Second+Grade+Standards+and+Benchmarks

=[|Second Grade Writing Standards and Benchmarks]= (Printable Word Document -- legal size paper)


 * == ** 6+1 Writing Trait (Crafting) Benchmarks: ** == || == ** Writing Process (Steps) Benchmarks: ** == || == ** Product (Genre) Benchmarks: ** == ||
 * * ** Standard 1: Student understands that good writing has certain attributes or traits. **


 * ** Traits of Good Writing for Second Graders **


 * ** Voice **// (the heart and soul, the magic, the wit, along with the feeling and conviction of the individual writer coming out through words) //
 * Writes with a clear sense of audience and purpose.
 * Shows feelings through words: excitement, dislikes, etc.
 * Understands that the purpose of writing is to be read.


 * ** Ideas **// (the meat of the message, the content of the piece, the main theme, with details that enrich and develop that theme) //
 * Attempts to develop one clear main idea.
 * Stays on topic.
 * Begins to present original ideas.
 * Uses three major details for support.
 * Writes from experience and knowledge.


 * ** Organization **// (the internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of the ideas) //
 * Creates an appropriate title.
 * Develops paragraphs with strong topic sentences, supporting details and conclusions.
 * Attempts to use simple transitional words.
 * Presents a beginning, middle and end.
 * Uses sequence words (first, next, last, etc.)
 * Develops a three paragraph story, with a beginning middle and end.


 * ** Word Choice **// (the use of rich, colorful, precise language that moves and enlightens the reader) //
 * Uses grade level words correctly.
 * Experiments with new and different words with some success.
 * Uses adjectives to create images.
 * Experiments with similes.


 * ** Sentence Fluency ( **// 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) //
 * Writes and recognizes simple complete sentences. (S/V)
 * Uses correct word order in sentences.
 * Recognizes reverse sentence patterns (S/V, V/S)


 * ** Conventions **// (the mechanical correctness of the piece-spelling, grammar and usage, paragraphing, use of capitals, and punctuation) //
 * Spells grade level words correctly. (No Excuses List)
 * Capitalizes proper nouns, and first words of sentences, titles and the pronoun “I”.
 * Uses the correct punctuation mark to end sentences.
 * Uses correct subject / verb agreement.
 * Begins to use commas in a friendly letter, in a series and in dates.
 * Uses and correctly punctuates abbreviations.
 * Begins to use apostrophes in possessives and contractions.
 * Indents to begin paragraphs.


 * ** Presentation **// (zeros in on the form and layout of the text and it’s readability; the piece should be pleasing to the eye) //
 * Uses neat handwriting.
 * Spaces correctly.
 * Uses available technology for story presentation.
 * Publishes a piece that is pleasing to the eyes. || * ** Standard 2.1: Student understands that writing is a creative __process__. **


 * ** Writing Process Benchmarks – (The Power Ps): **


 * ** Plan **
 * Collect Ideas / Brainstorm – What am I going to write about? (Writer’s notebook)
 * Purpose – Why am I writing? (To inform, entertain, persuade, etc.)
 * Audience – Who am I writing for? (Myself, my teacher, a general audience, etc.)
 * Form – How am I going to present my ideas? (narrative, letter, report, advertisement, poem, etc.)
 * Organize – Where do I begin and where am I going? (chronological, factual presentation, uses a variety of methods to organize – graphic organizers, outlines, drawing, etc.)


 * ** Package – **// Draft Writing //
 * Creates draft piece. – Put the plan together on paper.


 * ** POP! -- **// Revise writing. //
 * Make it //POP!//
 * // POP // words and ideas in and out to improve my writing. 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”?
 * Do my sentences //POP// and flow?
 * Does my voice //POP// out of my writing?


 * ** Polish -- **// Edit Writing //
 * Does my writing effectively communicate in Standard English (unless appropriate to a character in a story)?
 * Are my CUPS (Capitalization, Usage, Punctuation and Spelling) in order?


 * ** Publish **
 * Is this piece ready to share with my readers?.
 * Is my work neat and pleasing to the eye so that people will want to read my work?


 * ** Standard 2.2: Student utilizes helpful writing tools such as dictionaries, thesauruses, etc. **
 * Utilizes a thesaurus to improve word choice.
 * Utilizes dictionaries to determine precision of word choices.


 * ** Standard 2.3: Student shares ideas and thoughts about writing through peer conferencing. **
 * Students brainstorm and collaborate throughout the writing process.
 * Students participate in peer conferences, reading and offering constructive criticism of each others' writing. || * ** Standard 3: Student writes in a variety of genres. **


 * ** Narrative Writing **// (Writes to tell a story or relate an event.) //


 * ** Small Moment Writing / Personal Narratives **
 * Chooses a narrow main topic chosen from personal experience or knowledge.
 * Presents a logical sequence of events with a clear beginning, middle and end.
 * Develops topic with explicit details.
 * Gives piece an appropriate and interesting title
 * ** Small Moment Writing / 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.


 * ** Response to Literature **// (Writes to interpret, analyze, state an opinion, and/or relate personal feelings about a piece of literature and/or selected elements within it.) //


 * ** Answers discussion questions and / or prompts. (New Hope ACES Constructed Response!) **
 * A -- Answer is accurate.
 * C -- Cites Details.
 * Answer restates question / prompt in statement form to create topic sentence.
 * Answer is supported with details or information and examples from the text or lesson.
 * E -- Everything is there.
 * Every part of the question is answered thoroughly.
 * S -- Sum it Up
 * Answer is logically organized and makes sense to the reader.
 * Answer concludes with a statement summarizing the answer.
 * The answer is written in complete sentences, flows smoothly, uses content specific vocabulary and grade appropriate conventions.


 * ** Expository / Informative **// (Writes to describe, explain, inform, or summarize ideas) //
 * Presents reasons, explanations, or steps in a process.
 * Develops one main idea with three supporting details or steps.
 * Uses logical order and / or appropriate sequencing of steps.
 * Uses transitional words to help organize writing.
 * Provides a summary or conclusion to the article / piece.


 * ** Friendly Letter ** //(Writes to correspond with a friend)//
 * Includes a complete and properly formatted heading with appropriate abbreviations.
 * Includes an appropriate and properly formatted greeting including correct usage of the comma.
 * Body of the letter includes interesting details, is easy to follow / understand and maintains a friendly tone.
 * Includes an appropriate and properly formatted closure including correct comma usage.
 * Correctly addresses an envelope including return address with appropriate formatting and abbreviations.


 * ** Thank You Notes ** (Writes to express feelings of appreciation)
 * Includes an appropriate and properly formatted greeting including correct usage of the comma.
 * Body of the note begins with a statement of appreciation.
 * Student includes appropriate details (at least 2) concerning object of thanks.
 * Student concludes note with a restatement of appreciation.
 * Includes an appropriate and properly formatted closure including correct comma usage.
 * Correctly addresses an envelope including return address with appropriate formatting and abbreviations.


 * ** Poetry **// (Writes to stir an emotional or sensory response) //
 * Selects topics that inspire or promote strong feelings.
 * Utilizes “juicy” words that prompt strong sensory or emotional responses.
 * Attempts to utilize techniques that form poetry such as rhythm, repetition, onomatopoeia, rhyme, use of similes and / or metaphors, and deliberate line breaks.


 * ** Persuasive Writing **// (Writes to convince others to act on something.) //
 * Issue or problem is clearly stated.
 * Writer explicitly states his / her position / opinion about the issue or problem.
 * Stays on topic and supports position/opinion with three relevant facts.
 * Concludes with a restatement of position / opinion and proposes a solution to the issue / problem (describes what the writer wants done about the problem).
 * Does not beg, whine, or bribe.

. ||