2+Writing

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || partner writing writing sentence strips story starters book report picture books, free write, || Unit 1-6 unit assessments, student weekly assessments, rubrics, teacher observations, assessment manual ||
 * Teachers **** : ** (list)
 * Textbook: ** (name, publisher, year)
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * ||  || **Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.** || ** 1. I-P ** Use prewriting activities and inquiry tools to generate ideas (e.g., brainstorm, map, free write, graphic organizer) (NE LA 2.2.1.a) || all year || plan, draft, revise, edit, publish, spelling, grammar, punctuation, conventions, prewriting, brainstorm, map, free write, graphic organizer, inquiry tools ||   || journals
 * ||  ||   || 2. # Generate a draft by:
 * ** P ** Selecting and organizing ideas relevant to topic, purpose, and genre
 * P ** Composing complete sentences of varying length, complexity, and type (e.g., dictation, labeling, simple
 * sentences, declarative, interrogative, exclamatory)
 * ** I-P ** Developing a coherent beginning, middle and end

(NE LA 2.2.1.b)

technology tools (ex: kidspiration, word processing, illustrations) transparencies writing flip chart 6 traits posters Treasures handwriting book Zaner-Bloser handwriting book daily journal resources step up to writing words are categorical book series: school library 428.1 CLE, 428.2 CLE 6 traits resource books in school library, grammar workbook, daily oral language, write source books ||  ||   || ideas, organization, sentence, fluency, word choice, voice ||  ||   ||   || spacing, letter formation, alignment, ||  ||   ||   ||
 * (ASSESS. STORY RUBRIC) ** || all year || inquiry tools, topic, purpose, genre, dictation, simple sentences, declarative, interrogative, exclamatory, beginning, end,plan, draft, revise, edit, publish, spelling, grammar, punctuation, conventions, prewriting, brainstorm, map, free write, graphic organizer, inquiry tools, narrative, expository, how too, personal, description, friendly letter, book report, directions, research, biography, advertizement, non fiction article, descriptive poem, persuasive, essay, flyer, poster, summary, play, compare and contrast || graphic organizer,
 * ||  ||   || 3. ** I-P ** Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) (NE LA 2.2.1.c) || all year || plan, draft, revise, edit, publish, spelling, grammar, punctuation, conventions, prewriting, brainstorm, map, free write, graphic organizer, inquiry tools
 * ||  ||   || 4. ** I-P ** Provide oral feedback to other writers; utilize others’ feedback to improve own writing (NE LA 2.2.1.d) || all year || oral feed back,plan, draft, revise, edit, publish, spelling, grammar, punctuation, conventions, prewriting, brainstorm, map, free write, graphic organizer, inquiry tools ||   ||   ||   ||
 * ||  ||   || 5. ** P ** Edit writing for format and conventions (e.g., spelling, capitalization, basic punctuation) (NE LA 2.2.1.e) || all year || edit, conventions, capitalization,plan, draft, revise, edit, publish, spelling, grammar, punctuation, conventions, prewriting, brainstorm, map, free write, graphic organizer, inquiry tools ||   ||   ||   ||
 * ||  ||   || 6. ** P ** Publish a legible document (e.g., handwritten or electronic) (LA 2.2.1.f) || all year || legible,plan, draft, revise, edit, publish, spelling, grammar, punctuation, conventions, prewriting, brainstorm, map, free write, graphic organizer, inquiry tools ||   ||   ||   ||
 * ||  ||   || 7. ** P ** Print legibly (e.g., letter formation, letter size, spacing, alignment) (LA 2.2.1.g) || all year || spacing, letter formation, alignment,plan, draft, revise, edit, publish, spelling, grammar, punctuation, conventions, prewriting, brainstorm, map, free write, graphic organizer, inquiry tools ||   ||   ||   ||
 * ||  ||   || 8. ** P-M ** Introduce Cursive Lower Case || second semester || cursive,
 * ||  || //Students will write for a variety of purposes and audiences in multiple genres.//

// First through fifth grade with be assessed using the following genres: First Grade-Stories9B, M, & E), Second Grade-How-to- Repor), Third Grade-Expository Paragraphs, Fourth Grade-Personal Narrative, Fifth Grade-Compare/Contrast Essay. Instruction is not limited to these genres. Examples of genres: essay, story, list, poem, instructions, letter, memo, class notes, memoir/autobiography, biography, summary, response to literature, research paper, interview, web page, play, book/film review, song, journal, job application, resume, news article, email, poster, post-it note, brochure, report consistent with professional standards // ||  || all year || plan, draft, revise, edit, publish, spelling, grammar, punctuation, conventions, plan, draft, revise, edit, publish, spelling, grammar, punctuation, conventions, prewriting, brainstorm, map, free write, graphic organizer, inquiry tools || graphic organizer, technology tools (ex: kidspiration, word processing, illustrations) transparencies writing flip chart 6 traits posters Treasures handwriting book Zaner-Bloser handwriting book daily journal resources step up to writing words are categorical book series: school library 428.1 CLE, 428.2 CLE 6 traits resource books in school library, write source books, daily oral language || journals partner writing writing sentence strips story starters book report picture books || Unit 1-6 unit assessments, student weekly assessments, rubrics, teacher observations, assessment manual || specific purpose (e.g., story with pictures, factual book, alphabet book, poem, letter) (LA 2.2.2.a)**(RUBRIC)** || all year || purpose ||  ||   ||   ||
 * ||  ||   || 9. ** P ** Write for a
 * ||  ||   || 10. # ** P ** Write to known audience or specified reader (e.g., letter to a familiar person) (LA 2.2.2.b)
 * (RUBRIC) ** || all year || audience ||  ||   ||   ||
 * ||  ||   || 11. # ** I-P ** Write considering typical characteristics of a selected genre (e.g., variety of poems, friendly letter, how-to books) (LA 2.2.2.c)
 * (RUBRIC) ** || all year || genre, friendly letter, how to, poems, ||  ||   ||   ||
 * ||  ||   || 12. # ** I-P ** Apply an organizational structure that includes a central idea or focus (LA 2.2.2.d)
 * (RUBRIC) ** || all year || focus, ||  ||   ||   ||
 * ||  ||   || 13. ** I-P ** Compare models and examples (own and others) of
 * 1) various genres to create a similar piece (LA 2.2.2.e)
 * (RUBRIC) ** || all year ||  ||   ||   ||   ||