2nd Grade UoS Writing

Mini-lesson: G2.Ql.
l

State Standard: LA 2.2.1

Topic: Writers' Workshop Expectations

Mode: Launching Writers' Workshop I Trait:

Objective: Students will Jearn expectations for writers' workshop.

Materials: Chart paper and markers

Connection: Put the lesson in context of students' ongoing work. Explicitly name what will be taught today.

• "Today you are going to learn expectations for writers' workshop so that everyone is able to work productively. "

Teaching: Present a new tool. strategy or concept through demonstration, explicit examples, guided practice, inquiry or exploration.

• "It is important during Writers' Workshop that everyone is thinking, talking, acting.feeling and writing like writers. It is also important when independent writing time starts you know what you are expected to do and begin doing it quickly."

• Write the heading "Writers' Workshop Expectations" on chart paper.

•

"Our first expectation should be "

•

Write the expectation on the chart as you discuss each and give examples. Some expectations are listed below. Feel free to adapt the expectations.

_, Use a quiet voice .

.,_, Stay on task/focus on writing. _, Write on every other line.

...... Don't erase anything.

_, Write.

_, Stretch words out and spell the best you can (don't ask adults to spell words). _, Don't interrupt the teacher while he/she is conferencing with other students . ..., No sharpening of pencils.

_, Write in appropriate places. (Designate appropriate places) . ..., No restroom breaks.

_, Begin each writers' workshop by reading what you wrote the previous day. _, You are never done. You've only begun.

Active Engagement: Briefly practice the strategy or concept presented.

• "Let's read our workshop expectations together."

Link: Restate the teaching point using key phrases or ideas and encourage student to apply this new learning today.

• "When you go back to your seat and begin writing today, remember these expectations and follow them today and every day, when you write."

Lincoln Public Schools, 2009

Mini-lesson: G2.QI.l State Standard: LA 2.2.1
Independent Writing:
Students: Teacher: Conferences with individual students or
small groups using the conferring framework.
rJ'J • Independent student writing on self-selected
QJ
- topics. At this point in the year, the teacher is
:= •
==
.... doing roving conferences to help students
:;
= work toward building writing stamina
~ and following expectations .
•
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M Sharing:
Shanm:: Writing share closes the workshop (usually echoes the mini-lesson).

Teacher can ask the following questions. Listen to the students' responses and respond
accordingly.
• "Who thinks they followed the expectations for writers' workshop today?"
• "Did anyone have problems with them?"
• "What can we do to help people that had problems today?"
• "This chart will be hung up today so we can remind ourselves of these expectations every
time we write."
rJ'J Have several students share one favorite sentence from their writing.
QJ •
-
:= • Teacher responds to the writer.
==
....
~ • Class celebrates by doing a cheer or chant.
trl 2


Mini-lesson: G2.QL2 State Standard: LA 2.2.1
Topic: Writers' Workshop Expectations
Mode: Launching Writers' Workshop ) Trait:
Objective: Students will learn expectations for writers' workshop.
Materials:
• Chart paper and markers
Connection: Put the lesson in context of students' ongoing work. Explicitly name what will be
taught today.
• "Today you are going to learn expectations for writers' workshop so that everyone is able
to work productively. ,.
Teaching: Present a new tool, strategy or concept through demonstration, explicit examples,
guided practice, inquiry or exploration.
r.Il
Q.l
== • "It is important during Writers' Workshop that everyone is thinking, talking, acting, feeling
=
.... and writing like writers. It is also important when independent writing time starts you
~
lI) know what you are expected to do and begin doing it quickly. "
.....-I
S • Draw aT-Chart on a sheet of chart paper. You may use an ear, and eye for visuals as
II')
to what writers' workshop sounds and looks like.
• "Our/irs! expectation should be "
-
• Write the expectation on the chart under the correct heading. Some expectations are
listed on the attached T -chart, Feel free to adapt the expectations.
Actiye Engagement: Briefly practice the strategy or concept presented.

• "Let's read our workshop expectations together. "
Link: Restate the teaching point using key phrases or ideas and encourage student to apply this
new learning today.
• "When you go back to your seat and begin writing today, remember these expectations
and follow them today and every day when you write." Independent Writing:
Students: Teacher:
t.IJ
~
..... • lndependent student writing on self-selected • At this point in the year, the teacher is doing
::I
=
.... topics roving conferences to help students work
~
= toward building writing stamina and following
!'f) expectations.
I
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M 3


Mini-lesson: G2.Q1.2 State Standard: LA 2.2./
Sharing:
Sharin2: Writing share closes the workshop (usuallv echoes the mini-lesson).

• Teacher can ask the following questions. Listen to the students' responses and
respond accordingly.
• "Who thinks they followed the expectations for writers' workshop today?"
• "Did anyone have problems with them?"
• "What can we do to help people that had problems today?"
• "This chart will be hung up today so we can remind ourselves of these expectations every
time we write. "
! • Have several students share their writing.
= • Teacher responds to the writer.
=
.....
to 4

Lincoln Public Schools. 2009

OPTIONAL

Mini-lesson: G2.Q2.1 State Standard: LA2.2.J; LA2.2.2
Topic: Book Pass
Mode: Description I Trait:
Objective:
• Students will familiarize themselves with descriptive writing.
Materials:
• 1 high interest book with description for each student (Collaborate with media specialist)
Connection: Put the lesson in context ofstudents' ongoing work. Explicitly name what will be
taught today.
• "Today we are going explore descriptive writing. "
(ll
Q,l
d Teaching: Present a new tool, strategy or concept through demonstration, explicit examples,
=
~ guided practice, inquiry or exploration.
an
-
0 • "Boys and Girls, we are going to begin a new mode of writing. We are going to learn how
..
an authors' paint a picture in the readers' mind by writing descriptively. Today we are going
10 take time to preview some books that contain good descriptions. This is how we are
going to this activity. "
• See attached "Book Pass" directions

• Participation in Book Pass activity
Link: Restate the teaching point using key phrases or ideas and encourage students to apply this
new learning today.
• "We will spend lots of time reading and using these books to help us learn this quarter." Independent Writing:
Students: Teacher:
(ll
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....
a
._
~
~
('f')
•
an
N Sharing:
Sharing: Writing share closes the workshop (usually echoes the mini-lesson).
til
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..
= • Students will share in their groups.
.S
~
an Lincoln Public Schools, 2010

Mode: Description G2.Q2.1-1

Book Pass

Mode: Description

Objective: Students will be able to familiarize themselves with books that contain good deseri ption.

Materials: High interest books (Collaborate with media specialist in book selection)

Directions: Students will be sampling several books during the "Book Pass" activity. The desks/chairs should be arranged in a circle with a different book at every seat.

The teacher serves as timekeeper using a watch (with a second hand, preferably).

To start the activity, students should pick up the book at their seat and preview it by looking at the cover and reading the blurb on the back cover. Then students should begin reading on the first page.

After 2-3 minutes have passed, the timekeeper will say, "Stop." Students will close their books. Once all books are closed, the timekeeper will say, "Book pass," and all students should pass their book to the right.

Students should then repeat the whole process again: Preview the book, read for 2-3 minutes, stop when signaled, and close their books.

Once students have previewed each book at their table, they will each pick one book and share a comment with their group. This can also be done whole group.

Examples:

•

something they've read Something they've noticed Something exciting, etc.

•

•

Teacher Note:

Students should be able to sample each book that is passed around in the circle. If you have 4- 5 students in a group, each pass should be 3 minutes; for 7 -8 students, each pass should be 2 minutes. It is important to MODEL, MODEL, MODEL the "Book Pass" activity before having students participate. Books may be placed in literacy stations or in independent reading baskets for students to further explore.

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Mini-lesson: G2.Q.2 State Standard: LA2.2.1 : LA2.2.2
Topic: Introducing Descriptive Writing
Mode: Description I Trait:
Objective: Students will learn the definition and characteristics of descriptive writing.
Materials:
* Use the PowerPoint to introduce the mode.
Follow the mini-lesson format when teaching these lessons.
Connection: Put the lesson in context oj students' ongoing work. Explicitly name what will be
taught today.
guided practice, inquiry or exploration.

Link: Restate the teaching point using key phrases or ideas and encourage students to apply this
new learning today. Independent Writing
Students: Independent student writing on Teacher: ConJerences with individual students or
!;I) self-selected topics small groups using the conferring framework.
~
e
._
~
Q
~
•
II'}
M Sharing
!;I)
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....
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~
II'} 2


Mini-lesson: G2.Q3.4 State Standard: LA2.2.l; LA2.2.2
Topic: Fiction and Non-Fiction
Mode: Research I Trait:
Objective: Students will learn the difference between fiction and non-fiction texts.
Materials:
• Wolves by Emily Gravett
• Chart paper & markers
Connection: Put the lesson in context of students , ongoing work. Explicitly name what will be
taught today.
• "Today we are going to learn. the difference between fiction and non-fiction texts."
(FJ guided practice, inquiry or exploration.
B
= • "Good writers have to be good readers. In the story I'm reading to you today, the author,
I:
.... Emily Gravett, had to do lots of research about wolves and rabbits to get her facts correct
:;
10 and write about wolves. As you listen, think about important facts about wolves."
,....;
0 • Read Wolves aloud, but DO NOT show pictures the first time. Start at page 4,
-- "Wolves."
10
• "What are some facts you recalled from the story?"

• Jot facts about wolves on the chart as the children recall them.
• "All of the sentences we've written today are facts. Stories that use only facts are
called nonfiction stories. Stories that are make-believe or didn't happen in real life are
called fiction stories. "
• "So what is fiction?" Children respond.
• "What is non-fiction?" Children respond.
Link: Restate the teaching point using key phrases or ideas and encourage student to apply this
new learning today.
· "Remember.fiction might be a book or story about animals or people, but it hasn't really
happened, the author has used his/her imagination. Non-fiction is a set of true facts." Independent Writing:
Students: Teacher:

• Independent student writing on self- • Teacher conferences with individual students or
selected topics or research reports. small groups using the conferring framework.
'F)
~
.....
=
I:
.-
:;
¢
~
,
10
N 4


Mini-lesson: G2.Q3.4 State Standard: LA2.2.1 ; LA2.2.2
Sharing:
Sharing: Writing "sharing" closes the workshop (usually echoes the mini-lesson).

Teacher Note:
Teacher might choose to read Wolves again at the end of class (with class close, showing
pictures) or share it another day.
fIl Students share.
~ •
:::! • Audience responds.
I:
._
lI) 5

Lincoln Public Schools. 2009

State Standard: LA2.2.1 ; LA2.2 .2

Mini-lesson: G2.Q3.5

Topic: Fiction VS. Non-fiction Texts

Mode: Research: J Trait:

Objective: Students will discuss fiction vs. non-fiction texts.

Materials:

•

Bat Loves the Night by Nicola Davies


•

"Writers, today we are going to continue to learn about nonfiction texts."

Teaching: Present a new tool, strategy or concept through demonstration, explicit examples, guided practice, inquiry or exploration.

•

"Good writers have to be good readers. In the story I'm reading to you today, Nicola Davies had to do lots of research about bats to get her facts correct and write about bats. She's a zoologist, a person who studies animals. As you listen, think about what parts might be made up by Ms. Davies and what parts are 100% true."

(IJ Q.I .....

= c:

~

IJ') ~

.s Active Engagement: Briefly practice the strategy or concept presented. IJ')

•

Read Bat Loves the Night aloud while showing pictures. Discuss (see active engagement) and read again.

•

•

"The second time we read Bat Loves the Night, I want you to stand up when you hear a

fact about bats." (Read)

'The author has done something very special in this book. She's written about a "pretend" bat but the facts about the Pipistrelle bat are true. She wants everyone to know what the bat facts truly are, so she's included two things, an INDEX (back fly cover) and she uses a different FONT, or print, to show what the facts are that aren't in the story. Let's go through and read it one more time."

•

•

Show each page, pointing to draw attention to the font.

Students can stand each time you read the italic font words. (Optional)

The author has easier to read, large font for the narrative story and smaller italic print for the bat facts.

"So what is fiction?" Children respond. "What is non-fiction?" Children respond.

•

•

•

•

Link: Restate the teaching point using key phrases or ideas and encourage student to apply this new learning today.

• "Remember.fiction might be a book or story about animals or people, but it is not true, the author has used his/her imagination. Non-fiction is a set of true facts .

•

6


G2.Q3.5 State Standard: LA2.2.1; LA2.2.2
Students: Teacher:

• Independent student writing on self- • Teacher conferences with individual students or
v: selected topics small groups using the conferring framework.
Q,;i
"...
:s
I:
.-
~
Q
('f')
I
10
N Sharing:
Sharin2: Writing share closes the workshop (usually echoes the mini-lesson).

• Students share.
• Audience responds.
• Class celebrates by doing a cheer or chant.
r;n
Q,;i
"...
:s
.5
~
10 7



III

~

= Teachim:: Present a new tool, strategy or concept through demonstration, explicit examples,

.9

~ guided practice, inquiry or exploration.

II)

.....

..s • "Boy and Girls, stand up. Think back to what you learned about Idea Guy, 0 Train, Voice,

II) Sentence Fluency, Word Choice, and Conventions. Point to trait posters. "These posters represent the six traits and they remind us that good writers include these traits in their writing. Today we are going to look at these traits on a rubric, but before we do, let's review our traits." (Lead students in the actions for each trait as you review them).

State Standard: LA2.2.1 .. LA2.2.2

Topic: Explanatory (How-To) Rubric

Mode: Explanatory (How-To)

I Trait:

Objective:

• Students will review using a rubric to evaluate and improve their "how-to" writing.

Materials:

• 1 How-To rubric for each student (attached)

• Transparency of "how-to rubric"

• Highlighter for each student

Teacher Note:

Student will use same rubric for lesson 4


• "You already know that we are going to learn "how-to" writing this quarter. Today we are going to learn to use a rubric to check and improve our "how-to" writing."

• "Thank you, now let's take a look at our rubric."

Teacher Note:

• Make a transparency of the rubric.

• Cover and expose one section at a time as you explain the section.

• For example, show Ideas and explain the descriptors for a 4,3,2,1.

• Connect to the trait posters through questioning as much as possible.

• Students can use higblighters to higblight key words as you model on transparency.


• Students use highlighters to highlight key words as you explain and model on the transparency.

I



State Standard: LA2.2.1 ; LA2.2.2 I

Link: Restate the teaching point using key phrases or ideas and encourage students to apply this new learning today.

• "A rubric is a good tool to use to check and improve writing. Remember to use the rubric often to help you improve your writing."

Students: Teacher:
II.) • Independent student writing on self- • Conferences with individual students or
~
- selected topics small groups using the conferring
=
~ framework.
~
•
lI')
N Sharing:

• Select several students to share their writing.



SbarinK: Writing share closes the workshop (usually echoes the mini-lesson).

8


Cenventions

•

,_.

'"

Sentence fluency

•

•

Word Choic-e

•

• •

Voice

Organization

•

'1:)

a

o .....,

•

•

•

•

Ideas/ content

•

::s o

s

0..

:r

(JQ

• o

§

•

•

10


State Standard: LA2.2.1 .. LA2.2.2

Topic: Explanatory (How-To): Rubric and Student Model

Mode: Explanatory (How-To)

I Trait:

Objective:

• Students will review using a rubric to evaluate a "how-to" writing model.

•

Materials:

•

Student copy of "how-to rubric" from Lesson 3

Explanatory (How-To) Student Writing Model, Houghton Mifflin Theme 6 Teacher's Edition, pages 326-327.

Student 2.2 Anthology, pages 326-327

•


• "Yesterday we learned how to use a rubric to check and improve our "how-to" writing.

Today we are going to use our rubric to evaluate Bryan's" how -to" writing. Bryan is a second grader from California."

Teaching: Present a new tool, strategy or concept through demonstration, explicit examples, B guided practice, inquiry or exploration.

=

~ • Students will need their highlighted rubric from yesterday and their anthology.

~ • "Good writing includes the six traits. Let's look at Bryan's paper on how to snorkel."

.s • Read student model to students.

II) • "Now, let's look at our rubric to evaluate Bryan's writing."


• "First, I want you to read over your rubric. Think about the highlighted words and phrases for each trait."

• Allow students about 10 minutes for students to look over their rubric. Support students as needed.

Teacher Note:

• Show the Ideas section on the rubric (transparency) from yesterday and ask guided questions, focusing on the highlighted descriptors.

• Using their finger, have students show the score Bryan's paper should receive in Ideas.

Example: ''Using your rubric, think about the score yon think best represents the trait of Ideas for Bryan's paper. When I say, "show me," show me with your fingers."

• After students respond, have students give examples of the trait ofldeas in Bryan's paper.

- Continue with the other traits.

11

Lincoln Pubhc Schools, 2009


State Standard: LA2.2.I .. LA2.2.2 I

Link: Restate the teaching point using key phrases or ideas and encourage students to apply this new learning today.

• "Keep in mind from now on, a rubric can help you evaluate and improve your writing.

Make sure you check your rubric several times as you learn to write your own how-to paper."

Students: Teacher:
~ • Independent student writing on self- • Conferences with individual students or
~ selected topics small groups using the conferring
~ framework.
~
•
It)
~ Sharing:


• Select several students to share.



I

12


2nd Grade UoS Writing

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Mini-lesson: G2.Ql.

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2nd Grade UoS Writing

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﻿Mini-lesson: G2.Ql.

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Mini-lesson: G2.Ql.