tri-district language arts curriculum - river edge public schools

Tri-District Language Arts Curriculum

2010 Writing K-2

Mr. Patrick Fletcher Superintendent

River Dell Regional Schools

Ms. Lorraine Brooks Principal

River Dell High School

Mr. Richard Freedman Principal

River Dell Middle School

Dr. Maria Nuccetelli Interim Superintendent Oradell Public School

Mr. Scott Ryan

Principal Oradell Public School

Ms. Suzanne Lynch

Tri-District Supervisor Curriculum and Instruction

Ms. Erika Steinbauer Superintendent

River Edge Public Schools

Ms. Denise Heitman Principal

Cherry Hill School

Mr. Tony Vouvalides Principal

Roosevelt School

Tri-District K-2 Writing Committee

Catherine Danahy Danielle Rigg Debra Bendett

Janet Arena Jillian Jengo

Kara Fenarjian Kelly Maver

Linda Masiello Melissa Gant

Susan Boucher

Oradell, River Dell and River Edge Public Schools 2 Language Arts Curriculum – Writing K‐2 May 2010

Table of Contents

Kindergarten Page Launching Writing Workshop 3 Personal Narratives 5 Writing for Readers 7 Non-fiction “How To” Books 9 Non-fiction “All About” Text 11 Poetry 13 Small Moments 15 First Grade Launching Writing Workshop 17 Personal Narrative: Small Moment Stories 19 Non-Fiction “How To” Books 21 Writing for Readers 23 Non-Fiction “All About” Text 25 Poetry 27 Second Grade Launching Writing Workshop 29 Personal Narrative: Small Moment 31 Authors as Mentors 33 Revision 35 Realistic Fiction 37 Non-Fiction 39 Non-Fiction in a Content Area 41


BY THE END OF KINDERGARTEN LAUNCHING WRITING WORKSHOP

STATE STANDARD 3.2.1.A.1 Begin to generate ideas for writing through talking, sharing, and drawing. 3.2.1.A.2 Observe the modeling of writing. 3.2.1.A.3 Begin to use a basic writing process to develop writing. 3.2.1.A.6 Continue to use pictures, developmental spelling or conventional text to

create writing drafts. 3.2.1.A.7 Revisit pictures and writings to add detail. BIG IDEAS/COMMON THREADS

All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

ENDURING UNDERSTANDINGS

Writers think of an idea, remember it, and record it. ESSENTIAL QUESTIONS

PRIMARY: How do writers record ideas? MODULE ASSESSMENT

Students will rehearse an idea with a partner. Students will record an idea in pictures, labels, or words. Students will establish writing routines and habits.

LESSON OBJECTIVES Students will be able to…

• view themselves as authors who have ideas worth recording. • record a class experience through interactive writing. • remember an idea or story that happened to them. • tell stories to partners. • record ideas on paper using pictures. • record ideas using labels. • record ideas using words. • understand and perform classroom routines during Writing Workshop. • work independently during writing conferences.

MODULE SKILLS Students will be able to...

• work cooperatively with a partner. • use the supplies of the classroom during Writing Workshop. • record ideas.


RESOURCES Teacher texts: Launching the Writing Workshop; Unit of Study Book One by Lucy Calkins and Leah Mermelstein About The Authors; Teaching for our Youngest Writers by Katie Wood Ray Anchor texts: Wordless picture books Class generated interactive writing. Teacher model writing Ish by Peter Reynolds Hot Air by Marjorie Priceman Squiggle by Carole Lexa Schaefer Not a Box by Antoinette Portis Look What I Can Do by Jose Aruego The Red Book by Barbara Lehman Bunny Cakes by Rosemary Wells Supplies: Two pocket folders Chart Paper, Post-it tape Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF KINDERGARTEN PERSONAL NARRATIVES

STATE STANDARD 3.2.K.B.1 Show and talk about work samples containing pictures, developmental

spelling, or conventional text. 3.2.K.B.2 Begin to collect favorite work samples to place in personal writing folder. 3.2.K.D.1 Communicate personal response to literature through drawing, telling, or

writing. 3.2.K.D.2 Show and talk about favorite work samples (drawing or writing) with

teacher and family. BIG IDEAS/COMMON THREADS



Writers use a variety of print strategies and/or drawings to focus and sequence a true story from their lives.

ESSENTIAL QUESTIONS

PRIMARY: How do writers choose a true story from their lives? SECONDARY: How do they record their story in sequence?

MODULE ASSESSMENT

Students will write personal narratives stories. LESSON OBJECTIVES Students will be able to...

• find and recognize their own small moments. • create a visual reference tool of people, places, and things that matter to

them. • orally share their personal stories. • draw/write and tell their narrative in sequential order (first, next, and then). • add on to their story by symbolically recording how people felt (use emotions).

MODULE SKILLS Students will be at to...

• generate a topic. • use story language (use emotions in writing/drawings). • go through a writing cycle (planning and writing of a personal narrative). • follow routines and procedures of Writing Workshop.


RESOURCES Anchor texts: Roller Coaster by Marla Frazee Knuffle Bunny by Mo Wilems Fireflies by Julie Brinckloe Home Run by Robert Burleigh The Kissing Hand by Audrey Penn Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, and construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF KINDERGARTEN WRITING FOR READERS

STATE STANDARD 3.2.K.A.1 Recognize that thoughts and talk can be written down in words. 3.2.K.A.4 Attempt to put ideas into writing using pictures, developmental spelling, or

conventional text. 3.2.K.A.5 Write (print) own first and last name. 3.2.K.A.6 Participate in group writing activities such as experience stories,

interactive writing, and shared writing. 3.2.K.A.7 Begin to sequence story events for writing using pictures, developmental

spelling, or conventional text. 3.2.K.B.1 Show and talk about work samples containing pictures, developmental

spelling, or conventional text. 3.2.K.C.3 Recognize and begin to use left-to-right and top-to-bottom directionality

and spacing between words when writing. 3.2.K.C.4 Gain increasing control of penmanship, including pencil grip, paper

position, and beginning strokes. BIG IDEAS/COMMON THREADS



Writers create stories that a reader can understand and enjoy. ESSENTIAL QUESTIONS

PRIMARY: What makes a story easy to read? SECONDARY: How do phonics and conventions of print enable a writer to create a story that is easy to read and understand?

MODULE ASSESSMENT

Students will write a story using conventions of print. (Expectation for stories will be differentiated according to individual students’ abilities)

LESSON OBJECTIVES Students will be able to...

• write words to match pictures. • add the date. • incorporate sound letter relationships and high frequency words. • write in a text area using lined paper (Expectation for stories will be

differentiated according to individual students’ abilities.) • explore ending punctuation marks.


• explore rules for capitalization. • use spaces between words. • use a simple editing checklist (individually and with a partner). • pay attention to readable penmanship.

MODULE SKILLS Students will be able to....

• use inventive spelling (phonological awareness) to spell words. • spell high frequency words. • use spacing appropriately. • match pictures and words.

RESOURCES Anchor texts: No David By David Shannon Good Boy, Fergus By David Shannon Don’t Let the Pigeon Drive the Bus by Mo Willems Yo! Yes? by Christopher Raschka Chicka Chicka Boom Boom by Bill Martin, Jr. Is Your Mama a Llama by Deborah Guarino Joshua By the Sea by Angela Johnson Suddenly! By Colin Naughton Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF KINDERGARTEN NON-FICTION “HOW TO” BOOKS

STATE STANDARD 3.2.K.A.2 Observe the teacher modeling writing. 3.2.K.A.4 Attempt to put ideas into writing using pictures, developmental spelling, or



spelling, or conventional text. 3.2.K.D.2 Show and talk about favorite work samples (drawing or writing) with




People need clear sequenced directions to learn how to do something new. ESSENTIAL QUESTIONS

PRIMARY: How do writers teach others through how to books? MODULE ASSESSMENT

Student/teacher conferences Teacher observation Students will publish “how to” books.


• collect ideas about things they can teach others. • use role play to explain and demonstrate steps in a process. • plan their writing with a partner by sequencing steps in order. • use sketch paper to draft text. • add words to match each picture. • be active listeners by visualizing the steps of their partners “how to.”


• match illustrations to instructions. • sequence a step by step process to teach something new. • follow routines and procedures of Writing Workshop. • edit for skills taught in Writing for Readers.


RESOURCES Anchor texts: Pie in the Sky by Lois Ehlert The Pumpkin Book by Gail Gibbons Making a Car by Peter and Sheryl Sloan Feeding the Baby by Jan Pritchett How to Lose All You Friends by Nancy Carlson Growing Vegetable Soup by Lois Ehlert Walk On! by Marla Frazee Ella Sarah Gets Dressed by Margaret Chodos-Irvine Apples and Pumpkins by Anne Rockwell Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF KINDERGARTEN NON-FICTION “ALL ABOUT” TEXT

STATE STANDARD 3.2.K.A.2 Observe the teacher modeling writing. 3.2.K.A.4 Attempt to put ideas into writing using pictures, developmental spelling, or



spelling, or conventional text. 3.2.K.D.2 Show and talk about favorite work samples (drawing or writing) with



ENDURING UNDERSTANDINGS Non-fiction writing requires research by the author.

ESSENTIAL QUESTIONS

PRIMARY: How do writers use writing to teach readers information about a non-fiction topic?

MODULE ASSESSMENT

Student/teacher conferences Teacher observation Student’s “All About” books


• choose a topic that they are intending to teach a reader “All About”. • teach a reader “All About”. • include real “facts” not opinions. • explore some features of non-fiction texts. • use a heading to organize information. • match words and/or pictures to headings. • use their schema to decide what information to include.



• teach others what they know. • recognize the importance of writing clear and organized information matching

the table of contents. • edit for skills taught in Writing for Readers.

RESOURCES Anchor texts: Teacher chooses a topic from emergent non-fiction books from classroom library and non-fiction big books Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF KINDERGARTEN POETRY

STATE STANDARD 3.2.K.A.6 Participate in group writing activities such as experience stories,

interactive writing, and shared writing. 3.2.K.B.2 Begin to collect favorite work samples to place in personal writing folder. 3.2.K.D.2 Show and talk about favorite work samples (drawing or writing) with




Poets find significance in their lives using their poet’s eye. ESSENTIAL QUESTIONS

PRIMARY: How can we paint pictures with words? MODULE ASSESSMENT

Students will observe the world around them to write a poem. LESSON OBJECTIVES Students will be able to...

• read and/or listen to a variety of poems to identify strong visual language. • notice how space on the page is used for meaning making. • notice how line breaks are used for meaning making. • notice how font is used for meaning making. • notice how the sights, sounds, images, language, and tone of a poem creates

meaning. • observe ordinary objects closely and at different angles with their poet’s eye. • record observations using labels and/or words.


• read or listen to a variety of poems. • observe ordinary objects in an interesting way. • write a class poem.


RESOURCES Anchor texts: Mother Goose Nursery Rhymes Quick as a Cricket by Audrey Wood Five Senses Graphic Organizer Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF KINDERGARTEN SMALL MOMENTS

STATE STANDARD 3.2.1.A.1 Begin to generate ideas for writing through talking, sharing, and drawing. 3.2.1.A.2 Observe the modeling of writing. 3.2.1.A.3 Begin to use a basic writing process to develop writing. 3.2.1.A.6 Continue to use pictures, developmental spelling or conventional text to

create writing drafts. 3.2.1.A.7 Revisit pictures and writings to add detail. 3.2.K.C.2 Spell own name. 3.2.K.C.4 Gain increasing control of penmanship, including pencil grip, paper

position, and beginning strokes. 3.2.K.C.5 Write all uppercase and lowercase letters of the alphabet from teacher

copy. BIG IDEAS/COMMON THREADS



Writers focus on one part of a large story. ESSENTIAL QUESTIONS

PRIMARY: How do writers ‘zoom-in’ on one part of a larger story effectively? MODULE ASSESSMENT

Student/Teacher conferences Teacher observation Student’s small moment stories


• find and recognize their own small moments from their experiences. • orally share their small moment stories. • sketch out their story. • include emotions and details in writing. • zoom in on one small moment in time and tell that story using details. • explore editing.



• create a story around a small moment. • use language to include emotions and details in their writing. • follow routines and procedures of Writing Workshop. • draw/write and tell their small moment story in sequential order. • revise for details. • present their story to an audience. • edit for skills taught in Writing for Readers.

RESOURCES Anchor texts: The Snowy Day by Ezra Jack Keats Max’s Breakfast by Rosemary Wells Max’s Bedtime by Rosemary Wells Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF FIRST GRADE LAUNCHING WRITING WORKSHOP

STATE STANDARDS 3.2.1.A.1 Begin to generate ideas for writing through talking, sharing, and drawing. 3.2.1.A.2 Observe the modeling of writing. 3.2.1.A.3 Begin to use a basic writing process to develop writing. 3.2.1.A.6 Continue to use pictures, developmental spelling or conventional text to

create writing drafts. 3.2.1.A.7 Revisit pictures and writings to add detail. BIG IDEAS/COMMON THREADS

All students will write in clear, concise, organized language that varies In content and form for different audiences and purposes.


Writers have rituals that allow them to compose stories. ESSENTIAL QUESTIONS

PRIMARY: How do writers establish routines to gather stories and write effectively?

MODULE ASSESSMENT

Students will sustain story writing for at least twenty minutes every workshop. Students will know the proper routine of the Writing Workshop classroom. Students will publish a story.


• tell a story using pictures, symbols, and/or words. • use a system to file work in progress and finished pieces. • generate ideas for writing stories by finding the stories in their lives worth

telling. • sequence a simplistic story so it makes sense to an audience. • use phonological clues to generate unknown words for more detailed story

telling. • use syntax clues to make writing sensible to an audience. • share stories with a partner and offer feedback. • view themselves as authors. • participate in a writing conference with teacher. • sustain independence during writing conferences. • attempt revision. • attempt editing work.



• create stories for twenty uninterrupted minutes. • use the supplies of the classroom during Writing Workshop. • publish one story that makes sense to an audience.

RESOURCES Teacher texts: Launching the Writing Workshop; Unit of Study Book One by Lucy Calkins and Leah Mermelstein About The Authors; Teaching for our Youngest Writers by Katie Wood Ray Anchor texts: These books are chosen because the pictures directly match the words and mirror stories our students can realistic write. Frog and Toad by Arnold Lobel George and Martha by James Marshall Henry and Mudge by Cynthia Rylant Carrot Seed by Ruth Kraus Kittens First Full Moon by Kevin Henkes Deep in the Forest by Brinton Turkle Harold and the Purple Crayon by Crockett Johnson Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF FIRST GRADE PERSONAL NARRATIVE: SMALL MOMENT STORIES

STATE STANDARD 3.2.1.A.1 Begin to generate ideas for writing through talking, sharing, and drawing. 3.2.1.A.2 Observe the teacher modeling writing. 3.2.1.A.3 Begin to use a basic writing process to develop writing. 3.2.1.A.4 Use simple sentences to convey ideas. 3.2.1.A.6 Continue to use pictures, developmental spelling or conventional text to

create writing drafts. 3.2.1.A.7 Revisit pictures and writings to add detail. 3.2.1.B.1 Produce finished writings to share with class and/or for publication. 3.2.1.B.2 Produce stories from personal experiences. 3.2.1.B.3 Show and talk about own writing for classroom audience. 3.2.1.C.1 Write all upper and lowercase letters of the alphabet from memory. 3.2.1.C.3 Apply sound/symbol relationships to writing words. 3.2.1.C.4 Use developmental spelling or phonics-based knowledge to spell

independently, when necessary. 3.2.1.C.5 Develop awareness of conventional spelling. 3.2.1.C.6 Use left-to-right and top-to-bottom directionality and use appropriate

spacing between words. 3.2.1.D.1 Create written texts for others to read. 3.2.1.D.2 Produce a variety of writings, including stories, descriptions, and journal

entries, showing relationships between illustrations and printed text. BIG IDEAS/COMMON THREADS



Writers stretch out the sequence of actions across several pages to make a moment from their own lives feel important and interesting.

ESSENTIAL QUESTIONS

PRIMARY: How do writers identify a small moment and sequence it across several pages? SECONDARY: How do writers stretch the moment to make it feel interesting and important?

MODULE ASSESSMENT

Students will publish a story that focuses on a small moment rather than a many moment story (bed to bed stories).



• identify the small moments within a bigger moment. • plan a small moment story through sketching and oral story telling. • stretch and write words. • use classroom resources for independent spelling. • focus on the most important part of the small moment. • use structure words to stretch the moment in an interesting way (“show don’t

tell”, internal story). • use a “close-in” ending that is tied to the moment. • begin revising and editing for meaning and word wall words with a partner. • illustrate to match the text. • use verbs accurately to convey past, present or future. • Use simple prepositions accurately. • begin to edit for capitalization and approximate ending punctuation.


• create a piece that focuses on one small moment. • write a story in a sequence (three or more pages). • stretch and write words using inventive spelling. • use classroom resources such as the word wall and words around the room

to spell words correctly. • use one or more structure words to make their story interesting and important. • spell word wall words correctly.

RESOURCES Teacher texts: Units of Study Book 2 Lucy Calkins Anchor texts: The Sweet Treats Series by Kevin Henkes Salt Hands by Jane Aragon Rollercoaster Marla Frazee Shortcut by Donald Crews Knuffle Bunny by Mo Willems The Paperboy by Dav Pilkey Puddles by Jonathan London Knuffle Bunny by Kevin Henkes Supplies: Two pocket folder, pencils, crayons, colored pencils, writing paper Websites: http://skillbooks.weebly.com/ Teacher Tube (Salt Hands Read-Aloud slideshow)


BY THE END OF FIRST GRADE NON-FICTION “HOW TO” BOOKS

STATE STANDARD 3.2.1.A.1 Begin to generate ideas for writing through talking, sharing, and drawing. 3.2.1.A.2 Observe the modeling of writing. 3.2.1.A.3 Begin to use a basic writing process to develop writing. 3.2.1.A.4 Use simple sentences to convey ideas. 3.2.1.A.5 Increase fluency (ability to write ideas easily) to improve writing. 3.2.1.A.6 Continue to use pictures, developmental spelling or conventional text to

create writing drafts. 3.2.1.A.7 Revisit pictures and writings to add detail. 3.2.1.B.1 Produce finished writings to share with class and/or for publication. 3.2.1.B.2 Produce stories from personal experiences. 3.2.1.B.3 Show and talk about own writing for classroom audience. 3.2.1.C.1 Write all upper and lowercase letters of the alphabet from memory. 3.2.1.C.3 Apply sound/symbol relationships to writing words. 3.2.1.C.4 Use developmental spelling or phonics-based knowledge to spell






Writers of informational text employ different strategies and formats than writers of narrative.

ESSENTIAL QUESTIONS

PRIMARY: How do writers write a procedural text with clarity, sequence and explicit detail? SECONDARY: How do writers teach others through non-fiction writing?

MODULE ASSESSMENT

Students will publish a story that has three or more sequenced steps and a “materials you need” page.



• identify a skill that they could teach to a reader. • plan steps through sketching and oral story telling. • create a materials list for their story. • include features of how-to writing (captions, warnings, helpful tips,

congratulatory ending). • use commas to separate words in a list. • rehearse their steps with a partner. • revise with a partner and independently for omitted or confusing parts.

MODULE SKILLS Students will be able to…

• create a how-to piece that includes 3 or more clear, sequenced steps and materials list.

• experiment with features of procedural text. • create illustrations that teach.

RESOURCES Teacher texts: Units of Study Book 6 Lucy Calkins Anchor texts: Grilled Cheese Sandwich by Dot Meharry How to Get Married and How to Be a Baby by Sally Lloyd Jones How to Make a Bird Feeder by Liyala Tuckfield The Scaredy Squirrel series by Melanie Watts (excerpts) Ready Freddy series by Abby Klein (excerpts) Max and Mo series by Patricia Lakin (final pages) Supplies: Two pocket folder, pencils, crayons, colored pencils, writing paper Websites: Teachertube, PBS Kids “Cooking with Abuela” to introduce the materials list, Laura Fleming’s Mentor Text Site


BY THE END OF FIRST GRADE WRITING FOR READERS

STATE STANDARD 3.2.1.A.2 Observe the modeling of writing. 3.2.1.A.4 Use simple sentences to convey ideas. 3.2.1.A.5 Increase fluency (ability to write ideas easily) to improve writing. 3.2.1.A.6 Continue to use pictures, developmental spelling or conventional text to

create writing drafts. 3.2.1.A.7 Revisit pictures and writings to add detail. 3.2.1.A.9 Begin to use a simple checklist to improve writing with teacher support. 3.2.1.B.1 Produce finished writings to share with class and/or for publication. 3.2.1.B.2 Produce stories from personal experiences. 3.2.1.B.3 Show and talk about own writing for classroom audience. 3.2.1.C.1 Write all upper and lowercase letters of the alphabet from memory. 3.2.1.C.2 Begin to use basic punctuation and capitalization. 3.2.1.C.3 Apply sound/symbol relationships to writing words. 3.2.1.C.4 Use developmental spelling or phonics-based knowledge to spell






Writers write stories with an audience and their reactions in mind. ESSENTIAL QUESTIONS

PRIMARY: What do authors do to make writing easy to read? SECONDARY: How do writers edit their own writing?

MODULE ASSESSMENT

Students will publish a story for an audience that demonstrates knowledge of conventions and mechanics.



• identify different punctuation marks, fonts, and word size as readers to help them as writers.

• distinguish between easy to read writing and hard to read writing. • isolate and record sounds to construct words that others can read. • use spaces between words when they don’t hear any more sounds in a word. • use word wall and the room to spell words accurately. • revise with a partner and independently for omitted or confusing parts. • use carats to add words to make writing clearer. • experiment with capitalization. • read their own writing. • revise and edit with a partner. • reference either a chart or checklist for editing.

MODULE SKILLS Students will be able to…

• include punctuation in their stories to convey meaning. • separate their “easy” to read and “hard” to read pieces. • stretch or clap words and write letters to represent all the sounds they hear. • use spaces between words. • use classroom resources to write sounds and sight words (chunk charts,

dictionaries, word walls). • reread their own writing to fill in missing words. • give to and accept constructive criticism from a partner.

RESOURCES Anchor texts: Piggy and Elephant Series by Mo Willems The Hungry Giant by Joy Cowley Shortcut by Donald Crews Click, Clack, Moo by Doreen Cronin Suddenly! by Colin McNaughton Supplies: Two pocket folder, pencils, crayons, colored pencils, writing paper Texts: Units of Study Book 3 Lucy Calkins Websites: http://www.internet4classrooms.com/skill_builders/capitalization_punctuation_language_arts_first_1st_grade.htm

http://www.internet4classrooms.com/skill_builders/capitalization_punctuation_language_arts_first_1st_grade.htm



BY THE END OF FIRST GRADE NON-FICTION “ALL ABOUT” TEXT

STATE STANDARD 3.2.1.A.2 Observe the modeling of writing. 3.2.1.A.4 Use simple sentences to convey ideas. 3.2.1.A.5 Increase fluency (ability to write ideas easily) to improve writing. 3.2.1.A.6 Continue to use pictures, developmental spelling or conventional text to

create writing drafts. 3.2.1.A.7 Revisit pictures and writings to add detail. 3.2.1.A.9 Begin to use a simple checklist to improve writing with teacher support. 3.2.1.B.1 Produce finished writings to share with class and/or for publication. 3.2.1.B.2 Produce stories from personal experiences. 3.2.1.B.3 Show and talk about own writing for classroom audience. 3.2.1.C.1 Write all upper and lowercase letters of the alphabet from memory. 3.2.1.C.2 Begin to use basic punctuation and capitalization. 3.2.1.C.3 Apply sound/symbol relationships to writing words. 3.2.1.C.4 Use developmental spelling or phonics-based knowledge to spell






Writers choose topics that they are experts on and organize their writing to teach their reader about their topic.

ESSENTIAL QUESTIONS

PRIMARY: How do writers teach a reader all about a topic? SECONDARY: What features of non-fiction writing do writers use to organize their text?

MODULE ASSESSMENT

Students will publish an All About Book that gives information on a specific topic. Students will publish an All About Book that include some of the introduced non-fiction text features.



• identify and explain purposes of the main features of non-fiction text (headings, table of contents, index, diagrams, glossary).

• write chapters that focus on different areas of the subject. • check each chapter for clarity and reread for relevance. • create a table of contents to organize an All About text into chapters. • include facts that teach in their writing. • use vocabulary specific to their topic in their writing. • experiment with researching from books on their topics. • create label diagrams. • try including different formats into their All About book (how-to page, different

kinds of pages). • be resourceful word solvers who use spelling strategies.


• identify the purpose of specific features of non-fiction text. • organize their story into focused chapters using a table of contents. • write a story that teaches all about a topic using facts and vocabulary relevant

to the topic. • label diagrams. • use classroom resources to write sounds and sight words (chunk charts,

dictionaries, word walls). • revise for organization and clarity.

RESOURCES Anchor texts: Piggy and Elephant Series by Mo Willems The Hungry Giant by Joy Cowley Shortcut by Donald Crews Click, Clack, Moo by Doreen Cronin Supplies: Two pocket folder, pencils, crayons, colored pencils, writing paper Texts: Units of Study Book 6 Lucy Calkins Websites: http://www.internet4classrooms.com/skill_builders/capitalization_punctuation_language_arts_first_1st_grade.htm




BY THE END OF FIRST GRADE POETRY

STATE STANDARD 3.2.1.A.1 Begin to generate ideas for writing through talking, sharing, and drawing. 3.2.1.A.2 Observe the teacher modeling writing. 3.2.1.A.3 Begin to use a basic writing process to develop writing. 3.2.1.A.8 Begin to mimic an author’s voice and patterns. 3.2.1.B.3 Show and talk about own writing for classroom audience. 3.2.1.B.4 Collect favorite works to place in personal writing folder. 3.2.1.C.1 Write all upper and lowercase letters of the alphabet from memory. 3.2.1.C.3 Apply sound/symbol relationships to writing words. 3.2.1.C.4 Use developmental spelling or phonics-based knowledge to spell


spacing between words. 3.2.1.D.1 Create written texts for others to read. BIG IDEAS/COMMON THREADS



Poets see things with fresh eyes and deliberately craft their language to create special effects.

ESSENTIAL QUESTIONS

PRIMARY: How do writers use their “poets’ eyes” to see things differently? SECONDARY: How do poets use language and craft to create special effects in their poetry?

MODULE ASSESSMENT

Students will publish a poem that uses poetic language (sensory details, comparisons, emotions) and effects (e.g. line breaks, structure).


• identify poetry as a genre. • create a poem that uses the structure of poetry (not using story structure,

eliminating unnecessary words). • create a poem that uses poetic language (sensory details, comparisons). • create a poem that uses poetry effects (line breaks, structure).



• identify and write poems with different poetry structures (list poem, shape poem).

• use line breaks. • include descriptive language to create a visual image. • eliminate extraneous words to create rhythm and structure in their poetry.

RESOURCES Teacher texts: Wondrous Words by Katie Wood Ray Awakening the Heart by Georgia Heard Climb Inside a Poem by Lester Laminack and Georgia Heard (teacher and student resource pack) Mentor texts: In the Land of Words by Eloise Greenfield Honey I Love by Eloise Greenfield Dirty Laundry Pile by Paul B. Janeczko Splish Splash by Joan Bransfield Graham Anthologies by Jack Prelustky, Shel Silversten and Judith Viorst Supplies: List poem paper, shared writing and reading poems, blank paper, sensory map graphic organizer, heart map, scientists’ eyes vs. poets’ eyes graphic organizer.


BY THE END OF SECOND GRADE LAUNCHING WRITING WORSHOP

STATE STANDARD 3.2.2.A.1 Generate ideas for writing: hearing stories, recalling experiences,

brainstorming, and drawing. 3.2.2.A.2 Observe the modeling of writing. 3.2.2.A.3 Begin to develop an awareness of simple story structures and author’s

voice. 3.2.2.A.4 Use sentences to convey ideas in writing. 3.2.2.A.5 Maintain the use of a basic writing process to develop writing. 3.2.2.B.1 Produce finished writings to share with classmates and/or for publication. 3.2.2.B.2 Produce stories from personal experiences. 3.2.2.B.3 Produce a narrative with a beginning, middle, and end. 3.2.2.C.1 Use correct end point punctuation. 3.2.2.C.2 Apply basic rules of capitalization. 3.2.2.C.3 Use correct spelling of some high frequency words. 3.2.2.C.4 Apply sound/symbol relationships to writing words. BIG IDEAS/COMMON THREADS



Writers chose ideas that are focused and sustain audience interest. ESSENTIAL QUESTIONS

How do writers chose focused ideas that interest their audience? MODULE ASSESSMENT

Students will sustain story writing for at least forty minutes every workshop. Students will use the writing process to publish a focused small moments story. Students will complete a personal narrative for Tri-District Assessment.


• craft a story using the writing process. • collect ideas by finding value in the tiny moments in their lives worth writing

about. • collect ideas by recalling a time or place that matters to them and has

importance and finding the small moment of significance to draft a story about.

• collect ideas by finding a moment in their lives when something “happened” and crafting a story around that “happening”.


• draft stories by envisioning the event and making a movie in their mind to properly sequence events.

• find “juicy part” of story and stretch the event. • view themselves as authors who use the writing process to publish a story. • attempt to articulate writing concerns to teacher in a writing conference. • know themselves as writers. • revise stories using the following strategy: adding detail. • edit stories using the following strategies: Capitalization, punctuation, proper

sentence structure for simple sentence (if child uses a risk, NA.) • check sentence structure for subject predicate agreement.


• create stories for forty uninterrupted minutes. • publish a small moments story following Launching Unit Checklist. • edit stories using the following strategies: Capitalization, punctuation, proper

sentence structure for simple sentences (if child uses a risk, NA.) RESOURCES Teacher texts: Craft Lessons Teaching Writing K-8 by Ralph Fletcher, Joann Portalupi Write Away by Dave Kemper, Ruth Nathan, Patrick Sebranek Launching the Writing Workshop; Unit of Study Book One by Lucy Calkins and Leah Mermelstein Anchor texts: These books are chosen because the pictures directly match the words and mirror stories our students can realistic write. Author a True Story by Helen Lester Aunt Isabel Tells a Good One by Kate Duke Poppleton Series- Cynthia Rylant Do Like Kyla- by Angela Johnson Shortcut by Donald Crews The Relatives Came by Cynthia Rylant Author- a true story by Helen Lester Zoom by Istvan Banyui Listening Walk byPaul Showers The Best Story by Eileen Spinelli Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF SECOND GRADE PERSONAL NARRATIVE: SMALL MOMENT

STATE STANDARD 3.2.2.A.1 Generate ideas for writing: Hearing stories, recalling experiences,

brainstorming, and drawing. 3.2.2.A.4 Use sentences to convey ideas in writing. 3.2.2.A.7 Compose readable first drafts. 3.2.2.B.2 Produce stories from personal experiences 3.2.2.D.1 Create written texts for others to read BIG IDEAS/COMMON THREADS



Writers choose one small significant moment from their lives and use the writing process to tell a focused story.

ESSENTIAL QUESTIONS

How do authors find the significant moments in their lives about which to write?

MODULE ASSESSMENT Students will publish a focused story of significance.


• generate story ideas using strategies from launching unit. • work with a writing partner to orally plan/sequence their story. • students will create a plan for their writing (tell across fingers or pages/ Story

Skeleton / 4 box sketch/ Timeline). • identify the so what part of the story to stretch out the moment. • elaborate events through show not tell using all sensory details. • elaborate by telling the internal story as well as the external story. • revise for effective leads and story endings. • edit for meaning using capitalization and ending punctuation. • check sentence structure for subject predicate agreement. • share stories with an audience. add details (adjectives and adverbs) to

expand declarative, interrogative, imperative, and exclamatory sentences. MODULE SKILLS Students will be able to be able to

• write a story with a beginning, middle and end. • edit stories using the following strategies: Capitalization, punctuation, proper

sentence structure for simple sentences (if child uses a risk, NA.) • choose a strong lead, sensory details, and effective endings.


RESOURCES Anchor texts: Fireflies by Julie Brinckloe Home Run by Robert Burleigh Kissing Hand- by Audrey Penn Koala Lou by Mem Fox A Chair For My Mother by Vera B. Williams Roller Coaster by Marla Frazee Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF SECOND GRADE AUTHORS AS MENTORS

STATE STANDARD 3.2.2.A.1 Observe the modeling of writing. 3.2.2.A.3 Begin to develop an awareness of simple story structures and author’s

voice. 3.2.2.A.5 Maintain the use of a basic writing process to develop writing. 3.2.2.A.6 Use graphic organizers to assist with planning writing. 3.2.2.A.9 Reread drafts for meaning, to add details, and to improve correctness. 3.2.2.A.10 Focus on elaboration as a strategy for improving writing. 3.2.2.A.11 Participate with peers to comment on and react to each other’s writing. 3.2.2.A.12 Use a simple checklist to improve elements of own writing. 3.2.2.A.13 Use computer writing applications during some parts of the writing

process. BIG IDEAS/COMMON THREADS



Writers look for examples of well crafted writing and use that craft in their own writing.

ESSENTIAL QUESTIONS

How does [insert author of choice] tell a story? How will we use elements of his/her craft in our own writing to tell a story from beginning to end?

MODULE ASSESSMENT

Students will use the writing process to publish a focused piece based on the craft of a mentor author. Students will complete on demand letter to a published author.


• recognize varied sentences in the mentor author’s work. • experiment with varied sentences as writers. • use dialogue to make characters talk. • use an appropriate amount of dialogue. • Plan for writing by using a graphic organizer (story skeleton, story map etc.) • use graphic organizer to draft a beginning, middle, and end of a story. • zoom in on juicy part of the important parts of the beginning, middle, and

elaborate on the important details of each story part. • study author’s strong leads and revise their story for a strong lead.


• study author’s satisfying endings; dialogue, small action and feeling. • revise stories for satisfying endings. • explore how punctuation can convey meaning. • apply editing skills from previous units (capitalization, punctuation, sentence

structure) • write common irregular plural nouns. • write the past tense of common irregular verbs. • use commas in greetings and closings of letters. • check sentence structure for subject/predicate agreement.


• identify effective craft in Anchor Texts: and use mentor craft in their writing. • revise for dialogue, leads and endings. • check sentences for subject/predicate agreement (NA for risk taking.) • edit stories using the following strategies: Capitalization, punctuation, proper

sentence structure for simple sentences (if child uses a risk, NA.) RESOURCES Suggested authors: Cynthia Rylant Ezra Jack Keats Judith Viorst Eric Carle Donald Crews Tomie DePaola


BY THE END OF SECOND GRADE REVISION

STATE STANDARD 3.2.2.A.2 Observe the model of writing 3.2.2.A.9 Reread drafts for meaning, to add details, and to improve correctness. 3.2.2.A.10 Focus on elaboration as a strategy for improving writing. 3.2.2.A.12 Use a simple checklist to improve elements of own writing. 3.2.2.B.5 Organize favorite work samples in a writing folder or portfolio. 3.3.2.D.3 Use writing as a tool for learning self-discovery and reflection. BIG IDEAS/COMMON THREADS



Writers look at their story again from a fresh perspective to enhance the quality of the text.

ESSENTIAL QUESTIONS

How do writers make changes to their writing to improve an existing draft? What elements of writer’s craft can writers use to revise? MODULE ASSESSMENT

Students will reread and assess their own writing to make plans for revision. Students will publish a piece that has components of the revision unit.


• review written pieces and select at least one piece to look at again. • understand that writers revise for a variety of reasons. • adding thoughts, feelings, information, or other details to the piece to create a

better understanding for the reader. • taking away thoughts and details that confuse the reader will enhance the

understanding. • review strong leads in crafting stories. • select either dialogue, small action, thought, or feeling for a satisfying ending. • making better word choices, focusing on different words for said and using

dynamic verbs. • authors will show, not tell through the use of vivid imagery. • writers become aware that they can revise when they are in the drafting

stages of their story. • generalize learned spelling patterns when writing new, but relatable words.


• use apostrophes to form contractions and common possessives. use apostrophes to form contractions and common possessives.

• consult reference materials, including beginning dictionaries. • check sentence structure for subject predicate agreement.


• reread and assess their own writing to make plans for revision. • publish a piece that has components of the revision unit. • edit stories using the following strategies: Capitalization, punctuation, proper

sentence structure for simple sentences (if child uses a risk, NA.) RESOURCES Anchor texts: Punctuation Takes Vacation, Greedy Apostrophe A Cautionary Tale by Jan Carr


BY THE END OF SECOND GRADE REALISTIC FICTION

STATE STANDARD 3.2.2.A.3 Begin to develop an awareness of simple stories structures and author’s

voice. 3.2.2.A.11 Participate with peers to comment on and react to each other’s writing 3.2.2.B.1 Produce finished writings to share with classmates and/or for publication 3.2.2.C.5 Recognize and apply basic spelling patterns 3.2.2.C.6 Write legibly to meet district standards BIG IDEAS/COMMON THREADS



Authors craft fiction based on realistic stories from real life. ESSENTIAL QUESTIONS

PRIMARY: How do writers create characters and a story based on realistic happenings?

MODULE ASSESSMENT

Students will create characters with established identities. Students will create problems, and at least one solution. Students will publish a realistic fiction story.


• generate story ideas by thinking about everyday problems in books and real life.

• plan story before writing by “telling across their fingers” and touching each pages to tell what will go on each page.

• understand realistic fiction has rhythm and structure. • identify characteristics of RF:

Characters should face problems overcome these problems develop solutions.

• check sentence structure for subject predicate agreement. • create identities for their characters, with names and internal and external

traits. • characters share both their internal and external thoughts throughout the

story. • create actions that will slow down the moment.


• determine if the plot of the story encompasses all of the realistic fiction traits. • develop strong endings in which characters solve their problems.


• create characters with established identities. • create problems, and at least one solution. • edit stories using the following strategies: Capitalization, punctuation, proper

sentence structure for simple sentences (if child uses a risk, NA.) • publish a realistic fiction story.

RESOURCES Anchor texts: Patches, Lost and Found, Amazing Grace by Alice Hoffman Let’s Get a Pup Said Kate by Bob Graham Henry and Mudge by Cynthia Rylant A New Dress For Maya William’s Doll by Charlotte Zolotow Night Tree by Eve Bunting Owl Moon by Jane Yolen The Name Jar by Jengsook Choi The Paperboy by Dav Pilky Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF SECOND GRADE NON-FICTION

STATE STANDARD 3.2.2.A.6 Use graphic organizers to assist with planning writing. 3.2.2.B.4 Write non-fiction pieces, such as letters, procedures, biographies, or

simple reports. 3.2.2.D.2 Generate ideas and write on topics in forms appropriate to science, social

studies, or other subject areas. 3.2.2.D.5 Write in a variety of simple genres to satisfy personal, academic, and

social needs, such as letters, plays, procedures, biographies, or simple reports.

3.2.2.C.6 Write legibly to meet district standards. BIG IDEAS/COMMON THREADS



Writers will classify and describe the way things are through factual text. ESSENTIAL QUESTIONS PRIMARY: How does an author teach others through their writing? SECONDARY: How does the author select and categorize specific information? MODULE ASSESSMENT

Students will be able to locate information from books. Students will be able to interpret and talk about information found in books. Students will publish a non-fiction piece of writing. Students will write an on demand all about piece an unknown topic.


• decide upon topics and gather information from appropriate texts. • classify information under headings. • classify headings into the table of contents. • include diagrams, labels, and other non-fiction text features to help the reader

understand the topic. • interpret and talk about information on topic. • use descriptive language that paints a picture for the reader. • state information in a unique or surprising manner. • use paper to match the writing genre. • capitalize holidays, product names, geographic locations, and important

words in titles.


• produce a writing piece that teaches for an appropriate audience. • check sentence structure for subject predicate agreement.


• locate information from books. • interpret and talk about information found in books. • publish a non-fiction piece of writing. • edit stories using the following strategies: Capitalization, punctuation, proper

sentence structure for simple sentences (if child uses a risk, NA.) RESOURCES Mentor text: Flat Stanley – The Great Egyptian Grave Robbery Mummies in the Morning by Mary Pope Osborne Mummies & Pyramids by Will Osborne (research guide) Professional References: The Mystery of the Hieroglyphs: The Story of the Rosetta Stone & The Race to Decipher Eqyptian Hieroglyphs I Wonder Why The Pyramids Were Built by Phillip Steele Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.


BY THE END OF SECOND GRADE NON-FICTION IN A CONTENT AREA – EGYPT

STATE STANDARD 3.2.2.A.6 Use graphic organizers to assist with planning writing. 3.2.2.B.4 Write non-fiction pieces, such as letters, procedures, biographies, or

simple reports. 3.2.2.D.2 Generate ideas and write on topics in forms appropriate to science, social

studies, or other subject areas. 3.2.2.D.5 Write in a variety of simple genres to satisfy personal, academic, and

social needs, such as letters, plays, procedures, biographies, or simple reports.

3.2.2.C.6 Write legibly to meet district standards. BIG IDEAS/COMMON THREADS



Writers will classify and describe the way things are through factual text. ESSENTIAL QUESTIONS PRIMARY: How can an author teach about Egypt through non-fiction writing? SECONDARY: How does the author select and categorize specific information? MODULE ASSESSMENT

Students will be able to locate information about Egypt from books. Students will be able to interpret, talk, and present information found in books. Students will publish a non-fiction piece through technology. Students will complete a personal narrative for Tri-District Assessment.


• decide upon topics and gather information from appropriate texts. • note taking skills to collect information for a piece. • read information and put into the author’s own words. • organize information read by author. • classify information under headings. • classify headings into the table of contents. • include diagrams, labels, and other non-fiction text features to help the reader

understand the topic. • interpret and talk about information on topic. • making factual information sound interesting. • state information in a unique or surprising manner.


• use paper to match the writing genre. • produce a writing piece that teaches for an appropriate audience using

technology. • check sentence structure for subject predicate agreement.


• locate information about Egypt from books. • interpret, talk, and present information found in books. • publish a non-fiction piece through technology. • edit stories using the following strategies: Capitalization, punctuation, proper

sentence structure for simple sentences (if child uses a risk, NA.) RESOURCES Anchor texts: Various non-fiction books from school and town libraries Supplies: Two pocket folders Variety of story paper (Printable off of Units of Study for Primary Writing: A Yearlong Curriculum) Writing area to include pencils, stapler, crayons, paper, colored pencils, construction paper. School should have a binding machine and laminating machine for published pieces only.

tri-district language arts curriculum - river edge public schools

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