Write Your Way Curriculum (K-2)

What Your Students Will Learn

• Students will explore four different purposes of writing: to reflect, to connect, to create, and to make a difference.
• Students will be introduced to different text types, including journal/memoir, letter, narrative, informative/explanatory, and opinion pieces.
• Students will utilize different revision strategies to refine and strengthen their writing.

Common Core Alignments

• CCSS.ELA-LITERACY.W.1.1

  CCSS.ELA-LITERACY.W.1.1

  Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

• CCSS.ELA-LITERACY.W.1.2

  CCSS.ELA-LITERACY.W.1.2

  Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

• CCSS.ELA-LITERACY.W.1.3

  CCSS.ELA-LITERACY.W.1.3

  Write 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.1.5

  CCSS.ELA-LITERACY.W.1.5

  With 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.2.1

  CCSS.ELA-LITERACY.W.2.1

  Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

• CCSS.ELA-LITERACY.W.2.2

  CCSS.ELA-LITERACY.W.2.2

  Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

• CCSS.ELA-LITERACY.W.2.3

  CCSS.ELA-LITERACY.W.2.3

  Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

• CCSS.ELA-LITERACY.W.2.5

  CCSS.ELA-LITERACY.W.2.5

  With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

• CCSS.ELA-LITERACY.W.K.1

  CCSS.ELA-LITERACY.W.K.1

  Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

• CCSS.ELA-LITERACY.W.K.2

  CCSS.ELA-LITERACY.W.K.2

  Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

• CCSS.ELA-LITERACY.W.K.3

  CCSS.ELA-LITERACY.W.K.3

  Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

• CCSS.ELA-LITERACY.W.K.5

  CCSS.ELA-LITERACY.W.K.5

  With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

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What Your Students Will Produce

Over the course of the unit, students will produce a range of texts and choose up to 4 texts to revise and share with their peers.

Student writing samples from this session

• What If! by Zoe Gomez, 826 New Orleans
• Once Upon a Red Race Car by Nathan A., 826DC
• Me, Myself, and I by Salma, 826 Boston
• Dear Mom by Najah, 826 MSP
• Me, Myself, and I by Kevin, 826LA