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- 08/06/13 | Adjusted: 02/24/16 | 7 files
- Grades 2
- 08/06/13 | Adjusted: 02/24/16 | 7 files
Argument/Opinion: Range of Writing
- Description
- Files
These pieces represent a wide variety of content areas, curriculum units, conditions for writing, and purposes. They reflect Common Core State Writing Standard 10, which specifies that students “[w]rite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.”
Grade 2 student work can also be found in the "On-Demand" writing selection, which shows the progression of writing from grades K-5, when students are provided the same prompt across grade levels.
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There are many ways that these resources can be used, including:
- Use the Common Core Standards to annotate one of the un-annotated pieces. Discuss your observations with your colleagues, and compare them to the annotated version in the collection.
- Use the “Revised and Edited” version of a piece as a model for students when you are teaching writing. Discuss the elements of effective writing described in the Standards. In what ways is this an effective piece? How might this piece be improved?
- Look at a set of grade-level pieces in all of the three writing types and note the differences and similarities between the pieces. How, for example, are the argument pieces similar to the informative/explanatory pieces at your grade level? Which skills and techniques can be practiced and reinforced across writing types?
- Compare the on-demand prompted piece at your grade level with the range of writing pieces. What are the similarities and differences in writing independently from a prompt and writing that stems from classroom content and instruction? What does this imply for your practice?
- Look, across several grade levels, at the range of writing pieces in one writing type. Each Common Core writing type is broad and encompasses many familiar genres. What kinds of pieces (reports, response to text, procedure, etc.) are part of informative/explanatory writing? Argument/opinion? Narrative? What does this imply for your instruction?
- Examine a collection of range of writing pieces at, above, and below the grade you teach. What ideas can you get from these pieces about integrating writing and content in the curriculum?
