Writing– Grade 2
Unit of Study: Instructional Writing
CURRICULUM OVERVIEW
Second Grading Period – Week 1- 3
Big Idea
Unit Rationale
“Unfortunately, little nonfiction, beyond personal narrative, is practiced in classrooms. Children
are content to tell their own stories, but the notion that someone can write about an idea and
thereby affect the lives and thinking of others is rarely discussed” (Graves, 1994)
People will write better and with more enjoyment if they write about what they
care about. Students are curious about their lives and the lives of others. This
makes an interesting genre to begin the year for student writers. (Zinsser, 2001)
Stead, T. (2003). Is that a fact? : Teaching nonfiction writing K – 3. Stenhouse, MN.
Zinsser, W. (2001). On writing well: The classic guide to writing nonfiction. Harper
Collins, NY.
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS Grade 2 (Writing) The student is expected to:
 1E listen responsively to stories and other texts read aloud, including selections from
classic and contemporary works
 14A write to record ideas and reflections
 14C write to communicate with a variety of audiences
 14D write in different forms for different purposes such as lists to record, letters to invite or
thank, and stories or poems to entertain
 15A gain control of penmanship using correct letter formation, size, and spacing: pencil
grip, paper position, stroke, posture
 15B use word and letter spacing to make messages
 15C use basic capitalization and punctuation correctly such as capitalizing names and first
names in sentences, using periods, question marks, and exclamation marks
 16A use resources to find correct spellings, synonyms, and replacement words
 16B write with more proficient spelling of regularly spelled patterns
 17B compose complete sentences in written texts and use the appropriate end punctuation
 17C compose sentences with interesting, elaborated subjects
 18A generate ideas for writing by using prewriting techniques such as drawing or listing
key thoughts
 18B develop drafts
 18D edit for appropriate grammar, spelling, punctuation, and features of polished writings
 18E use technology for writing: word processing, spell checking, printing
 18F demonstrate understanding of language use and spelling by bringing selected pieces
frequently to final form and “publishing” them for audiences
 19A identify the most effective features of a piece of writing using criteria generated by the
teacher and class
 19B respond constructively to others’ writing
 19D use published pieces as models for writing
I can:
 Generate a list of topics that I can write about (18A,
 generate ideas for writing
 develop a plan for writing (18B,
 write a personal story (14A, 14D,
 revise my draft (17B, 17C)
 edit using the Editing Checklist (15C)
 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)
 write a personal story with a beginning, middle, and end (18B)
 share my writing with others (19A, 19B)
 publish my writing (18F)
Evidence of Learning
1.
Given a choice of topics, students will write personal stories that achieve a score of 3 or 4 on the Instructional Writing Rubric.
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Page 1 of 17
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.
CURRICULUM GUIDE
Essential Questions
 How do I make my instructions clear?
 How does using verbs in my writing
make it better?
 What will work best for my audience?
 Why should I reread my draft?
Essential Pre-requisite Skills
 plan a first draft by generating ideas for writing through class discussion (Kindergarten)
 develop drafts by sequencing the action or details in the story (Kindergarten)
 edit drafts by leaving spaces between letters and words (Kindergarten)
 dictate or write sentences to tell a story and put the sentences in chronological order (Kindergarten)
 use past and future tenses when speaking (Kindergarten)
 form upper- and lowercase letters legibly using the basic conventions of print (left-to-write and top-to-bottom progression)
(Kindergarten)
 recognize that first letters in sentences should be capitalized (Kindergarten)
 recognize punctuation at the end of a sentence (Kindergarten)
 use phonological knowledge to match sounds to letters (Kindergarten)
 write one’s own name (Kindergarten)
The Teaching Plan
Week 1
Instructional Model/Teacher Directions
The teacher will…
So students can …
Please Note:
 In Writing Workshop students may be working on any one of the following components on any given day. For
example, even though the teacher’s lesson may be on editing, the student may be in the drafting phase of the Writing
Workshop.
 Even though there are designated concepts that must be taught within each week, the mini lessons should be
adjusted to meet the needs of the students.
 As each new convention is taught, it should be added (along with the date taught) to the Editing Checklist.
Write instructions for something you know how to do.
Prewriting
 introduce instructional writing using a mentor text, discussing both the purpose and form of the genre (Teacher Toolkit:
Instructional Text)
 conduct a mini lesson to demonstrate a topic bank of things he/she could teach people to do.
Drafting
 select a topic and write a brief example in front of the class that models the instructional form of writing.
 encourage students to write about something they know how to do.
 observe and confer with students, noting their strengths and weaknesses.
Revising
 add action verbs to modeled writing. (Harcourt Language)
Sharing
 support students as they share their writing with one other student before putting their writing away.
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Prewriting
 use the mentor text to understand
instructional writing
 list a variety of topics
Drafting
 choose a topic to write about
 write to get ideas on paper
 write an instructional text that teaches how to
do something
Revising
 add action verbs to make writing more
interesting
Sharing
 share their own writing with one other student
Page 2 of 17
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.
Instructional Model/Teacher Directions
The teacher will…
Write instructions for something you know how to do.
Prewriting
 use mentor texts to serve as models for writing.
 highlight vocabulary from mentor text for students to use in their own writing.
 have students refer to their topic banks to choose another topic. If necessary, brainstorm additional ideas based on
the mentor text.
Drafting
 model the use of diagrams and labels to make instructions easier to understand.
 use action verbs in the modeled writing.
 guide students as they write about their selected topic.
Revising
 encourage students to ““whisper read” in order to hear if their procedures make sense.
 assign partners to see if each others procedures make sense
Editing
 refer to the editing checklist
Sharing
 support students as they share their writing with one other student before putting their writing away
Week 2
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
So students can …
Prewriting
 use the ideas and vocabulary of mentor text
to influence their own writing
 begin a word bank of interesting words
 choose a new topic to write about
Drafting
 use diagrams and labels as a part of their
instructional writing
 use action verbs in draft
Revising
 whisper read writing and make changes
 work with a partner to see if instructions
make sense
Editing
 edit for the items posted on the checklist
Sharing
 share their own writing with one other
student
Page 3 of 17
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.
Instructional Model/Teacher Directions
The teacher will…
Write instructions for something you know how to do.
Prewriting
 use mentor texts to serve as models for writing, focusing on how the author makes procedures clear .
 have students refer to their topic banks to choose another topic or continue working on the same topic from
last week.
Drafting
 write with students, focusing on clear instructions
Editing
 refer to the editing checklist
Revising
 model joining sentences when revising with the class
 assign partners to see if each others procedures make sense
Publishing
 compiling a class How-to book.
Week 3
So students can …
Prewriting
 use the ideas and vocabulary of mentor text to influence
their own writing
 select a new topic or continue working on last weeks
Drafting
 write clear instructions
 whisper read their writing and make changes
Editing
 edit for the items posted
Revising
 join sentences when needed
 work with a partner to see if instructions make sense
Publishing
 contribute writing to a class book
Resources
Teacher Toolkit
 Instructional Writing
Mentor Texts
English
 The Pumpkin Book by Gail Gibbons
“How to Carve a Pumpkin” and “How to Dry Pumpkin
Seeds”
 How to Lose All Your Friends by Nancy Carlson
Spanish
 Un Sillon para Mi Mama by Vera B. Williams and Aida E.
Marcuse
 El perro vagabundo por Marc Simont
 Julius, el Rey de la Casa por Kevin Henkes
 Arroz con frijoles y unos amables ratones por Pam Muñoz
Ryan
 Tapiz de la Abuela por Oscar S. Castaneda
 Upside Down Boy/El niñote cabeza por Juan Felipe
Herrera
 My Very Own Room/ Mi propio cuartito por Carmen Lomas
Garza
 Abuela por Arthur Dorros
 In My Family (En mi familia) by Carmen Lomas Garza
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Textbook:
Harcourt Language
 The Verbs Come, Run and Give, pp. 318-319
 Using Come, Run, and Give pp. 320-321
 Joining Sentences pp. 322-323
 The verbs Go, Do, and See pp. 328-329
 Using Go, Do, and See pp. 330-331
 Using Exact Words p.340
Harcourt Lenguaje
 Los verbos venir, poner, y dar pp. 318-319
 Usa los verbos venire, poner y dar p. 320-321
 Combina oraciones, pp.322-323
 Verbos ir, hacer y ver pp. 328-329
 Usa los verbos, hacer y ver pp. 330-331
 Usa palabras precisas pp. 338-339
Professional Book for Mini Lessons:
 Marvelous Minilessons for Teaching Beginning Writing,
K-3 by Lori Jamison Rog
 Razzle Dazzle Writing by Melissa Forney
Page 4 of 17
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.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
 Brain Writing as a Prewriting Tool: Either dictate to
the teacher (in native language, if possible) or have
ELLs/Struggling Students use illustrations to
prewrite,
 Writing without Composing: Have the students
use one of the following to prewrite: lists,
brainstorming, oral discussion with peer or a
graphic organizer (see Teacher Toolkit)
 Task-Based Writing Process Rubric - The rubric
establishes clear criteria before students begin each
stage of writing. The teacher can share the rubric
stage by stage or in its entirety to establish
expectations for the writing process (See Teacher
Toolkit)
 Technology Application: Have students type their
pieces on the computer.
What do you do for students who master the
learning quickly?
Interims/TAKS/Benchmarks
Sample Questions
Grade 4
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
SAMPLE QUESTIONS
Grade 7
TAKS English: Revising and Editing – 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.
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.
(3) It was wet. (4) It was sticky and heavy.
Here is the question about that sentence:
20 What change, if any, should be made to sentence 21?
F It was wet, and it was sticky, and it was heavy.
G It was wet, it was sticky and heavy.
H It was wet if it was sticky and heavy.
J It was wet, sticky, and heavy.
(11) Lu played the “Wedding March.” (12) He used a
portable keyboard.
Written Composition 2004
Write a composition about an adventure you have had.
TAKS Spanish: Revisión y corrección - 2005
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.
(5) Mi hermana y yo nos volteamos a ver. (6) Nos
vimos con cara de aburrimiento.
Here is the question about that sentence:
18 ¿Cuál es la MEJAR manera de combinar las
oraciones 5 y 6?
Here is the question about the sentences:
6. What is the BEST way to combine sentences 11 and 12?
F Lu played the “Wedding March” that used a portable
keyboard.
G Lu played the “Wedding March,” he used a portable
keyboard.
H Lu played the “Wedding March” and a portable
keyboard.
J Lu played the “Wedding March” on a portable
keyboard.
Written Composition 2006
Write a composition about a favorite memory.
A Mi hermana y yo nos volteamos a ver con cara de
aburrimiento.
B Mi hermana y yo nos volteamos pero a ver con
cara de aburrimiento.
C Mi hermana y yo nos volteamos. A ver con cara
de aburrimiento.
D Mi hermana y yo nos volteamos a ver porque con
cara de aburrimiento.
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Page 5 of 17
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.
Writing– Grade 2
Unit of Study: Informational Writing
CURRICULUM OVERVIEW
Second Grading Period – Week 4- 7
Big Idea
Unit Rationale
“Unfortunately, little nonfiction, beyond personal narrative, is practiced in classrooms.
Children are content to tell their own stories, but the notion that someone can write
about an idea and thereby affect the lives and thinking of others is rarely discussed”
(Graves, 1994)
People will write better and with more enjoyment if they write about what they care about.
Stead, T. (2003). Is that a fact?: Teaching nonfiction writing K – 3. Stenhouse, MN.
Zinsser, W. (2001). On writing well: The classic guide to writing nonfiction. Harper Collins,
NY.
Students are curious about their lives and the lives of others. This makes an interesting
genre to begin the year for student writers. (Zinsser, 2001)
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS Grade 2 (Writing) The student is expected to:
 12C recognize and use parts of a book to locate information, including table of contents, chapter titles,
guide words, and indicies
 12D use multiple sources, including print such as an encyclopedia, technology, and experts, to locate
information that addresses questions
 12E interpret and use graphic sources of information such as maps, charts, graphs, and diagrams
 14A write to record ideas and reflections
 14D write in different forms for different purposes such as lists to record, letters to invite or thank, and
stories or poems to entertain
 15A gain control of penmanship using correct letter formation, size, and spacing: pencil grip, paper
position, stroke, posture
 15C use basic capitalization and punctuation correctly such as capitalizing names and first names in
sentences, using periods, question marks, and exclamation marks
 16A use resources to find correct spellings, synonyms, and replacement words
 16B write with more proficient spelling of regularly spelled patterns
 17B compose complete sentences in written texts and use the appropriate end punctuation
 17C compose sentences with interesting, elaborated subjects
 18A generate ideas for writing by using prewriting techniques such as drawing or listing key thoughts
 18B develop drafts
 18D edit for appropriate grammar, spelling, punctuation, and features of polished writings
 18E use technology for writing: word processing, spell checking, printing
 18F demonstrate understanding of language use and spelling by bringing selected pieces frequently to
final form and “publishing” them for audiences
 19A identify the most effective features of a piece of writing using criteria generated by the teacher
and class
 19B respond constructively to others’ writing
I can:
 make a list of topics (18A)
 use different parts of a book to find information (12C)
 use the internet to find information (12D)
 read and use graphic sources to find information (12D)
 develop a plan for writing (18B,
 write a personal story (14A, 14D,
 revise my draft (17B, 17C)
 edit using the Editing Checklist (15C)
 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)
 write a personal story with a beginning, middle, and end (18B)
 share my writing with others (19A, 19B)
 publish my writing (18D, 18E, 18F)
Evidence of Learning
2. Given a choice of topics, students will write personal stories that achieve a score of 3 or 4 on the Informational Writing Rubric.
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Page 6 of 17
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.
CURRICULUM GUIDE
Essential Questions




Where do ideas for writing come from?
What is a complete thought?
What will work best for my audience?
Why should I reread my draft?
Essential Pre-requisite Skills
 plan a first draft by generating ideas for writing through class discussion (Kindergarten)
 develop drafts by sequencing the action or details in the story (Kindergarten)
 edit drafts by leaving spaces between letters and words (Kindergarten)
 dictate or write sentences to tell a story and put the sentences in chronological order (Kindergarten)
 use past and future tenses when speaking (Kindergarten)
 form upper- and lowercase letters legibly using the basic conventions of print (left-to-write and top-to-bottom progression)
(Kindergarten)
 recognize that first letters in sentences should be capitalized (Kindergarten)
 recognize punctuation at the end of a sentence (Kindergarten)
 use phonological knowledge to match sounds to letters (Kindergarten)
 write one’s own name (Kindergarten)
The Teaching Plan
Writing a Layer Book Report
Week 4
Instructional Model/Teacher Directions
The teacher will…
So students can …
Write a report on a universal topic.
Prewriting

brainstorm possible topics for the reports

conduct a mini lesson showing how to collect facts on a topic
Drafting

write information (facts) on paper strips or sticky notes
Editing

refer to the editing checklist to check strips/notes
Revising

sort information with the class for each page of the layer book
Publishing

support students as they copy one fact onto each page of the layer book.

model adding illustrations that match the text on each page of the book.
SAISD © 2008-09 – Second Grading Period
Prewriting

brainstorm topics
Drafting

collect and record facts
Revising

revise a piece for use of sensory words
Editing

whisper read the piece and make changes
Publishing

put a fact on each page of the layer book

add an illustration to each page
Writing Grade 2
Page 7 of 17
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.
Teaching Plan
Week 5
Instructional Model/Teacher Directions
The teacher will…
So students can …
Write a report on a self-selected topic.
Prewriting
 brainstorm possible topics for the reports
 collecting facts on a self-selected topic
 use mentor texts to locate text features that appear in informational writing
Drafting
 recording information (facts) on paper strips
 assign partners and have them sort strips into groups of information that goes together
Revising
 sort information for each page of the layer book
Editing
 refer to the editing checklist to check strips/notes
Sharing
 ask students to share writing with a partner before putting it away
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Prewriting
 brainstorm possible topics to research
 collect facts
Drafting
 collect and record facts
 work with a partner to organize facts
Editing
 edit for the items posted
Revising
 revise a piece for word choice and for
sequence of topic
 whisper read the piece and make changes
Editing
 edit for the items posted
Sharing
 share writing with a partner
Page 8 of 17
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.
The Teaching Plan
Week 6
Instructional Model/Teacher Directions
The teacher will…
So students can…
Write a report on a self-selected topic.
Prewriting
 skim the text to revisit it for a response
 use a planning strategy for writing a
literary/expository response
Drafting
 research a topic of interest
 record and organize facts
Revising
 group information under subtopics
Editing
 edit for the items posted
Sharing
 share writing with a partner
Prewriting
 provide books to be used as mentor texts
 guide students as they select a new topic or continue to work on last weeks
Drafting
 record information (facts) on paper strips
 begin to sort strips into groups of information that goes together
 model the use of text features to make information easier to understand
Revising
 confer with students to see that like information is grouped together
Sharing
 sharing writing with a partner before putting it away
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Page 9 of 17
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.
Week 7
Instructional Model/Teacher Directions
The teacher will…
So students can…
Publish a report in a layer book format.
Prewriting
 provide books to be used as mentor texts
 guide students as they continue to work on last week’s topic
Drafting
 record information (facts) on paper strips
 sort strips into groups of information that goes together
 take grouped information and form paragraphs
 model the use of text features to make information easier to understand
Revising
 confer with students to see that like information is grouped together
Editing
 edit for items listed
Publishing
 sharing writing with a partner before putting it away
Vocabulary
Vocabulary
English
Spanish
 note
 responder
 letter
 carta
 noun
 nombres
 plural noun
 nombres en plural
 proper noun
 nombres propios
 Portfolio
 Portafolio
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Prewriting
 understand the format of a letter
 use a planning strategy for writing a letter
Revising
 begin proper nouns with capital letters
 check for complete sentences
Editing
 edit for the items posted
Publishing
 write a final draft and send the letter
Page 10 of 17
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

Mentor Texts
English
 I Wanna Iguana by Karen Kaufman Orloff and David Catrow
 Lilly’s Purple Plastic Purse by Kevin Henkes
 Click, Clack, Moo: Cows That Type by Doreen Cronin
Spanish
 Clic, Clac, Muu Vacas Escritoras por doreen Cronin
 Lily Su Bolso De plastico por Kevin Henkes and Teresa Mlawler
(Translator)
Textbook:
Harcourt Language
 What Is a Helping Verb?, pp. 346-347
 Using Has, Have, and Had, pp. 348-349
 Keeping it to One Main Idea, pp. 350-351
 What Is an Adverb?, pp. 356-357
 Using Adverbs, pp. 358-359
 Writing with Adverbs, pp. 360-361
Harcourt Lenguaje
 ¿Qué es un verbo auxiliar?, pp. 346-347
 Usa el verbo haber, pp. 348-349
 No te vayas del tema, pp. 350-351
 ¿Qué es un adverbio?, pp. 356-357
 Usa los adverbios, pp. 358-359
 Escribe con adverbios, pp. 360-361
Evidence of Learning
Differentiation
What do you do for students who need
additional support?
 Brain Writing as a Prewriting Tool: Either
dictate to the teacher (in native language, if
possible) or have ELLs/Struggling Students
use illustrations to prewrite,
 Technology Application: Have students
type their pieces on the computer.
What do you do for students who master
the learning quickly?
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Careers/Life
Sample Questions
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.
(7) This year she was going with a group of people from her
school to search for dinosaur fossils in south America.
Here is the question about the sentence:
20. What change, if any, should be made to sentence 7?
A Change was going to been going
B Change dinosaur fossils to them.
C Change south america to South America.
D Make no change.
Spanish: Revisión y corrección - 2006
The student must look back on the test to the passage where the
sentence is found. The following is the original sentence as it appeared
in the passage.
(8) Un día mi tío ramón nos vio jugando y dijo él podría
ayudarnos.
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Page 11 of 17
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.
Here is the question about those sentences:
25. ¿Qué cambio se debe hacer en la oración 8?
A Cambiar tío por tio
B Cambiar ramón por Ramón
C Añadir cuando después de que
D Cambiar podría por podrían
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Page 12 of 17
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.
Writing– Grade 2
Unit of Study: Poetry
CURRICULUM OVERVIEW
First Grading Period – Week 8 - 9
Big Idea
Unit Rationale
Responding to text “helps students focus on the author’s craft and their responses to
what the author crafted – to notice how a book made them feel and how a writer
achieved the effect –and to take a stance that’s both personal and critical” (Atwell, 2007,
p. 86).
“ . . . in high school to some extent, but in college for sure, my students will write critical
papers about literary texts in which they develop arguments founded on evidence that
they provide --- references to an author’s techniques and themes, accompanied by
pertinent quotations from the text.” (Atwell, 2007, p. 82).
“Giving students time, distance, and a safe context allows them to use writing as a way
to think about literature” (Atwell, 2007, p. 86).
Atwell, N. (2007). The reading zone: How to help kids become skilled, passionate,
habitual, critical readers. Scholastic, NY.
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS Grade 2 (Writing) The student is expected to:
 14A write to record ideas and reflections
 14C write to communicate with a variety of audiences
 14D write in different forms for different purposes such as lists to record, letters
to invite or thank, and stories or poems to entertain
 15A gain control of penmanship using correct letter formation, size, and
spacing: pencil grip, paper position, stroke, posture
 15B use word and letter spacing to make messages
 17B compose complete sentences in written texts and use the appropriate end
punctuation
 18A generate ideas for writing by using prewriting techniques such as drawing
or listing key thoughts
 18B develop drafts
 18D edit for appropriate grammar, spelling, punctuation, and features of
polished writings
 18E use technology for writing: word processing, spell checking, printing
 18F demonstrate understanding of language use and spelling by bringing
selected pieces frequently to final form and “publishing” them for audiences
 19A identify the most effective features of a piece of writing using criteria
generated by the teacher and class
 19B respond constructively to other’s writing
 19D use published pieces as models for writing
I can:
 write responses to texts (14A, 18B)
 write a letter to my teacher to respond to reading (14A, 14C, 14D, 18B)
 make connections when responding to what I’m reading (14A)
 write complete sentences (17B)
 use pronouns correctly in my writing (18D)
 write neatly so that others can read my writing (15A, 15B)
 develop a plan for writing (18A, 19D)
 revise and edit my writing (15C, 17B, 17C, 18E)
 publish my writing (18E, 18F, 19A)
 share my writing with others (19A,19B)
Evidence of Learning
(a) Given a choice of independent reading, a score of 2 or 3 (out of 3) on the Reader Response Rubric.
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Page 13 of 17
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.
CURRICULUM GUIDE
Essential Questions






Essential Pre-requisite Skills
Why react in writing to text?
How does this text relate to the world?
How does this text connect to other things I read?
How do I relate to the text I read?
What is the message of this text?
What is a complete sentence?






Dictate or write information for lists, labels, captions, and invitations. (Kindergarten)
Write brief comments on literary or informational texts. (Grade 1)
Identify and use nouns in the context of reading, writing, and speaking. (Grade 1)
Use basic capitalization for the pronoun “I” and names of people. (Grade 1)
Recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences. (Grade 1)
Use phonological knowledge to match sounds to letters to construct words. (Grade 1)
The Teaching Plan
Week 8
Instructional Model/Teacher Directions
The teacher will…
So students can …
Write a limerick following a modeled pattern.
Prewriting

read aloud several limericks. Include examples written by children.

help students hear the rhythm and rhyme of limericks
Drafting

write an example in front of the class modeling the pattern of a limerick.

guide students as they complete the same pattern as outlined on gigglepoetry.com.

Revising

r
Editing

refer to the editing checklist
Sharing

have students share their limerick with a partner before putting it away
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Prewriting

listen to the rhyme and rhythm of a limerick

write a list of rhyming words
Drafting

follow directions for writing a limerick
Revising

chec
Editing

edit for the items posted
Sharing/Publishing

contribute a limerick to a class book

Page 14 of 17
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.
Week 9
Instructional Model/Teacher Directions
The teacher will…
So students can …
Write a limerick following the modeled pattern.
Prewriting
 read aloud several limericks. Include examples written by children.
Drafting
 write an example in front of the class modeling the rhyme and rhythm of a limerick.
Revising
 r
Editing
 refer to the editing checklist
Sharing/Publishing
 have students share their limerick with a partner before putting it away
 compile a class book with a contribution from each student
Vocabulary
English
 poetry
 limerick
Prewriting

listen to the rhyme and rhythm of a
limerick
Drafting

Revising

check for complete sentences
Editing

edit for the items posted
Sharing/Publishing

contribute a limerick to a class book
Vocabulary
Spanish
Resources
Teacher Toolkit
 Writing Limericks
SAISD © 2008-09 – Second Grading Period
Mentor Texts
English
http://www.gigglepoetry.com/poetryclass/limerickcontesthelp.html
Spanish
 Family Pictures/Cuadros de familia por Carmen Lomas Garza
 Los cien vestidos por Eleanor Estes
 Béisbol en los barrios por Henry Hroenstein
 ¡Que sorpresa de cumpleaños! por Loretta López
 Animals Day and Night/Animales de día y de noche by
Katharine Kenah
 Ballenas asesinas por Seymour Simon
 El águila calva por Gail Gibbons
 Dinosaurios por Elizabeth MacLeod
 Sammy Sosa: Heroe de los jonrones por Jeff Savage
 Cesar: Se se puede por Carmen T. Bernier Grand
 The Magic School Bus Goes Upstream (in Spanish) por Nancy
Krulik
Writing Grade 2
Textbook:
Page 15 of 17
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.
Evidence of Learning
College-Readiness i.e.,
Differentiation
What do you do for students who can’t “get it”?
(These strategies are written up in greater depth in
the Teacher Toolkit.)




Collaborative Strategic Reading (Klinger and
Vaughn 2000) Students work in small groups to
assist one another in applying our reading
strategies to facilitate their comprehension of
content area text.
Opinion Guide (Stephens and Brown, 2005)
Students respond to a series of statements from
two different points of view.
Brain Writing as a Prewriting Tool: Either dictate
to the teacher (in native language, if possible) or
have ELLs/Struggling Students use illustrations to
prewrite,
Technology Application: Have students type
their pieces on the computer.
What do you do for students who master the
learning quickly?
Interims/TAKS/Benchmarks
Anticipated Skills for SAT/ACT/College
Board/Careers/Life
Sample Questions
English: Reading – 2006
20. Which sentence from the selection shows that Kathy is a
patient person?
F Luke almost always keeps his brown eyes on his owner
Kathy.
G Training a deaf dog can take more time than teaching a
hearing dog.
H An owner must use signs to communicate commands.
J If Luke is sleeping while people visit, Kathy asks them not to
wake him.
English: Revising and Editing – 2006
The student must look back on the test to the passage where the
sentences are found. The following are the original sentences as
they appeared in the passage.
(13) Because the snow was so wet.
(14) We were able to make huge snowballs
Here is the question about those sentences:
20. What revision, if any, is needed in sentences 13 and
14?
A Because the snow was so wet, we were able. To make
huge snowballs.
B Because the snow was so wet, we were able to make huge
snowballs.
C Because the snow was so wet and we were able to make
huge snowballs.
D No revision is needed.
Spanish: Lectura – 2006
20. ¿Qué oraciones de esta historia muestran que es muy
probable que Lupe participe en el concurso?
F Sin embargo, para cuando llegó a su casa, ya no se sentía
igual.
G Después de lavar los trastes, Lupe fue a su cuarto y sacó
una bola que estaba debajo de su cama.
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Page 16 of 17
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.
H Se sentó y pensó por un largo rato.
J Mientras sostenía su historia favorita, pensó: “Sólo hay una
manera de saberlo.”
Spanish: Revisión y corrección - 2006
The student must look back on the test to the passage where the
sentences are found. The following are the original sentences as
they appeared in the passage.
(5) Mi hermana y yo nos volteamos a ver.
(6) Nos vimos con cara de aburramiento.
Here is the question about those sentences:
20. Cuál es la MEJOR manera de combinar las oraciones
5 y 6?
F Mi hermana y yo nos volteamos a ver con cara de
aburrimiento.
G Mi hermana y yo nos volteamos pero a ver con cara de
aburrimiento.
H Mi hermana y yo nos volteamos. A ver con cara de
aburrimiento.
J Mi hermana y yo nos volteamos a ver porque con cara de
aburrimiento.
SAISD © 2008-09 – Second Grading Period
Writing Grade 2
Page 17 of 17
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.