing
 invite students to share poetry with an audience.
 compile a class poetry book.
SAISD © 2010-11– Third Grading Period
Prewriting
 find topics for poems in their lives
 select a topic that could become a good poem
Drafting
 write a poem about a strong feeling that and an object or moment that holds that
feeling.
Revising
 begin proper nouns with capital letters
 experiment with line breaks and spacing to make their poems better.
Editing
 edit for the items posted
Publishing
 share a final draft with their classmates.
 Contribute a poem to a class poetry book.
Writing Grade 2 – English and Spanish
Page 10 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Resources
Teacher Toolkit
 Newsletter links
TAKS Vocabulary
English
 newsletter
 article
Spanish
 boletín informativo
 artículo

Mentor Texts
Sample newsletters
Harcourt Language
 What Are the Parts of a Sentence?, pp. 34-35
 Naming Parts and Telling Parts, pp. 36-37
 Combining Parts of a Sentence, pp.38-39
 Different Kinds of Sentences, pp.52-53
 Using Statements and Questions, pp. 54-55
 More Kinds of Sentences, pp. 62-63
 Exclamations and Commands, pp. 64-65
Harcourt Lenguaje
 ¿Qué es una oración?, pp. 24-25
 Orden de las palabras en una oración, pp. 26-27
 Comienzo y final de una oración, pp.28-29
Additional Resources
Scott Foresman, New Beginnings
 “The Green Leaf Club News” pp. 88-93
Evidence of Learning (Summative Assessment)
Formative Mini Assessment
TAKS Benchmarks
The FMA questions are from released TAKS tests. See
the column to the right for sample questions.
Sample Questions
See the Teacher Toolkit for additional TAKS stems.
(SAISD and Margaret Kilgo).
SAISD © 2010-11– Third Grading Period
English: Revising and Editing – 2006
The student must look back on the test to the passage
where the sentence is found. The following is the original
sentences as it appeared in the passage.
Writing Grade 2 – English and Spanish
College-Readiness
Anticipated Skills for SAT/ACT/College Board
SAMPLE QUESTIONS
Grade 7
TAKS English: Revising and Editing – April 2006
The student must look back on the test to the passage
where the sentence is found. The following are the
original sentences as they appeared in the passage.
Page 11 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
Unit of Study: Mystery
CURRICULUM OVERVIEW
Third Grading Period – Weeks 7 - 9
Enduring Understandings (Big Ideas)
Unit Rationale
Mysteries have the ability to get reluctant readers and writers enthusiastic about
reading, thinking, and writing. Mysteries often contain intriguing characters and are
often able to hold a student's interest with their suspenseful and dynamic plots.
http://www2.scholastic.com/browse/unitplan.jsp?id=241
Mysteries are a wonderful vehicle for teaching critical thinking and deductive reasoning
skills in an exciting and enjoyable way.
. http://www2.scholastic.com/browse/unitplan.jsp?id=241
Essential Questions



Guiding Questions





What are the main ingredients of a mystery?
What vocabulary appears regularly in mysteries?
What format should I follow to write a mystery?
How does generating a list of topics help me get started?
How does generating ideas before writing make my story better?
How does matching letters to sounds help me spell?
Why do stories need a beginning, middle, and end?
How do I revise my story?
TEKS (Standards)
TEKS Specificity - Intended Outcome
(17) Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text. Students are
expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing
ideas, listing key ideas)
(B) develop drafts by sequencing ideas through writing sentences
(C) revise drafts by adding or deleting words, phrases, or sentences
(D) edit drafts for grammar, punctuation, and spelling using a teacherdeveloped rubric
(E) publish and share writing with others
(18) Writing/Literary Texts. Students write literary texts express their ideas and
feelings about real or imaginary people, events, and ideas. Students are expected to:
(A) write brief stories that include a beginning, middle, or end
(22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions
in their compositions. Students are expected to:
(G) write legibly leaving appropriate margins for readability
(H) use capitalization for
(i) proper nouns
(I) recognize and use punctuation marks, including
(i) ending punctuation in sentences
(23) Oral and written Conventions/Spelling. Students are expected to:
(A) use phonological knowledge to match sounds to letters to construct
unknown words
(C) spell high-frequency words from a commonly used list
” I CAN” statements highlighted in yellow should be displayed for students.
I can:
 generate a list of topics (characters) that I can write about (18A)
 generate ideas for writing (18A)
 write a mystery (14A, 14B, 14D,16B, 17B, 17C, 18B, 19D)
 revise my draft (16A, 17B, 17C, 18C)
 edit using the Editing Checklist (15C, 18D)
 edit spelling by using words listed on the Word Wall (16A)
 use dialogue to make my story more interesting (15D, 17B)
 write a mystery including all the necessary elements (18B)
 share my writing with others (19A, 19B)
 publish my writing (18E, 18F)
Yo puedo:
 generar una lista de temas (personajes) de que puedo escribir (17A)
 generar ideas para la escritura (18A)
 escribir un misterio (14A, 14B, 14D, 16B, 17B, 17C, 18B, 19D)
 revisar mi borrador (17C)
 editar utilizando la Tabla de redacción (17D)
 editar la ortografía utilizando las palabras en la Pared de palabras (17D, 23C, 23F)
 utilizar el diálogo para que mi cuento sea más interesante (22C)
 escribir un misterio incluyendo todos los elementos esenciales (18B)
 compartir mi escritura con otros (17E)
 publicar mi escritura (17E)
Evidence of Learning (Summative Assessment)

Students will write about topics of interest which score at least a 2 on the rubric.
SAISD © 2010-11– Third Grading Period
Writing Grade 2 – English and Spanish
Page 12 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
Third Grading Period – Week 7
Guiding Questions





CURRICULUM GUIDE
Unit of Study: Mystery
Essential Pre-requisite Skills
Grade 1
20B speak in complete sentences with correct subject-verb agreement
21B recognize and use basic capitalization
How does generating a list of topics help me get started?
How does generating ideas before writing make my story better?
How does matching letters to sounds help me spell?
Why do stories need a beginning, middle, and end?
How do I revise my story?
The Teaching and Learning Plan
Week 7
Instructional Model & Teacher Directions
The teacher will…
So students can….
The following link is to a complete unit titled Exploring the Mystery Genre. The unit includes three lessons that may be used to introduce the genre.
http://www2.scholastic.com/browse/unitplan.jsp?id=241
Writing a mystery.
Prewriting
 introduce mysteries using a mentor text. Use this text to discuss the elements
and format of a mystery
 conduct a mini lesson to discuss the specific vocabulary found in mysteries.
 use mentor texts to help students understand the elements of a mystery.
 brainstorm possible ideas for a mystery.
 model the completion of a planning web that includes the elements of a mystery
Drafting
 write in front of the class modeling how the planning web is used to guide the
writing.
 guide students as they draft their mysteries which includes a main character
who works to solve the mystery.
Revising
 encourage students to ““whisper read” in order to hear if their mystery makes
sense.
Prewriting
 understand what makes a mystery different from other types of writing
 list writing ideas
 use a web to plan their writing
Drafting
 complete a first draft that includes a character trying to solve the mystery
Revising
 whisper read to see that their writing makes sense
Editing
 refer to the editing checklist
Editing
 edit for the items posted
Sharing

have students share their writing with a partner before putting it away
Sharing/Publishing
 share writing with another student
SAISD © 2010-11– Third Grading Period
Writing Grade 2 – English and Spanish
Page 13 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
CURRICULUM GUIDE
Third Grading Period – Week 8
Guiding Questions





Essential Pre-requisite Skills
Grade 1
20B speak in complete sentences with correct subject-verb agreement
21B recognize and use basic capitalization
How does generating a list of topics help me get started?
How does generating ideas before writing make my story better?
How does matching letters to sounds help me spell?
Why do stories need a beginning, middle, and end?
How do I revise my story?
The Teaching and Learning Plan
Week 8
Instructional Model & Teacher Directions
The teacher will…
So students can….
Writing a mystery.
Prewriting
 use mentor texts to further explore the mystery genre.
Prewriting
 understand the elements of a mystery
Drafting
 support students as they continue working on last weeks draft.
Drafting
 continue to develop their mysteries
Revising
 include elements of a mystery in their writing
Revising
 reread to see that necessary elements of a mystery are included.
Editing
 refer students to the editing checklist.
Editing
 edit for the items posted
Sharing/Publishing
 encourage students to share writing with a partner to see if the mystery can be
solved.
Sharing/Publishing
 share writing with a partner
SAISD © 2010-11– Third Grading Period
Writing Grade 2 – English and Spanish
Page 14 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English and Spanish Writing – Grade 2
CURRICULUM GUIDE
Third Grading Period – Week 9
Guiding Questions





Essential Pre-requisite Skills
Grade 1
20B speak in complete sentences with correct subject-verb agreement
21B recognize and use basic capitalization
How does generating a list of topics help me get started?
How does generating ideas before writing make my story better?
How does matching letters to sounds help me spell?
Why do stories need a beginning, middle, and end?
How do I revise my story?
The Teaching and Learning Plan
Week 9
So students can….
Instructional Model & Teacher Directions
The teacher will…
Publish a mystery to entertain readers.
Editing
 refer to the editing checklist
 review the correct use of quotation marks
Revising
 guide students as they check stories for a beginning, middle, and end
 assign partners to see if each others stories are entertaining
Publishing
 compile a class storybook.
SAISD © 2010-11– Third Grading Period
Editing
 edit for the items posted
Revising
 work with a partner to see that their mysteries can be solved
Publishing
 illustrate their mysteries.
Writing Grade 2 – English and Spanish
Page 15 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Resources

Teacher Toolkit
Editing Checklist
English
 mystery
TAKS Vocabulary
Spanish
 misterio
Harcourt Language
 Using Quotations to Show Feelings pp. 190-191
 Using Quotations to Show Feelings pp. 192-193
 Applying the Craft pp. 194-195
 Writer’s Craft p. 196
Harcourt Lenguaje
 El uso del guión pp. 190-191
 El uso del guión pp. 192-193
 Practica el arte de escribir pp. 194-195
 Edita tu diálogo p. 196
Formative Mini Assessment
The FMA questions are from released TAKS tests. See
the column to the right for sample questions.
TAKS Benchmarks
Written Composition 2004
Write a composition about an adventure you have had.
Mentor Texts
English
 A to Z Mysteries by Ron Roy
 Detective LaRue by Mark Teague
 The Case of the Missing Monkey by Cynthia Rylant
 The Encyclopedia Brown Series
 The Missing Mitten by Steven Kellogg
 Nate the Great Series
 The Web Files by Margie Palantini
Spanish
 El caso del gato escalador: los investigadores
privados del piso elevado by Cynthia Rylant
 El caso del zorro nervioso by Cynthia Rylant
 El detective disfrazado by James Preller
 El bromista invisible by James Preller
 Las cartas anónimas by James Preller
 El hámster desaparecido by James Preller
 El misterio de la casa encantada by David A. Adler
 La bicicleta robada by James Preller
 Enciclopedia Brown aprovecha cada día by Donald
J. Sobol
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Sample Questions
Fifth Grade: TAKS Released Test
Source: TEA Website
Reading English: April 2006
SAISD © 2010-11– Third Grading Period
Writing Grade 2 – English and Spanish
Page 16 of 16
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.