Grade 2

Informational Writing

Writing Literary Text

Persuasive Writing

Progress Indicator: generating ideas using a range of responses (e.g., discussion, dictation, drawing, letters/invented spelling, writing), when responding to a topic, text, or stimulus (e.g., event, photo, etc.)

Progress Indicator: describing information about a topic or text using drawings with details, written words (e.g., labels, names), and fact statements (e.g., “Spiders make webs”) and ‘reading back’ what they have written

Progress Indicator: representing facts and descriptions through a combination of illustrations, captions, and simple sentences that often connect two clauses; applying basic capitalization and end punctuation

Progress Indicator: with support, using various information retrieval sources (e.g., word wall, book talks, visuals/images, Internet) to obtain facts and compose information on a topic 

Progress Indicator: with support, using simple note-taking strategies to record and group facts (e.g., numbering, T- chart, graphic organizer) to plan writing 

Progress Indicator: selecting and ordering fact statements, using domain-specific vocabulary to describe a sequence of events or to explain a procedure (e.g., list necessary materials and tell steps in logical order)

Progress Indicator: presenting factual information describing subtopics of larger topics using sentences in somewhat random order (e.g., listing fact statements rather than connecting or relating ideas)

Progress Indicator: organizing factual information about subtopics of larger topics using relevant details in several related sentences

Progress Indicator: with support, revising by adding concrete details, descriptions, and concluding statement/closure; editing using grade appropriate grammar, usage, spelling (e.g., high frequency words), and mechanics

Progress Indicator: generating story ideas using discussion, dictation, drawing, letters/invented spelling, writing when responding to a stimulus (e.g., event, photo, text, daily writing log, etc.) 

Progress Indicator:  conveying meaning with illustrations/dictation to describe event, personal/imagined experience

Progress Indicator: telling a story/event using drawings with details, written words (e.g., nouns, names), and simple sentences; ‘reading back’ what they have written

Progress Indicator: logically sequencing events (e.g., beginning/middle/end) using some signal words (e.g., first, then, next); applying basic capitalization and end punctuation

Progress Indicator: writing about a situation; describing characters by what they do, say, and think and what others say about them

Progress Indicator: organizing texts with title and focus (e.g., introduce who, what, why) and connecting problem- solution

Progress Indicator: with support, revising by adding concrete details, descriptions, and concluding statement/closure; editing using grade appropriate grammar, usage, spelling (e.g., high frequency words), and mechanics  

Progress Indicator: generating ideas about a topic, text, or stimulus shared (event, photo, video, peers, etc.) using a range of responses (e.g., discussion, dictation, drawing, letters/invented spelling, writing)

Progress Indicator: with prompting and support, connecting information/facts with personal opinions about a topic or text (e.g., I think it is an informational text because it has facts.) using discussion, drawings with details, written words (labels, nouns) or completing statements (e.g., This is what I like about dogs…; That character was funny because…) and ‘reading back’ what they have written

Progress Indicator: reading a variety of texts and distinguishing among text genres and their purposes (e.g., stories-entertain, texts that teach or give information, ads- convince you to buy, personal messages/letters- different purposes, include opinions) 

Progress Indicator: with support, using simple note-taking strategies to record and distinguish facts/opinions or reasons for/against a real-world topic (e.g., T-chart with reasons why people like/do not like pizza) 

Progress Indicator: locating facts to support stated opinions about a topic (e.g., survey peers) or text. Collaboratively describing reasons for/against through illustrations, captions, and simple sentences that connect reasons with evidence, applying basic capitalization and end punctuation.

Progress Indicator: selecting a topic or text of personal interest, finding accurate information about the topic/text and generating statements (in somewhat random order) connecting opinion with reasons and supporting evidence (e.g., I like winter because…) 

Progress Indicator: developing an opinion on a topic/text with statements that connect the stated opinion (“You will think/agree this story is funny…”) in several related sentences with reasons and relevant details/supporting evidence for an authentic audience  

Progress Indicator: With support and audience feedback, revising by adding relevant details, descriptions, and concluding statement/closure; editing using grade appropriate grammar, usage, spelling (high frequency words), and mechanics

Describe, orally or in writing, factual information about familiar people, places, things, and/or events with details.

Recall information from experiences to answer a question (e.g., While learning about fire the teacher asks: “What do we know about fire? Have you ever seen a campfire? What did it feel like if you got too close to the fire?”).

Write statements that name a topic and supply some facts about the topic.  

When writing information/explanatory texts use illustrations and captions to relay facts about a topic.  

With guidance and support from adults, gather information (e.g., highlight, take notes) from provided sources to answer a question.  

Participate in shared research and writing projects (e.g., read several books on a single topic to produce a report; record science observations). 

Use simple note taking strategies or organizers (e.g., numbering, t-charts, graphic organizers) to gather information from provided sources.

No CCCs developed for this PI at grade 2

No CCCs developed for this PI at grade 2

Provide at least two facts for each subtopic identified for a larger topic. 

Order factual statements to describe a sequence of events or to explain a procedure.  

Provide a concluding statement or section to a permanent product. 

With guidance and support, use feedback to strengthen writing. 

Generate ideas and or opinions when participating in shared writing projects.

Recall information from experiences to answer a question. 

Describe ideas about familiar people, places, things, and/or events. 

Share a story or recount an experience with appropriate facts and relevant, descriptive details. 

Describe a single event or a series of events that describes actions, thoughts, or feelings.  

When appropriate, write about a series of events in the order in which they occurred using signal words (e.g., first, then, next).  

Write a narrative that includes a sense of closure.

No CCCs developed for this PI at 2nd grade  

Provide a title for writing that tells the central idea or focus.

Organize text providing information regarding who, what, and why while maintaining a single focus.  

With guidance and support, use feedback (e.g., elaborate on story elements) to strengthen narrative writing

Draw, dictate, or write an idea or opinion about a topic or text.

Describe familiar people, places, things, and/or events with details orally or in writing.

Recall information from experiences to answer a question.  

State an opinion or preference about the topic or text and at least one reason that supports the opinion. 

Connect gathered facts to an opinion using linking words in persuasive writing.

No CCCs developed for this PI

Use simple notetaking strategies (e.g., double entry journal, Venn diagram, T-chart, discussion web) to record reasons for or against a topic. 

Create a permanent product (e.g., T-chart, word sort) to distinguish facts and opinion. 

Gather information from provided sources (e.g., highlight in text, quote or paraphrase from text or discussion) to answer a question. 

Write, draw, or dictate an opinion statement about a topic or book of interest., include at least one reason that supports the opinion. 

Organize an opinion piece starting with a topical or opinion statement followed by related reasons with supporting evidence and ending with a concluding statement.

With guidance and support, use feedback (e.g., drawings, visual displays, labels) to strengthen persuasive writing.