Reading Writing

Current Current Proposed

Objectives Assessment Objectives Assessments Objectives Assessments

s

Q1 I can retell Students will I can stretch my small Students will Aligned with the W2B​ ​publishing
stories using independentl moment. demonstrate Language W2C​ ​collaboration
beginning, y read a level I can revise my work to Progression by W2D​ ​use of visuals
everything they have
middle, and I story and make my piece more Grade, in addition to W2E g ​ rammar,
meaningful. learned from the unit the multiple lessons usage, punctuation,
end., retell in
comic I can use mentor texts to on Narrative Writing required to get spelling
I can format. help my writing. by independently students there. W2F
writing a narrative Knowledge of
describe how
I can form my letters. language
characters Students will story.
respond to describe how W2.3, W2.8,W2.10 I can form words. W2A ​writes opinion,
challenges a character explanatory,
and major changes I can write a narrative ​is used
events in a throughout a complete sentence. every other quarter,
story. fictional text. we could hold an
They will I can use correct assessment where
use examples capitalization. this is N/A and the
from the text focus is the other 5
to support I can use correct standards.
their answer. punctuation.

I can use dialogue.

I can write about the

past tense
 L3.1f I can ensure
subject-verb
agreement

L4.1F I can use

frequently confused
words

Q2 I can Students will I can use the scientific Students will select I can use the scientific Students will select
identify the identify a method to write a lab one information method to write a lab one information
key ideas of text feature report. report.
I can use my knowledge
piece from their I can use my knowledge
piece from their
a nonfiction from a
of force and motion to writing folders. of force and motion to writing folders.
piece. National
Geographic teach others. Students will revise teach others. Students will revise
I can use mentor texts to and edit this piece I can use mentor texts to and edit this piece
I can ​use and explain
help my writing. help my writing.
text features its purpose. in preparation for in preparation for
I can revise my writing I can revise my writing
to help my using a checklist. self/teacher using a checklist. self/teacher
understandin assessment.​ W2.2, assessment.​ W2.2,
g of the Students will W2.8,W2.10 W2.8,W2.10
nonfiction compare and
piece. contrast two Students will select Students will select
different
I can nonfiction one information one information
compare and at-grade book from their book from their
contrast two level texts on writing folders. writing folders.
types of the same Students will revise Students will revise
nonfiction topic. and edit this piece and edit this piece
literature in in preparation for a in preparation for a
two grade
mini presentation mini presentation
level texts on
the same to the class before to the class before
topic. handing it in to the handing it in to the
 teacher (Writer’s teacher (Writer’s
Celebration).​ W2.2, Celebration).​ W2.2,
W2.8,W2.10 S​ L2.3, W2.8,W2.10 S​ L2.3,
SL2.4 SL2.4

Q3 I can Reading I can ​write an Students will choose I can ​write an Students will choose
determine grade 2 level informed opinion their favorite Mercy informed opinion their favorite Mercy
the central text, students piece using evidence Watson book and piece using evidence Watson book and
message will identify from the book to they will use from the book to they will use
from fables determine support my opinion. evidence to convince support my opinion. evidence to convince
and folktales. the central their audience of their audience of
message, which book is better. which book is better.
I can lesson, or W2.1 W2.1
describe how moral and
characters cite the Students will choose Students will choose
respond to textual their favorite version their favorite version
major events evidence to of Cinderella and of Cinderella and
and support their write to persuade write to persuade
challenges in ideas, their audience of their audience of
a story. connecting it which is better and which is better and
a real life why. why.
I can experience. W2.1 W2.1
compare and
contrast two The Ant and
or more the
versions of Grasshopper.
the same
story.
 I can ​read Compare two
and texts (Little
comprehend Red Riding
grade level Hood and
literature. Lom Po Po)
having
students
create their
own type of
organization
system for
their ideas.

Q4 I can ​tell Have I can write a poem. Students will write a I can stretch my small Students will
who, what, students poem on demand. moment. demonstrate
where, complete W2.3* I can revise my work to
everything they have
when, why brief B-M-E W2.5** make my piece more
W3.3b*** meaningful. learned from the unit
and how summary to
after show I can use mentor texts to on Narrative Writing
help my writing. by independently
reading beginning,
stories. middle and writing a narrative
end of a story.
I can notice story.) W2.3, W2.8,W2.10
differences (​Jennie’s
in the point Move​ from
of view of ReadWorks)
characters.
Read text
I can find and answer
and who, what,
 understand where,
the when, why
beginning, and how.
middle and Read text
end of a and explain
story. how two
different
I can tell characters
about the responded to
points of the same
view of event/challen
different ge
characters. (​Alexander
and the
Wind-Up
Mouse​ by
Leo Lionni)

Students will
recount or
describe key
details from
a text during
group
discussions
* W2.3 reads ​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
**​W2.5 reads ​With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and
editing
***​W3.3b reads ​Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations
Overall Notes and Changes
In a nutshell, I propose that as there is no standard that relates to students being able to write poetry, our time is better spent helping
students to increase their ability to write. This will be done by nixing the Poetry writing unit in the 4th quarter and adding a
foundational unit in the 1st quarter. As the second and third quarters are both aligned with our Reader’s Workshop curriculum, those
two will stay as they are. The Narrative Writing Unit, will then be moved into the 4th quarter. This may also be beneficial as by the
time the 4th quarter rolls around, the class will have more shared experiences to write about, and the 4th quarter in Reading is one of
the more laid back quarters.
The Lucy Caulkins units are great, however they are created with the understanding that the students already have the writing
foundations in place. If we can build those foundational skills up, I anticipate that our students will be able to produce better written
pieces, that are aligned and then assessed with the common core standards.
Poetry does teach a lot of great lessons, such as imagery, pacing, and the use of creative writing moves. These single lessons can
be inserted into other lessons for those students that are developmentally ready for that jump, but the vast majority of our students
need to master the basics before they can move onto these skills.
Quarter 1 Proposal
Reading Writing Daily 5

Week 1 First 28 Days Familiarize students Familiarize students

- Sept 3- Sept 5 Days 1-3 with classroom library with classroom, and
and about reading with writing materials
silently

Week 2 First 28 Days Students gain comfort Formally introduce

- Sept 8- Sept 12 Days 4-8 with writing (write about Read to Self
your favorite… write
about when you did...)

Week 3 First 28 Days Students build their Build Read to Self

- Sept 15- Sept Days 9-13 writing stamina goal is Stamina
19 up to 20 minutes of
writing.

Week 4 First 28 Days FORMAL READING Students build their Formally introduce
- Sept 22- Sept Days 14-18 INSTRUCTION CAN writing stamina goal is Read to Buddy
26 START ​at this point, up to 20 minutes of
begin to use the Lucy writing.
Text to begin
instruction.
I can retell a story using
beginning middle end

Week 5 First 28 Days I can retell a story using FORMAL WRITING Formally introduce
- Sept 29- Oct 3 Days 19-23 beginning middle end INSTRUCTION CAN Work on Writing
START ​depending on
notes and observations,
decide how to
start/where on the
progression to start.
 I can form my letters.

I can form words.

Week 6 First 28 Days I can retell a story using I can write a complete Continue building
- Oct 6- Oct 10 Days 24-28 beginning middle end sentence. stamina and allow for
increased choice

Week 7 I can describe how I can use correct Formally introduce

- Oct 13- Oct 17 characters respond to capitalization. Word Work
challenges and major
events in a story. I can use correct
punctuation.

Week 8 I can describe how I can use dialogue. Continue building

- Oct 20- Oct 24 characters respond to stamina and allow for
challenges and major increased choice
events in a story.

Week 9 I can describe how I can write about the Formally introduce
- Oct 27- Oct 31 characters respond to past tense* Listen to Reading
challenges and major
events in a story.
*If students are already achieving these goals, begin to challenge them with the more specific Language Targets found on page 30 of
the Common Core State Standards Booklet for ELA