Humble ISD 2013-2014 – 2nd Grade English Language Arts Pacing Calendar AND Framework for Inviting Editing and Craft Lessons Into Your Classroom Replacement Practice for Daily Oral Language (DOL)
Bundle 4 &5 Week ending 5/20/13
Bundle 3 Week ending 1/22/13
Bundle 1 & 2 Week ending 11/26/12
Bundle
Written Convention Skills Reinforce capitalization-first letter, I, names of people; abbreviations Introduce capitalization proper nouns, month/day Reinforce correct end punctuation-declarative, exclamatory, interrogative; Introduce imperative Introduce apostrophes used in contractions and possessives in a sentence
TEKS/ELPS 22B/5C 22B/5C 21C, 22C
Reinforce nouns-singular, plural, proper Reinforce pronouns-simple Introduce capitalization-salutation and closing of a letter Use complete sentences with correct subject-verb agreement Reinforce verbs-present, past, future
21A/5E,F 21A/5E,F 22A/5C 21B/5D 21A/5E,F
Reinforce Reinforce Reinforce Reinforce
21A/5E,F 21A/5E,F 21A/5E,F 21A/5E,F
adjectives-descriptive; Introduce adjectives-articles adverbs-time, manner time order transitions prepositions and phrases
Underline: Reinforce/Review; Bold: Master at Grade Level; Italics: District Adjustment
6/2013
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22C
Humble ISD 2013-2014 – 2nd Grade English Language Arts Pacing Calendar AND Framework for Inviting Editing and Craft Lessons Into Your Classroom Replacement Practice for Daily Oral Language (DOL)
Purpose of Editing Invitations Instruction: Through an invitational process, using mentor text to read, analyze, imitate, and edit sentences, students receive quick (5-10minute), daily editing instruction (separate or within the Writing Workshop framework). Zooming in on a whole sentence from a selected mentor text, students can more easily discover the grammar, mechanics, and craft patterns we want them to identify and use in their own writing. It’s far more inviting for students to concentrate on what works in a sentence than to rip one to shreds. This shift in perspective moves students’ focus from red-pen thinking to thinking through editing decisions.
Value of Editing Invitations Instruction: 1. 2. 3. 4.
Pays attentions to the affective dimension of learning Post, examine and celebrate powerful models and visuals Provides opportunities for social interaction Focus on patterns that connect rather than rules that correct
Your steps for success! 1. Begin with the end in mind. Determine what’s important for your students to learn about mechanics and grammar. 2. Decide on a concept for which you’d like to create a series of invitations. Start noticing how this concept is used in real writing. Start taking notes, collecting sentences, songs, books, scraps, passages – anything that can be used to immerse students in writing and in this concept or pattern. 3. Start with a sentence. Look for sentences in mentor texts that address patterns or concepts you want your students to know when they walk away from your classroom. Choose literature that: connects to students’ worlds – their interest, humor, or problems; shows a clear pattern that is easy to observe, imitate or break down; models writer’s craft and effective writing – powerful verbs, sensory detail, or voice. 4. Invite students into the editing, a decision making process.
Jeff Anderson, (2007), Everyday Editing, Stenhouse Publishing 7/11
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curric\writing\units of study\2013-14\grammar VA\2nd grade
Humble ISD 2013-2014 – 2nd Grade English Language Arts Pacing Calendar AND Framework for Inviting Editing and Craft Lessons Into Your Classroom Replacement Practice for Daily Oral Language (DOL) DAY 1
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INVITATION/PURPOSE Invitation to Notice – students begin analyzing text by sharing what they notice about the sentence. *May spend more than one day. Before moving to the next step, students may need to see more examples before they imitate. Invitation to Imitate – by looking closely at the model, student clarify their understanding and revise and expand their thinking about the patterns or concepts – editing and craft – as they play with applying what they noticed to their own ideas.
TEACHER Display the sentence and ask – again and again, “What do you notice?” “What do you like about the sentence?” “What else? listening to their responses, going where they go, making sure we hit on the craft and at least one key point about the patterns in the sentence. **
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(Possible to add Invitation to Celebrate to Day 2) Invitation to Celebrate – skills that we need to edit effectively are rarely celebrated. This day pays attention to the affective dimension of learning – it’s a time to laugh, to listen, to clap, to praise!
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Invitation to Write – connect concepts and patterns studied to writing. Application is where the rubber meets the road.
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Invitation to Edit – provide an opportunity for students to get more practice developing a keen eye to find mistakes – in their writing and on texts.
STUDENT
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Deconstruct the sentence for its prominent features. Show an imitation of your own and connect back to the prominent features. Show students how to insert their ideas and experiences and still imitate the structure or pattern. Class may brainstorm ways to imitate or change pattern identified. As students attempt, walk around nudging and sharing successes you see. If students stop early, send them back to writing and ask if they can do more than one imitation. Encourage students to share their imitations so celebration and feedback is provided. Provide classroom space and tools, for students to display their sentences.
Review concepts with mentor text, teacher model, and/or student sentences. Give the students an opportunity to freewrite – opportunity to play around and try the concept. Invite the students to try the concept in their writing. Clarify while sharing and conferring. Start with the modeled mentor text. We talk about what’s good with the sentence. (How’d They Do It? activity) With mentor sentence on top, show students four incorrect sentences, one at a time to compare to the mentor sentence to identify how the author created his or her message. (Try to move away from the idea of the error hunt.) †
Jeff Anderson, (2007), Everyday Editing, Stenhouse Publishing 7/11
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Share what they notice, take in, detect, etc. The most important piece is about students doing the thinking.
Playing with the sentence form, students generate different sentences in their notebook.
Share their imitations sparked by the model. Students treat each other as writers: learning from each other, praising each other. Some students may write their imitations on sentence strips or half sheets of construction paper to hang in classroom. Try the concept by: • Imitating a powerful model • Revising a piece of their own writing, adding in the new pattern • Summarizing the learning with an example of the targeted concept Share what they’ve identified about how the author created his/her message.
curric\writing\units of study\2012-13\grammar VA\2nd grade
Humble ISD 2013-2014 – 2nd Grade English Language Arts Pacing Calendar AND Framework for Inviting Editing and Craft Lessons Into Your Classroom Replacement Practice for Daily Oral Language (DOL) Other Possible Invitations for Consideration (additional/or change days): INVITATION/PURPOSE Invitation to Revise/Combine – Combining sentences is an effective revision strategy to make writing more concise and connected, and can enhance sentence variety. Many researchers continue to praise sentence combining for helping to develop students’ sentence sense. Invitation to Collect – to clarify editing concept, students can delve into texts they’re reading to see how authors use the conventions we study. (Not every concepts works well as an invitation to collect.)
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TEACHER Models how to combine sentences to make writing more connected and concise by working backward using mentor text and uncombined sentences. †† Give students some uncombined sentences to try to combine. Select texts from which students can collect Scaffold their collections by giving texts they can find sentences Use text students have previously read and comprehended
**Probing Beyond “What Do you Notice?” – Invitation to Notice CRAFT • What’s working with the text? • What’s effective? • Where’s the good writing? The craft? The effect? • What else?
† Invitation
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STUDENT Combine sentences given by teacher to create a concise and connected sentence. Trade sentences with other groups to compare/contrast the various ways to create the sentence. Write sentences on overhead transparency to share with class. Write sentences in a notebook or scrapbook. Post the most powerful examples in the room. Collect over time, not everyday or all at once.
PUNCTUATION What’s the punctuation doing? What effect does the punctuation have on my reading aloud? What changes if we remove it? Use something else? What’s the writer accomplishing with his or her choices? What else?
to Edit
How’d They Do it?
When the web is finished, the spider waits for insects to fly into its web. – Seymour Simon, Spiders (2003) When the When the When the When the
web is finished, the spider waits for insects to fly into its web. web is finish, the spider waits for insects to fly into its web. web is finished, the spider wait for insects to fly into its web. web is finished the spider waits for insects to fly into its web.
After seeing the correct sentence, students identify what has changed as each sentence is uncovered separately. We are open to changes from sentence to sentence so that the activity continues to be generative.
Jeff Anderson, (2007), Everyday Editing, Stenhouse Publishing 7/11
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curric\writing\units of study\2012-13\grammar VA\2nd grade
Humble ISD 2013-2014 – 2nd Grade English Language Arts Pacing Calendar AND Framework for Inviting Editing and Craft Lessons Into Your Classroom Replacement Practice for Daily Oral Language (DOL)
†† Invitation
to Revise/Combine
Uncombine the following sentence from Criss Cross (Perkins 2005) to make as many sentences as possible:
After he ate dinner, he headed out to Phil’s house. When Hector put on this shirt and slung his guitar over his shoulder, he and Rowanne were both surprised at how well he had turned out. Or Reverse/Combine the sentence. Try to use an AAAWWUBBIS word or subordinating conjunctions in your combined sentences:
He ate dinner. Then he headed out to see Phil. Phil was at this house. Hector put on his shirt. Hector slung the guitar over his shoulder. The guitar belonged to him. Hector was surprised at how well he had turned out. Rowanne was surprised at how well he had turned out. AAAWWUBBIS – As, Although, After, While, When, Unless, Because, Before, If, Since OR “When the class was quiet, Gooney Bird began her Monday story.” Lois Lowry, Gooney Bird Greene (2002) Uncombined: The class was quiet. Gooney Bird began her story. Gooney Bird’s story was a Monday story.
Jeff Anderson, (2007), Everyday Editing, Stenhouse Publishing 7/11
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curric\writing\units of study\2012-13\grammar VA\2nd grade
