CA Treasures 2nd Grade - Unit 5 ELD Writing Process – Realistic Fictional Narrative
Criteria Chart, Advanced Graphic Organizers/Thinking Maps and Sample Communication Guide
Chart #1 WK #3
Features of
Realistic
Fictional
Narrative
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



tells a made-up story that
could happen in real life
uses made-up characters
includes a setting
has a plot that includes a
beginning, middle, and end
has a problem and solution
Chart #2 WK #5
Realistic Fictional
Narrative
Oral Presentation
Criteria Chart
Based on Treasures (RLA)
Unit 5 page 323A






Did I introduce myself?
Did I tell a made-up story that
could happen in real life?
Did I use made-up characters?
Did I include a setting?
Did I provide a plot that
includes beginning, middle and
end?
Did I include a problem and
solution?
Based on Treasures (RLA)
Unit 5 page 323A
CA Treasures 2nd Grade - Unit 5 ELD Writing Process – Realistic Fictional Narrative
Criteria Chart, Advanced Graphic Organizers/Thinking Maps and Sample Communication Guide
BM #1 Weeks 3 and 5
striped
skinny
tiny
Seed
delicate
sunflower
small
Bold words are examples of
adjectives written during the
teacher model. Italicized words
are examples of words added
after Think-Pair-Share.
CA Treasures 2nd Grade - Unit 5 ELD Writing Process – Realistic Fictional Narrative
Criteria Chart, Advanced Graphic Organizers/Thinking Maps and Sample Communication Guide
Seed Pictures – Week 3
CA Treasures 2nd Grade - Unit 5 ELD Writing Process – Realistic Fictional Narrative
Criteria Chart, Advanced Graphic Organizers/Thinking Maps and Sample Communication Guide
TM #1 Weeks 3 and 4
My Narrative
Characters
the teacher, Ms.
Gonzalez
Settings
Problem
school
an animal stole
the seed
home
Paloma
Solution
Paloma asked the
teacher for a new
seed and planted it
.
Class CM #1 Week 4
the child
forgot to plant
the seed
the seed didn’t get
enough sun
an animal stole
the seed
Problems
w
the plant didn’t get
watered
CA Treasures 2nd Grade - Unit 5 ELD Writing Process – Realistic Fictional Narrative
Criteria Chart, Advanced Graphic Organizers/Thinking Maps and Sample Communication Guide
FM #1 Week 4
Flow Map #1
Problem
an animal stole the
seed
Solution
Paloma asked the teacher
for a new seed and
planted it
planted the seed
seed started to grow
was given a seed by
the teacher, Ms. Gonzalez
Flee Map #1 Week 5
Flee Map #1
Problem
an animal stole the
seed
Paloma shouted, “Oh,
no! My seed is gone!”
planted the seed
The little girl whispered to
her seed, “This is the
perfect place to plant you.”
was given a seed by
the teacher, Ms. Gonzalez
Solution
Paloma asked the teacher
for a new seed and
planted it
seed started to grow
CA Treasures 2nd Grade - Unit 5 ELD Writing Process – Realistic Fictional Narrative
Criteria Chart, Advanced Graphic Organizers/Thinking Maps and Sample Communication Guide
COMMUNICATION GUIDE
SIMPLE (ELD 1-2) Student uses basic vocabulary from Thinking Map to
complete guide.
At school, Paloma was given a seed by the teacher, Ms. Gonzalez. At home, she
planted the seed. However, an animal stole the seed. So, Paloma asked the teacher for
a new seed and planted it. After a few weeks, the seed started to grow.
ELABORATED (ELD 3) Student uses basic vocabulary from Thinking Maps
and adds descriptive words to complete the guide.
At school, Paloma was given a striped seed by the teacher, Ms. Gonzalez. At
home, she planted the tiny seed in her yard. The little girl whispered to her sunflower
seed, “This is the perfect place to plant you.” However, a hungry animal stole the small
seed. Paloma shouted, “Oh no, my seed is gone.” So, Paloma asked Ms. Gonzalez for a
new seed and planted it in a pot. After a few weeks, the second seed started to grow.
COMPLEX (ELD 4-5) Student uses vivid and precise vocabulary to complete
the guide or creates his/her own sentences.
At school, Paloma was given a striped seed by the teacher, Ms. Gonzalez, to plant.
At home, she planted the tiny seed in her front yard. The little girl whispered quietly to
her sunflower seed, “This is the perfect place to plant you.” However, a hungry animal
stole the small seed from the yard. Paloma shouted, “Oh no, my seed is gone.” So,
Paloma asked Ms. Gonzalez for a new seed and planted it in a colorful pot. Paloma put
the pot inside the house by a window. After a few weeks, the second seed sprouted into
a small seedling.
*Teacher models response according to students’ EL level(s).