GRADE 2 SCOPE AND SEQUENCE Being a Writer and Sequence...In the Being a Writer program at Grade 2, there are eight units, designed to be taught in order. ... As you plan the instruction

Being a Writer™ Scope and Sequence, Grade 2 © Center for the Collaborative Classroom 1

G R A D E 2S C O P E A N D S E Q U E N C E

The Being a Writer program combines a writing process approach with guided instruction to

ensure students learn and practice the craft and conventions of writing. Every lesson operates

in the context of a caring classroom community, crucial to motivating and inspiring students

to grow as writers, thinkers, and principled people. The program is built on the assumption

that academic and social learning flourish when they are integrated naturally, rather than

pursued separately.

The following scope and sequence provides a detailed outline of the program’s development of

writing skills and genres across grade levels. It also includes calendars that chart the structure

and focus of each unit, week, and day.

Being a Writer™

SECOND EDITION


Teaching the ProgramHow the Grade 2 Program Is Organized

UNITS

In the Being a Writer program at Grade 2, there are eight units, designed to be taught in order. The units vary in length from one to seven weeks. Each week has four days of instruction.

OVERVIEW OF INSTRUCTION

The Being a Writer program comprises 30 weeks of instruction, which allows time for you to:

• Extend or finish units that take longer than expected

• Provide free writing time so students can practice what they have learned

• Confer with students in a way that is more general than is suggested in the units

• Teach Writing About Reading, Writing Throughout the Week, and/or Extension activities

• Teach writing content not introduced in the Being a Writer program

As you plan the instruction for the year, you might want to build in additional time for these activities.

Sample Calendar for Grade 2

Unit Title Length Focus

FALL

1 The Writing Community 7 weeks

Build a caring writing community

Get ideas for writing from read-alouds

Draw, make lists, and write sentences to generate ideas

Explore descriptive language

2 Telling More 4 weeksVisualize and talk about story ideas before writing

Reread and add details to tell more

WIN

TER

3 Fiction 4 weeks

Explore realistic and purely imaginary fiction

Generate ideas for fiction stories

Publish a fiction story

4 Nonfiction 5 weeks

Explore expository (or informative), functional (or explanatory), and narrative nonfiction

Write questions, facts, and observations

Write and publish a short report using information from multiple sources

(continues)


Sample Calendar for Grade 2

Unit Title Length FocusSP

RIN

G

5 Letter Writing 3 weeks

Explore audience and purpose for friendly letters

Identify the parts of a friendly letter

Address an envelope

6 Poems and Words 3 weeks

Generate lists of words for different topics

Explore and use interesting and descriptive words in poems

Explore and informally use figurative language

Publish a poem

7 Opinion Writing 3 weeks

Generate ideas for opinion pieces

Explore audience and purpose for opinion pieces

Write opening and closing sentences

Write reasons and use linking words to support opinions

Publish an opinion piece

8Revisiting

the Writing Community

1 weekReflect on growth as writers and community members

Plan for summer writing

* Expository nonfiction in Being a Writer corresponds to Informative Writing in the CCSS. Functional nonfiction corresponds to Explanatory Writing in the standards.

(continued)


Day 1 Day 2 Day 3 Day 4 Open Day

Week

1Getting Ideas and Writing StoriesFocus: •Drawing to inspire writing •Contributing to a shared story •Drawing a picture and writing a story about it

Writing StoriesFocus: •Drawing to inspire writing •Drawing a picture and writing a story about it

Getting Ideas and Writing Stories:Bigmama’sFocus: •Drawing and writing about a place they like to go

Sharing as a CommunityFocus: •Sharing writing •Getting to know one another •Writing freely

Writing Throughout the WeekWriting Ideas: •Writing about rooms at home or family trips •Writing more stories from sketches •Sharing and writing freely

Week

2Getting Ideas for Writing:“About Donald Crews”Focus: • Learning about a professional author •Drawing sketches around the school

Writing StoriesFocus: • Learning “Turn to Your Partner” •Contributing to a shared story •Writing a story about one of their sketches

Getting Ideas for WritingFocus: •Drawing to get ideas for a family story

Writing Stories and Sharing in PairsFocus: •Writing a story about one of their sketches •Sharing in pairs

Writing Throughout the WeekWriting Ideas: •Writing more stories from sketches •Sharing and writing freely

Week

3Getting Ideas for Writing:ShortcutFocus: •Beginning to use a writing notebook •Writing a list of things that have happened

Writing StoriesFocus: •Choosing an idea from a list and writing a story •Capitalizing and punctuating sentences

Adding Descriptive Words:Night in the CountryFocus: •Rereading writing •Adding sight and sound words

Sharing as a CommunityFocus: •Getting to know one another • Identifying sight and sound words •Writing freely

Writing Throughout the WeekWriting Ideas: •Writing more “It happened to me” stories •Making connections to Shortcut •Sharing and writing freely

Week

4Getting Ideas for Writing:Miss TizzyFocus: • Learning “Think, Pair, Share” •Writing a list of friends

Writing StoriesFocus: •Choosing an idea from a list and writing a story •Capitalizing and punctuating sentences • Learning to approximate spelling

Adding Descriptive Words:Miss TizzyFocus: •Rereading writing •Adding sight and sound words •Approximating spelling

Sharing as a CommunityFocus: • Learning the prompt “I found out . . .” • Identifying sight and sound words •Writing freely

Writing Throughout the WeekWriting Ideas: •Writing about the theme of friendship •Writing opinions about Miss Tizzy •Writing more about friends •Sharing and writing freely

Week

5Getting Ideas for Writing:Dogs Don’t Wear SneakersFocus: •Writing silly sentences

Writing Stories:Click, Clack, Moo: Cows That TypeFocus: •Choosing a sentence and writing a silly story •Approximating spelling •Capitalizing names

Getting Ideas for Writing:My Little Sister Ate One HareFocus: •Writing silly sentences to inspire writing •Approximating spelling

Writing Stories and Sharing in PairsFocus: •Choosing a sentence and writing a silly story • Learning the prompt “I like your story because . . .”

Writing Throughout the WeekWriting Ideas: •Writing more silly animal or little sister/brother stories •Writing counting books or writing about funny dreams •Writing freely

UNIT 1: THE WRITING COMMUNITY

(continues)



Week

6Getting Ideas for Writing:Harry and the Terrible WhatzitFocus: • Learning to use a word wall •Writing scary words and sentences •Approximating spelling

Writing StoriesFocus: •Choosing a sentence and writing a scary story •Using the word wall •Approximating spelling

Adding Descriptive Words:The Little Old Lady Who Was Not Afraid of AnythingFocus: •Rereading and adding to writing •Approximating spelling and using the word wall

Sharing as a CommunityFocus: •Using the prompt “I like your story because . . .” •Writing freely

Writing Throughout the WeekWriting Ideas: •Writing more scary stories •Writing about bravery or inanimate objects coming to life •Sharing and writing freely

Week

7Getting Ideas for WritingFocus: •Drawing, listing, or writing sentences •Choosing a story idea and writing a story

Writing StoriesFocus: •Rereading and adding to writing •Approximating spelling and using the word wall

Sharing as a CommunityFocus: •Sharing writing from the Author’s Chair •Using the prompts “I found out . . .” and “I like your story because . . .” •Writing freely

Sharing as a CommunityFocus: •Sharing writing from the Author’s Chair •Using the prompts “I found out . . .” and “I like your story because . . .” •Writing freely

Writing Throughout the WeekWriting Ideas: •Publish this week’s stories informally and write blurbs •Reviewing notebook writing •Sharing and writing freely

UNIT 1: THE WRITING COMMUNITY(continued)



Week

1Thinking Before WritingFocus: •Visualizing to get ideas •Writing about a fun time outdoors

Telling MoreFocus: •Rereading to tell more and add details •Checking sentence punctuation

Thinking Before WritingFocus: •Visualizing to get ideas •Writing about a fantasy trip

Telling MoreFocus: •Rereading to tell more and add details •Checking sentence punctuation

Writing Throughout the WeekWriting Ideas: •Writing more about fantasy trips or fun times outdoors •Writing “round robin” stories •Analyzing writing and adding temporal words that tell when stories happen

Week

2Thinking Before Writing:I Will Never NOT EVER Eat a TomatoFocus: •Writing lists of likes and dislikes

Writing StoriesFocus: •Writing a story using ideas from their lists

Telling MoreFocus: •Rereading to tell more and add details •Exploring commas in a series •Sharing writing from the Author’s Chair

Sharing as a CommunityFocus: •Sharing writing from the Author’s Chair •Writing freely

Writing Throughout the WeekWriting Ideas: •Writing more about likes and dislikes •Making connections to I Will Never NOT EVER Eat a Tomato •Reviewing notebook writing

Week

3Thinking Before Writing:“Let’s Get a Pup!” Said KateFocus: •Writing about a pet •Rereading to tell more about a pet

Conferring in Pairs and Telling MoreFocus: • Learning to confer in pairs •Telling more based on partner feedback

Thinking Before Writing:Sheila Rae, the BraveFocus: •Making up a character and writing a story •Rereading to tell more about a character

Conferring in Pairs and Telling MoreFocus: •Conferring in pairs •Telling more based on partner feedback

Writing Throughout the WeekWriting Ideas: •Writing more about pets or characters •Making connections between Sheila Rae, the Brave and The Little Old Lady Who Was Not Afraid of Anything •Practicing using commas in a series

Week

4Thinking Before Writing:Alexander and the Terrible, Horrible, No Good, Very Bad DayFocus: •Writing a story about something interesting that happens to a character •Rereading to tell more about something that happens to a character

Conferring in Pairs and Telling MoreFocus: •Conferring in pairs •Telling more based on partner feedback



Writing Throughout the WeekWriting Ideas: •Writing more about characters •Making connections to Alexander and the Terrible, Horrible, No Good, Very Bad Day •Publishing this week’s stories informally and writing dedications

UNIT 2: TELLING MORE



Week

1Exploring Fiction:DogzillaFocus: •Writing about animal characters

Exploring Fiction:Brave CharlotteFocus: •Writing about something interesting that happens to a character

Exploring Fiction:HONK! The Story of a Prima SwanerinaFocus: •Writing about characters who are unique

Exploring FictionFocus: •Adding and punctuating dialogue •Using question marks and exclamation points

Writing Throughout the WeekWriting Ideas: •Writing more stories about animal characters •Practicing writing dialogue •Writing opinions about HONK! The Story of a Prima Swanerina or Brave Charlotte

Week

2Exploring Fiction:BeardreamFocus: •Making up an ending to a story •Approximating the spelling of polysyllabic words

Exploring Fiction:BeardreamFocus: •Writing about dreams •Approximating the spelling of polysyllabic words

Exploring Fiction:DuckyFocus: •Writing about toys that come to life •Approximating the spelling of polysyllabic words

Exploring Fiction:DuckyFocus: •Getting fiction ideas from real life •Approximating the spelling of polysyllabic words

Writing Throughout the WeekWriting Ideas: •Writing more stories that end with It was just a dream •Writing opinions about Ducky •Reviewing notebook writing

Week

3Selecting Drafts and Conferring in PairsFocus: •Selecting a draft to publish •Giving helpful feedback •Telling more

Rereading and Telling MoreFocus: •Adding colors and other descriptive words to writing

Informal ProofreadingFocus: •Capitalizing I and proper nouns • Listening for ending punctuation

Informal Proofreading and Conferring in PairsFocus: •Checking spelling using a word bank •Giving helpful feedback

Writing Throughout the WeekWriting Ideas: •Writing endings to more stories •Writing stories about toys from home •Writing freely

Week

4Writing Final VersionsFocus: •Writing and illustrating a final version

Writing Final VersionsFocus: •Exploring book features •Making books

PublishingFocus: •Making books •Sharing stories from the Author’s Chair

PublishingFocus: •Sharing stories from the Author’s Chair •Writing freely

Writing Throughout the WeekWriting Ideas: •Writing letters home about fiction •Sharing published books from the Author’s Chair •Reviewing notebook writing

UNIT 3: FICTION


UNIT 4: NONFICTION Day 1 Day 2 Day 3 Day 4 Open Day

Week

1Exploring Nonfiction:Kate & Pippin: An Unlikely Love Story

Focus: • Introducing nonfiction •Writing questions

Exploring Nonfiction:Kate & Pippin: An Unlikely Love Story

Focus: •Writing about Kate and Pippin •Writing freely

Exploring Nonfiction:“Q&A with Isobel Springett: The Photographer of Kate & Pippin”

Focus: •Writing about a partner

Exploring Nonfiction:How to Be a Friend: A Guide to Making Friends and Keeping Them

Focus: •Writing about how to be a friend •Drawing illustrations to add to text

Writing Throughout the WeekWriting Ideas: • Interviewing and writing about another person •Writing opinions about Kate & Pippin •Writing more about being a friend

Week

2Exploring NonfictionFocus: •Writing observations about paper •Using written observations to play a game

Exploring Nonfiction:Paper

Focus: •Writing facts and questions about paper •Writing about how paper is used in the classroom

Exploring Nonfiction:Paper and “Which Is Stronger?” experiment

Focus: • Learning discussion prompts •Writing about an experiment and how paper is used at home

Exploring Nonfiction:Paper and “Suck It Up!” experiment

Focus: •Writing about an experiment •Using temporal words •Sharing writing in groups of four

Writing Throughout the WeekWriting Ideas: •Writing about a science experiment or activity •Writing more descriptions for “Name That Paper” •Reviewing notebook writing

Week

3Exploring Nonfiction:Polar Lands

Focus: •Writing information and questions about the polar lands

Exploring Nonfiction:Polar Lands, Polar Regions, and Polar Animals

Focus: •Writing about the polar lands •Writing an opening and closing sentence

Exploring Nonfiction:Polar Lands

Focus: •Writing information and questions about polar animals

Exploring Nonfiction:Polar Animals and Polar Lands

Focus: •Writing about polar animals •Writing an opening and closing sentence

Writing Throughout the WeekWriting Ideas: •Writing opinions about polar animals •Reading and listing information •Exploring and writing captions

Week

4Exploring Nonfiction:Polar Regions and Polar Lands

Focus: •Writing information and questions about the people in the Arctic

Exploring Nonfiction:Polar Lands

Focus: •Writing about the people in the Arctic •Writing an opening and closing sentence

Selecting Drafts and Conferring in PairsFocus: •Selecting drafts •Giving feedback about what more they want to know •Adding to and finishing drafts

Revising and Conferring in Pairs:Polar Lands

Focus: •Adding descriptions •Giving feedback about what more they want to know

Writing Throughout the WeekWriting Ideas: •Writing questions •Reading and listing information •Conducting and writing about an experiment with ice

Week

5Informal Proofreading and Conferring in PairsFocus: •Proofreading for spelling, punctuation, and capitalization •Giving feedback

Writing Final VersionsPolar Lands and How to Be a Friend: A Guide to Making Friends and Keeping Them

Focus: •Exploring illustrations and diagrams •Writing final versions

PublishingFocus: •Completing final versions •Making books

PublishingFocus: •Sharing from the Author’s Chair •Writing freely

Writing Throughout the WeekWriting Ideas: •Writing letters home about nonfiction •Sharing published books from the Author’s Chair •Writing freely



Week

1Exploring Letter Writing:First Year LettersFocus: •Writing friendly letters to the teacher in pairs

Exploring Letter WritingFocus: •Writing friendly letters to partners

Exploring Letter WritingFocus: •Determining procedures for the classroom post office •Writing friendly replies to partners’ letters

Exploring Letter WritingFocus: • Identifying parts of a friendly letter •Writing a shared letter to first-graders

Writing Throughout the WeekWriting Ideas: •Writing opinions about First Year Letters •Writing replies to partners’ letters •Writing friendly letters to the principal

Week

2Exploring Letter WritingFocus: •Punctuating dates, greetings, and closings •Writing friendly letters to classmates

Exploring Letter Writing:Dear Baby: Letters from Your Big Brother

Focus: •Exploring audience and purpose •Writing friendly letters to family members

Exploring Letter WritingFocus: • Listening for punctuation •Proofreading for punctuation and capitalization

Drafting Friendly Letters:Love, Lizzie: Letters to a Military Mom

Focus: •Choosing recipients for friendly letters •Drafting friendly letters to people they do not see every day

Writing Throughout the WeekWriting Ideas: •Writing opinions about favorite books •Writing replies to partners’ letters •Writing friendly letters for other purposes

Week

3Informal Proofreading:First Year Letters

Focus: •Practicing proofreading •Completing and proofreading draft letters

Writing Final VersionsFocus: •Writing final versions of friendly draft letters

PublishingFocus: •Addressing envelopes •Sharing from the Author’s Chair

PublishingFocus: •Reflecting on writing friendly letters •Sharing from the Author’s Chair •Writing freely

Writing Throughout the WeekWriting Ideas: •Writing letters home about letter writing •Sharing letters from the Author’s Chair and writing freely •Writing letters to individuals on the “People to Write to” list

UNIT 5: LETTER WRITING


UNIT 6: POEMS AND WORDSDay 1 Day 2 Day 3 Day 4 Open Day

Week

1Exploring Poems:“Tree House,” “Boa Constrictor”Focus: •Discussing interesting words in poems

Exploring Poems:“The Coyote,” “The Tiger”Focus: •Writing animal poems

Exploring Poems:“Knoxville, Tennessee”Focus: • Listing words about summer •Writing poems about summer

Exploring Poems:“Lettuce,” “Peaches”Focus: • Listing words about food •Writing poems about food

Writing Throughout the WeekWriting Ideas: •Writing opinions about “Tree House” •Writing more animal poems •Writing more food poems

Week

2Exploring Poems:“My Baby Brother”Focus: •Writing a shared poem about the classroom clock • Listing descriptive words about classroom objects •Writing poems about classroom objects

Exploring Poems:“Wind Song”Focus: • Listening for and listing school sounds •Writing a shared poem about school sounds

Exploring Poems:“Weather”Focus: •Discussing and listing sound words •Writing poems using sound words

Exploring Poems:“Fish”Focus: •Discussing and listing movement words •Writing poems using movement words

Writing Throughout the WeekWriting Ideas: •Writing opinions about “My Baby Brother” •Writing more poems about classroom objects •Writing more poems using sound words •Writing more poems using movement words

Week

3Exploring Poems:“Clouds,” “Rain Poem”Focus: •Exploring figurative language •Writing poems about rain

Exploring Poems:“Buses”Focus: •Exploring figurative language •Writing poems

Proofreading and Writing Final VersionsFocus: •Choosing poems to publish •Revising and proofreading poems •Writing final versions

PublishingFocus: •Sharing poems from the Author’s Chair •Writing freely

Writing Throughout the WeekWriting Ideas: •Writing letters home about poetry •Reading more poems with figurative language •Writing poems about clouds •Sharing poems from the Author’s Chair



Week

1Exploring Opinion Writing:I Wanna IguanaFocus: •Giving reasons to support opinions

Exploring Opinion Writing:I Wanna New RoomFocus: •Giving reasons to support opinions

Exploring Opinion WritingFocus: •Generating opinions •Giving reasons to support opinions

Exploring Opinion WritingFocus: •Generating opinions •Giving reasons to support opinions

Writing Throughout the WeekWriting Ideas: •Writing opinions about I Wanna Iguana •Writing opinions about I Wanna New Room •Writing more persuasive letters

Week

2Exploring Opinion Writing:“An Argument for Pets: Good for the Animals,” “An Argument Against Pets: Pets Cost Too Much”Focus: •Choosing opinions •Giving reasons to support opinions

Exploring Opinion Writing:“An Argument for Pets: We Can Learn From Pets,” “An Argument Against Pets: Animals Should Be Free”Focus: •Generating opinions •Exploring opening sentences that state opinions

Exploring Opinion WritingFocus: •Giving reasons to support opinions •Using linking words to connect reasons to opinions

Exploring Opinion Writing:“Closing Sentences from Four Opinion Pieces”Focus: •Exploring closing sentences that restate opinions

Writing Throughout the WeekWriting Ideas: •Writing more persuasive letters •Writing more opinion pieces •Writing freely

Week

3Selecting Opinion Pieces to Publish and Conferring in PairsFocus: •Choosing drafts •Conferring in pairs

Informal ProofreadingFocus: •Proofreading for spelling, punctuation, and capitalization

Writing Final Versions and PublishingFocus: •Sharing from the Author’s Chair

PublishingFocus: •Sharing from the Author’s Chair

Writing Throughout the WeekWriting Ideas: •Writing letters home about opinion writing •Writing more opinion pieces •Sharing opinion pieces from the Author’s Chair

UNIT 7: OPINION WRITING



Week

1Reflecting on WritingFocus: •Discussing what they liked about the writing lessons •Writing about the writing lessons •Sharing writing from the Author’s Chair

Reflecting on WritingFocus: •Rereading their writing and selecting favorite pieces •Reflecting on how their writing has changed •Sharing writing from the Author’s Chair

Planning for Summer Writing:“Writing Habits of Professional Authors”

Focus: • Learning about the writing habits of professional authors •Making plans for writing during the summer

Reflecting on CommunityFocus: •Discussing working well with others •Writing letters to next year’s class about how to work well together

Writing Throughout the WeekWriting Ideas: •Writing letters home about summer writing •Writing letters to third-grade teachers •Sharing writing from the Author’s Chair

UNIT 8: REVISITING THE WRITING COMMUNITY


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WRITING DEVELOPMENT ACROSS THE GRADES

The table below provides a snapshot of how learning in writing process, craft, and genre is developed over grades K–5.

Writing Process and Craft K 1 2 3 4 5

Write daily for various purposes and audiences ■ ■ ■ ■ ■ ■

Generate ideas for writing ■ ■ ■ ■ ■ ■

Choose writing topics ■ ■ ■ ■ ■ ■

Extend writing to tell more ■ ■ ■ ■ ■ ■

Confer with the teacher ■ ■ ■ ■ ■ ■

Reread writing for sense ■ ■ ■ ■ ■ ■

Learn about conventions from published works ■ ■ ■ ■

Publish pieces of writing ■ ■ ■ ■ ■ ■

Read and share published pieces with the class ■ ■ ■ ■ ■ ■

Write for sustained periods of time ■ ■ ■ ■ ■ ■

Learn about elements of craft and/or genre from published works ■ ■ ■ ■ ■ ■

Analyze writing for specific purposes (e.g., descriptive words, dialogue) and revise

■ ■ ■ ■ ■

Keep a writer’s notebook for ideas and drafts ■ ■ ■ ■

Develop a relaxed, uninhibited attitude about writing ■ ■ ■

Cultivate creativity ■ ■ ■

Confer in pairs ■ ■ ■ ■

Give and receive feedback ■ ■ ■ ■

Proofread and edit for spelling ■ ■ ■ ■ ■

Proofread and edit for conventions (e.g., grammar, usage, punctuation)

■ ■ ■ ■ ■

Revise based on partner feedback ■ ■ ■ ■

■ formally taught informally experienced


The students learn and apply elements of the following genres: K 1 2 3 4 5

Narrative Writing

Units 1–3 Unit 1; Unit 2, Weeks 3–6; Units 3–4

Units 1–3 Unit 1; Personal Narrative and Fiction genre units

Unit 1; Personal Narrative and Fiction genre units

Unit 1; Personal Narrative and Fiction genre units

Expository Nonfiction (or Informative Writing)

Unit 4 Unit 5 Unit 4 Unit 1; Expository Nonfiction genre unit

Unit 1; Expository Nonfiction genre unit

Unit 1; Expository Nonfiction genre unit

Opinion Writing*Unit 6 Unit 7 Unit 6 Opinion

Writing genre unit

Opinion Writing genre unit

Opinion Writing genre unit

PoetryUnit 5 Unit 6 Unit 7 Unit 1;

Poetry genre unit

Unit 1; Poetry genre unit

Unit 1; Poetry genre unit

Letter Writing**

Unit 5 Letter Writing genre unit (not in core)**

Letter Writing genre unit (not in core)**

Letter Writing genre unit (not in core)**

Functional Nonfiction (or Explanatory Writing)

Functional Writing genre unit

Unit 1; Functional Writing genre unit

Unit 1; Functional Writing genre unit

* Opinion writing is also taught in Writing About Reading activities.

** Instruction in letter writing at grades 3–5 is available separately as supplemental writing genre units. Visit the Center for the Collaborative Classroom’s website (collaborativeclassroom.org) for ordering information.


DEVELOPMENT ACROSS THE GRADES

Elements of Personal Narrative Writing Craft Language Skills and Conventions

Grade

K •Writing about true stories from students’ own lives

•Visualizing story ideas •Drawing and writing to tell a story

•Using letters, words, or sentences to tell a story

Grade

1 •Writing about true stories from students’ own lives

•Writing stories with beginning, middle, and end • Including feelings in stories •Exploring temporal words •Exploring features of book covers

•Capitalizing proper nouns •Using exclamation points

Grade

2 •Writing about interesting events or topics from students’ own lives

•Rereading and adding to writing •Adding sight and sound words

•Capitalizing beginnings of sentences •Punctuating sentences •Capitalizing proper nouns

Grade

3 •Writing about interesting events or topics from students’ own lives

•Using sensory details •Using temporal words and phrases •Writing engaging openings •Writing endings that draw a story’s events to a close

• Identifying and correcting commonly misused words (then/than; your/you’re) •Recognizing and correcting sentence fragments •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar

Grade

4 •Writing about single events from students’ own lives

•Using sensory details •Using transitional words and phrases •Writing engaging openings •Writing endings that draw a story’s events to a close

• Identifying and correcting commonly misused words (its/it’s; to/too/two) •Recognizing and correcting sentence fragments •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar

Grade

5 •Writing about significant experiences from students’ own lives •Exploring how those experiences resulted in learning or change

•Using sensory details •Writing engaging openings •Adding information about learning or change •Writing endings that draw a story’s events to a close

• Identifying and correcting commonly misused words (there/their/they’re) •Maintaining consistency in verb tenses •Recognizing and correcting sentence fragments •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar

Personal NarrativeGenre



Genre Nonfiction

Elements of Nonfiction Writing Craft Language Skills and Conventions

Grade

K •Writing observations and facts about a topic •Exploring text features (e.g., tables of contents, labels)

•Generating questions •Conducting interviews to gather information about both a person in the school and a partner •Examining objects to determine facts about them

•Exploring writing and punctuating sentences •Using question words •Approximating spelling •Using the word wall

Grade

1 •Exploring characteristics and features of nonfiction text (e.g., table of contents, chapters) •Writing facts, questions, and other true information •Writing about themselves, the class, a place in the school, partners, and favorite objects

•Generating questions •Conducting interviews to gather information about partners •Examining objects to determine facts about them •Writing opening and closing sentences

•Capitalizing the beginnings of sentences and using ending punctuation •Using question marks •Proofreading for spelling, punctuation, and capitalization

Grade

2 •Writing questions, observations, notes, facts, and other true information •Exploring text features (e.g., tables of contents, glossaries, illustrations, and diagrams) •Participating in shared research about polar regions and selecting a topic to write about

•Generating questions • Listening to short passages of text and reporting what was learned •Guided writing of brief notes about what was learned •Using temporal words •Writing opening and closing sentences

•Capitalizing the beginnings of sentences and using ending punctuation •Using question marks •Proofreading for spelling, punctuation, and capitalization

Grade

3 •Exploring Q&A, ABC, and other nonfiction formats •Selecting an animal to research and write about •Exploring text features (e.g., tables of contents, illustrations, and captions)

•Doing pre-research writing and generating questions • Identifying effective keywords for an Internet search •Taking notes and organizing information by subtopic •Employing facts, details, and definitions related to the topic •Using transitional words and phrases •Writing interesting introductions and endings •Writing tables of contents

•Recognizing and correcting run-on sentences •Recognizing and correcting sentence fragments •Proofreading for spelling, punctuation, and grammar

(continues)


Elements of Nonfiction Writing Craft Language Skills and Conventions

Grade

4 •Exploring Q&A and other nonfiction formats •Selecting a country to research and write about •Exploring text features (e.g., maps and diagrams)

•Doing pre-research writing and narrowing research focus • Identifying effective keywords for an Internet search •Taking notes and organizing information by subtopic •Employing facts and examples related to the topic •Using transitional words and phrases •Writing interesting introductions and endings •Writing author biography sections and tables of contents

•Capitalizing languages, religions, and holidays •Recognizing and correcting run-on sentences •Recognizing and correcting sentence fragments •Proofreading for spelling, punctuation, and grammar

Grade

5 •Exploring different ways to communicate information •Selecting any nonfiction topic to research and write about •Exploring text features (e.g., sidebars and glossaries)

•Doing pre-research writing and narrowing research focus • Identifying effective keywords for an Internet search •Taking notes and organizing information by subtopic •Employing facts and examples related to the topic •Using transitional words and phrases •Creating text features •Writing interesting introductions •Writing author biography sections and bibliographies

•Citing resources •Recognizing and correcting run-on sentences •Recognizing and correcting sentence fragments •Proofreading for spelling, punctuation, and grammar

DEVELOPMENT ACROSS THE GRADES (continued)



Elements of Poetry Writing Craft Language Skills and Conventions

Grade

K •Acting out and visualizing poems •Writing poems about topics of interest

•Generating shared lists of descriptive, movement, and color words •Using descriptive language (movement, sound, and color words)

•Approximating spelling •Using the word wall

Grade

1 •Exploring sound and imagery in poems •Writing poems about topics of interest

•Generating lists of interesting sound and movement words •Using figurative language (personification, metaphor, and simile) •Using descriptive language (sound and movement words)

•Approximating spelling •Using the word wall

Grade

2 •Exploring sound and imagery in poems •Writing poems about topics of interest

•Generating lists of interesting and descriptive words •Using figurative language (simile and metaphor) •Using descriptive language (words that describe how things look and move)

•Proofreading for spelling

Grade

3 •Exploring sound, imagery, and form in poems •Writing poems about topics of interest

•Generating ideas for poems •Using sensory details •Using onomatopoeia and repetition of words and sounds •Using personification •Exploring placement of words and letters on the page and shapes of poems

•Exploring how poets follow or intentionally break punctuation and capitalization rules for poetic effect •Proofreading for spelling and (if applicable) punctuation

Grade


•Generating ideas for poems •Using sensory details •Using simile and personification •Using onomatopoeia and repetition of words and sounds •Using rhythm and rhyme •Exploring the length of lines, number of lines and stanzas, placement of words on the page, and shapes of poems

•Exploring how poets follow or intentionally break punctuation rules for poetic effect •Proofreading for spelling and (if applicable) punctuation

Grade


•Generating ideas for poems •Using sensory details •Using metaphor, simile, and personification •Using onomatopoeia and repetition of words and sounds •Using rhythm and rhyme •Exploring the length of lines, number of lines and stanzas, placement of words on the page, and shapes of poems

•Exploring how poets follow or intentionally break punctuation and capitalization rules for poetic effect •Proofreading for spelling and (if applicable) punctuation

PoetryGenre


Elements of Opinion Writing Writing Craft Language Skills and Conventions

Grade

K •Writing about personal opinions •Using reasons to support opinions

•Exploring writing clear statements of opinion •Approximating spelling •Using the word wall •Capitalizing the pronoun I •Capitalizing sentences and using ending punctuation

Grade

1 •Writing about personal opinions •Using reasons to support opinions

•Exploring writing clear statements of opinion •Exploring opening and closing sentences that state students’ opinions

•Using conjunctions to connect words, phrases, and sentences •Proofreading for punctuation and spelling

Grade

2 •Writing about personal opinions, including persuasive letters •Using reasons to support opinions

• Identifying audience and purpose for opinion writing •Exploring writing clear statements of opinion •Exploring opening and closing sentences that state students’ opinions •Using linking words to connect opinions and reasons

•Capitalizing proper nouns •Proofreading for spelling, punctuation, and capitalization

Grade

3 •Writing about personal opinions •Using reasons to support opinions

• Identifying the audience and purpose of opinion writing •Writing clear statements of opinion •Exploring clear, direct openings and conclusions that restate the opinion •Using transitional words and phrases to connect opinions and reasons

•Recognizing and correcting sentence fragments •Using adjectives to make essays more persuasive •Proofreading for spelling, punctuation, and grammar

Grade

4 •Writing about personal opinions •Using reasons to support opinions •Adding facts and details to reasons

• Identifying the audience and purpose of opinion writing •Writing clear statements of opinion •Exploring strong openings and conclusions that restate the opinion •Using transitional words and phrases to connect opinions and reasons

• Identifying and indenting paragraphs •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar

Grade

5 •Writing about personal opinions •Using reasons to support opinions •Adding facts and details to reasons

• Identifying the audience and purpose of opinion writing •Writing clear statements of opinion •Exploring strong openings and conclusions that restate the opinion •Using transitional words and phrases to connect opinions and reasons

•Placing commas after introductory words, phrases, and clauses •Recognizing and correcting sentence fragments •Proofreading for spelling, punctuation, and grammar


Opinion WritingGenre


Elements of Fiction Writing Craft Language Skills and Conventions

Grade

1 •Exploring imaginary topics and events •Adding details to writing and illustrations to

help readers imagine what is happening in stories and to make them more interesting

•Capitalizing first letter of sentences •Using end punctuation

Grade

2 • Informally exploring character •Exploring purely imaginary vs. realistic fiction

•Using descriptive words •Using dialogue •Exploring features of published books (e.g., title page, dedication, author notes, back cover blurb)

•Approximating spelling of polysyllabic words •Capitalizing I and proper nouns •Using question marks and exclamation points •Punctuating speech •Proofreading for spelling, punctuation, and capitalization

Grade

3 •Developing characters using actions, description, speech, and thoughts •Exploring settings

•Using descriptive details to convey character •Using temporal words and phrases to convey event order •Writing endings that bring a story’s events to a close •Writing creative and effective titles

•Using interesting verbs and adverbs •Recognizing and correcting run-on sentences •Punctuating speech •Proofreading for spelling, punctuation, and grammar

Grade

4 •Describing settings that work within a story •Developing characters through speech and thoughts

•Using descriptive details to convey setting •Using transitional words and phrases •Writing endings that bring a story’s events to a close

•Using interesting adjectives •Exploring first- and third-person points of view •Punctuating speech •Recognizing and correcting run-on sentences •Punctuating for effect •Proofreading for spelling, punctuation, and grammar

Grade

5 •Developing interesting plots that make sense (e.g., imaginary vs. real events, messy situations) •Continuing to develop characters and settings

•Using descriptive details to convey character and setting •Using transitional words and phrases •Connecting things that happen in the plot to what comes before and after

•Using prepositions and prepositional phrases •Exploring first- and third-person points of view •Maintaining consistent verb tense •Punctuating speech •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar


FictionGenre


Genre

Elements of Letter Writing Writing Craft Language Skills and Conventions

Grade

2 •Writing friendly letters • Identifying audience and purpose for letter

writing •Punctuating the parts of a letter •Proofreading for spelling, punctuation, and capitalization

Grade

3*

•Writing friendly letters • Identifying audience, purpose, and tone for letter writing •Using conversational language

•Punctuating the parts of a letter •Proofreading for spelling, punctuation, and grammar

Grade

4 •Writing friendly letters and thank-you notes • Identifying audience, purpose, and tone for

letter writing •Adding sensory details

•Punctuating the parts of a letter •Proofreading for spelling, punctuation, and grammar

Grade

5 •Writing informal and formal letters • Identifying audience, purpose, and tone for

letter writing •Adding anecdotes and sensory details

• Formatting and punctuating the parts of informal and formal letters •Proofreading for spelling, punctuation, and grammar


Letter Writing

* Instruction in letter writing at grades 3–5 is available separately as supplemental writing genre units. Visit Center for the Collaborative Classroom’s website (collaborativeclassroom.org) for ordering information.



Elements of Functional Writing Writing Craft Language Skills and

Conventions

Grade

3 •Writing directions for how to take care of something, draw something, and do a craft project

• Identifying audience and purpose for functional writing •Checking directions for sequence, completeness, accuracy, and clarity

•Using coordinating conjunctions, such as and, but, and or •Proofreading for spelling, punctuation, and grammar

Grade

4 •Writing directions for recipes, cartoon drawings, and games

• Identifying audience and purpose for functional writing •Checking directions for sequence, completeness, accuracy, and clarity

•Using modal auxiliaries, such as can, may, and must •Proofreading for spelling, punctuation, and grammar

Grade

5 •Writing directions for moving from one place in the classroom and school to another

• Identifying audience and purpose for functional writing •Checking directions for completeness, accuracy, clarity, specific language, and details

•Using correlative conjunctions, such as either/or and both/and •Proofreading for spelling, punctuation, and grammar

Functional WritingGenre


The table below gives an overview of some of the social goals of the program, the social skills taught in support of those goals, and the grade levels at which they are taught. Social skills are taught when developmentally appropriate; a skill that is formally taught in the primary grades will be reviewed and integrated in subsequent grades.

Examples of Social Goals

Examples of Skills Taught to Support the Goal K 1 2 3 4 5

Students listen respectfully to the thinking of others and share their own.

Speak clearly. ■ ■ ■

Listen to one another. ■ ■ ■

Give their full attention to the person who is speaking. ■ ■ ■

Share their partners’ thinking with the class. ■ ■ ■

Students work in a responsible way.

Handle materials responsibly. ■ ■ ■ ■ ■ ■

Use Writing Time responsibly. ■ ■ ■ ■ ■ ■

Confer in pairs responsibly. ■ ■ ■ ■

Students express interest in and appreciation for one another’s writing.

Ask one another questions about their writing. ■ ■ ■ ■ ■ ■

Use the prompt “I found out” to express interest in one another’s writing. ■ ■ ■

Students make decisions and solve problems respectfully.

Discuss and solve problems that arise while working with others. ■ ■ ■ ■ ■ ■

Reach agreement before making decisions. ■ ■ ■ ■ ■ ■

Students act in fair and caring ways.

Share materials fairly. ■ ■ ■ ■ ■ ■

Act considerately toward others. ■ ■ ■ ■ ■ ■

Students help one another improve their writing.

Ask for and receive feedback about their writing. ■ ■ ■ ■

Give feedback in a helpful way. ■ ■ ■ ■

■ goal formally taught goal reviewed and integrated

Documents

GRADE 2 SCOPE AND SEQUENCE Being a Writer and Sequence...In the Being a Writer program at Grade 2, there are eight units, designed to be taught in order. ... As you plan the instruction