Launching the Writer S Workshop

Second Grade

SEPTEMBER

Disposition of Readers

Launching the Writer’s Workshop

OCTOBER-NOVEMBER

Monitoring for Meaning

• Readers monitor comprehension during their reading
• Readers notice when text make sense or not and then what to do when comprehension isn’t clear
• Identify when text is comprehensible and the degree to which you understand it
• Identify confusing ideas, themes, etc and know how to solve them
• Have an awareness of what they need to comprehend in relation to their purpose for reading
• Learn how to pause, consider meanings, and reflect on understanding, and use different strategies to enhance understanding

RF3a:Distinguish long and short vowels when reading regularly spelled one-syllable words

RF3b:Know spelling-sound correspondences for additional common vowel teams

RF3c:Decode regularly spelled two-syllable words with long vowels

RF3d:Decode words with common prefixes and suffixes

RF4b:Read grade-level text orally with accuracy, appropriate rate, and expression

RF4c:Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Personal Narrative

• Writers monitor during their composition process to ensure that their text makes sense for their audience at the word, sentence and text level
• Writers read their work aloud to find and hear their voice
• Writers share their work so others can help monitor clarity and impact of their work
• Writers pay attention to style and purpose
• Writers pause to consider the impact of their work, reflect, know when revision is needed or complete, or when to abandon a piece

W3: 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

W4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose

W5: With guidance and support from peers and adults, focus on a topic and strengthen writing as needed by revising and editing

DECEMBER-JANUARY

Schema

• Activate prior knowledge before, during, and after reading
• Assimilate information from text into schema and make changes in that schema based on the new information
• Use schema to relate text to their world knowledge and personal experience
• Use their schema for authors and their style to better understand a text
• Know how when to, and how to build schema when they have inadequate background information

RL/RIT 1:Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

RL9:Compare and contrast two or more versions of the same story by different authors or from different cultures

RIT 9:Compare and contrast the most important points presented by two texts on the same topic

RL5:Describe the structure the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action

Asking Questions

• Spontaneously generate questions before, during, and after reading
• Ask questions for different purposes
• Clarification of meaning, making predictions, determining author’s style content, format, and to locate specific answers in text or consider rhetorical questions inspired by the text
• Are aware that other reader’s questions may inspire new questions for them

RL/RIT 1: Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

Opinion

• Writers should compose in a way that causes the reader to form questions as they read
• Monitor their progress by asking questions about their choices as they write
• Ask questions of other writers in order to confirm their choices and make revisions
• Ask questions that lead to revision in their own pieces and in the pieces to which they respond for other writers

W1: Write opinion pieces on topics or texts, supporting a point of view with reasons

FEBRUARY

Sensory Images

• Create sensory images during and after reading using the 5 senses, emotional connections and prior knowledge
• Use images to draw conclusions
• Use images to clarify and enhance comprehension
• Use images to immerse themselves in rich detail as they read
• Adapt images in response to shared images of other readers
• Adapt images as they continue to read

RL7: Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, settings, or plot

RL4: Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song)

RL8a: Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogue adds to a particular story or poem

Poetry

• Writers consciously attempt to create strong images in their compositions using strategically placed detail
• Create impact through the use of strong nouns and verbs whenever possible; use images to explore their own ideas and consciously study their mental images for direction in their pieces
• Learn from the images created in their minds as they read and study other authors’ use of images as a way to improve their own

W3a:Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g. alliteration, onomatopoeia, rhyme) are key elements. * Massachusetts addition to the Common Core State Standards.

MARCH-APRIL

Inferring

• Use their schema and textual information to draw conclusions and form unique interpretations from the text
• Make and confirm predictions about text and test their developing meaning as they read
• Know when and how to use text in combination with their own background knowledge to seek answers to questions
• Create interpretations to enrich and deepen their experience with the text

RL3: Describe how characters in a story respond to major events and challenges

RL2: Recount stories to determine the central message, lesson, or moral

Determining Importance

• Readers identify key ideas or themes as they read
• Readers distinguish important form unimportant information in relation to key ideas or themes in the text
• Readers utilize text structure and text features to help them distinguish important form unimportant information
• Readers use their knowledge of important and relevant parts of text to prioritize in long-term memory and synthesize text for others

RI5: Know and use various text features (e.g. captions, bold print, sub-headings, glossaries, indexes, electronic menus) to locate key facts or information in a text efficiently

RI7: Explain how specific images contribute to and clarify a text

RL5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action

Informational Text

• Writers observe their world and record what they think is significant
• Writers make decisions about the most important ideas to include in the pieces they write
• Writers make decisions about the best genre and structure to communicate their ideas
• Reveal their biases by emphasizing some elements over others
• Writers provide only essential detail to reveal the meaning and produce the effect desired

W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

MAY

Summarize/Synthesize

• Maintain a cognitive synthesis as they read
• Monitor the overall meaning, important concpets, and theme in the text as they read and are aware of the ways text elements “fit together” to create overall meaning and theme
• Use their knowledge of these elements to make decisions about the overall meaning of a passage, chapter or book
• Retell or synthesize what they have read and attend to the most important information and to the clarity or the synthesis itself
• Synthesize to better understand what they’ve read
• Capitalize on opportunities to share, recommend, and criticize books they have read

SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace

RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

RIT2: Determine the main idea of the text; recount the key details and explain how they support the main idea

Informational Text

• Writers observe their world and record what they think is significant
• Writers make decisions about the most important ideas to include in the pieces they write
• Writers make decisions about the best genre and structure to communicate their ideas
• Reveal their biases by emphasizing some elements over others
• Writers provide only essential detail to reveal the meaning and produce the effect desired

W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

JUNE

Sensory Images

• Create sensory images during and after reading using the 5 senses, emotional connections and prior knowledge
• Use images to draw conclusions
• Use images to clarify and enhance comprehension
• Use images to immerse themselves in rich detail as they read
• Adapt images in response to shared images of other readers
• Adapt images as they continue to read

RL7: Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, settings, or plot

RL4: Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song)

RL8a: Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogue adds to a particular story or poem

Poetry

• Writers consciously attempt to create strong images in their compositions using strategically placed detail
• Create impact through the use of strong nouns and verbs whenever possible; use images to explore their own ideas and consciously study their mental images for direction in their pieces
• Learn from the images created in their minds as they read and study other authors’ use of images as a way to improve their own

W3a:Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g. alliteration, onomatopoeia, rhyme) are key elements. * Massachusetts addition to the Common Core State Standards.