Informative Writing—Unit 5 (Lesson 1) Making a List of Topics
Minilesson Teaching Point: Students make a list of animals they might like to research.
TIP: You will want to read your mentor text ahead of time so that you may refer back to it during this lesson.
Standard(s):
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the topic.
Materials:
 Phyllis Limbacher Tildes, Animals: Black and White (or other informational riddle book)
NOTE: This title is available through TumbleBooks
 List Template- copies for teacher model and each student
 Chart paper and markers
Connection:
“Writers write about what they are interested in. Sometimes they want to learn more about something that is interesting to them. I
know I am interested in animals that I don’t get to see every day, animals that live far away, or animals that live deep down in the
ocean. Today we are going to make a list of animals that we are interested in learning more about.”
Teach (modeling):
“I am reminded of (Phyllis Limbacher Tildes’ book, Black and White). The author writes what she is interested in. She is interested
in a lot about different animals. She wrote about what different animals look like, what they eat, where they live and other
interesting facts. Let’s look back through the book to see what animals the author is interested in.” Flip through the book page by
page. “Turn and tell your partner what the author is interested in.”
Have students share out what animal topics this author is interested in.
“I’m thinking of some animals I think are interesting. I’m interested in sharks, giraffes, and bald eagles. I’ll make a list of these
animals so I don’t forget.” Model making a quick sketch and writing the names of these animals on the list template.
Active Engagement (guided practice):
“Writers we can be just like the author. We can think about animals that we are interested in. Think of an animal you find
interesting. Now tell yourself another. Tell yourself one more. Turn and tell your partner some animals you find interesting.”
Call on students and record ideas with a quick sketch on chart paper titled ‘Animals We Find Interesting.’
Bridge to Independent Practice:
“Now it’s your turn to make a list of the animals you find interesting. Remember to include a quick sketch and stretch the sounds
to write as best you can.”
Closure:
Call the students back to sit in a circle in the meeting area with their finished lists. “Writers, we now have a list of animals we find
interesting. Now you’re going to pick one animal from your list to share with the class.” Go around the circle, providing time for
each student to share one animal from their list. If time and attention allows, go around the circle a second time.
Let’s choose an animal that we have questions about, that you want to learn about. Use your pencil to circle one animal on your
list that you have questions about.
Turn and tell your partner which animal you have questions about.”
Reflection:
Resources & References: (adapted from, acknowledgments)
Portland Public Schools
1
Name:
Date:
List
Title:
1.
2.
3.
4.
2
Informative Writing—Unit 5 (Lesson 2) Using Resources to Collect New Information
Minilesson Teaching Point: Writers use books to learn more information about questions they have on a topic.
TIPS:



You may have students work independently or in pairs.
Distribute baskets of animal books, blank paper, sticky notes to tables ahead of time.
If you notice some students are having difficulties, re-teach this lesson as needed (whole-group or small-group) on
following days.
Standard(s):
W.K.2
W.K.7
W.K.8
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express
opinions about them).
With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
Materials:
Animal books
One particular book you’ll use for an example (we use bald eagles in our examples)
Chart paper
Medium-sized sticky notes for teaching
Small sticky notes for students
Pencils for partners on the carpet
Blank paper (one per student)
Completed list templates from Lesson 1








Connection: “Writers, yesterday you were writing about animals that you knew a lot about. Writers also write about things they
find interesting. Sometimes writers want to learn more about something that is interesting to them, learn the answer to a question
they may have. I know I am interested in animals that I don’t get to see every day, animals that live far away or animals that live
deep down in the ocean. I wonder what they may look like, what they eat and something special about them. Today we’lleach choose
one animal to learn more about.”
Teach (modeling):
“Today, we’re going to use books to help us learn new information about a topic that we have questions about. We can use the
pictures and the words to collect facts, true information. Today we are going to search for facts and write the important words on
sticky notes to help us remember. This is called taking notes.
“I’m looking at my list. I wrote that I am interested in sharks, giraffes, and bald eagles. I would like to learn more about bald
eagles. I’ll circle ‘bald eagles’ on my list to show that they are the animal I want to know more about.”
“Let’s collect some facts together and I will record them on a sticky note so we don’t forget. First I’m going to write our topic,
(bald eagles), on the top of the chart paper.” Read a few pages and talk about the pictures. “I learned that
by
looking at the pictures. I’m going to write the word
or phrase
on a sticky note so that I remember. Oh, and I
learned
when the words said
. I’m going to write it on a sticky note.”
3
Active Engagement (guided practice):
“What other facts did you learn? Turn and tell your partner what you learned.”
Have students share a few ideas and record them on sticky notes and attach them to the chart paper.
“Now I am going to give writing partners a sticky note. Let’s read a few more pages. Then you will talk with your partner about
new facts and record one thing you learned on the sticky note to add to the chart.” Read and talk about what you learned.
Partners record information by stretching out words. Then ask one person from each group to read their information as they stick
it to the chart. It is okay if they repeat facts.
Bridge to Independent Practice:
“Writers, today you are going to choose an animal from your list that you want to learn more about, an animal that you have
questions about. Then you will use books to learn new information and record the information on sticky notes. If someone else
has chosen the same animal, you may want to work together. Before you choose your animal, you may want to look through the
animal books to make sure you can find some information about it.” This will encourage students to pick animals you can
support with books you already have in class.
“Turn to your partner and tell them which animal you want to learn about.” ELD: “I want to learn more about .”
“Put a thumb up when you both have chosen your topic.” Take a quick status of the class as you excuse students so that you
can direct them to appropriate books.
Closure: “Writers, read back through your sticky notes. Pick one fact you learned to share with the group.” Students can pop-up
share one fact they learned.
Hand out blank paper and model how students can fold their papers to keep sticky notes on the inside.
Reflection:
Resources & References: (adapted from, acknowledgments)
PPS Grade 2 Writing Units of Study: Informative—Research.
Lucy Calkins, Nonfiction Writing: Procedures and Reports.
Portland Public Schools
4
Informative Writing—Unit 5 (Lesson 3) Organizing Information—Graphic Organizers
Minilesson Teaching Point: Writers organize similar information into categories.
Standard(s):
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the topic.
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express
opinions about them).
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
Materials:
 Chart paper from Lesson 2 with sticky notes still attached
 Student papers with sticky notes from Lesson 2
 Animal books
 Chart paper organized to look like the graphic organizer you will use (see attached template, four organized sections)
 Class set of enlarged organizer to 11”x17”
 Medium-sized sticky notes for your graphic organizer
Connection:
“Writers, we’ve learned how to find information and record it on sticky notes to help us remember. Today we are going to learn
how to organize our information so that it is easier for someone to learn. If we put ideas that are alike or related, close together, it
is easier for the reader to learn. We have used graphic organizers as a tool earlier this year. Today we are going to use a different
organizer to help us as writers.”
Teach (modeling):
“We’re going to learn how to use a graphic organizer to help us group together ideas that are similar or related. Yesterday we
collected information and wrote the information on sticky notes. Most of you are still working on collecting more information.
Today we are going to sort the information and then you can keep adding more information.”
“I have a big organizer so we can all use it together, but you will all get your own organizer.” Show both the chart paper and
student paper so they can see the similarities. Read through each section and make a quick sketch to represent description, food
and habitat. Define interesting facts as a place to put facts that we thought were interesting but didn’t fit in another category.
“When we sort, first we need to read the sticky note. Then we need to think about the information. Is it about what the (bald eagle)
looks like, where it lives, what it eats, or should it go in other interesting facts? Finally, we make a decision and put the sticky in the
right group.” Model reading, thinking, and deciding with several sticky notes from chart created during Lesson 2.
Active Engagement (guided practice):
“Now partners will help me put more of our sticky notes into one of the sections of our graphic organizer. I will choose another
sticky note from our collection and read it to you. Talk with your partner and decide where it belongs on our graphic organizer.”
Choose your examples carefully so there will be at least one sticky note in each section of the graphic organizer.
Have a few students share where they would put the sticky note and why.
Bridge to Independent Practice:
“Now it is time sto reread your sticky note from yesterday, talk about what the information is telling you, talk about where it
might go on the organizer and then decide. One of you can come put it on the chart.”
“Today you are going to get your own graphic organizer. You need to work together. First, read through your sticky notes one at a
time. Second, ask yourselves what the information is trying to tell you. Third, decide where to stick your sticky note. When you have
sorted all your sticky notes and placed them on your graphic organizer, you may use books to gather more information, record it on
a sticky note and add it to your graphic organizer.
5
Closure:
Students may pair share first. Then you may share a few organizers. Point out the facts and how the author sorted the
information and why.
TIP: You will want to look through the graphic organizers to see which students need help with organizing or taking notes.
If you notice some students are having the same difficulties, re-teach the lesson with a small group the following day.
Reflection:
Resources & References: (adapted from, acknowledgments)
PPS Grade 2 Writing Units of Study: Informative—Research.
Lucy Calkins, Nonfiction Writing.
Portland Public Schools
6
Group Members: ________________
________________
________________
Animal: ________________________________
Habitat
Where does it live?
Description
What does it look like?
Food
What does it eat and drink?
Interesting Facts
What is something special?
7
Informative Writing—Unit 5 (Lesson 4) Identifying the Structure of a Riddle—Organization
Minilesson Teaching Point: The organizational structure of a riddle gives information or clues, asks a question and gives an
answer.
TIP: Many students will not be ready to write clues today. That is okay. This structural information needs to be front-loaded
before the next lesson that moves into writing the clues.
Standard(s):
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and
express opinions about them).
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
Materials:
 Chart paper and graphic organizer from previous lessons
 Enlarged graphic organizers for each group from previous lesson
 Animal books
 Two enlarged examples of riddles from your mentor text
 Sticky notes
 Markers
Connection:
“Writers, you collected new information about your animals. Then you recorded words and phrases on sticky notes to help
you remember. Yesterday, you organized your information into four groups on your graphic organizer. Today we are
going to use our information to write a riddle. Riddles are one way of organizing information.
Teach (modeling):
“Riddles are organized differently than stories, how-to pieces or letters. The author can help us figure out how to write a
riddle. Let’s read through two of the author’s riddles and think about how they are alike to see what we can learn about
riddles.”
Read through the enlarged copies of both riddles from your mentor text. “Let’s read through again and think about how
they are alike.”
“I noticed that the riddles are alike because they both give clues.”
You may want to highlight and label the parts on the enlarged examples of the riddles.
Active Engagement (guided practice):
“What else did you notice? Turn and tell your partner how the riddles are alike.”
Take ideas and begin a list of structures to include. If students don’t notice something, point it out and add it to the list. Make
sure they notice clues, question, answer, maybe extra information in the answer and that the author doesn’t tell the name of the
animal until the answer. Also, most of the clues are written in first person. The students get to write just like they are the
animal they choose.
Bridge to Independent Practice:
“Writers, many of you are still collecting information and sorting it on your organizer. When you feel you have enough
information, you may begin to write your clues. Remember to be the animal. Instead of writing ‘bald eagles have sharp claws,’
write ‘I have sharp claws.’”
Closure:
Partners share first and then share some student examples of clues making sure to point out the use of first person if you
have students moving to this next step.
You will want to look through the graphic organizers to see which students need help with organizing or taking notes.
8
Reflection:
Resources & References: (adapted from, acknowledgments)
PPS Grade 2 Writing Units of Study: Informative—Research. Lucy Calkins, Nonfiction Writing. Portland Public Schools
9
Informative Writing—Unit 5 (Lesson 5) Turning Notes Into Complete Sentences
Minilesson Teaching Point: Turn notes into complete sentences.
Standard(s):
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the topic.
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express
opinions about them).
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
Materials:
 Materials from previous lessons
 My Little Riddle Stationery, Eileen Feldgus’ Kid Writing, p. 194 or teacher created stationery
 Enlarged copy of stationery
 Markers
 Chart paper organized to look like the paper choice you will use to model lesson
 Sentence strips to attach to the graphic organizer
Connection:
“Yesterday, we learned about the different parts of a riddle: the clues, the question, and the answer. We also learned that the
author can become the animal when he or she writes the clues. Today we are going to choose the facts we want to use in our clues
and write them in complete sentences.”
Teach (modeling):
“Today, we’re going to take facts we collected and write complete sentences for our riddle clues. We need to make sure we have
complete sentences, including who and what, so that the reader understands the clues. When we begin writing sentences, we need
our notes to help us remember what we want to write about. Let’s look at the ‘Habitats’ section of our graphic organizer and read
our notes.” Read notes from your graphic organizer. “I want to use the fact about (bald eagles living in nests). I can’t just say
(nests). I need to put it in a complete sentence. (Bald eagles live in nests). Wait, in a riddle, I get to be the eagle. So I may write ‘I
live in a nest.’”
“Watch how I write my complete sentence. I want to begin with a capital letter.”
Talk through the process and conclude with a period. Attach the sentence strip to the chart paper.
Active Engagement (guided practice):
“We get to pretend we are (bald eagles) giving clues. Let’s look at the next section, Description.” Read through all the sticky
notes. “Now we need to think of one sentence to write. We should start with ‘I’ just like (insert your name.)”
“Turn and tell your partner the clue you might write.” If necessary, provide the language scaffolds through sentence frames “I am
.” “I have
.”
Share out ideas and record a few ideas. Attach the sentence frames to the chart.
Now read through the food section and find a word or phrase you want to include. “I can’t just say
. How can I write a
complete sentence about ______
?”
Have students turn and talk. Then have several students share ideas. Choose one and record it on the chart.
One possible extension is to use the interesting fact section, but this time use two ideas and ask them to put them both in one complete
sentence. Students turn and talk and then share out sentences. Choose one to write on the chart.
10
Bridge to Independent Practice:
“Writers, today you are going to put your words or phrases into complete sentences. These sentences or clues should begin with the
word ‘I’. Reread sentences from the chart. Emphasize ‘I’. I have a new paper choice for you. It is folded so you can write your clues
on the front and hide your answer and picture underneath.”
“Think about which clue you are going to write first. I eat_______________, I ___________________, I am ______________.
“Turn and tell your partner. Then put a thumb up when you both have shared and I will give you a riddle paper.”
Closure:
Share a few examples of ideas expressed as complete sentences.
Reflection:
Resources & References: (adapted from, acknowledgments)
Feldgus, Eileen. Kid Writing.
PPS Grade 2 Writing Units of Study: Informative—Research
Portland Public Schools
11
Informative Writing—Unit 5 (Lesson 6) Writing a Question
Minilesson Teaching Point: Write a question using a question word.
Standard(s):
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what
they are writing about and supply some information about the topic.
L.K.1.d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
Materials:
 Pencils
 Markers
 Chart paper organized to look like the paper choice you will use to model lesson
 Materials from previous lessons including blank stationery
Connection:
“Writers, we’ve been taking the information we learned and writing animal clues. We have been writing the clues in complete
sentences. Now we need to make sure we include the next two parts of a riddle, the question and the answer.”
Teach (modeling):
“When we write a question, we often begin with a question word. Let’s look at the question the author used in her riddles.” Read
back through several riddles until the students are saying the question with you as a cloze. “The author used the question word
‘what’ because she knows that question word will give her an answer that is a thing.”
Write ‘What am I?’ on the chart.
“I am going to write that question right under my clues. Then I can write the answer under the flap so it stays a secret. My
illustration goes with my answer so I don’t give the answer away too soon.” Model writing the question and answer with an
illustration. Talk through the question mark, but know that you will circle back and explicitly teach it later. Point and reread both
with the class.
Active Engagement (guided practice):
“We are all going to need to write the same question the author wrote. Let’s point to the question and read it together.”
Students point from their seats so they know where to find it. Point and read it twice. Count the words. Have students turn and
talk and read it to a partner.
Bridge to Independent Practice:
“Writers once you finish writing your clues, make sure you write your question. Then you may write the answer to your question
under the flap keeping it a secret. Finally, you may draw a picture of your animal next to the answer.”
Closure:
You may share several pieces pointing out the question. (Don’t show the answer.)
Reflection:
Resources & References: (adapted from, acknowledgments)
PPS Grade 2 Writing Units of Study: Informative—Research.
Portland Public Schools
12
Informative Writing—Unit 5 (Lesson 7) Reread and Touch Each Word
Minilesson Teaching Point: Writers reread to check if writing makes sense.
Standard(s):
Materials:
 Chart paper
 Pencils
 Writing resources (i.e. alphabet/sound chart, sight word/word wall list)
Connection:
“Today, as writers, we will be reminding ourselves what writers do when they are finished writing. We will be rereading our
writing, touching each word as we reread so we can be sure our writing makes sense.”
Teach (modeling):
Use the whole group created animal riddle.
“I am going to reread the animal riddle we created together. I want to make sure the words I wrote match the words I say.
Strong writers get their ideas on paper and then they reread to check to make sure their writing makes sense. When I write, I
put my ideas down. Then I reread to make sure it says what I want it to say. Watch me. I will touch each word as I reread to
make sure my writing makes sense and I didn’t leave out any words I wanted to include.”
Active Engagement (guided practice):
“Writers, today we are all going to reread our writing to make sure it makes sense. Some of you are feeling finished and some of
you are still writing, but it is important for all of us to practice rereading our writing.”
Pair students up and decide who reads first. Review the role of the reader: pointing and reading. Review the role of the listener:
looking, listening and quiet. Then have each writer read his or her piece to a partner. If students have not had a lot of experience
reading to a partner, they may read to anything—a stuffed animal or imaginary friend—or use an imaginary phone. The purpose is to
read out loud and point.
Bridge to Independent Practice:
“Writers if you realized you forgot an important word, add it right away. Then decide if you are finishing your riddle or starting a
new riddle. If you are starting a new riddle, the sticky notes and organizers are
. All writers need to make sure to reread
their writing and point to each word as they read. Writers may need to go back and add any information to the riddle that was left
out.”
Mid-point: Have students stop and read their writing and then continue on.
Closure:
“Remember, authors get their ideas on the paper. Then they touch each word as they reread to make sure they didn’t leave out any
words and their words make sense.
Authors know that they want their thinking and the words on the page to match.”
Have students share with a partner pointing to each word or they may read to whatever item they used earlier.
Reflection:
Resources & References: (adapted from, acknowledgments)
Linda Hoyt and Teresa Therriault, Mastering the Mechanics: K-1, (p.44).
Portland Public Schools
13
Informative Writing—Unit 5 (Lesson 8 -9) Checking Ending Punctuation
Minilesson Teaching Point: Writers edit for ending punctuation.
TIP: You may want to break this lesson into two lessons, separately teaching periods and question marks, depending on the
experience of your group.
Standard(s):
L.K.2.b. Recognize and name end punctuation.
Materials:
 Highlighters
 Copies of a riddle from your mentor text
 One enlarged copy of a riddle from your mentor text for the entire class.
Connection:
“Writers, we know that when we are finished writing we need to reread our writing to make sure it makes sense. We also need to
check our ending punctuation—our periods and question marks—so that someone reading our piece knows where each sentence
begins and ends and which sentences are questions.”
Teach (modeling):
“Today, we are going to revisit the author’s book to see where she used periods and where she used question marks. We are also
going to think about why she included them. How did it help us read her riddles?” Have an enlarged example from the book and
several small examples for each pair of students.
“We are going to work together to find the periods and question marks the author used. We are going to use highlighters to help
us find them. Then we are going to talk together about the choices the author made so we can make our own choices.”
Pass out highlighters and papers to pairs of students.
“Let’s get started together. Begin at the top and let’s move our finger along until we come to a period, a little dot near the bottom
of the letters. When we find one, we can highlight it.”
Model this on the big paper. Then have students highlight on their papers.
Active Engagement (guided practice):
“Continue on with your partner. Move your finger across the page and onto the next line until you have found another period. Then
highlight.” Let students have a few minutes to highlight. Step in when they come to the question mark. “Someone found a
different kind of punctuation. That is a question mark. It is used after a question. The author asked, ‘What am I?’ Since it was a
question she used a question mark.”
“Where did the author use periods? Turn and tell your neighbor.”
“I heard writers say she used them in the clues. She used them at the end of each clue.”
Check together on the class chart and add highlights as you go. “Where did the author use a question
mark? Turn and tell your neighbor.”
“I heard writers say that the author used a question mark at the end of her question.”
Bridge to Independent Practice:
“Today you will need to think about periods and question marks just like the author. You can check for a period at the end of each
clue. If you don’t find one, add it. You can check for a question mark at the end of your question. If you don’t find one, add it. At the
end of our writing time, I will pass out highlighters so you can check your punctuation.”
Closure:
Before sharing, ask writers to highlight their periods and question marks. Remind them to add them if they have forgotten. You may
share a few pieces to show how the writer made a choice, used punctuation and then highlighted to check.
Reflection:
Resources & References: (adapted from, acknowledgments)
Portland Public Schools
14
Informative Writing—Unit 5 (Lesson 10) Sharing with an Audience
Minilesson Teaching Point: Writers share with an audience.
TIP: You may move through this lesson for several days just sharing a third or a fourth of the riddles at a time. This will give you
time to support writers still finishing. Other writers will have an opportunity to write new riddles and move independently
through the process again.
Standard(s):
W.K.1.6
Materials:
 Class set of riddles
 Sticky notes and blank papers for new work
Connection:
“Writers, we have been working on learning information and organizing it into animal riddles. Today we are going to share
(or begin to share) our riddles.”
Teach (modeling):
“Writers are going to read their clues and questions to the class. Writers, you will want to use a loud enough voice for your
audience to hear. Listeners, you are going to listen to the clues and make a picture in your mind. After the question, you will have
time to turn and talk to your neighbor and share your answer, but please don’t shout it out.
Finally, the writer may call on three people who have raised a hand and then read the answer.”
Active Engagement (guided practice):
“Let’s practice with our group riddle.” Model reading the class riddle while students practice the part of the listener.
To scaffold responses, you may want to model responding and writing a sentence frame “I think it is a
.”
Let some students share. Move through the protocol including the turn and talk for each.
Bridge to Independent Practice:
“Today some of you are finishing your riddles to share with the group. Put your thumb up if you are finishing. If you are writing
your clues, you are excused. If you are writing your question, you are excused. If you are checking your periods and question
marks, you are excused.”
“If you are on the carpet, you will be starting a new riddle. Think about a different animal you are interested in learning
more about. Turn and tell your neighbor.”
Review where books, sticky notes and graphic organizers will be.
Closure:
You may take a status of the class. “Put your hand on your head if you finished your riddle today. Put your finger on your nose if you
checked your periods and question marks”
Reflection:
Resources & References: (adapted from, acknowledgments)
Portland Public Schools
15
Animal Riddles Bibliography
Cerf, Bennett. Bennett Cerf’s Book of Animal Riddles. HarperCollins Children’s Books, 1985.
Joyce, Susan and D. C. DuBosque. ABC Animal Riddles. Peel Productions, 1999.
Limbacher Tildes, Phyllis. Animals: Black and White. Charlesbridge Publishing,1996.
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Writes a question.
Recognizes, names,
and uses end
punctuation.
Uses phonemic
awareness alphabetic
principle to write.
Informative—Unit 5
Names a topic and
provides supporting
details and
illustrations.
End of Unit Checklist:
Marking Key:
X = Independently
/ = With Support
— = Not Yet Demonstrating
STUDENTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Gathers information
from provided
sources.
Uses resources to spell.
Uses beg., middle and
end consonant sounds
and some vowels.
Correctly uses capital
letters to begin
sentences.
17