Chicopee Public Schools

Writing Process Handbook

Grade 2 Instructional Guidelines

 

Writing skills of children entering Grade 2 vary significantly.  Typical writing skills of students found in Grade 2 are as follows:  Students use simple sentences and paragraphs with limited details and examples.  Some students may still have difficulty writing in complete sentences or presenting information in a logical and sequential order. By the end of the year all Grade 2 students are expected to independently write a three paragraph narrative essay with a clear beginning, middle, and end using the writing process.  Students should begin to demonstrate variety in word choice and sentence structure.

Writing instruction models vary from building to building and teacher to teacher.  Some teachers may prefer to teach writing daily within the ELA block, while others may wish to follow the model provided in the basal reader.  In Grade 2, writing instruction should take place during whole group language arts block or at a designate writing time scheduled each day.  While teaching writing, the teacher should continue to model the writing process.  Teacher’s creativity and enthusiasm about writing is an important tool to develop students’ skills as authentic lifelong writers.  Teachers use different methods and materials to teach the writing process, but it is important to note that informal and formal writing experiences should begin to be integrated throughout the content areas.
 

Instructional challenges:

·         Writing Challenges:

o   Organizing information in a logical and sequential order.

o   Making the transition to writing a longer essay

o   Using  variety in word choice

o   Using variety in sentence structure

o   Using simple transitions correctly.

·         Differentiated instruction based on students’ different ability levels

·         Students different levels of prior knowledge, specifically in the content areas

·         Time management

·         Classroom Management

 

Suggested resources:

·         Building level support staff

·         On-site staff trained in the Chicopee Public Schools Writing Process

·         Chicopee Public School Writing Handbook

·         Writing Process Resource Book

·         Write Source Teacher Resources

·         Online Resources

 

 

 

Document A

Chicopee Public Schools                        Grade 2 Writing Scope & Sequence                                 Full Year

 

Grade

Standard

Text Structure

Prewriting Strategies

Revising Skills

Revising

Tools

Editing Skills

Editing Tools

Publishing

 

Full Year

 

Respond to a Prompt

 

3 Paragraph Essay:

With Beginning, Middle and End

 

Body Paragraph: (Minimum of 5 Sentences With 3 Supporting Details)

 

All Sentences on Topic

 

Narrative Essay: With Beginning, Middle and End

 

Paragraph Writing – Descriptive

Characterization & Summary

 

Personal Narrative

Narrative – Realistic

Narrative – Fantasy

 

Procedural Story –

6 Step Instructions

 

Friendly Letter

 

Research Report

 

Invitations

 

Poetry – Acrostic/Couplet

 

News Article

 

Discussion

 

Brainstorming List

 

Demonstration

 

Webbing

 

Story Map

 

Sequence Chart

 

Time Line

 

KWL Chart

 

Use Complete Sentences – Eliminate Fragments

 

Topic Sentence

 

Closing Sentence

 

Sentence Variety Compound Sentences

 

Delete Off Topic Sentences

 

Add Details to Support Topic

Change “Tired Words”- Precise Nouns & Verbs

 

Use Sensory Language-Add Descriptive Adjectives

 

Add Time Order Words

 

 

 

 

Teacher Modeling

 

Read Aloud to Self-Ask Does this Make Sense?

 

Author’s Chair

 

Peer Revising

 

Revising Checklist

 

Word Wall

 

Personal Word Lists

 

Teacher Conference

 

Capitals

Proper Nouns & Sentences

 

End Marks

(. ? !)

 

Commas in Dates

 

Spacing & Indenting

 

State a Title

 

Spelling

 

Noun Usage – Plurals & Possessives

 

Verb Usage-Present & Past Tense

 

Correct Article- (a, an, the)

 

 

 

 

 

Word Wall

 

Editing Checklists

 

Peer Editing

 

Proofreading Marks

 

Colored Pencils

 

Dictionary

 

Journal Entry

 

Essay

 

Typed Format

 

Book Format

 

Share/Read Aloud

 

Newsletter

 

Diorama

 

Letter

 

Oral Report

 

Anthology

 

Time Line

 

 

 Document A

 

Chicopee Public Schools   Grade 2 Writing Scope & Sequence   By Terms  
                 
Grade Standard Text Structures Prewriting Strategies Revising Skills Revising Tools Editing Skills Editing Tools Publishing
First                
Term Respond to Prompt Paragraph Writing Discussion Use Complete Sentences  Read Aloud to Self - Ask Capitals - Proper   Word Wall Journal Entry
  Paragraph -     Descriptive, Brainstorming List Topic Sentence   Does this Make Sense? Nouns & Sentences Editing Checklists Share/ Read Aloud
      Minimum of 5      Characterization & Demonstration Closing Sentence Author's Chair End Marks (.  ? ! ) Peer Editing Newsletter
      Sentences and 3     Summary  Webbing Add  Details/Facts to Peer Revising Commas  in Dates Proofreading Marks Typed Format
     Supporting Details Friendly Letter Story Map       Support Topic Revising Checklist Spacing & Indenting Colored Pencils Book Format
  All Sentences are   Sequence Chart Delete Off Topic Sentences Word Wall State a title Dictionary Diorama
      on Topic   Time Line Use Precise Nouns Personal Word Lists Spelling   Letter
      KWL Chart   Teacher Conference      
                Anthology
Second                
Term Respond to a Prompt Research Report Discussion Use Complete Sentences  Read Aloud to Self - Ask Capitals - Proper   Word Wall Journal Entry
  3 Paragraphs Essay: Invitations Brainstorming List Topic Sentence   Does this Make Sense? Nouns & Sentences Editing Checklists Essay
      with Beginning, Poetry - Acrostic/Couplet Demonstration Closing Sentence Author's Chair End Marks (.  ? ! ) Peer Editing Share/ Read Aloud
      Middle and End News Article Webbing Add  Details/Facts to Peer Revising Commas  in Dates Proofreading Marks Newsletter
  (Body Paragraph - Personal Narrative - Story Map       Support Topic Revising Checklist Spacing & Indenting Colored Pencils Typed Format
       Minimum of 5    Realistic Sequence Chart Delete Off Topic Sentences Word Wall State a title Dictionary Book Format
      Sentences with 3   Time Line Change "Tired Words" - Personal Word Lists Spelling   Diorama
      Supporting Details)   KWL Chart     Precise Nouns & Verbs Teacher Conference Noun Usage -   Letter
  All Sentences are            Plurals & Possessives   Anthology
      on Topic             Oral Report
                 
Third Respond to a Prompt              
Term 3 Paragraphs Essay: Personal Narrative Discussion Use Complete Sentences  Read Aloud to Self - Ask Capitals - Proper   Word Wall Journal Entry
      with Beginning,     Narrative - Realistic Brainstorming List Topic Sentence   Does this Make Sense? Nouns & Sentences Editing Checklists Essay
      Middle and End     Narrative - Fantasy Demonstration Closing Sentence Author's Chair End Marks (.  ? ! ) Peer Editing Typed Format
  (Body Paragraph - Procedural Story - Webbing Add  Details/Facts to Peer Revising Commas  in Dates Proofreading Marks Book Format
       Minimum of 5   6 step Instructions Story Map       Support Topic Revising Checklist Spacing & Indenting Colored Pencils Share/ Read Aloud
      Sentences with 3   Sequence Chart Delete Off Topic Sentences Word Wall State a title Dictionary Newsletter
      Supporting Details)   Time Line Change "Tired Words" - Personal Word Lists Spelling   Diorama
  All Sentences are   KWL Chart     Precise Nouns & Verbs Teacher Conference Noun Usage -   Letter
      on Topic     Use Sensory Language -      Plurals & Possessives   Oral Report
  Narrative Essay -        Add Descriptive Adjectives   Verb Usage -   Anthology
     with Beginning,     Add Time Order Words        Present & Past Tense   Time Line
     Middle and End         Correct Article - a, an, the    
                 

 

 

Chicopee Public Schools

Grade 2 Writing Rubric


Document B

 

Elements of Writing

Topic Development

Organization

Sentence Structure

Vocabulary

Conventions

Grammar/Mechanics

 

* Exemplary

 

4

 

□    Topic is creatively stated

□    Well-developed paragraphs that enhance topic

□    Wide variety of supporting details with examples

□    Creative beginning, middle, & en

□    Sophisticated organization of ideas

□    Sophisticated use of transitions

□    Purposeful paragraph development

□    Uses complete sentences

□    Wide variety of sentences

□    Uses compound & complex sentences

 

□  Creative word choice

□  Use of vivid words to effectively support the topic

□  Imaginative use of sensory words and/or figurative language

 

□    Correct capitalization & punctuation

□    Spelling errors show evidence of risk-taking

□    Attempts use of  advanced verb tenses

 

* Exemplary writing must represent independent writing.  All standards for proficient writing must be met in addition to the exemplary standards.  

 

Proficient

 

3

 

□  Topic is clearly stated

□    Three paragraphs show evidence of beginning, middle and end

□    Three relevant supporting details

□    All sentences are on topic

□    Clear beginning, middle and end

□    Ideas are logical and sequential

□    Appropriate use of transitions (time order words)

□    Appropriate use of paragraphs

□    Uses complete sentences

□    Evidence of sentence variety

□    Uses compound sentences

□  Variety in word choice (nouns, verbs and adjectives)

□  Effective use of words to support topic

□  Evidence of sensory words

□  Uses precise nouns and verbs

□    Correct use of capitalization and end punctuation

□    Grade level words are spelled correctly

□    Correct use of past and present verbs

□    Correct use of  nouns, verbs, adjectives and articles (a, an, the)

 

Developing

 

2

 

□    Topic is not clear

□    Limited paragraph development

□    Limited supporting details (fewer than 3)

□    Most sentences are on topic

□    Beginning, middle & end is evident but not clearly stated

□    Logical & sequential organization of ideas is limited

□    Occasional use of transitions

□    Limited paragraph development

□    Most sentences are complete

□    Little sentence variety

□    Minimal use of compound sentences

□  Occasional variety of word choice

□  Word choice does not adequately support topic

□  Occasional use of sensory words

 

□    Occasional errors in capitalization & end punctuation

□    Occasional errors in spelling grade level words

□    Inconsistent use of past/present verbs

□    Inconsistent use of  nouns, verbs, adjectives and articles (a, an, the)

 

Beginning

 

1

 

□    Topic is not stated

□    Inadequate supporting details

□    Sentences frequently off topic

□    Beginning, middle & end is inadequately stated

□    No evidence of organization

□    Minimal or inappropriate use of transitions

□    Paragraph development is missing or incorrect

□    Some complete sentences

□    Lack of sentence variety

□    Uses only simple sentences

 

□  Simplistic and/or repetitive word  choice

□  Word choice does not support topic

□  No use of sensory words

□    Numerous errors in capitalization & end punctuation

□    Numerous errors in spelling

□    Incorrect use of past/present verbs

□    Incorrect use of  nouns verbs, adjectives and articles (a, an, the)

0

□  Writing Sample Not Scored -  Off Topic, Illegible or Blank   Please explain in comment section

Score

 

 

 

 

 

Comments:

 

 

Final Score:         _______

                                  20

 

 

 

 

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