Writing– Grade 2
Unit of Study: Writing a Personal Story
CURRICULUM OVERVIEW
First Grading Period – Week 1- 5
Big Idea
Unit Rationale
“Personal stories are chronological narratives about one’s life. They contain characters
(the central character will be the author), a plot, and they take place in a setting. The
plot usually involves a problem that is solved, a tension that is resolved, or something big
that changes.” (Calkins and Oxenhorn, 2003)
Calkins, L. and Oxenhorn. A. (2003). Small Moments: Personal Narrative Writing.
Heinemann, NH.
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)
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:
 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
 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” statements highlighted in yellow and italicized should be displayed
for students.
I can:
 generate list of topics that I can write about (18A)
 generate ideas for writing (18A)
 develop a plan for writing (18B)
 write a personal story (14A, 14D, 18E, 19D)
 revise my draft (17B, 17C, 18E)
 edit using the Editing Checklist (15C, 17D, 18B)
 spell unknown words by matching sounds to letters (16B)
 edit spelling by using words listed on the Word Wall (16A, 16B)
 write so that others can read my writing (15A, 15B)
 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, 80% of students will write personal stories that achieve a score of 2-4 on the Personal Story Writing Rubric.
SAISD © 2008-09 – First Grading Period
Writing Grade 2- Initial Release Aug 08, V1
Page 1 of 20
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 and Learning Plan
Week 1
Instructional Model/Teacher Directions
The teacher will…
So students can …
Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons.
Prewriting
 introduce the Writer’s Workshop using a mentor text, discussing what they like best about the story and talking about
the author (Teacher Toolkit: Mentor Text, Writer’s Notebook, and Writer’s Toolkit)
 make a t-chart showing what Writer’s Workshop should look like and sound like (Teacher Toolkit: Workshop
Expectations)
 conduct a mini lesson to demonstrate brainstorming of topics and have students keep a topic bank (Teacher Toolkit:
Small Moments)
Drafting




write a brief personal story in front of the class that models cohesive writing (Teacher Toolkit: Getting Started)
model legible writing with correct letter formation, spacing between words, pencil grip, posture
encourage students to write about a small moment in their lives
observe and confer with students, noting their strengths and weaknesses (Teacher Toolkit: Writing Behaviors)
Sharing
 support students as they share their writing with one other student before putting their writing away (Teacher Toolkit:
Sharing)
SAISD © 2008-09 – First Grading Period
Writing Grade 2- Initial Release Aug 08, V1
Prewriting
 understand what an author is and see
themselves as authors when writing
 use the mentor text to understand the
concept of a personal story
 list a variety of topics they could write about in
a topic bank.
 begin to place appropriate items in Writer’s
Notebook
Drafting
 write to get ideas on paper
 write a personal story (about a time when . . .)
Sharing
 share their own writing with one other student
Page 2 of 20
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 2
Instructional Model/Teacher Directions
The teacher will…
Prewriting



Prewriting
use mentor texts to serve as models for writing.
have students refer to their topic banks to choose another topic. If necessary, brainstorm additional ideas based on
the mentor text.
plan personal writing by creating a web in front of the class. Guide students to create a planning web in their Writer’s
Notebook.
Drafting

model how a planning web is used when drafting.

demonstrate how to spell unknown words (Teacher Toolkit: Spelling)

guide students as they write about their selected topic, stretching it into a story with a beginning, middle, and end.
Revising

demonstrate how to “whisper read” in order to revise a paper.
Editing

introduce the editing checklist by posting two items: Name and date on paper; High frequency words are spelled
correctly. Record and date when the above items are taught. (Teacher Toolkit: Editing Checklist)
Sharing

support students as they share their writing with one other student before putting their writing away (Teacher Toolkit:
Sharing)
SAISD © 2008-09 – First Grading Period
So students can …
Writing Grade 2- Initial Release Aug 08, V1

use the ideas and vocabulary of mentor
text to influence their own writing
begin a word bank of interesting words
create a web to plan writing


Drafting

use a planning web to develop a draft

whisper read the piece and make changes
Editing

edit for the items posted
Sharing

share their own writing with one other
student
Page 3 of 20
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 3
Instructional Model/Teacher Directions
The teacher will…
Prewriting


Prewriting
use mentor texts to serve as models for writing, focusing on the beginning, middle, and end of the story.
have students refer to their topic banks to choose another topic or continue working on the same topic from last
week.
model legible writing leaving appropriate margins.

Drafting

write with students, focusing on the beginning, middle, and end (Teacher Toolkit: Teachers as Writers)
Editing

add two items to the editing checklist: Capitalize the first word of every sentence; Use ending punctuation (?. !);.
Record and date when the above items are introduced. (Teacher Toolkit: Editing Checklist)
Revising

have students choose one of their pieces that they have written in the past three weeks and revise it for sequence of
topic (beginning, middle, end)
Publishing

publish student work. Some ideas include: posting work in hallway, class book, an anthology, reading aloud to
class, etc. (Teacher Toolkit – Publishing)

introduce the portfolio for writing piece collection
SAISD © 2008-09 – First Grading Period
So students can …
Writing Grade 2- Initial Release Aug 08, V1



use the ideas and vocabulary of mentor
text to influence their own writing
add to their word bank of interesting
words
practice writing legibly with appropriate
margins
use an organizer to plan their writing

Drafting

write a personal story with a beginning,
middle, end

whisper read the piece and make changes
Editing

edit for the four items posted
Revising

revise a piece for sequence of topic
Publishing

choose a way to publish a composition

place the composition in the portfolio
Page 4 of 20
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 4
Instructional Model/Teacher Directions
The teacher will…
Prewriting

Prewriting
create an anchor chart, defining the steps of the writing process. The definitions should be developed through class
discussion.
have students refer to their topic banks to choose another topic.
continue to collect interesting words and phrases from the mentor text.
introduce the Personal Story Writing Rubric (Teacher Toolkit: Personal Story Writing Rubric)
help students find examples of items in the rubric




Drafting

write with students (Teacher Toolkit: Teachers as Writers)

begin to confer with students (Teacher Toolkit – Conferring)
Revising

remind students to do a “whisper read” in order to revise their paper.
Editing

refer to the editing checklist.
Sharing

support students as they share their writing with one other student before putting their writing away.
SAISD © 2008-09 – First Grading Period
So students can …
Writing Grade 2- Initial Release Aug 08, V1



use the Personal Story Writing Rubric to
score a paper
use the topic bank to get ideas
add to their word bank of interesting
words
Drafting

write a personal story

confer with the teacher
Revising

revise a piece for use of sensory words
Editing

whisper read the piece and make changes
Sharing

partner share
Page 5 of 20
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 5
Instructional Model/Teacher Directions
The teacher will…
Prewriting

use mentor texts to serve as models for writing, focusing on the beginning, middle, and end of the story.

have students refer to their topic banks to choose another topic or continue with the one from last week.

continue to collect interesting words and phrases from the mentor text and independent reading.

review the Personal Story Writing Rubric (Teacher Toolkit: Personal Story Writing Rubric)
Drafting

write with students (Teacher Toolkit: Teachers as Writers)

confer with students (Teacher Toolkit – Conferring)
Editing

refer to the editing checklist
Revising

remind students to do a “whisper read” in order to edit and revise a paper refer to the editing checklist.
Publishing

introduce Author’s Chair (Teacher Toolkit – Author’s Chair)

publish student work. (Teacher Toolkit – Publishing)
Vocabulary
English

topic

prewriting

draft

editing

revising

publishing

portfolio

toolkit
So students can …
Prewriting

use the ideas of mentor text to influence
their own writing

add to their word bank of interesting
words
Drafting

write a personal story

whisper read the piece and make changes
Editing

practice capitalizing proper nouns

edit for the items posted
Revising

revise a piece for word choice and for
sequence of topic
Publishing

choose a way to publish a composition

place the composition in the portfolio
Vocabulary
Spanish

tema

antes de escribir

borrador

corregir

revisar

publicar

portafolio

caja de herramientas
Resources









Teacher Toolkit
Conferring with Students
Editing Checklist
Getting Started
The Importance of Word Choice
Personal Story Writing Rubric
Mini Lessons for Writin
Sharing
Small Moments or Tiny Topics
Teachers as Writers
SAISD © 2008-09 – First Grading Period
Mentor Texts
English

Abuela by Arthur Dorros

All the Places to Love by Patricia Lachlan

A Chair for My Mother by Vera B. Williams

Fireflies by Julie Brinkloe

Lupita’s Papalote/El papalote de Lupita by Lupita Ruiz Flores

Night Shift Daddy by Hielen Spinelli

Julius, the Baby of the World by Kevin Henkes

The Stray Dog by Marc Simont

Thunder Cake by Patricia Polacco
Writing Grade 2- Initial Release Aug 08, V1
Textbook:
Harcourt Language

What is Sentence?, pp. 24-25

Word Order in a Sentence, pp. 26-27

Beginning and Ending a Sentence, pp.28-29
Harcourt Lenguaje

¿Qué es una oración?, pp. 24-25

Orden de las palabras en una oración, pp. 2627

Comienzo y final de una oración, pp.28-29
Page 6 of 20
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.


Writer’s Toolkit for Students
o Word Bank
o Topic Bank
Writing Framework
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
Professional Book for Mini Lessons:

Marvelous Minilessons for Teaching Beginning
Writing, K-3 by Lori Jamison Rog

Razzle Dazzle Writing by Melissa Forney
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
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.
Sample Questions
What do you do for students who master the
learning quickly?
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
SAMPLE QUESTIONS
TAKS 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
sentence as it appeared in the passage.
(21) Can you guess what the new robots will be called.
Here is the question about that sentence:
20. What change, if any, should be made to sentence 21?
F Change guess to geuss
G Change will be to being
H Change the period to a question mark
J Make no change
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 is the original
sentence as it appeared in the passage.
(3) Yo ya había aprendido en clase de estudios socials
que en esta ciudad es dónde vive el presidente de los
estados unidos.
Here is the question about that sentence:
17. ¿ Qué cambio se debe hacer en la oración 3?
A Cambiar había aprendido por habré aprendido
B Cambiar es por fue
C Cambiar estados unidos por Estados Unidos
D No se necesita ningún cambio
SAISD © 2008-09 – First Grading Period
Writing Grade 2- Initial Release Aug 08, V1
Page 7 of 20
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
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period
TAKS Benchmarks
Writing Grade 2 - Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 8 of 20
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: Writing
Notes/Short Letters
CURRICULUM OVERVIEW
First Grading Period – Week 6 - 7
Big Idea
Unit Rationale
“ . . . 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.
TEKS
TEKS Specificity - Intended Outcome
Concepts
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).
TEKS Grade 2 (Writing) The student is expected to:
 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 readable
 15C use basic capitalization and punctuation correctly such as capitalizing names
and first names in sentences, using periods, question marks, and exclamation
marks
 15D use more complex capitalization and punctuation with increasing accuracy
such as proper nouns, abbreviations, commas, apostrophes, and quotation
marks
 17A use singular and plural forms of regular nouns
 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 other’s writing
 19D use published pieces as models for writing
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:
 generate a list of topics that I can write (18A)
 generate ideas for writing (14A)
 develop a plan for writing (18A)
 develop drafts (18A)
 reenter my draft to revise (17C, 18D)
 reenter my draft to edit (15C, 18D )
 edit using the Editing Checklist (15C, 15D, 18D)
 edit spelling by using words listed on the Word Wall (18D)
 capitalize proper nouns (15D)
 use singular and plural verbs correctly (17A)
 write so that others can read my writing (15A, 15B, 15C)
 write a note for a real purpose (14D)
 share my writing with others (19A)
 publish my writing (18D)
Evidence of Learning
2. Given a choice of topics, 80% of students will write letters that achieve a score of 2-4 on the Letter Writing Rubric.
SAISD © 2008-09 – First Grading Period
Writing Grade 2 - Initial Release Aug 08, V1
Page 9 of 20
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






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?
Essential Pre-requisite Skills






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 and Learning Plan
Week 6
Instructional Model/Teacher Directions
The teacher will…
Prewriting

use a mentor text to serve as a model for note writing.

show several different examples of notes and discuss their purposes.

write a note to serve as a mentor text in front of the class. (Teacher Toolkit : Note Writing)
Drafting

write with students (Teacher Toolkit: Teachers as Writers).
Revising

review nouns (Harcourt Language)

teach plural nouns (Harcourt Language)
Editing

add one item to the editing checklist: Spell plural nouns correctly. Record and date when the item is introduced.
(Teacher Toolkit: Editing Checklist)

refer to the editing checklist
Publishing

show students how to use note writing for authentic purposes. Some ideas include: message board notes, notes to
the teacher, notes to fellow students, reminders, etc. (Teacher Toolkit – Note Writing)
So students can…
Prewriting

skim the text to revisit it for a response

use a planning strategy for writing a
literary/expository response
Drafting

understand the different purposes for
writing notes
Sharing

volunteer to share their own writing
Revising

practice identifying nouns

spell plural nouns correctly
Editing

edit for the items posted
Publishing

write a note for an authentic purpose
SAISD © 2008-09 – First Grading Period
Writing Grade 2 - Initial Release Aug 08, V1
Page 10 of 20
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…
Prewriting

use a mentor text to serve as a model for letter writing.

show several different examples of letters and discuss their purposes.

write a letter to serve as a mentor text in front of the class. (Teacher Toolkit : Letter Writing)
Drafting

write with students (Teacher Toolkit: Teachers as Writers).
Revising

teach proper nouns (Harcourt Language)
Editing

add one item to the editing checklist: Begin proper nouns with capital letters. Record and date when the item is
introduced. (Teacher Toolkit: Editing Checklist)

refer to the editing checklist
Publishing

send the letter to the recipient
Vocabulary
Vocabulary
English
Spanish

note

responder

letter

carta

noun

nombres

plural noun

nombres en
plural

proper noun

nombres propios

portfolio

Portafolio
So students can…
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
Resources

Teacher Toolkit
Note Writing
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 Noun?, pp. 96-97
 Using Possessive Nouns, pp. 100-101
 Nouns That Name More Than One, pp. 106-107
 Making Nouns Plural, pp. 108-109
 Plural Nouns That Change Spelling, pp. 110111
 What Is a Proper Noun?, pp. 124-125
 People, Places, and Animals, pp. 126-127
 Days, Months, and Holidays, pp. 128-129
Harcourt Lenguaje
 ¿Qué es un nombre?, pp. 96-97
 Mombres masculinos y femeninos, pp. 100-101
 Nombres que indican mád de uno, pp. 106-107
 Nombres en plural pp.108-109
SAISD © 2008-09 – First Grading Period
Writing Grade 2 - Initial Release Aug 08, V1
Page 11 of 20
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.
 Nombres que se escriben de otra manera en
plural, pp. 110-111
 ¿Qué es un nombre propio?, pp. 124-125
 Nombre de personas, lugares y animales, pp.
126-127
 Nombre de días festivos, pp. 128-129
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 – First Grading Period
Writing Grade 2 - Initial Release Aug 08, V1
Page 12 of 20
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 – First Grading Period
Writing Grade 2- Initial Release Aug 08, V1
Page 13 of 20
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
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period
TAKS Benchmarks
Writing Grade 2- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 14 of 20
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:
Responding to a Literary Text
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
 15C use basic capitalization and punctuation correctly such as capitalizing names
and first names in sentences, using periods, question marks, and exclamation
marks
 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 other’s writing
 19D use published pieces as models for writing
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
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
3. Given a choice of topics, 80% of students will write literary responses that achieve a score of 2-4 on the Reader Response Rubric.
SAISD © 2008-09 – First Grading Period
Writing Grade 2- Initial Release Aug 08, V1
Page 15 of 20
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
First
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 and Learning Plan
Week 8
Instructional Model/Teacher Directions
The teacher will…
Prewriting

read aloud or refer to a text read aloud or read by all students

tell students that you will be teaching them how to respond to text in a letter format (Teacher Toolkit: Reader
Response)

define what it means to respond to text and how it will help them better understand and enjoy what they read

use one of the Response Openers to write a letter in front of the class to serve as a mentor text. (Teacher Toolkit :
Response Openers)
Drafting

write in front of the class making personal connections to the text.
Revising

add personal connections to writing
Editing

refer to the editing checklist
SAISD © 2008-09 – First Grading Period
Writing Grade 2- Initial Release Aug 08, V1
So students can …
Prewriting

skim the text to revisit it for a response

use a plan for writing a response
Drafting

write a letter in response to a book read
aloud
Revising

make personal connections
Editing

edit for the items posted

Page 16 of 20
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…
Prewriting

model how you write a response to text, making personal connections.

show students how to use The Response Openers (Teacher Toolkit: Ways to Respond to Text)

tell students to choose a book they would enjoy revisiting for a response letter
Drafting

write a letter-essay to serve as a mentor text in front of the class, being sure to refer to the toolkit for the “Physical
Setup of the Letter-Essay” (Teacher Toolkit : The Letter-Essay)

write with students (Teacher Toolkit: Teachers as Writers).
Revising

review complete and incomplete sentences

check for complete sentences
Sharing

choose a few students to share with the whole group and model comments that compliment the writer and the
writing, being specific to the writer’s craft in the comments (Teacher Toolkit: Sharing)

begin to include other students in making specific, positive comments about the writing
Editing

refer to the editing checklist
Publishing

score with the Rubric (Teacher Toolkit: Reader Response Rubric)

have students give you their letters so that you may respond to them in a timely manner
Vocabulary
Vocabulary
Spanish
English

responder

response
So students can …
Prewriting

skim the text to revisit it for a response

use a response opener to get started

write a letter-essay in response to a book
Sharing

volunteer to share their own writing
Revising

check for complete sentences
Editing

edit for the items posted
Publishing

score the letter-essay

send the letter-essay to the teacher for a
response
Resources




Teacher Toolkit
Editing Checklist
Reader Response Rubric
Ways to Respond to Text
Letter-Essay
SAISD © 2008-09 – First Grading Period
Mentor Texts
English
 Nettie’s Trip South by Ann Turner
 Family Pictures/Cuadros de familia by Carmen Lomas
Garza
 The Chalk Box Kid by Clyde Robert Bulla
 The Hundred Dresses by Eleanor Estes
 Alexander Graham Bell: An Inventive Life by Elizabeth
MacLeod
 . . . If You Lived in Colonial Times by Ann McGovern
 Abe Lincoln: The Boy Who Loved Books by Kay Winters
and Nancy Carpenter
 The Magic School Bus Gets Eaten: A Book About Food by
Nancy Krulik
 The Wright Brothers: A Flying Start by Elizabeth MacLeod
Writing Grade 2- Initial Release Aug 08, V1
Textbook:
Harcourt Language

What Is a Pronoun?, pp. 134-35

He, She, It, and They, pp. 52-53

Sentences, pp. 62-63

Simple and Compound Sentences, pp. 64-65

Combining Sentences, pp. 66-67

Conjunctions, pp. 104-105
Harcourt Lenguaje

Sujetos completes y simples, pp. 34-35

Predicados simples y compuestos, pp. 52-53

Oraciones, pp. 62-63

Oraciones simples y compuestas pp.64-65

Combinar oraciones, pp. 66-67

Definición de la conjunción, pp. 104-105
Page 17 of 20
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.
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
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
(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.
SAISD © 2008-09 – First Grading Period
Interims/TAKS/Benchmarks
College-Readiness i.e.,
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
Writing Grade 2- Initial Release Aug 08, V1
Page 18 of 20
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:
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.
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 – First Grading Period
Writing Grade 2- Initial Release Aug 08, V1
Page 19 of 20
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
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period
TAKS Benchmarks
Writing Grade 2- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 20 of 20
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.