2nd Grade English


(W) Writing

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ELA-02.W

BPSS-ELA logoStrand (W)

Writing

Narrative for the Writing Strand

The standards in this strand include three kinds of writing: opinion, informative, and narrative. Opinion and informative writing will likely start with kids reading one or more books and responding to what they’ve learned. In an opinion piece, your child introduces the book or topic he’s writing about, states his opinion or preference about it, gives a reason or two to support his opinion (e.g. Ramona was wrong because she hurt Susan when she pulled her curls.), and then offers some sort of conclusion to complete his writing.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g.Dinosaurs lived on Earth a long time ago. Some dinosaurs were bigger than people are today…), and, as in an opinion piece, offers some sense of conclusion.

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your second grader’s story should describe two or more events, include some details about what happened, and use sentence order, verb tense, and words to put the events in order (e.g. Then Goldilocks tries the second bowl of porridge. Next she eats the third bowl of porridge.) and give some sense of the story coming to an end — not only by writing “The End,” .

Students learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.  You will find the standards for these skills in the Language Strand.  

 

How can I help my child at home with the writing strand standards?

  • Let your child see you write - notes, letters, memories.  Read aloud what you have written.
  • Establish a place to leave messages for each other such as a wipe-off or cork board.  
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“I think dogs make the best pets… because …”.  Model this by giving your own opinions about topics or books.
  • Have your child write about a topic, supply some facts about the topic, and find a way to close/end their writing piece.  
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer, pens, crayons, paint, etc. to produce and publish what he/she has written/drawn.  Have them read aloud what they have written.
  • Do simple research about a given topic together – and have your child write and organize the facts you both find.
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-02.W.01

 

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-02.W.01 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.

Student Learning Targets:

Knowledge Targets

  • I can identify my opinion on a topic or book
  • I can identify linking words

Skills (Performance) Targets

  • I can give reasons that support my opinion
  • I can link my opinions and reasons with connecting words

Product Targets

  • I can write an opinion piece with an introduction, supporting reasons, and a concluding statement/section

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Clearly writes an opinion on the topic
  • Provides a strong concluding statement
  • Provides additional reasons that support the opinion
  • Links opinion and reasons using words and phrases (because, therefore, since, for example)
  • Creates an organizational structure that lists reasons
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to :

  • Use an opening to introduce the topic
  • Provide a concluding statement or section
  • State an opinion on the topic
  • Uses at least 3 reasons that support the opinion
  • Connects the opinion and reasons with linking words (because, and, so)
The student writes an opinion piece on whether dogs or cats make better pets.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Use either an opening to introduce the topic or provides a concluding statement or section
  • Partially state an  opinion on the topic, but it unclear and must be inferred by the reader
  • Use only 1 or 2 reasons to support opinion
  • Connect opinion and reasons using few linking words
See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student:

  • Has no introduction to the topic or closing
  • The opinion on the topic is unclear
  • Has no reasons to support the opinion
  • Has no linking words to link the opinion and reasons
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Opinion
  • Structure
  • Opening
  • Closing
  • Linking Words
  • Reason
  • Support

 


ELA-02.W.02

 

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-02.W.02 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Student Learning Targets:

Knowledge Targets

  • I can identify information about my topic 
  • I can identify linking words

Skills (Performance) Targets

  • I can select a topic and identify information (facts and definitions) to share
  • I can use facts and definitions to share points and ideas about my topic

Product Targets

  • I can present my information in writing and provide a concluding statement or sections

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Focus the reader by introducing the topic
  • Provide a concluding statement or section
  • Groups related information together
  • Develops topic with facts, definitions and details
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to:

  • Use an opening to introduce the topic
  • Use several facts and details to develop points
  • Uses facts and details that strongly support the topic
  • Provides a concluding statement or section
The student researches and writes a piece on a community helper.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Use either an opening to introduce the topic or provide a concluding statment or section
  • Uses few facts or details to develop points
  • Uses facts and details to support the topic
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student:

  • Has no introduction to the topic or a closing
  • Has no ideas that are presented
  • Has no facts or details
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Information
  • Research
  • Facts
  • Details
  • Opening
  • Closing
  • Topic

 


ELA-02.W.03

 

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-02.W.03 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.

Student Learning Targets:

Knowledge Targets

  • I can identify words that show changes in time (before, during, after)

Reasoning Targets

  • I can describe actions, thoughts and feelings in my story

Skills (Performance) Targets

  • I can place story events in the correct order
  • I can use words to show changes in time (before, during, after)

Product Targets

  • I can write my own story with events placed in the correct order
  • I can create an opening for my story
  • I can create an ending for my story

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Introduce a narrator and/or character/s
  • Provides a sense of closure
  • Organizes an even sequence that unfolds naturally
  • Gives detailed descriptions of action, thoughts and feelings
  • Establishes a situation
  • Uses temporal words and phrases to signal event order
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The Standard.” Student is able to :

  • Use an opening to introduce the event and provides a sense of closure
  • Stays on topic throughout the piece
  • Uses a well-elaborated event or sequence of events
  • Uses details to describe actions, thoughts or feelings
  • Uses temporal words to signal event order (finally, in the afternoon, yesterday, etc.)
Students write about a favorite memory from 1st grade.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Write an opening or a closing
  • Stay on topic throughout the writing piece
  • Use little information to elaborate on an event or does not sequence the event
  • Uses little detail to describe actions, thoughts or feelings
  • Seldom uses temporal words to signal event order
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student:

  • Has no opening or closing
  • Does not stay on topic
  • Describes no situation/event
  • Uses no details to describe actions, thoughts or feelings
  • Uses no temporal words
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Narrative
  • Narrate
  • Character
  • Feelings
  • Temporal Words
  • Sequence
  • Opening
  • Closing
  • Situation
  • Event
  • Details
  • Thoughts
  • Actions
  • Feelings

 


ELA-02.W.04

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-02.W.04 (Begins in grade 3)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.W.05

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-02.W.05 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.W.06

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-02.W.06 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.W.07

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-02.W.07 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).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.W.08

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-02.W.08 Recall information from experiences or gather information from provided sources to answer a question.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-02.W.09

Under Development

ELA-02 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-02.W.09 (Begins in grade 4)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 



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