Page 1
GRADE 2 Grammar and Writing Handbook ISBN: 0–328–07538–8 Copyright © 2004, Pearson Education, Inc. All Rights Reserved. Printed in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Permissions Department, Scott Foresman, 1900 East Lake Avenue, Glenview, Illinois 60025. 1 2 3 4 5 6 7 8 9 10 V000 09 08 07 06 05 04 Editorial Offices: Glenview, Illinois • Parsippany, New Jersey • New York, New York Sales Offices: Parsippany, New Jersey • Duluth, Georgia • Glenview, Illinois Coppell, Texas • Ontario, California • Mesa, Arizona
Page 3
WRITER’S GUIDEWRITER’S GUIDE Ideas and Content FOCUS Before you write, you need a main idea and Everything you a purpose. The main idea is what the write should writing will be about. The purpose may be support your main idea. Use details to persuade someone, teach something, or that support the make the reader laugh. point you are trying to make. A simple thank-you Dear Aunt Ani, note has a main idea Thank you so much for my and a purpose. great birthday present. The set of markers is terrific! I’ll Main Idea To say draw a picture just for you. that you liked a present Purpose Jamie To thank Aunt Ani Details Details add information. Words such as great, terrific, set of markers, and draw make the writing interesting. Strategies for Choosing a Topic and Purpose • Choose a topic you know or would like to learn about. • Think about your purpose. A story about something funny that happened might make readers laugh. A letter could persuade them to do something. 6 Writing Ideas and Content
Page 4
WRITER’S GUIDEWRITER’S GUIDE A Match the number of each topic with the purpose that it fits best. A Give information B Persuade C Make someone laugh 1. A funny day at the beach 2. How spiders make a web 3. Why we need school uniforms B Read the paragraph. Write the numbers of the sentences with details that are not about the main idea. 4. Have you ever worn your slippers to school? 5. I was late yesterday and hurried out the door. 6. I get up at 7:00 every morning. 7. My slippers were a present from Grandma. 8. When I got on the bus, I saw my slippers on my feet. 9. I had to wear my slippers all day at school! 10. I have sneakers too. 11. Everyone thought that was pretty funny. C Complete one main-idea sentence below. Then write three more sentences about the topic. Remember to use clear details. • My favorite TV show is ______. • The best book I ever read was ______. • The best vacation I ever went on was ______. Writing Ideas and Content 7
Page 5
WRITER’S GUIDEWRITER’S GUIDE Organization A good writer tells what happened in the right order. Your organization holds your writing together. Here are some ways to organize your writing. • a story with a beginning, middle, and end • a paragraph that compares and contrasts • a description • a how-to explanation Before you begin, think about how you will arrange your writing. For example, to write about your favorite and least favorite sports, comparison and contrast would be best. If you write about your winter vacation, a story form would work. Once you decide, choose the details you GRAPHIC ORGANIZER A graphic organizer want to use. Arrange your details from such as a list, diagram, beginning to end. or chart will help you organize your ideas. Strategies for Organizing Ideas • Start or finish with the most important detail. • Use order words such as first, later, last, and next. 8 Writing Organization
Page 6
WRITER’S GUIDEWRITER’S GUIDE A Match the number of the topic with the letter of the kind of organization that works best. A Comparison-contrast C Story B Description D How-to explanation 1. It Happened on Our Class Trip 2. How to Make Fruit Salad 3. My Very Tall Best Friend 4. Circus or Zoo: Which Is Better? B Write the sentences. Number them so they are in the correct order to tell what happened. The first one is done for you. ___ Yesterday, we went to the dinosaur museum.1 ___ At the end of the day, we saw a dinosaur movie. ___ Then we saw fossils of leaves and fish. ___ First, we saw a huge dinosaur skeleton. C Tell how you learned to do or make something new. Organize your details. Use order words such as first, now, next, and last. Writing Organization 9
Page 7
WRITER’S GUIDEWRITER’S GUIDEWRITER’S GUIDEWRITER’S GUIDEWRITER’S GUIDEWRITER’S GUIDE Voice Your writing style shows your voice. It tells how you feel and think about your topic. Your writer’s voice shows that you know about and care about your topic. It lets you speak directly to the reader. • When I saw my new kitten, I was happy. (weak voice) • I squealed with delight when I saw that furry little face. My new kitten made me happy. (strong voice) Strategies for Developing a Writer’s Voice • Think about your readers and your reason for writing. Use a playful voice to write about a funny event. Use a more serious voice in a book report. • Choose words that match your voice. In a letter to a friend, contractions or funny words would sound like your everyday voice. A letter to your principal VOICE would have a more serious voice. Read your work to • Your writing voice is a way that you can someone and ask if it sounds like you. speak directly to your readers. Let readers If it doesn’t, think know how you feel about a subject. of ways to show how you feel and think. 10 Writing Voice
Page 8
WRITER’S GUIDEWRITER’S GUIDE A Match each opening sentence with the letter of the reader it fits best. A My classmates B The museum director C My best friend Kara 1. Thank you for taking us on a tour of the dinosaur room. 2. I had a super time at your house yesterday! 3. Let’s have a class party at the end of the year. B Write S for the sentence that shows a strong voice. Write W for the sentence that shows a weak voice. 4. This is the best video game I ever had! 5. I baked a cake. C Complete one of these opening sentences. Then add sentences to write a paragraph about that topic. Use a voice that fits your topic and talks to your readers. • I like swimming because ______. • Winter is my favorite season because ______. • Don’t you think a ______ should be our class pet? Writing Voice 11
Page 9
WRITER’S GUIDEWRITER’S GUIDE Word Choice Choose your words carefully to add style to your writing. Use exact nouns, strong verbs, and exciting adjectives to make your work interesting, clear, and lively. • The pet of my friend is nice. (wordy and dull) • My friend’s Siamese cat plopped onto my lap. (lively and exact) WORDS WITH LIFE Strategies for Choosing the Make your writing Right Words come alive with words such as • Choose exact nouns. (sandal instead pounded, crashed, sticky, and fuzzy. of shoe) • Use strong verbs. (clattered instead of “made a noise”) • Replace dull words such as nice, bad, and thing with clear words. (“My head felt achy and hot” instead of “My head felt bad”) • Include words that use our senses. (“The lemonade made my mouth pucker” instead of “The lemonade was good”) • Don’t be wordy. (because instead of “the reason was because”) • Make your sentences come alive. (“The icicle dripped onto my head” instead of “The icicle was melting”) 12 Writing Word Choice
Page 10
WRITER’S GUIDEWRITER’S GUIDE A Choose the more exact word in ( ) to complete each sentence. Write each sentence. 1. This caterpillar (moves, wiggles). 2. It feels (nice, fuzzy) in my hand. 3. It (goes, crawls) slowly up the tree. 4. The caterpillar makes a soft (thing, cocoon). 5. When it hatches, it is a (colorful, new) butterfly! B Choose a word or words from the box to replace the underlined words. Write the sentences. black ladybug tingly in the park crawled 6. Kim and Akira jogged somewhere. 7. Kim found a thing. 8. It looked shiny and had some spots. 9. It went up Kim’s arm. 10. That felt nice. C Write a description of an insect or animal you have seen. Use exciting words to make your writing come alive. Writing Word Choice 13
Page 11
WRITER’S GUIDEWRITER’S GUIDE Sentences Good writers use different kinds of sentences. This gives the writing a rhythm and style. A mix of short and longer sentences lets your writing flow. Here are some ways to improve your sentences. • Use all types of sentences to add style to your writing. • Don’t use only short, choppy sentences. Longer sentences can help your writing sound smooth and clear. • Use different beginnings. Too many sentences that begin with I, she, the, or a can be boring for the reader. • Combine short sentences with connecting words such as and, or, or but to make them flow better. Strategies for Improving Your Sentences Use a checklist as you edit your writing. Circle sentences that begin with I, the, or a. Underline short, choppy sentences. List the different kinds of sentences you used. Do many sentences begin with the same word? Did you use too many statements instead of other kinds of sentences? Are your sentences mostly short and choppy? 14 Writing Sentences
Page 12
WRITER’S GUIDEWRITER’S GUIDE A Use the connecting word in ( ) to join the two sentences. Add a comma and change a capital letter. Write the sentences. The first one is done for you. 1. We wanted to go out, but it was raining. (but) 2. My puppy barked. He wagged his tail. (and) 3. Should I read my book? Should I take a nap? (or) B Rearrange the words in each sentence so it begins with the underlined words. Write the paragraph. Example: I cleaned my room last weekend. Answer: Last weekend I cleaned my room. 4. I like to rake the leaves in the fall. 5. I make a huge pile on weekends and dive in. 6. I don’t mind raking them again later. C Write a description of a chore you do often. Use different kinds of sentences. Begin each sentence with a different word. Use connecting words to join short, choppy sentences. Writing Sentences 15
Page 13
WRITER’S GUIDEWRITER’S GUIDE Conventions Conventions are the rules for writing. Capital letters show where a sentence begins. A period, a question mark, or an exclamation mark shows the end of a sentence. A new paragraph is indented. Grammar and spelling follow patterns. • jack plast the babe roben bak in the PROOFREADING nest (weak conventions) MARKS • Jack placed the baby robin back in the New paragraph nest. (strong conventions) Capital letter Lowercase Strategies for letter Conventions in Writing Correct the spelling. • Start each sentence with a capital Add something. letter. Finish sentences with an end punctuation mark. Remove something. • Each sentence should tell a complete idea. Subjects and verbs should agree. • Change verb tenses only when the time changes in your writing. • Special names should be capitalized correctly. • Follow the rules for commas and other punctuation marks. 16 Writing Conventions
Page 14
WRITER’S GUIDEWRITER’S GUIDE A Choose the correct word in ( ) to complete PROOFREADING each sentence. Write the sentences. Look carefully for mistakes. Use 1. Skiing (is, are) my favorite sport. a ruler to check 2. (Me, I) like to turn on the soft snow. each line. Read from the end to the 3. We (will go, went) skiing every beginning to find weekend next year. misspelled words. 4. Last year (we, us) skied every day. B Each sentence has one mistake. Correct the mistake and write the paragraph. 5. my first boat ride was exciting! 6. We skimmed the watr as the motor roared. 7. The boat pulled my dad on water skis? 8. Do you like boating as much as I do. C Write two sentences about one of the topics below. Follow the rules for capitalization, punctuation, grammar, and spelling. Trade papers with a partner and proofread. • My favorite room in school • A hero I would like to meet • A movie I would like to see Writing Conventions 17
Page 15
WRITER’S GUIDEWRITER’S GUIDE Using a Scoring Rubric When is a writer’s work excellent? When is it good or not good? One way to judge a piece of writing is to use a scoring rubric. A rubric is a checklist of qualities, or things to look for. See pages 6–17 for a discussion of these qualities. WORD SCORE IDEAS/CONTENT ORGANIZATION VOICE CHOICE SENTENCES CONVENTIONS 4 Clear, detailed Ideas easy to Lively writing Interesting, Smooth Good spelling, ideas on follow shows clear word sentences grammar, topic writer’s pictures punctuation feeling 3 Clear ideas Information Sometimes Good word Most Few mistakes on topic, with given in lively, and pictures sentences in spelling, some details some order shows smooth grammar, writer’s punctuation feeling 2 Ideas not always Little direction Sometimes Dull word Dull or Many mistakes clear or on topic, dull, with pictures choppy in spelling, with few details no feeling sentences grammar, punctuation 1 Ideas not clear No direction Dull, with Incorrect, Hard to Too many or on topic, with no feeling dull, or understand, mistakes in no details overused not complete, spelling, words or choppy grammar, punctuation 18 Using a Scoring Rubric
Page 16
WRITER’S GUIDEWRITER’S GUIDE Writing Models Following are four responses to a prompt. Read the responses and the notes below them to see how each piece got its score. Writing Prompt: Pretend you are a story character. Tell about what happened to you. I am Corn Maiden, and I made the best pottery and dresses ever! One day I fell in love with Deer Hunter, and we got married. We were so happy that I forgot to make pottery and dresses, and Deer Hunter didn’t hunt. Soon a man changed us to stars. Now we twinkle to remind people to do their work. Score 4 Ideas/Content Gives main information from story Organization Uses order words soon and now Voice Light voice suits character Word Choice Exciting words (pottery, twinkle) Sentences Smooth sentences and an exclamation Conventions No mistakes Writing ModelsWriting Models 1919
Page 17
WRITER’S GUIDEWRITER’S GUIDE Corn Maiden and I got married. Soon I was not hunting enymore. A few days later a man came to me and said I was not doing my job. Then he said at night I will go up into the sky. When night came everyboddy was sleeping and I didn’t know but I was a star in the sky shining bright. Score 3 Ideas/Content Could include more story details Organization Order words such as soon and then organize piece; has a beginning, middle, and end Voice Suited to Deer Hunter Word Choice “Shining bright” creates picture Sentences Final sentence wordy and too long; other sentences clear Conventions Some spelling errors (enymore, everyboddy) 20 Writing Models
Page 18
WRITER’S GUIDEWRITER’S GUIDE I am Deer hunter and I met a womin named Corn maiden and we fell in love And we got married and were stairs because we stopped working. Score 2 Ideas/Content Gives only general events in the story; needs more detail Organization Moves from beginning to end Voice Does not let reader know how the writer/character feels Word Choice Lacks lively words Sentences Only one sentence strung together with connecting word and Conventions Mistakes in capitalization (Deer hunter, Corn maiden); some misspellings (womin, stairs) Writing ModelsWriting Models 2121
Page 19
WRITER’S GUIDEWRITER’S GUIDE XXXEverything in the villge was fine! Deer Hunter was hunting deer. corn maiden was makeing dresses and some pots. This is how many deer I coult. I coult 3 deer and corn maiden made six dresses and 8 pots so 8 + 6 = 14. Score 1 Ideas/Content Does not answer the prompt; not written as a character Organization No order words; ending off the topic VoiceScore XScore XNo clear writer’s voice Word ChoiceIdeas/ContentIdeas/ContentDull word choiceXXXXXX SentencesOrganizationOrganizationSome clear sentencesXXXXXX ConventionsVoiceVoiceXXXXXX Capitalization mistakes (corn maiden)Word ChoiceWord Choice; misspellingsXXXXXX(villege, makeing, coult) SentencesSentencesXXXXXX ConventionsConventionsXXXXXX 2222 Writing ModelsWriting Models
Affichage des 19 premières pages. Téléchargez le document pour le voir en entier.
Commentaires (0)
Aucun commentaire pour le moment. Soyez le premier !