Writing Unit of Study

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1 Writing Unit of Study Supplemental Resource Unit 3 F Literacy Fundamentals Writing About Reading Opinion Writing 2 nd Grade

2 Welcome Writers! We are so pleased you purchased our supplemental resource that connects with Lucy Calkins Writing Units of Study in Opinion, Information, and Narrative Writing (Heinemann, 2013). We included a variety of resources to support you and your students through many of the lessons. We know how important it is to capitalize on every opportunity to demonstrate drafting and revising which is messy work! Now you can do that messy work without worrying about the extra time that it will take to make it fancied-up. Included are polished up versions of the anchor charts you are likely to create with your students and a few extras! We hope our products help you more fully enjoy the process. Best Regards, Literacy LIFT

3 Table of Contents Session 1 Mentor Texts (Connection) Session 1 Favorite Characters (Connection) Session 1 Writing letters to share ideas about characters (Teaching) Session 1 Recalling opinions you have about a character (Teaching) Session 1 Explain ideas Think of some examples to support the idea (Teaching) Session 1 The structure of a letter (Mid-Workshop Teaching) Session 1 Getting letters to readers (Share) Session 2 Getting energy for writing by talking (Teaching) Session 2 Talking through big ideas save smaller details for your writing (Teaching) Session 2 Explaining reasons using because as a linking word (Share) Session 3 Developing new opinions by looking at pictures (Teaching) Session 3 Uncovering our opinions about books Writers can study (Link) Session 3 Assessing and teaching using the opinion writing checklist (Conferring) Session 3 Looking at other features of a book (Mid-Workshop Teaching) Session 3 Uncovering our opinions about books Writers can study (Share) Session 4 Writers make their letters about books even better by retelling important parts (Teaching) Session 4 Retellings are a form of evidence and can be highlighted. (Share) Session 5 Keeping audience in mind (Teaching) Session 5 Think about your reader (Share) Session 6 Using a checklist to set goals for ourselves as writers (Teaching) Session 6 Revision and editing practices (Mid-Workshop Teaching) Session 7 Make it stronger, longer, and more convincing (Teaching) Session 7 Uncovering our opinions about books Writers can study (Teaching) Session 7 Using Literary Language Juicy story words (Share) Session 7 Make it stronger, longer, and more convincing (Share) Session 8 Reading closely to generate more writing (Teaching) Session 8 Uncovering our opinions about books Writers can study (Teaching) Session 8 Writers use what they notice to spark new ideas (Mid-Workshop Teaching) Session 8 Writers refer to their books to (Share) Session 9 Make it stronger, longer, and more convincing (Link) Session 9 Helpful linking words (Mid-Workshop Teaching) Session 9 Uncovering our opinions about books Writers can study (Share) Session 10 We use capitals in our writing for (Guided Inquiry) Session 11 Publishing our opinions for all to read (Teaching) Session 11 Extras writers can add (Teaching) Session 11 Publishing for an audience (Share) Session 12 And the nominees are (Teaching)

4 Session 12 Using reading post-its to write more (Mid-Workshop Teaching) Session 13 Make it stronger, longer, and more convincing (Teaching) Session 13 Using a quote (Mid-Workshop Teaching) Session 13 Nominate another! Planning more pieces (Share) Session 14 Good. Better. Best. (Teaching) Session 14 Uncovering our opinions about books Writers can study (Teaching) Session 14 Still haven t found what you re looking for (Mid-Workshop Teaching) Session 15 Giving readers signposts and rest stops (Teaching) Session 15 What does it look like? (Teaching & Active Engagement) Session 15 How did I make my writing easy to read? (Conferring) Session 15 And the award goes to (Share) Session 16 Writing introductions and conclusions to captivate (Teaching & Active Engagement) Session 16 Reflecting on writing to celebrate progress and set goals (Share) Session 17 Using a checklist to set writerly goals (Teaching) Session 17 Sharing student-made tools and strategies (Share) Session 18 Keeping the elaboration going (Teaching) Session 19 Awarding our favorites Poster: I Can Opinion Writing Checklist for Overall Structure Poster: I Can Opinion Writing Checklist for Lead Poster: I Can Opinion Writing Checklist for Transitions Poster: I Can Opinion Writing Checklist for Ending Poster: I Can Opinion Writing Checklist for Organization Poster: I Can Opinion Writing Checklist for Elaboration Poster: I Can Opinion Writing Checklist for Craft Poster: I Can Opinion Writing Checklist for Spelling Poster: I Can Opinion Writing Checklist for Punctuation Thank you to the following for the awesome clip art: Copyright 2014 Literacy Lift All rights reserved by author. Permission to copy for single classroom use only. Electronic distribution limited to single classroom use only. Not for public display.

5 Bend 3: Writing Nominations and Awarding Favorite Books Bend 2: Raising the Level of Our Letter Writing Bend 1: Letter Writing: A Glorious Tradition

6 Bend 1: Letter Writing: A Glorious Tradition

7 Mentor Texts Session 1

8 Favorite Characters Henry and Mudge Ruby the Copycat Pinky and Rex Session 1

9 Writing Letters to Share Ideas About Characters Session 1

10 Recalling opinions you have about a character Session 1

11 Explain ideas Think of some examples to support the idea Session 1

12 The structure of a letter Greeting or opening Capitalize the first letter of Dear or Reader Comma afterward Session 1

13 Getting Letters to Readers Session 1

14 Getting Energy for Writing by Talking Session 2

15 Talking through Big Ideas Save smaller details for your writing Session 2

16 Explaining Reasons because as a linking word Session 2

17 Developing New Opinions by Looking at Pictures Session 3

18 Uncovering Our Opinions About Books Writers can study Characters Favorite Parts Pictures Session 3

19 Assessing and Teaching Using the Opinion Writing Checklist Lead Transitions Ending Session 3

20 Looking at Other Features of a Book Such as Titles Session 3

21 Uncovering Our Opinions About Books Writers can study Characters Favorite parts Pictures Covers Titles Session 3

22 Writers Make Their Letters about Books Even Better by Retelling Important Parts Session 4

23 Retellings are a form of evidence and can be highlighted for readers by using the phrase for example Session 4

24 Keeping Audience in Mind Session 5

25 Think about your reader! Include details the reader will enjoy. Retell interesting parts. Don't give away the ending. Shh.. Get them interested.! Session 5

26 Using a Checklist to Set Goals for Ourselves as Writers Session 6

27 Revision and Editing Practices Word Wall Charts Punctuation Charts Session 6

28 Bend 2: Raising the Level of Our Letter Writing

29 Make it Stronger, Longer and More Convincing! Introduce the book. Write your opinion. I think Give reasons. BECAUSE Give evidence from the book. Talk to your audience. For example Session 7

30 Uncovering Our Opinions About Books Writers can study Characters Favorite parts Pictures Covers Titles Session 7

31 Using Literary Language Juicy Story Words Character Setting Plot Chapter End Page Title Chapter Title Dedication Example Main Character Side Character Session 7

32 Make it Stronger, Longer and More Convincing! Introduce the book. Write your opinion. Give reasons. Give evidence from the book. Talk to your audience. Add sections or pages to your letter. Use juicy story words. title plot setting Session 7

33 Reading Closely to Generate More Writing Session 8

34 Uncovering Our Opinions about Books Writers can study Characters Favorite parts Pictures Titles Covers Lessons Session 8

35 Writers Use What They Notice to Spark New Ideas r This makes me think r The thought I have about this is r I wonder why? r What is important here? Session 8

36 Writers Refer to Their Books to: Spell titles and authors Remember the story Retell parts as evidence Uncover new details Develop new ideas and opinions Session 8

37 Make it Stronger, Longer and More Convincing! Introduce the book. Write your opinion. Give reasons. Give evidence from the book. Talk to your audience. Add sections or pages to your letter. Use juicy story words. Back it up! Use the book to prove it. For example Session 9

38 Helpful Linking Words one reason because for example also and another reason Session 9

39 Uncovering Our Opinions About Books Writers Can Study Characters Favorite Parts Pictures Titles Covers Lessons Session 9

40 We Use CAPITALS in Our Writing for v The beginning of a sentence. It was getting late. v The first letter in a person s name. Mercy Watson v The first letter in all the words in the title of a place or business. New York City Hudson Books v All the letters in a word to show that the word is loud or important. CRASH! Session 10

41 Publishing Our Opinions For All To Read Session 11

42 Extras Writers Can Add r Decorations that share a fun detail from the book r Big words that take up a lot of the page r Pictures of the covers of all the books in the series r Words written in fancy fonts or fonts that match what they mean r Words and letters made out of pictures r Chapter titles that are jokes r Maps that go with the story r Pictures that go across pages Session 11

43 Publishing for an Audience Session 11

44 Bend 3: Writing Nominations and Awarding Favorite Books

45 And the Nominees Are What do judges need to know about this nominee to understand why it deserves an award? r Make their case r Support their opinion with reasons and details Session 12

46 Using Reading Post-its to Write More Session 12

47 Make it Stronger, Longer and More Convincing Introduce the book. Write your opinion. Give reasons. Give evidence from the book. Talk to your audience. Add sections or pages to your letter. Use juicy story words. Back it up! Use the book to prove it. Use quotation marks around exact words. Session 13

48 Using a Quote? First, give it an introduction. Try one of these: r For example, in the book it says r On page, you can read r (The author) writes it like this Session 13

49 Nominate Another! Planning More Pieces Session 13

50 Good. Better. Best. Session 14

51 Uncovering Our Opinions about Books Writers can study Characters Favorite parts Pictures Titles Covers Lessons Session 14

52 Still haven t found what you re looking for? Exploring the Lay of the Land Get ready to read. Travel across o The cover o The blurb o The table of contents o The chapter titles o The pictures Session 14

53 Giving Readers Signposts and Rest Stops - ( ), Session 15

54 What does it look like? What should we call it? When can we use it? - dash Use it to say more about the writing that comes before it ( ) parentheses Use them before and after giving away a little secret Use them when you want to say something smirky, comma Use it to give the reader a pause Use it to separate items in a list Session 15

55 How did I make my writing easy to read? Spelling Punctuation To spell a word, I used what I know about similar words Sometimes the word wall helped I used a capital letter for names I used quotation marks to show what people said When I used words like can t and don t, I put in the apostrophe Session 15

56 And the Award Goes to Working with Committees to Determine the Winners Session 15

57 Writing Introductions and Conclusions to Captivate Introductions can have Introductions and conclusions can have Conclusions can have Title and author Award name Questions Quotes Sneak peek Final words Suggestions Pop-out words (bold, underlined, capital) Session 16

58 Reflecting on Writing to Celebrate Progress and Set Goals Session 16

59 Using a Checklist to Set Writerly Goals Session 17

60 Sharing Student-Made Tools and Strategies Use Your Book! Ways to Find Examples How To Be Convincing! How To Spell Tricky Words Session 17

61 Keeping the Elaboration Going work toward goals set new ones try new strategies meet goals Session 18

62 Awarding Our Favorites A Book Fair Celebration

63 Second Grade Student Checklist

64 I wrote my opinion or my likes and dislikes and gave reasons for my opinion. Pinky and Rex and the Bully is a book people absolutely need to read because of the important lessons this story teaches readers, like how you should be true to yourself no matter what others might say.

65 I wrote a beginning in which I not only gave my opinion, but also set readers up to expect that my writing would try to convince them of it. Have you ever come face to face with a bully? If you have, you know it can be a big challenge. Pinky from Pinky and Rex and the Bully, by James Howe deals with this tough situation. I think this book deserves the Be True to Yourself Award because it teaches readers this very valuable lesson.

66 I connected parts of my piece using words such as also, another, and because. also another because

67 I wrote an ending in which I reminded readers of my opinion. You probably agree that Pinky and Rex and the Bully is the best choice for the Be True to Yourself Award. It is an important book for kids of all ages to read. Once you meet Pinky and Rex, you ll want to be friends forever. Well, luckily, there is a whole series of books to read. You should check them out right away!

68 My piece had different parts; I wrote a lot of lines for each part. More! WOW!

69 I wrote at least two reasons and wrote at least a few sentences about each one. 1 st Reason Sentence Sentence 2 nd Reason Sentence Sentence

70 I chose words that would make readers agree with my opinion. valuable bravest interesting suspenseful important another reason also probably agree for example

71 I used what I knew about spelling patterns (tion, er, ly, etc.) to spell a word. spell ing suspense ful eager ly

72 I spelled all of the word wall words correctly and used the word wall to help me figure out how to spell other words.

73 I used quotation marks to show what characters said. It s none of your business what I like, said Pinky. When I used words such as can t and don t, I put in the apostrophe. You can t put this book down. I don t want to stop reading this book.

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