Supplemental Resource

Writing Unit of Study

Unit 1

Lessons from the Masters: Improving Narrative Writing

2nd Grade

Literacy Fundamentals

F

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    

Table of Contents Session 1…Mentor texts Session 1…How does it make you think and feel? Session 1…Writing folders Session 1…How to write a story…1. Think of an idea Session 1…How to write a story…2. Make a plan Session 1…How to write a story…3. Write Session 1…Ways to bring stories to life…Unfreeze people Session 1…Ways to bring stories to life…Tell small steps Session 1…Ways to bring stories to life…Bring out the inside Session 2…Tiny Topic Notepads Session 2…One, two, three, all eyes on me Session 2…Zooming In Session 3…Tiny topics growing into a story Session 4…Magnifying a small moment Session 4…Use all your senses to add details Session 5…Good endings Session 6…Rereading life detectives Session 6…Did I use punctuation Session 6…Commas Session 7…Setting goals and making plans Session 7…Celebrating and setting new goals Session 8…What kind of story am I trying to tell Session 8…Use a storytelling voice Session 9…Learning writing moves Session 10…Trying out craft moves Session 10…Giving feedback to partners Session 12…Why has this author done this? Session 12…Language choices Session 13…Mining mentor texts Session 13…Interviewing writing partners Session 14…Quick editing Session 15…Craft moves from mentor texts Session 16…Being bold with new craft moves

Session 17…Offering feedback using the checklist Session 18…Editing checklist Session 18…Fancying up Session 19…A Celebration Poster: “I Can…” – Narrative Writing Checklist for Overall Structure Poster: “I Can…” – Narrative Writing Checklist for Lead Poster: “I Can…” – Narrative Writing Checklist for Transitions Poster: “I Can…” – Narrative Writing Checklist for Ending Poster: “I Can…” – Narrative Writing Checklist for Organization Poster: “I Can…” – Narrative Writing Checklist for Elaboration Poster: “I Can...” – Narrative Writing Checklist for Craft Poster: “I Can…” – Narrative Writing Checklist for Spelling Poster: “I Can…” – Narrative Writing Checklist for Punctuation

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Meaningful Stories

Mentor Texts

How does it make you

think and feel?

Writing folders

Stop, Finished work, Feels like I finished Go, Ongoing Work, Still Working

How to Write a Story 1. Think of an idea.

a thing you do

a thing that

happened to you

How to Write a Story 2. Plan…

Touch and tell,

sketch,

then write.

How to Write a Story 3. Write

Ways to Bring Stories to Life!

Unfreeze people

make them make them move talk

Ways to Bring Stories to Life!

Tell small steps

Ways to Bring Stories to Life!

Bring out the inside

make people make people FEEL THINK

Tiny Topics Notepads

One, Two, Three,

All Eyes on Me.

Zooming In…

big topics

tiny seed stories

Tiny topics growing into a ✔✔✔✔✔

story

Magnifying a Small Moment

Zooming in on details

Use All Your Senses To Add Details

Echo the beginning

Leave the reader with something to think about

Bring the story full circle Solve a problem

Bring out the meaning of the

story

Good endings

Rereading Like Detectives

Did I use punctuation on this page so that it makes sense? . ? !

Commas Help us make a

list in our sentences

There was a train, animal cages, walking trail, and lots of other things to see at the zoo.

Setting goals and making a

sad funny exciting

What kind of story am I

trying to tell?

Use a Storytelling

Voice

WHAT is powerful?

WHY is it?

HOW is it done?

Learning Writing Moves

Trying Out Craft Moves

Giving feedback to partners

Why has this author done this?

What has this author done that I

could try out?

Owl  Moon  

Language Choices

Mining Mentor Texts

Digging deep

Interviewing Writing Partners

Run-on sentences

Commas in a series

End punctuation

First words or names capitalized

Spelling

High-frequency

words

Quick Editing

Editing Checklist

find a text what is the powerful

part

why is that part

powerful try it

Craft Moves From Mentor Texts

Being Bold With New Craft Moves

Offering Feedback Using The Checklist

Editing Checklist

•  To spell a word, I used what I knew about spelling patterns (tion, er, ly, and so on)

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

Spelling

•  I used quotation marks to show what characters said

•  When I used words such as can't and don't, I put in the apostrophe

Punctuation

Fancying Up

Crayons

Colored Pencils

A Celebration

Second Grade Student Checklist

I wrote about one time when I did something.

I thought about how to write a good beginning and chose a way to start my

story. I chose the action, talk, or setting that would make a good beginning.

I went fishing one day with my brother and I caught a

fish right away. I put my pole in the water and a fish hooked on in less than a minute. My brother said, “Wow, how did that happen so fast?”

I told the story in order by using words such as when, then, and after.

When… After… Then…

I chose the action, talk, or feeling that would make a good ending.

 

After we fished together for over eight hours, my brother finally caught a fish! And it was HUGE!!!

I wrote a lot of lines on a page and wrote across

a lot of pages.

 

I tried to bring my characters to life with

details, talk, and actions.

My brother was screaming, “It’s huge and heavy. Help me pull him in.” I couldn’t believe he was getting a bigger fish than me.

I chose strong words that would help readers

picture my story.

I was getting so worried that my brother was never going to capture that fish he was wanting.

“Holy cow! I can’t believe

this!”

I used what I knew about spelling patterns

(tion, er, ly, etc.)

sta tion broth er eager ly

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

words.

I used quotation marks to show

what characters said. “I love to go fishing,” said Tommy.

I used words such as can’t and don’t and I used the apostrophe.

I can’t catch a fish. I don’t want to keep fishing all day.