1st & 2nd grade common core writing unit

Copyright © - 2015 Special Teacher Resources

1st & 2nd Grade

Common Core

Writing UnitThis unit includes lessons on: letter writing, personal narratives, poetry, persuasive letters and much more!

Also includes scoring rubrics, examples of writing, and creative ideas for fun writing

lessons!


Thank you for purchasing my writing unit for 1st and 2nd grade. If you like what you

see visit my website for more great lessons and resources.

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What is in this unit?• Lesson Plans with Step by Step Instructions• Personal Narrative Lesson with included

materials• Lesson on letter writing with examples• Poetry Lessons with Examples and

Rhyming Worksheets• Writing a Friendly Letter Power Point • Graphic Organizers• Fun Writing Ideas for Your Classroom• Writing Process Posters for Your Classroom• Self & Peer Editing Checklists• Rubrics for Assessing Writing• Common Core Connections• PDF and Power Point Formats for Easy

Editing


Fun Ideas When Teaching Writing!

• Have the students find a Pen Pal in a different state or country. http://www.studentsoftheworld.info/menu_penpals.php

• Create and Publish their Own Book (Lots of Ideas on Pinterest on this topic.)

• Use Unconventional ways to display their writing. Example: Pizza box biography found on www.educationworld.com

• Writing games with a Group: Writing Poems in a Group (Have each student add a different line to the poem.)

• Word Grab Bag: Have the students pull out 5 words and write a short story using these words.

• Common Sense Tip: Have the students write about what interests them!

http://www.studentsoftheworld.info/menu_penpals.php



http://www.educationworld.com/


Language Lesson PlanTopic: Writing a Personal NarrativeCore Content Connections: CCSS.ELA-Literacy.W.1.3Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.CCSS.ELA-Literacy.W.1.5With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.CCSS.ELA-Literacy.W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.Time: 45 minutes for 3 days (Break it down for writing the rough draft, peer reviews, and final draft.)

Materials: Personal Narrative Poster (Included) Writing a Personal Narrative Brainstorming Sheet (Included) Rubric for Grading Personal Narrative (Included) Examples of Personal Narratives http://www.thewritesource.com/studentmodels/ Beginning, Middle, and End Rough Draft Sheets (Included) Final Draft Personal Narrative Sheet (Included) Self Editing Check List (Included)

Procedure: Ask the students if they know what a personal narrative is. Take a few answers. Show the students the poster “What is a Personal Narrative?”

Explain that a personal narrative is a piece of writing that is all about them. A personal narrative is something that has really happened to them. It is

not made up. It is Non-Fiction not Fiction. You may want to describe the difference between fiction and non-fiction if this is something that you have not gone over. Review the Steps of the Writing Process. Posters are included in the back of this packet.

Explain that they will be writing about something that has happened to them. Give the students “Writing a Personal Narrative Brainstorming Sheet.” Have them fill this sheet out by writing down special people to them, special places that they have visited and describing the best day ever for them.

http://www.corestandards.org/ELA-Literacy/W/1/3/



http://www.thewritesource.com/studentmodels/




Procedure (continued): Explain to them that this sheet will help them to think about what they will want to write about. After they are finished, you may have time to share some of these in class.

Explain that every paper or letter has a beginning, middle and an end. So once they decided on what event in their life that they want to write on, they will receive the beginning, middle and end sheets. These sheets will help organize their story into three different parts. Each sheet also has a place for them to draw a picture of that part of the story. For younger students, you may want this to be their final draft. You should give each sheet to the students separately. You only want them to focus on one part of the story at a time. You can break this up into different days or work on these on the same day.

Once they are finished with the personal narrative rough draft sheets, you should explain that you are now on the “editing” part of the writing process. At this point give the students “self-editing checklist.” The students will begin to look at their paper and answer these questions. This would be a great time for some one-on-one conferences with the students. You can help them look at their paper answer these questions. Another great idea is to show an example of a personal narrative (whiteboard or smartboard) to the class and demonstrate how you fill out the self-editing checklist. This lets you know if the students understand this process.

Once their self-editing checklist is complete, the students should go back and make any corrections needed. You could meet with some students that you were not able to during this time. It would be ideal to be able to meet with every student, but I know that this is not always possible. The students will then start their final draft on the Final Draft Sheet given. They may have more than one sheet if needed.

Use the rubric given to grade their papers. It is always good to go over the rubric with the class before the writing begins so they know what is expected.


What is a Personal Narrative?

A personal narrative is all about you and something that

happened to you.

• Focus on this one moment• Have a beginning, middle and

end• Pretend that you are telling

someone this story• Use Details• Use feeling and describing

words. How did things look, feel, taste, smell, and sound?


Name:_________________________

Writing a Personal Narrative

Who are some special people to you?

_____________________

_____________________

_____________________

Where are some places that you have visited?

______________________

______________________

______________________

Describe one of the best days of your life. What made this day special?

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________


Name:_________________________

The Beginning

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Draw a picture of the beginning of your story.


Name:_________________________

The Middle

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Draw a picture of the middle of your story.


Name:_________________________

The End

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Draw a picture of the end of your story.


Name:_________________________

My Personal NarrativeTitle: _________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________


Name: _________________ Self Editing Checklist

Do the sentences have capital letters?

Do the sentences have ending marks?

Does the personal narrative have a beginning?

Does the personal narrative have a middle?

Does the personal narrative have an end?

Does it have correct spelling?

Does this personal narrative make sense?

Is the paper written neatly?

Yes No


4 3 2 1

It has a beginning, middle, and end.

It is mostly organized. It shows evidence of some planning.

Struggles to be organized. Shares some ideas.

No organization or structure. No evidence of planning.

It has details, such as smells, tastes, feelings, sights, and sounds.

Good Details but more could have been added.

Detail did not make sense or were not appropriate.

No details

It has consistent complete sentences.

The sentences are mostly complete.

It has some fragments or run-on sentences.

Too many run-ons or fragments that make the piece difficult to understand.

Correct Spelling Correct Spelling for the most part. Doesn’t get in the way of the message.

Many spelling errors that disrupt the flow of the narrative.

Spelling Errors Throughout the Paper. Interferes with the meaning.

Correct Punctuation

Correct Punctuation for the most part. It doesn’t get in the way of the message.

Many punctuation errors that disrupt the flow of the narrative.

No Punctuation throughout the paper

It has a clear purpose and is easy to understand.

It is clear for the most part. Generally maintains the focus.

Some details do not support the topic. Difficulty maintaining the purpose.

No Purpose. Reader is confused throughout the paper.

Personal Narrative Scoring RubricName:__________________ Score 1 2 3 4 = ____%


Language Lesson PlanTopic: Writing a Acrostic PoemCore Content:CCSS.ELA-Literacy.RL.1.4Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.CCSS.ELA-Literacy.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Time: 45-60 mins.Materials: Poster (What is a Acrostic Poem?) Included Football (Touchdown) Acrostic Poem Example of a Acrostic Poem

Brainstorming Sheet on FootballProcedure: Ask the class if anyone knows what an Acrostic Poem is. Brainstorm what it might be. Uncover the poster with the definition of an Acrostic Poem. Explain that an Acrostic Poem is one that uses the first letter of a word to make a poem about the word that it spells out. Show the example of the poem on the whiteboard or smartboard. Discuss how each letter represents a line or a word in the poem.

Let the students know that they will be practicing writing an acrostic poem about football. The word that we will be using is “Touchdown.” Have the class as a whole brainstorm some words that remind them of football or touchdown. Record the words on the sheet given. You can also make a copy of this sheet and hand out to the students to use on their poem.

http://www.corestandards.org/ELA-Literacy/RL/1/4/



Once you are finished brainstorming, give the students the sheet on “Touchdown.” Give the students about 25-30 minutes to come up with their poem. The students can then share their poems with others in the class or if time allows with the class. This assignment would be a great bulletin board or hallway display of their work.

Extra: Have the students pick their own topic and write an Acrostic Poem. This could be a homework assignment or an assessment to see if they understood the criteria for an acrostic poem.


What is an Acrostic Poem?

An Acrostic Poem uses the beginning letters of a word to make up the first letter of each line of the poem.

Example: Pencil

P encils include anE raser for mistakes. Pencils are N eat because they come in differentC olors and sizesI ncluding small, medium andL arge.


P iles of candy

U nder the bed

Make for a delicious snack

P eople

K now

It’s been Halloween because

N o one is without candy

Pumpkin by Kaitlyn Guenther


T

O

U

C

H

D

O

W

N

Acrostic PoemUse the first letters of “Touchdown” to make a poem about football.



Name:______________________Football Brainstorming

What words remind you of football? Write the words inside the football.


Language Lesson PlanTopic: Letter Writing (Grades 2-5)Core Content:CCSS.ELA-Literacy.W.1.5With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.CCSS.ELA-Literacy.W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.CCSS.ELA-Literacy.L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Time: 45 minutes for two daysMaterials: KWL Chart (President Barack Obama)

Letter Writing Power Point (Included) Sample Letter (Included)Brainstorming SheetBarack Obama, Son of Promise, Child of Hope by Nikki Grimes

(optional)Barack Obama Fact Sheet (Included) President’s Address:

President Barack ObamaThe White House1600 Pennsylvania Ave. NWWashington, KY 20500

Procedure: Day 1: Give each student a KWL chart on Barack Obama. Inform the students that they will be writing a letter to President Obama. Put a copy of the KWL chart on the white or smart board. Ask the students what they already know about Barack Obama? Record on your sheet and have the students record on their sheet. Next, ask what they would like to know about President Obama. Record this information on their sheets. Try to call on students who didn’t answer for the first part of the lesson. Read the book “Barack Obama, Son of Promise, Child of Hope” by Nikki Grimes if it is available. If not, use the fact sheet included. After reading the book or discussing the fact sheet, ask the students what new info. did they learn about the President. Have them record this on the (L) part of the KWL chart.



http://www.corestandards.org/ELA-Literacy/L/3/2/


Brainstorming Sheet: Hand out a brainstorming sheet to each student.You can put them in groups of 3 or 4 to do this activity. Inform them that the letter that they are writing to the President will discuss a problem or issue that you would like him to solve. Brainstorm some ideas on what problems are we facing in America. (See Brainstorming Sheet and Sample Sheet).

Day 2: You may want to do this part on the next day. Show the power point about letter writing. Explain the different parts of a letter. Show the sample letter to the President. Point out the different parts of the letter on this sample. Have the students to begin to write their letters following the steps of the writing process. Have the students pick a topic to write on based on their brainstorming exercise. Have them get their topic approved by teacher before writing. You wouldn’t want them to start writing on a inappropriate topic.

Once they have their rough draft finished, they will get with another student for peer editing. The teacher should also conference with each student if possible. Remember, these are going to the President. Remind the students to use their best handwriting if writing them.

The students will then revise their letters and write or type their final draft. Before the final letter goes in the mail, the teacher will review each letter. The teacher will mail all the letters together to the White House.

Evaluation: The finished letter will be an evaluation on the student’s writing skills. The students can save their final product on google docs to share with you. This way you can evaluate their final product while sending the printed copy to the President.


What do you know about the President?

Know Want to Know Learned

Name:_________________


President Barack Obama

Fact Sheet• President: 2009 to Present• Born: August 4, 1961 in Honolulu, Hawaii• Married to: Michelle Robinson Obama• Children: Malia and Sasha• He was a lawyer and graduated from Harvard Law School• He decided to enter politics in 1996 as a Illinois State

Senator.• He likes to play basketball and golf.• He favorite teams are the Chicago Bears and the Chicago

White Sox• Barack can speak Indonesian and some Spanish• He worked at Baskin-Robbins as a teen. • He has read all the Harry Potter books.• He is the 44th President of the United States

Information found at: http://www.inclusiveclassrooms.org/inquiries/access-writing-process/letters-president-obama


Brainstorming SheetProblems in America

(Letter to President)

What are some of the problems that we face in America?

Do you or your family have any problems that you think the President can solve?

Name:_____________

Problems in our Country, State, or

City


Brainstorming SheetProblems in America

(Letter to President)

What are some of the problems that we face in America?

Do you or your family have any problems that you think the President can solve?

Name:_____________

Problems in our Country, State, or

City

Too much homework

Too much testing

Homeless People

Sample Sheet

School Lunches

Too Many Homeless Cats

and Dogs

Lower Taxes

Texting while driving


President Barack ObamaThe White House1600 Pennsylvania Avenue N.W.Washington, D.C. 20500 Dear President Obama: Congratulations on becoming the 44th President of the United States of America. My name is Samantha and I am a student in the 3rd grade. I hope that you are a good president. I could not vote for you because I was only nine years old. I am writing to you because I want better school lunches. I know that you are trying to make the food healthier, but the food does not taste good. I bring my lunch most of the time now, because I don’t like the food. My friends feel the same way. It would be great if we could have healthy school food that tastes good.

Thank you for reading my letter. I hope that you can help us have better school lunches. Sincerely yours, Samantha


4 3 2 1

Heading: Date is listed.Month is capitalized.Comma is correctly placed.

Most everything was correct with minor mistakes.

Most of the information in the heading was incorrect or poorly written.

No Heading

Greeting: Dear is capitalized. Name is capitalized. Comma after name.


No capitalization and no comma.

No Greeting

Body:Made sense and was well organized.

Body was somewhat organized but was missing some information.

Body was hard to understand. It showed an attempt of organization but was still confusing.

Body was not organized. It was difficult to understand.

Closing: Lined up with heading, capitalized the 1st word, comma after closing.


The closing did not line of with the heading and there was no comma or capitalization.

No Closing

Signature: Lined up with the closing, capitalized the signature, neatly written.


The signature was unreadable. It did not line up with the closing.

No Signature

Friendly Letter Scoring RubricName:__________________ Score 1 2 3 4 = ____%


Language Lesson PlanTopic: Writing LimericksCore Content Connections: CCSS.ELA-Literacy.W.1.5With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.CCSS.ELA-Literacy.W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.CCSS.ELA-Literacy.L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Time: 45 to 50 mins.

Materials: Limerick Exit Slips Limerick Poster and Examples Twimericks: The Book of Tongue Twisting Limericks by Lou Brooks

Procedure: Ask the class, if they know what a Limerick is. Write some of their answers down for all the class to see. Show the posters on limericks. Limericks are normally funny poems that contain only five lines. The lines each have a specific rhythm and rhyme pattern. A rhyme is a repetition of similar sounds (or the same sound) in two or more words, most often in the final syllables of lines in poems and songs.

Read the class a book that has limericks. My favorite is “Twimericks: The Book of Tongue Twisting Limericks” by Lou Brooks. After reading the limericks, have the students point out the rhyming words.

The students will write their own limerick. Have the students brainstorm words that they would like to use in their limericks. Once they have a list of rhyming words, they can make up a silly poem that goes with the words.Exit Slip/Share (5-10 mins): Students will complete an exit slip at the end of the lesson. The exit slip requires students to look at two poems. One poem is an example of a limerick and one poem is not. Students must distinguish between the two poems and correctly circle the limerick.



http://www.corestandards.org/ELA-Literacy/L/3/2/


My LimerickTitle:__________________By:___________________

There was once a ……

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Remember 1st line has 8 syllables

2nd line has 8 syllables

3rd line has 5 syllables

4th line has 5 syllables

5th line has 8 syllables


Exit Slip: Limericks

Which one of these poems is a limerick? How do you know?

* STAR Circle the limerick and explain why.by Kaitlyn GuentherThere once was a wonderful starWho thought she would go very farUntil she fell down And looked like a clownShe knew she would never go far.

* The moon is a week old - A dandelion to blow Scattering star seed. By Ruby Lytle

Exit Slip: Limericks

Which one of these poems is a limerick? How do you know?

* STAR Circle the limerick and explain why.by Kaitlyn GuentherThere once was a wonderful starWho thought she would go very farUntil she fell down And looked like a clownShe knew she would never go far.

* The moon is a week old - A dandelion to blow Scattering star seed. By Ruby Lytle


Language Lesson PlanTopic: Writing a Quatrain Poem & Rhyming WordsCore Content Connections: CCSS.ELA-Literacy.RL.1.4Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.CCSS.ELA-Literacy.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.Time: 3 day unit on Rhyming Words and Creating a Poem (appox. 30 -45 mins. daily)

Materials: Rhyming Words Matching Sheet (Included) Rhyming Words Memory Game Cards (free on TeachersPayTeachers) Examples of Quatrain Poems (Included) Brainstorming Valentine’s Day Sheet (Included) Poem Handout for Students (Included) Picture Book with Rhyming Words (Green Eggs and Ham)

Procedure: Tell the class that in honor of Valentine’s Day, we are all going to write poems. Before we can write poems, we must learn about “Rhyming Words.” Ask the class, “What are rhyming words?” A rhyme is a repetition of similar sounds (or the same sound) in two or more words, most often in the final syllables of lines in poems and songs.

Read the class a book that has rhyming words. My favorite is “Green Eggs and Ham” by Dr. Suess. Have the students try to pick out the rhyming words on each page that you read.

Give the students the “Rhyming Words Worksheet.” After giving them the sheet and going over the directions, give the students 10 minutes to complete the sheet. Go over the sheet together as a class. Be looking for any students may be having problems with this concept.

The rhyming word cards can be placed in a learning center for the students to practice their rhyming skills.




Procedure Continued:The next day or the second part of this lesson will be constructing the poem. Introduce the topic of the poem will be Valentine’s Day or other ideas related to Valentine’s Day. Give the students the brainstorming sheet. You could put the teacher blank copy on the white board or smart board. Have the students give you ideas or suggestions about what words remind them of Valentine’s Day. Once they have completed their brainstorming sheet, they can start thinking about their poem. Explain that we are going to write a Quatrain Poem. Show examples and explain that it is a short 4 line poem. The students will begin their rough draft of their poem. Have them refer back to their brainstorming sheet for word ideas. This will not be done on their “heart” poem sheet. We will save this for the final draft.

After the students have their rough draft done, they may do peer or teacher conferencing to improve their poem. They will then begin to revise and write their final draft on their sheet. The teacher may want to look at their rough draft before they approve it and give them the paper for the final draft.

Let the students know that their work will be displayed and they will have a poetry reading for their parents. This will give them a little extra motivation to do their very best work.

Assessment: The assessment will be their final draft of the poem. You will look to see if it is a “Quatrain” poem and it has rhyming words in the correct locations.

Poetry Reading: Invite the parents in to hear what the students have written. This can be done before a “Valentine’s Day” party. Instead of clapping at the end of each student reading their poetry, have them snap their fingers. This is what is done at most poetry readings. This is a great way to gain parent involvement and showcase what the students are learning.


Name:________________________ Date:___________________

Matching Rhyming Words

Directions: Look at the picture and the word. Find the rhyming word. Draw a line to connect the rhyming words.

1. cake

2. hat

3. car

4. boat

5. pen

6. boy

bat

coat

jar

Toy

lake

hen


Name:________________________ Date:___________________

Matching Rhyming Words

Directions: Look at the picture and the word. Find the rhyming word. Draw a line to connect the rhyming words.

1. flower

2. ball

3. hot

4. tree

5. fan

6. sand

band

robot

bee

fall

power

man


Name:_______________________ Date:________________________

Brainstorming about Valentine’s Day!

Directions: What words remind you of Valentine’s Day? How many words can you come up with. Put the words in the hearts.

Valentine’s Day


Name:_______________________ Date:________________________

Brainstorming about Valentine’s Day!

Directions: What words remind you of Valentine’s Day? How many words can you come up with. Put the words in the hearts.

Valentine’s Day

Answer Key or Suggestions

red

flowers

kiss

hugschocolate

cupid

bow

February

cards


Examples of Quatrain Poems

Quatrains (Kwot-rain) are poems that are made up of 4 lines that tell a story. Quatrain poems have two lines of verse with ending words that rhyme.

They are either ABAB or AABB. The ABAB poem has the 1st and 3rd verse with ending rhyming words and 2nd and 4th verses rhyming words.

In the AABB poems, the 1st and 2nd verses have rhyming words and then the 3rd and 4th verses have corresponding rhyming words.

Examples of Quatrain Poems:

ABAB Poemwww.kidspot.comI lay staring up at the skyNot a cloud in sightThen a kite flew right on by,And gave me a fright

AABB Poemwww.specialteacherresources.com PizzaPizza is a yummy snackLet’s go to the pizza shackIt is so cheesy and goodPizza puts me in a happy mood

http://www.kidspot.com/

http://www.specialteacherresources.com/

http://www.specialteacherresources.com/


Name of Poem:____________________________________________

by:________________


Prewriting

• What are you writing about?• Brainstorm Ideas• Organize Your

Thoughts


Rough Draft• Organize your information

on where it fits in your paper.

• Write your 1st draft of your paper.


Editing

• Make your paper better• Read what you have

written. What changes need to be made?

• Change words, sentences or ideas to make it better

• Ask a friend for suggestion


Revision/Publishing

• Re-write paper making the correct changes

• Make a NEAT copy of your paper

• Add pictures, titles, and other special things

• Share your work with others!


What is a Limerick?

A limerick: a funny poem with five lines.How to write a limerick:The first, second and fifth lines rhyme with each other and have the same number of syllables (typically 8 or 9).The third and fourth lines rhyme with each other and have the same number of syllables (typically 5 or 6)Limericks often start with the line "There once was a..." or "There was a..."


Examples of a Limerick

Limerick: St. Patrick's Dayby Leanne GuentherThere once was a shamrock named Pat,Who tripped on a root and went splat, She ripped her best leaf, And sobbed in her grief,And ruined her favorite hat.

Limerick: There was an Old Man in a Treeby Edward LearThere was an Old Man in a tree,Who was horribly bored by a Bee; When they said, 'Does it buzz?' He replied, 'Yes, it does!''It's a regular brute of a Bee!'

http://www.dltk-kids.com/crafts/miscellaneous/guenther.htm

Writing a Friendly Letter

Mrs. Schuhmann’s Class2015-16 School Year

Parts of a Friendly Letter

• There are 5 parts of a Friendly Letter1. Heading: (Date) For Example: February 1, 20152. Greeting: For Example: Dear Punxsutawney Phil,3. Body: This is where you introduce yourself. You

would also ask Punxsutawney Phil the questions that you came up with in the body of the letter.

4. Closing: You can put several things here. Examples are: Love, Your friend always, or Sincerely.

5. Signature: This is where you sign your name.

February 1, 2015

Dear Punxsutawney Phil, Greeting

Heading

My name is Mrs. Schuhmann. I have learned a lot about you the past few days. I wanted to write you letter to ask you some questions.

My first question is, “Why are you afraid of your shadow?” I am not afraid of my shadow, but I am afraid of snakes. Are you afraid of snakes?

My next questions is, “What is your favorite food?” I learned a that groundhogs like strawberries. Do you like strawberries?

Well, I hope that you don’t see your shadow. I am ready for spring. Hope to hear from you soon! Your Friend,

Mrs. Schuhmann

Body

Closing

Signature

February 1, 2015

Dear Punxsutawney Phil,

My name is Mrs. Schuhmann. I have learned a lot about you the past few days. I wanted to write you letter to ask you some questions.

My first question is, “Why are you afraid of your shadow?” I am not afraid of my shadow, but I am afraid of snakes. Are you afraid of snakes?

My next questions is, “What is your favorite food?” I learned a that groundhogs like strawberries. Do you like strawberries?

Well, I hope that you don’t see your shadow. I am ready for spring. Hope to hear from you soon! Your Friend,

Mrs. Schuhmann

Can you remember the parts of a letter? Where do these words go? Closing, Heading, Body, Signature, and Greeting

Check the Contents: Yes No

Heading

Greeting

Body

Closing

Signature

Check Capitalization, Spelling, Punctuation

Do all sentences begin with a capital letter?

Do proper nouns begin with a capital letter?

Does the letter have correctly spelled words?

Do all sentences have correct ending punctuation?

Other:

Peer Editing Checklist

Directions: Find someone to read your rough draft. They will make corrections and give you suggestions. You will do the same for them. Remember, to give helpful comments, not hurtful ones.Writer’s Name:____________________ Peer Editor:________________________


Check the Contents: Yes No

Heading

Greeting

Body

Closing

Signature

Check Capitalization, Spelling, Punctuation

Do all sentences begin with a capital letter?

Do proper nouns begin with a capital letter?

Does the letter have correctly spelled words?

Do all sentences have correct ending punctuation?

Other:

Self Editing Checklist

Directions: Read over your letter. Look to see you have the correct parts of a letter. Check for the other items listed below. Correct anything that you check “no” to.


Name:________________

1st & 2nd grade common core writing unit

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