Second Grade Writing Curriculum Map

  • 1,994 views
Uploaded on

 

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
1,994
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. 2nd Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills PREWRITINGS1C1PO1 Ideas Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion).S1C1PO2 Purpose Determine the purpose (e.g., to entertain, to inform, to communicate) of a writing piece.S1C1PO3 Audience Determine the intended audience of a writing piece. DRAFTINGS1C2PO1 Supporting details Write a draft with supporting details.S1C2PO2 Logical sequence Organize details into a logical sequence. REVISINGS1C3PO1 Draft clarity Reread original draft for clarity.S1C3PO2 Relevant details Add additional relevant details for audience understanding.S1C3PO3 Writing elements Evaluate the draft for use of one or more writing elements, with the assistance of teacher, peer, checklist, or rubric. EDITINGS1C4PO1 Errors Review the draft for errors in conventions.S1C4PO2 Resources for conventions Use simple resources (e.g., word walls, primary dictionaries) to correct conventions.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 1Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 2. 2nd Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge SkillsStandard PUBLISHING Rewrite and illustrate selected pieces of writing for sharing with intendedS1C5PO1 Audience audience. Write legibly.S1C5PO2 Legible handwriting SENTENCE FLUENCY / CONVENTIONS Write sentences that flow together and sound natural when read aloud.S2C5PO2 Complete sentences Sentences Use a variety of sentence beginnings and lengths.S2C5PO3 Capital letters Use capital letters for:S2C6PO1 a. the pronoun I b. the beginning of a sentence c. proper nouns (i.e., names, days, months)S2C6PO2 Punctuation Punctuate endings of sentences using: a. periods b. question marks c. exclamation points Apostrophes and Contractions Use apostrophes to correctly punctuate contractions.S2C6PO5 High Frequency Words Spell high frequency words correctly.S2C6PO6 Common spelling patterns Use common spelling patterns, including:S2C6PO7 a. word families b. simple CVC words c. regular plurals d. simple prefixes e. simple suffixesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 3. 2nd Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge SkillsStandard CONVENTIONS Use phonetic spelling and syllabication to create readable text.S2C6PO8 Phonetic spelling and syllabication Use resources (e.g., environmental print, word walls, dictionaries) to spellS2C6PO9 Resources for spelling correctly correctly.S2C6PO11 Subject/verb agreement Use subject/verb agreement in simple sentences.S2C6PO12 Name on personal work Write own name on personal work. WRITING APPLICATIONSS3C5PO1 Literature Selection Write a response to a literature selection identifies the: a. character(s) b. setting c. sequence of events d. main idea e. problem/solutionS3C5PO2 Literature Selection Write a response to a literature selection that connects: text to self a. text to self (personal connection) b. text to world (social connection c. text to text (compare within multiple texts)S3C6PO1 Informational Sources Locate and use informational sources to write a simple report that includes: a. a title b. main idea c. supporting detailsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 4. 2nd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Expressive Writing through Personal NarrativesCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Writing is a way to express one’s thoughts, ideas, and events. What do you think makes a good writer?Writing should be written in a logical and sequential order. Why is it important to add details to your writing?Good writers are aware of their audience when writing a story. How can details make a story interesting? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Narrative Write a narrative that includes: Narrative a. a main idea based on real or imagined events Main Idea b. character(s) Character c. a sequence of events Sequence of eventsS2C1PO2 Relevant details Incorporate relevant details that give the text interest. Beginning/S2C2PO2 Beginning and concluding Use beginning and concluding statements (other than simply Concluding statements “The End”) in text. Statements DetailsS2C3PO1 Audience awareness Show awareness of the audience through word choice and Audience style.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 5. 2nd Grade Writing Curriculum Map Isaac School District No. 5S2C4PO2 Intended message Use a variety of words, even if not spelled correctly, to convey Word Choice the intended message. Sentences NounsS2C5PO1 Simple sentences Write simple sentences. Action Verbs Personal PronounsS2C6PO10 Parts of speech Use the following parts of speech correctly in simple Adjectives sentences: a. nouns b. action verbs c. personal pronouns d. adjectivesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 6. 2nd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: ExpositoryCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Expository writing describes, explains, or summarizes ideas and content. What is expository writing?Writing in content areas will improve understanding of content area concepts. How can writing help you communicate what you have learned?Writing in content areas will increase communication skills. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO1 Expository Write expository text (e.g., labels, lists, observations, Friendly letter journals). Narrative Expository LabelsS2C2PO1 Content in a selected format Lists Organize content in a selected format (e.g., friendly letter, narrative, expository text). Observations Journals Details Multiple sentencesS2C1PO1 Stand alone text Write stand- alone text that expresses a clear message.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 7. 2nd Grade Writing Curriculum Map Isaac School District No. 5*S2C1PO2 Relevant details Incorporate relevant details that give the text interest. Relevant details Beginning sentences*S2C2PO2 Beginning and concluding Use beginning and concluding statements (other than simply Concluding statements “The End”) in text. sentences AudienceS2C2PO5 Multiple sentences supporting a Write multiple sentences that support a topic. Exclamation topic Signal words Transitional words*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and style.*S2C4PO2 Variety of words Use a variety of words, even if not spelled correctly, to convey the intended message.S2C5PO3 Sentence Variety Use a variety of sentence beginnings and lengths.S2C6PO2 End Punctuation Punctuate endings of sentences using: a. periods b. question marks c. exclamation pointsS2C2PO3 Signal words Use signal words (e.g., first, second, third; 1,2,3) to indicate the order of events or ideas.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 8. 2nd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Narrative through Expressive PoetryCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Writing is a way to express one’s thoughts, ideas, and events. Why is it important to add details to your writing?Good writers are aware of their audience when writing a story. How does writing express certain thoughts, ideas, and events?Details make a story more interesting and capture a reader’s interest. How can a writer use different words to express their thoughts and capture the reader’s interest?Poetry can be a vital, real part of everyones life. What place or importance does poetry have in one’s life? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C1PO1 Narrative Write a narrative that includes: Main idea a. a main idea based on real or imagined events Characters b. character(s) Sequencing c. a sequence of events Rhyme PoetryS3C1PO2 Simple Poetry Write simple poetry, rhymes, or chants. Chants Expressive*S2C1PO1 Stand-alone Text Write stand-alone text that expresses a clear message. EngagingS2C2PO1 Content in selected format Organize content in a selected format (e.g., friendly letter, Descriptive narrative, expository text). Sentence Fluency Parts of SpeechPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 9. 2nd Grade Writing Curriculum Map Isaac School District No. 5S2C3PO2 Expressive Text Write text that is expressive, individualistic, engaging and lively.S2C4PO1 Words that Convey Select words that convey the intended meaning and create a picture in the reader’s mind.S2C4PO3 Expressive Phrases Use expressive or descriptive phrases and short sentences, beyond one- or two-word labels.S2C5PO2 Sentence Fluency Write sentences that flow together and sound natural when read aloud.*S2C6PO10 Parts of speech Use the following parts of speech correctly in simple sentences: a. nouns b. action verbs c. personal pronouns d. adjectivesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 10. 2nd Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 2nd Grade Performance ObjectivesUnit Name and Description: Functional Text through ExpositoryCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Functional writing is a form of writing related to real-world tasks. How might writing vary for real-world purposes?Writing is a process that uses skills, strategies, and practices for creating a How might you use writing to communicate with others?variety of texts. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO1 Functional text Write a variety of functional text (e.g., classroom rules, Graphs letters, experiments, recipes, notes/messages, labels, Tables directions, posters, graphs/tables). PostersS3C3PO2 Directions Communications Write communications, including: Recipes a. Friendly letters Experiments b. Thank – you notes Friendly letterS1C1PO4 Record Thank-you notes Maintain a record (e.g., lists, pictures, journals, folders, notebooks) of writing ideas. Transitional words Lists*S2C1PO2 Relevant details Incorporate relevant details that give the text interest. Signal words RecordPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  • 11. 2nd Grade Writing Curriculum Map Isaac School District No. 5*S2C2PO1 Content in selected format Organize content in a selected format (e.g., friendly letter, Commas narrative, expository text). Colon Summary*S2C2PO3 Signal words Use signal words (e.g., first, second, third; 1,2,3) to indicate Audience the order of events or ideas. Signal WordsS2C2PO4 Transitional words Use transitional words and phrases (e.g., next, then, so, but, while, after, that, because) to connect ideas.*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and style.*S2C4PO3 Expressive Phrases Use expressive or descriptive phrases and short sentences, beyond one- or two-word labels.*S2C5PO3 Sentence Variety Use a variety of sentence beginnings and lengths.S2C6PO3 Comma Use commas to punctuate: a. items in a series b. greetings and closings of letters c. datesS2C6PO4 Colon Use a colon to punctuate time.S3C2PO2 Simple summaries Participate in creating simple summaries from informational texts, graphs, tables, or maps.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010