Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
NJ Student Learning Standards
1
English Language Arts
SECOND GRADE
Narrative Writing – Fiction
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Contents of Second Grade Narrative Writing – Fiction
2
NJSLS English Language Arts Standards
pgs. 3 – 4
Student Learning Objectives
pg. 5
Enduring Understandings
pg. 6 – 7
Essential Questions
pg. 8 – 9
Mentor Text
pg. 10
Mini-lesson Structure
pg. 11
Teaching and Learning Actions for Launching Writer’s Workshop
pgs. 12 – 13
End-of-Year Benchmark Expectations
pg. 14
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Grade 2
NJSLS Anchor
Standard
Student
Learning
Standards
3
Text Type – Narrative Writing
Genre – Short Fiction (Realistic and Fantasy)
Text Types and Purposes –
W.2.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through selfreflection, revising, and editing.
W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
L.2.1. Observe conventions of grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie;
The little boy watched the movie; The action movie was watched by the little boy).
L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Grade 2
Student
Learning
Standards
4
Text Type – Narrative Writing
Genre – Short Fiction (Realistic and Fantasy)
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult print and digital resources, including beginning dictionaries, as needed to check and correct spellings
SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and
adults in small and larger groups.
a. Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their explicit comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue
SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in
coherent sentences.
SL.2.5. Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to
clarify ideas, thoughts, and feelings.
SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Grade 2
Student
Learning
Objectives
Text Type – Narrative Writing
Genre – Short Fiction (Realistic and Fantasy)
Use the Writing Process:
• To compose a fiction piece by using mentor texts as models
• To compose a short story about an event in the life of the main character
• To compose a realism or fantasy piece
• To compose the elements of fiction to include setting, characters, problem, and problem resolution
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Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Grade 2
Enduring
Understandings
6
Text Type – Narrative Writing
Genre – Short Fiction (Realistic and Fantasy)
IDEAS:
• Use mentor texts as models to craft fiction.
• A short fiction story is about an event in the life of the main character.
• Fiction can be realistic or fantasy.
• In a fable, characters are animals that talk and act like people. They are usually short stories that contain a lesson
or moral about life. In fairy tales, the characters are magical (elves, princesses, knights, dragons, etc.)
• In tall tales, the characters contain superhuman traits. There is often exaggeration.
• The story must focus on one main and clear idea.
ORGANIZATION:
• The elements of fiction include a setting, characters, problem, and problem resolution.
• The writing must have a clear and strong beginning and middle and must end on an effective note.
• Events in the story must be organized in the correct order using sequence words.
VOICE:
• Humor, excitement, and suspense strengthen voice.
• Write in an interesting way different than another writer would.
• Voice comes through in the writer’s use of details.
WORD CHOICE:
• Choose a variety of words carefully and show that you thought about each one.
• Be creative by choosing colorful and new words that you have not used before.
SENTENCE FLUENCY:
• When you vary the way sentences begin and their length, they are more interesting to the reader.
CONVENTIONS:
• Use resources in the classroom to help spell words.
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Grade 2
Text Type – Narrative Writing
Genre – Short Fiction (Realistic and Fantasy)
Enduring
PRESENTATION:
Understandings
• The overall appearance of the writing is neat and pleasing to the eye.
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Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Grade 2
Essential
Questions
8
Text Type – Narrative Writing
Genre – Short Fiction (Realistic and Fantasy)
IDEAS:
• What is short fiction?
• What is realistic fiction?
• What is fantasy fiction?
• What is a tall tale, a fable, and fairy tales?
• Is my short story focused on a single idea?
• Are my ideas clear?
• Can I prove that my paper shows evidence of supportive details and examples?
ORGANIZATION:
• Did I use an appropriate beginning, middle, and ending?
• Have I included all of the elements of a fiction story?
• Do my ideas follow a logical sequence?
VOICE:
• Did I write in a unique or surprising way?
• What part displays my commitment to the topic or involvement to the writing piece?
• Did I write in a way that speaks directly to the reader?
• How can you tell that I care about this topic?
• Where did I add some sparkle?
• How can I write with energy and enthusiasm?
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Grade 2
Essential
Questions
9
Text Type – Narrative Writing
Genre – Short Fiction (Realistic and Fantasy)
SENTENCE FLUENCY:
• Do my sentences begin in different ways?
• Do my sentences vary in length?
• Do I use different kinds of sentences?
• Did I read my sentences aloud?
CONVENTIONS:
• Did I practice accurate capitalization?
• Was punctuation used to enhance meaning?
• Did I edit my writing for capitals and ending marks?
• Did I use phonetics to help sound out and spell the word or a reference in the classroom? ( word wall, dictionary)
• Did I use capital letters at the beginning of sentences, on proper nouns, and in the title?
• Did I indent paragraphs?
• Did I learn how to spell words that matter?
PRESENTATION:
• Is my handwriting legible?
• Did I space my letters, words, and sentences wisely?
• Did I proofread my narrative for content?
• Did I draw carefully and to the best of my ability?
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Grade 2
Mentor Text
10
Text Type – Narrative Writing
Mentor Texts for Ideas:
Ugly Fish - Kara LaReau
The Kissing Hand - Audrey Penn
Tuesday - David Wiesner
Flossie the Fox - Patricia McKissack
Kermit the Hermit - Bill Peet
Owl Moon - Jane Yolen
Petunia - Robert Duvoisin
Wretched Stone - Chris Van Allsburg
Genre – Short Fiction (Realistic and Fantasy)
Mentor Texts for Word Choice:
Dear Fish - Chris Gall
Armadillo Tattletale - Helen Ketterman
Piggie Pie - Margie Palantini
Food Fight - Carol Diggory Shields
Henny Penny - Jane Wattenberg
A Lime, a Mime, a Pool of Slime: More About Nouns - Brian
Cleary
Mentor Texts for Sentence Fluency:
Book! Book! Book! - Deborah Bruss
Millions of Cats - Wanda Gag
Don’t Take Your Snake For A Stroll - Karin Ireland
Bad Dog - Nina Laden
Mentor Texts for Organization:
Frog and Toad Stories - Arnold Lobel
Mr. Putter and Tabby Series - Cynthia Rylant
Click, Clack, Moo: Cows That Type - Doreen Cronin
The Great Gracie Chase: Stop That Dog! - Cynthia Rylant Mentor Texts for Conventions:
Duck On A Bike - David Shannon
The Secret Shortcut - Mark Teague
Scaredy Squirrel - Melanie Watt
Bear Snores On - Karma Wilson
Mentor Texts for Voice:
Little Bear - Maurice Sendak
The Frog Principal - Stephanie Calmenson
The Mighty Asparagus - V. Radunsky
Earthquack! - Margie Palatini
Dumpy LaRue - Elizabeth Winthrop
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Mini-lesson
Structure
Mini-lesson
Teaching Points
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Writer’s Workshop
•
•
•
•
Model why, how, and when students will use the strategy you are about to teach.
Teach students strategies that they will use often as writers.
Demonstrate, explain, and show examples, engage in shared inquiry, or use guided practice.
Incorporate technology to enhance learning.
Active Student
Engagement
After teaching, give all students a timed opportunity to apply what you have taught. Teachers must use this opportunity to
observe students’ understanding of the teaching point prior to the formal writing portion of Writer’s Workshop.
Link
Link the mini-lesson to the day’s workshop. You can do this in your writing today. It is not something to do just today.
Today and everyday you can do it.
Share/Reflect
After the formal writing portion of Writing Workshop, share examples of students using the day’s strategy by reading aloud
or a pair/share.
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Teaching and Learning Actions for Narrative Writing
Genre – Short Fiction (Realistic and Fantasy)
Using a mentor text, as you read think aloud to model for students the elements of
fictional writing – setting, characters, problem, and solution.
After reading a realistic and a fantasy mentor text, chart with students the differences
between realism and fantasy.
Write simple fictional stories – realistic and fantasy (tall tales, fables, fairy tales).
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Use a writer’s notebook to gather meaningful topics for stories. Observe things around
you at home, at school, and in the community that you wonder about for ideas to write
about.
Illustrate a picture first then compose your piece based on what you drew.
Illustrate a picture first then compose your piece based on what you drew. Use a story
map to help in planning the story.
Write a short story that has a setting, characters, problem, and solution.
 Write a short story where a character has a problem and it needs to be solved.
 Develop an interesting story with believable characters and realistic plot. Select
character traits to help describe the main characters.
 Write an engaging beginning, a middle, and a satisfying ending to fictional stories.
 Describe the setting with appropriate detail.
Notes
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Teaching and Learning Actions for Narrative Writing
Genre – Short Fiction (Realistic and Fantasy)
Develop a story that you feel comfortable with and have a character “come alive.” You
feel like you know them personally, you care about them, and they possibly become a
part of who you are.
 Describe characters by how they look and what they do.
Show rather than tell how characters feel.
 Use dialogue as appropriate to add to the meaning of the story.
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Replace tired words with more interesting words.
Tell details about the most important moments in a story while eliminating unimportant
details.
Use some literary language that is different from oral language. (Example: simile,
alliteration, etc.)
Use transition words to show the passage of time.
Show the significance of the story. (Example – a lesson learned)
 Write a title for the story.
 Use the writing process to compose a completed piece.
 Use word processing skills to produce a final copy of work.

Notes
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
Grade 2
Grade Two
End-of-Year
Benchmark
Expectations
for Narrative
Writing
LOOK FOR:
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IDEAS:
Text Type – Narrative Writing
Writes daily.
Generates topics and content for writing through talking, reflecting on
experiences, and listening to mentor text.
Writes for a specific purpose of their own.
Presents the story to entertain a specific audience.
The writing develops a real or imaginary experience or events that
unfold naturally.
Topic is narrow.
Adheres to a clearly stated topic.
Ideas are clear and well developed with appropriate pacing.
Uses well-elaborated details.
Orients and engages the reader by introducing the setting, characters,
problem, and solution.
Develops the plot or events by describing the actions and emotions of
the main characters.
Develops a character by providing motivation for action and having the
character solve the problem.
Uses details and dialogue to describe action, thoughts, and feelings to
show the response of characters to situations.
Adds reflective comments.
ORGANIZATION:
Establishes a situation with an opening sentence.
The writing has an interesting beginning, a middle with details, and a
conclusion that pulls the piece together well.
Recounts appropriately sequenced events using correct time order
words.
Uses transition words to show how the ideas connect.
Provides a satisfying conclusion that leaves the reader with a sense of
closure and resolution.
VOICE:
Writer’s voice adds interest to the message.
Connects with the reader in a personal and unique way. .
Shows how the writer feels about the experience.
Shows the writer’s personality.
Uses some writing dialogue.
WORD CHOICE:
The writing paints a picture.
The writer risks using appropriate words beyond their spelling ability.
Uses clear and colorful language.
Words and phrases convey precise meaning.
Select s a more precise word when prompted to.
Includes some vivid verbs, strong adjectives, and specific nouns.
Uses sensory details.
Incorporates newly used words from reading into their writing.
SENTENCE FLUENCY:
Uses mentor text to reproduces sentence structures.
Uses an interesting variety of sentence lengths and beginnings.
Uses a variation of simple and compound sentences.
Sentences are complete, connect, and flow smoothly and naturally.
The piece is easy to read aloud.
CONVENTIONS:
The writing has capital letters for sentence beginnings and all proper nouns.
The writing shows appropriate use of ending punctuation marks.
Uses commas in a series correctly.
Grade appropriate high-frequency words are spelled correctly.
Errors in grammar, spelling, capitalization, & punctuation are infrequent & do not
interfere with meaning.
Pemberton Township Schools English Language Arts Literacy – Narrative Writing: Fiction June 2016
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