Literacy Information
Reading, writing, listening and speaking are the building blocks of literacy. Below, please find informational letters and resources for reading and writing.
A colleague shared this wonderful resource with me. Although it says Pre-K to 1st, these suggestions and tips are perfect for second grade, too! https://www.thewiseowlfactory.com/abc-of-reading-comprehension-pre-k-grade-1.pdf
CAFE Menu Explanation Letter
Our year is off to a great start and I am excited to share what the children will be working on during our literacy block this year. Research shows that good readers use a variety of strategies when successfully reading and comprehending a selection of text. I feel it is not only important to teach these strategies, but to post them as a reference for readers in the classroom.
Our classroom has a Literacy CAFÉ Menu posted that contains strategies good readers use when reading. In class, we compared our Literacy CAFÉ Menu to a menu at a restaurant. We discussed how the food we order at a restaurant depends on the time of day, how hungry we are, and what we like to eat. This compares to our classroom CAFÉ menu because as readers we use the strategies we need at the time to help us successfully read and comprehend text.
CAFÉ is an acronym that stands for Comprehension, Accuracy, Fluency, and Expanding vocabulary. These become our goals and the strategies we use to be successful with our goals are posted below them. Each child has goals and strategies specific to his/her individual needs and therefore will get the direct instruction needed to move forward and become a successful reader.
As your child declares his/her goal and works on various strategies, I will be sending home a Parent Pipeline. The Parent Pipeline is a letter informing you of the strategy your child is working on and it provides suggestions for assisting your child at home. Please look for these letters throughout the year and support your child in his/her quest to become a better reader.
(Written by Allison Behne for thedailycafe.com)
Our classroom has a Literacy CAFÉ Menu posted that contains strategies good readers use when reading. In class, we compared our Literacy CAFÉ Menu to a menu at a restaurant. We discussed how the food we order at a restaurant depends on the time of day, how hungry we are, and what we like to eat. This compares to our classroom CAFÉ menu because as readers we use the strategies we need at the time to help us successfully read and comprehend text.
CAFÉ is an acronym that stands for Comprehension, Accuracy, Fluency, and Expanding vocabulary. These become our goals and the strategies we use to be successful with our goals are posted below them. Each child has goals and strategies specific to his/her individual needs and therefore will get the direct instruction needed to move forward and become a successful reader.
As your child declares his/her goal and works on various strategies, I will be sending home a Parent Pipeline. The Parent Pipeline is a letter informing you of the strategy your child is working on and it provides suggestions for assisting your child at home. Please look for these letters throughout the year and support your child in his/her quest to become a better reader.
(Written by Allison Behne for thedailycafe.com)
Writer's Workshop Explanation Letter
September
Dear Families,
Your children will be engaged in the writing process throughout this year. As authors they will plan, draft, revise, edit, and publish selected pieces. Our emphasis will be on the process and content of writing. The children will be working through the six traits of writing: ideas, voice, organization, word choice, sentence fluency, and conventions. (See the accompanying paper for a simple explanation of each of these writing traits.) They will be practicing composing skills and working with different styles in their daily writing.
When you see their work, you can help by talking to them about the content of their writing. Here are some comments and questions that help a young author:
I like the part about….
Can you tell me more about….
What is the most important thing you are saying in this piece?
What else do you know about this? (Informational piece)
Tell me what happened in detail.
What will your next piece be about?
What do you like best about your piece?
You, their audience and readers, need to bear with them as they learn their craft. Criticism and the expectation of perfect spelling are the two easiest ways to stifle a love of writing in your child. These things will come with practice, and editing standards will be established. The children will eventually practice editing independently. Still, their final drafts will not be perfect. But just as we can enjoy a high school band’s performance with the occasional squeak of a clarinet, so we can enjoy a young author’s “performance” with the occasional invented spelling or misplaced punctuation mark. Receive their writing in that same spirit, and encourage them to become the best writers they can be.
Sincerely,
Beth Bell
Dear Families,
Your children will be engaged in the writing process throughout this year. As authors they will plan, draft, revise, edit, and publish selected pieces. Our emphasis will be on the process and content of writing. The children will be working through the six traits of writing: ideas, voice, organization, word choice, sentence fluency, and conventions. (See the accompanying paper for a simple explanation of each of these writing traits.) They will be practicing composing skills and working with different styles in their daily writing.
When you see their work, you can help by talking to them about the content of their writing. Here are some comments and questions that help a young author:
I like the part about….
Can you tell me more about….
What is the most important thing you are saying in this piece?
What else do you know about this? (Informational piece)
Tell me what happened in detail.
What will your next piece be about?
What do you like best about your piece?
You, their audience and readers, need to bear with them as they learn their craft. Criticism and the expectation of perfect spelling are the two easiest ways to stifle a love of writing in your child. These things will come with practice, and editing standards will be established. The children will eventually practice editing independently. Still, their final drafts will not be perfect. But just as we can enjoy a high school band’s performance with the occasional squeak of a clarinet, so we can enjoy a young author’s “performance” with the occasional invented spelling or misplaced punctuation mark. Receive their writing in that same spirit, and encourage them to become the best writers they can be.
Sincerely,
Beth Bell
6-Traits of Quality Writing
6_traits_of_quality_writing.pdf | |
File Size: | 510 kb |
File Type: |
Editing Checklist for Second Grade Writers
Editing Checklist for Grade 2
1. Reread your written work for meaning, touching under each word with your pencil as you read aloud. Make a “click” sound each time your sentence ends.
2. Make sure there is a period, question mark or exclamation point (ending punctuation) at the end of each sentence when you “click.”
3. Each new sentence should begin with a CAPITAL letter.
4. CAPITALIZE the words I, I'm, I've, I'd, and I'll.
5. CAPITALIZE all proper nouns- names of people, pets, days of the week, months, specific places ( like Rehoboth Beach), and specific things (like Legos.)
6. Circle and correct misspelled words, using your spelling dictionary and Quick Word handbook. Fix these words by finding the correct spelling when possible.
1. Reread your written work for meaning, touching under each word with your pencil as you read aloud. Make a “click” sound each time your sentence ends.
2. Make sure there is a period, question mark or exclamation point (ending punctuation) at the end of each sentence when you “click.”
3. Each new sentence should begin with a CAPITAL letter.
4. CAPITALIZE the words I, I'm, I've, I'd, and I'll.
5. CAPITALIZE all proper nouns- names of people, pets, days of the week, months, specific places ( like Rehoboth Beach), and specific things (like Legos.)
6. Circle and correct misspelled words, using your spelling dictionary and Quick Word handbook. Fix these words by finding the correct spelling when possible.
Proofreading Symbols
proofreading_symbols.pdf | |
File Size: | 260 kb |
File Type: |
Revision Checklist for Second Grade Writers
Revision Checklist
Name ___________________________________________ Date ________
Title ___________________________________________________________
Name ___________________________________________ Date ________
Title ___________________________________________________________
- I have read my writing out loud, listening carefully
- I have had a beginning, middle, and end.My story zooms in on the most important part and is focused.
- I have thought about word choice and used the best words.
- I was careful not to overuse a word (like "then" and "we").
- My sentences begin different ways, rather than using the same word.
- I told the "inner story" (thoughts and feelings) as well as the action.
- I did not use "hi", "bye,""My name is..." or "Thanks for listening to my story" in my writing.
- I have crossed out extra parts that don’t focus on the most important ideas.
- I have added more to make my work better.
Spelling Connections Level 3 Explanation Letter
Proficient spelling is a key foundational skill critical to future academic and vocational success. With Spelling Connections, students will become accomplished spellers and advance their reading, writing, and communication skills. –Spelling Connections
- Effective spelling instruction starts with the right words delivered at the right time. The word lists in this program are the most carefully researched and crafted lists available. They are based on exhaustive research led by author J. Richard Gentry, Ph.D., a leading authority on spelling development and literacy instruction over thirty years. These lists are structured to provide differentiation for students each week, based on their knowledge of the word patterns and rules being explored.
- Spelling rules and patterns are introduced.There is a 5-day plan for spelling instruction each week.Word sorting, Connections to Phonics (e.g. seeing patterns, syllable work, using a dictionary,) Connections to Reading (e.g. categorizing words, analogies, idioms, using context clues, homophones, synonyms, antonyms,) Proofreading Skills (8 misspelled words are located while proofreading symbols for adding/deleting information/ capitalization/ punctuation/paragraphing are introduced), and Extend and Transfer activities are a part of our work.
- Pretests are given the week before; I use these to select which spelling list best suits each child based on his/her knowledge of the spelling pattern or rule.Written spelling homework that corresponds with each child’s list is assigned on Monday, but the expectation is that children will practice their word lists at home each night leading up to the assessment at the end of the week.Many weeks we will have a Monday-Friday schedule.If I have adjusted instruction because of a day off on a Friday or Monday, I will let you know about the shorter study time.
- One effective method for practice at home is to have the child say the word, look at the word and spell it aloud letter by letter, cover the word, write it, and check the word to make sure it is correct.If it is not, repeat.Their spelling lists can stay at home in a prominent place to ensure nightly review takes place.
- Another researched word learning technique I read about this summer is detailed below:
- Say the word. Then write it, saying each letter (be enthusiastic and expressive)
- W - O - R – D
- Skip a line and say it and write it again — minus the last letter. Say the last letter, but don't write it.
- W - O - R - ____
- Skip a line and say it and write it again — minus the last two letters. Say them, but don't write them.
- W - O - ___ ____
- Do that until you're only writing one letter.
- Go back to the top. Read the word, and then spell it out loud.
- Fold the page over so you can't see the whole word. Say the word, spell it, and add that last letter.
- Fold the page back again. Say the word, spell it, and add the last two letters.
- Keep going until you spell the whole word.
- GO BACK AND CHECK — make sure you didn't leave out a letter.