Introduction:

ELA I Can Statements:
Standards
Performance Assessments

Launching Writing Workshop (September)

  • W.2.3-Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
  • W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • L.2.1.e.-Use adjectives and adverbs, and choose between them depending on what is to be modified.
  • L.2.2.e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Students will revise, edit, and publish one personal narrative of the drafts from their writing folder.


Personal Narrative (October-November)

  • W.2.3-Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
  • W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • L.2.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.2.2.a-Capitalize holidays, product names, and geographic names.
  • L.2.2.d-Generalize learned spelling patterns when writing words (e.g., cage → badge; boy→boil).
  • L.2.2.e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Complete a final draft of personal narrative at the end of the unit including revising and editing drafts.


Informational How-To (December)

  • W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • L.2.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.2.5.b-Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Complete a How-To text on a topic of their choosing including revising and editing their drafts.


Informational All-About (January)
  • W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • L.2.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.2.1.d.-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,told).
Complete of an All-About text on a topic of their choosing that has been revised and edited.


Research (February-March)

  • W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • W.2.7-Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8-Recall information from experiences or gather information from provided sources to answer a question.
  • L.2.1.f-Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • L.2.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Students will revise, edit, and publish an informational text based upon their research.


Persuasive Letter (April)

  • W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about,state an opinion, supply reasons that support the opinion, use linking words (e.g., because,and, also) to connect opinion and reasons, and provide a concluding statement or section.
  • L.2.2.b-Use commas in greetings and closings of letters.
  • L.2.2.e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Write a persuasive letter using elements of appropriate letter format and persuasive writing.

Persuasive (May)

  • W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about,state an opinion, supply reasons that support the opinion, use linking words (e.g., because,and, also) to connect opinion and reasons, and provide a concluding statement or section.
  • W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Students write their opinion on an important historical figure. Students state an opinion, supply supporting details that support the opinion, and provide a concluding statement.

Poetry (June)