Writing Sample Project

2nd Grade

If I found a box under the tree... By Gabi

2nd grade writing sample.

Based on the writing sample, Gabi is at stage 2 for reading development; the Confirmation and Fluency Stage

Gabi's writing is at the Fluent: Conventional Spelling Stage

Gabi's spelling is at the Within-Word stage or Stage 3

Data Analysis


Emergent--0

Letter-Name--2

Within-Word--4

Syllables and Affixes--1

Derivational Relations--0

Correctly Spelled Words--35

Total Words in Sample--42


Letter-Name: wel/will, gud/good

Within-Word: weth/with, weth/with, tack/take, crar/care

Syllables nad Affixes: snoogl/snuggle


Conclusions:

Gabi’s spelling is at the within-word stage. She had a few letter-name errors and a syllable and affixes spelling error but from the rest of the sample it can be concluded she is firmly in the within-word stage and is progressing into the Syllables and Affixes stage. I can see from her misspellings that she should have the following instruction:

Long vowel spelling patterns, Inflectional endings, Syllabication, Contractions, Homophones, and Possessives.

Gabi should continue to review silent endings (e.g. hope) and common word wall and high frequency words.


Sight Words, High Frequency Words, and Grade Level Word Walls

Sight words, high frequency words and word walls are very important to the development of the students fluency in writing and reading.

Inflection Endings Mini Lesson

Crumple up a piece of paper and throw it across the room. Crumple up another piece of paper and throw it across the room. You should have gotten your student’s attention by now. Some of them are probably laughing or looking at you like you have lost your mind. It’s ok. Ask them what you did to the piece of paper. Some will say you wadded it up. Some might say you were throwing it across the room. Both of the answers are correct. You are trying to get your students to use the “ed” or “ing” ending. Explain to the students that inflectional endings can be used to change the tense of a verb. The “ed” and “ing” endings are the most common. Review with students that when a base word ends with a consonant and e, you drop the e before adding -ed or -ing. For most words that end with a vowel and a consonant, you double the final consonant before adding the ending. For words that end in y, you change the y to an i before adding –ed.

Lesson--Our Story (three lessons in one--to be completed in one week)

Students will:

Participate in a discussion about beginnings of stories.


Work in small groups to write an interesting beginning to a story and establish possible story ideas for later use.


Demonstrate reading comprehension and inferential skills by "adding on" to a collaborative story.


Use descriptive language and supporting details in the writing process.

Session 1

In session 1 the class will discuss books they have recently read. They will discuss interesting characters, settings, conflict/resolution, and story endings. The class will be divided into small groups to work on the computer to develop possible ideas for a story that the class will write together. Ideas should include characters, conflicts, resolutions, and settings. Students will use Story Map interactive to generate ideas. Each group will share their ideas with the rest of the class. The class will give feedback by answering the following questions:

1. What do you like best about this story idea?

2. Do you have any questions about the idea?

3. Do you have any suggestions for this group?

Groups will be allowed to make revisions after the feedback discussion.

Session 2

In session 2 the class will start by reading several different beginnings to books. After reading the fist couple of lines, encouage the students to create a new beginning to that story. After the discussion and several examples have the students work in small groups to write an interesting story beginning that will work with their Story Map idea from session 1. Have them come up with more than one idea. Have the students write their ideas on chart paper to be displayed around the room. Once finished, have the groups share thier ideas with the class. Have the students vote on which story start to use for the collaborative class story. Write this beginning at the top of a clean sheet of chart paper, modelling size of print and spacing. This will become the first page of a collaborative story, which will be written by students with colored markers one sentence at a time.

Session 3

In session 3 you will need a selection of books about writing and what writers do. Have students read the selections aloud and follow with a discussion about how writers work.

Gather students. Explain that the class is going to write a story together with each student writing one sentence at a time. Remind them of their story mapping and discussions you have had about characters, setting, and plot. Have the students generate a quick list of what they know is included in the story such as:

Interesting character

Good sentences

Unusual words

A problem and solution

Exciting events

Write the following on the board for students to keep in mind:

Read the whole story before adding your sentence.

Add a sentense that makes sense.

Use a different colored marker than the person before you.

If you need help with spelling, ask another student.

Pass the story onto another student.

Encourage students to talk and discuss what they would like to add to the story but remind them that it is each students decision about what they add. Have a list of student names close to the writing so that the students can cross off their names when they have written their sentence. If all students have written a sentence but the story is not complete...keep going. If not everyone has had a chance to write but the story is complete, have them read the story and find where a sentence can be inserted.

Extension

This story could be an ongoing process. It could even be changed into a story notebook that would be passed around for the entire school year. Many adaptations can occur to make this lesson as simple or open-ended as you would like. It can be started in the classroom and completed outside of the classroom or even through-out the school day.

Assessment/Reflections

Observation and anecdotal notes on class discussion of story elements could be the prime assessment. A rubric could also be created to assess each student. Mini lessons may also need to be created based on the quality of student writing. Such mini lessons could include conventional uses of language or creativity and content.
Story Elements Song by Have Fun Teaching