Second+Grade+October

=October at a Glance=

(the use of rich, colorful, precise language that moves and enlightens the reader)
 * ==Crafting / Writing Traits:== || ==Writing Process:== || ==Grammar:== || ==Genres / Products:== || ==Suggested Assessments and Assessment Tools== ||
 * **Word Choice**
 * Uses grade level words correctly.
 * Experiments with new and different words with some success.
 * Uses adjectives to create images.
 * Experiments with similes.

( the rhythm and flow of the language, the sound of the word patterns, the way in which the writing plays to the ear-not just the eye)
 * Sentence Fluency**


 * Writes and recognizes simple complete sentences. (S/V)
 * Uses correct word order in sentences.
 * Recognizes reverse sentence patterns (S/V, V/S) || **Power Ps --** **Focus on revision**
 * POP! -- Does the writing have POP! Model how writers fix up and review their work to say everything that it is meant to say before it's sent out into the world.
 * Make your writing //POP!//
 * // POP // words and ideas in and out to improve my writing.
 * Model methods writer's use to insert new ideas into the middle of their text -- details, snapshot, slow motion, etc.
 * Model how to delete inappropriate information that does not move the story.
 * Am I showing, not telling!
 * Model when revising you need particular goals with an emphasis on showing, not telling.
 * Can I change the order of things to make my writing //POP// and my ideas easier to understand?
 * Do my words //POP// and hold the interest of my reader? Are my words “juicy”? (Precise language)
 * Do my sentences //POP// and flow?
 * Does my voice //POP// out of my writing?
 * Review the traits of Ideas, Voice, and Organization in the context of revision.
 * Ideas -- Is this idea clear? Did I focus on the most important part?
 * Model determining main idea, adding needed details, and eliminating unnecessary information.
 * Voice -- Could I say this a different way to make it more interesting? Does the reader "hear" my voice?
 * Organization -- Can I move things around to make my writing easier to understand?
 * Model effective leads by rewriting beginnings as part of revision process.
 * Model revising endings.
 * Celebrate Revision with a Revision Museum!


 * Dictionary and Thesaurus**
 * Teach how to use a thesaurus to improve word choice.
 * Teach using a dictionary to determine the precision of a word for use in writing. || ** Grammar **
 * Sentence Patterns
 * Subject / Verb Agreement -- singular, plurals
 * Maintain consistent tense || ** Narrative Writing // (Writes to tell a story or relate an event.) //**

Story Writing
 * Develops one main idea based on real or imagined events.
 * Gives story an appropriate and interesting title.
 * Hooks readers with an interesting beginning.
 * Presents a logical sequence of events with a clear beginning, middle and end.
 * Explicitly describes characters and setting.
 * Concludes story with a satisfying ending.


 * Descriptive Writing // (Writes with sufficient detail. Supports all other forms of writing) //***
 * Describes someone or something clearly.
 * Uses precise, vivid sensory details.
 * Includes other relevant details. || **Crafting Traits**
 * Word Choice
 * Student writing
 * 6+1 Traits Ideas Rubric
 * Word Choice Checklist for Students
 * Sentence Fluency
 * Student writing
 * 6+1 Traits Sentence Fluency Rubric
 * 6+1 Traits Sentence Fluency Checklist for Students


 * Writing Process**
 * POP!
 * Student writing
 * Drafts and Revisions
 * Brainstormed lists of alternate words for tired or overused words
 * Precision charts for synonyms -- arranging words in order of precision


 * Grammar**
 * Student writing
 * Worksheets / Quizzes


 * Genres / Products**
 * Student writing
 * Drafts
 * Published pieces
 * Descriptive writing
 * Senses organizer ||