![]() Students write and/or draw 3 activities they like to do at recess and then pick 1 of their most favorite activities to do at recess by coloring in the star. If you want to take this opportunity to integrate math, you can have students sort their opinions and say which is more, less, or the same). I want them to be comfortable with using their voice to share how they think and feel.Īfter they share, I make a list of their responses using a concept web (side note – you can also have them draw a picture of their opinion and sort their responses). If they don’t supply a reason, that’s okay too. I have my students supply a reason because most students will naturally state a reason when discussing their opinions and it’ll get them ready for first grade. ![]() In kindergarten, students are expected only to state an opinion, not supply a reason. ![]() Make sure the question you choose is engaging and interesting.įor example, I’ll ask, “What is the best activity to do at recess?” After giving students time to think, I let them share their opinions with each other. In the future, I’ll develop this further by splitting it into year levels and linking to further information on teaching each genre.First, I pose students with a question. Include what the person is doing now (if applicable) Summarise the main events of the person’s life in the introduction Start with an opening that hooks the reader Include future aspirations in present/future tense Write in past tense (apart from last section) Start with an introduction which hooks the reader Use imagery (similes, metaphors, onomatopoeia, personification) to create a picture in the reader's mind Use adjectives to describe the person/animal/place/object for setting - name of location, time, place, weather, what can be seen/heard/felt and so on. Note: Many of these can be broken down further e.g. Introduce a problem that needs to be solved Use bullet points/fact boxes/tables/pictures/diagrams to display informationĮxplain how one thing leads to another (cause and effect) Write in present tense (unless historical) N N N Lead I wrote a beginning in which I not only gave my opinion, but also set readers up to expect that my writing would try to convince them of it. Start each paragraph with a topic sentence Opinion Writing Checklist Grade 2 NOT YET STARTING TO YES Structure Overall I wrote my opinion or my likes and dislikes and gave reasons for my opinion. Use subheadings to add further information within a section Use headings at the start of each section Use a title which states what the report is about Include personal thoughts of the character Write in first person from the perspective of a character Include details of who/what/when/where/how/why Sum up the events and say why they were significant Use the senses (touch, taste, smell, hearing, sight) Use imagery (similes, metaphors, onomatopoeia, personification) Use adjectives, verbs and adverbs to add interest Use time connectives ‘First/Next/After that’ Start with a hook to grab the reader’s attention Write a conclusion which restates my opinion ![]() Use convincing words ‘must/should/need to’īack up each reason with an explanation and example Use a rhetorical question to make the reader think Write an introduction which states my opinion Start each step with a bossy verb (imperative)įinish with a closing statement which shows or describes what the reader has achieved Use an opening sentence that encourages the reader to have a go Introduce myself and state the purpose of the letterĬonclude the letter by stating what you want to happen nextįinish with ‘Yours sincerely’ or ‘Yours faithfully’ Start with the greeting ‘Dear Sir/Madam or Mr/Mrs/Ms/Miss (surname)’ Include the address of the recipient in the top left Include my own address in the top right corner March 2022 update: Here's a huge writing success criteria bundle I've been working on! Hope you find it useful! □ Formal Letter Writing Checklist You can use the checklists to give you ideas on different features of the writing genre to focus on in each lesson. In particular, be sure not to overwhelm your struggling students with too many ‘things to do’ at once. I recommend giving your students a condensed checklist if they are not already familiar with that genre of writing. Students can tick off the features that they have included before peer or teacher assessment against the same success criteria. You can print out a small checklist of success criteria for your students to stick into their Writing books. These are all written with the sentence starter “I can…”. A checklist makes it clear to your students what you are looking for and, if you have introduced the writing skills clearly, means that students can take responsibility for improving their own writing without you.įeel free to adapt them to suit your students’ ability and the way your school prefers to word success criteria (what students should be able to demonstrate by the end of the lesson). These are one of my favourite tools for empowering students in their writing. Here you can find some child-speak checklists for different genres of writing.
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