second+grade

Common Core Writing Unpacking

Add classlist and then enter score for each writing trait and for the genre.

[|Step up to Writing] Personal Narrative ||  || **File Not Found**
 * Marking period || Topic || Rubrics || Mentor Texts || Support Materials ||
 * =**Second**=

Common Core Narrative Rubric

Narrative Unit || Fireflies by Julie Brinckloe When Lightning Comes in a Jar by Patrica Polacco Some Birthday by Patrica Polacco The Relatives Came by Cynthia Rylant A Chair for My Mother by Vera B. Williams || || Descriptive Paragraphs || Animals || **File Not Found**
 * =Fourth=

Common Core Informative Rubric || Zoobooks || || Magazine Feature Article || Bullying || **File Not Found**
 * Third Marking

|| Time for Kids [|Digital Magazine] || **File Not Found**

**File Not Found**

[|Writing Feature Articles With Intermediate Students] || Research Questions || Careers || **File Not Found**
 * =Third=

Common Core Rubric ||  || **File Not Found**

|| CCSS-Opinion Argumentative ||  || sample unit Common Core Opinion Rubric || Reading Rainbow ||  ||
 * =First=

Reflection
-using the word "action" to help the personal narratives become more of a story and less of a list -paragraphing--we did not get paragraphs -punctuation--need to be more intentional in our teaching -**moving personal narrative to 3rd marking period** -endings instruction to be more -Sequencing words--Could even teach with transition words would fit in the beginning, middle and end of a story -illustration - show action -illustration first??
 * -**used the flow map to order the action events

**For the students in my class to be successful in writing_, they need to know: **
===Have th e students be Lead Detectives. Display a number of fiction books. In groups of two, have the students read the first paragraph or page. Have them write the name of the book and author on a sticky note and then put the sticky note on a pre-made chart of leads. (see below). As a class, discuss the writer's craft of leads and decide if the book is in the right category. The teacher models the most popular lead using their own personal narrative. The children attempt to emulate this lead in their writing notebook. In the following 3-4 days continue modeling different types of leads for the students and have them attempt these leads as well.=== > Sequence words – discussion (first, then, next, after, finally) > Labeled each box of the flow map with a sequence word. > > > Discuss the difference between a watermelon story and a seed story. Example a football story; the watermelon is tell about the whole game, half of the watermelon is telling about half of the game, a quarter of the watermelon is telling about a quarter of the game, but the individual seeds in the watermelon tell about the plays or events that created the memory of the game. Then discuss how it is our jobs to take a watermelon story and pick one seed out and work with the seed story.
 * Beginnings-Leads(Delia) [| Leads]
 * Beginning Ideas:**
 * HOOK IDEAS:**
 * Question – Have you ever been to a cave? I have.
 * Idiom – Skiing is easy as pie my instructor told me.
 * Definition – A mall is a bunch of stores under a roof. I can tell you it’s more than than.
 * Setting – In the thick woods of southeast Louisiana, I learned the value of preparation.
 * Quotation – “Block that kick!” screamed my mom.
 * Exaggeration – I have a hundred cousins.
 * Alliteration – Thanks to Thomas I’m alive to tell this tale.
 * Words in capitals, bold or italics – **NO TRESPASSING!**
 * Talk directly to the reader – You probably don’t want to hear about how I lost all my front teeth.
 * Exclamation – Schools out! Schools out! Summer vacation…
 * Noise/Onomatopoeia – Pop! Pop! Pop! My brother was trying…
 * Middles-Flow Maps and Transitions(Rebecca)
 * Flow map – of an activity
 * Adding Details(Tiffany)
 * Have students make a rectangle on a page in their writer's notebook and section it into 6 sections. Ask the students to draw six moments in their life and have the students write the main idea of each moment, using one sentence within each drawing. After students have drawn their moments and developed a sentence, the students will place each sentence on a page and then they will generate the details to that moment. This is so they can see which moments they may have more details to write about or could show them what they are interested in.

=Ending Ideas=
 * Endings-(Delia)
 * Tell how you feel about the event.
 * Tell what you learned from the episode
 * Tell what was accomplished
 * Use a universal word such as: all, everyone, every day, everything, world, etc.
 * Make a comparison.
 * Circle back to the hook to use the same idea.

**Mentor texts that I can return to often to help students with the craft of writing (6 traits) are: **
=Second Marking Period= media type="custom" key="11272682"