All Units, Activity 4, 20 Ways to Practice Spelling
Blackline Masters, ELA Grade 5 Page 1-1
Grade 5 English Language Arts
All Units, Activity 4, 20 Ways to Practice Spelling
Blackline Masters, ELA Grade 5 Page 1-2
20 WAYS TO PRACTICE SPELLING WORDS Week: ___________________________________ Choose one activity from each section below. Check off each item after you complete it. Turn in this sheet with your attached work.
Section One Section Two Section Three Spelling Skills…
_____Rainbow write your words. Write each letter of the word using different colors. _____Write word pyramids. Ex. f fu fun _____Write the vowels in one color and the consonants in another color. _____Write the dictionary pronunciation of each word. _____Divide the words into syllables using the dictionary to check. _____Alphabetize the words. _____Color code the portion of the word that matches this week’s spelling rule.
Have a little fun…
_____Write all of the words in a continuous line to form a picture or design. _____Scramble the letters of each word. Give them to a friend to solve. _____Solve a friend’s scrambled words. _____Make a word search on graph paper for a friend to solve. _____Solve a friend’s word search. _____Write the words in a code for a friend to solve. _____Solve a friend’s coded words. _____Use your words in WORD ART on your computer and print it.
Word meanings…
_____Write the dictionary definition for each word. _____Write a synonym for each word. Use a dictionary and thesaurus. _____Write an antonym for each word. Use a dictionary and thesaurus. _____Write a story using ALL words correctly. _____Write MEANINGFUL sentences with each word.
Unit 1, Activity 5, My Writing Inventory
Blackline Masters, ELA Grade 5 Page 1-3
My Writing Inventory
Name ___________________________ Date
Title
Timeframe (Check one) Genre/Purpose
Check the stages of the writing process completed. Short term Long term Pre-write Draft Revise Proofread Publish
Unit 1, Activity 7, Folktales Anticipation Guide
Blackline Masters, ELA Grade 5 Page 1-4
Name: ____________________ Date: __________________
Folktales Anticipation Guide Directions: After each statement, write “agree” or “disagree.” Then in the space provided, briefly explain your answer using examples from the displayed folktales. 1. Tall tales are based on facts. _________ Your reasons: 2. Legends are based on facts. __________ Your reasons: 3. Legends and tall tales tell of human wishes and needs. __________ Your reasons: 4. Tall tales contain some historical truth. Legends do not contain historical truth. _________ Your reasons: 5. Legends and tall tales have characters that are easily recognized as good or bad. _____ Your reasons: 7. Without legends countries would not know who their heroes were. ________ Your reasons: 8. Many people who are living today will become tomorrow’s legends. _________ Your reasons:
Unit 1, Activity 8, Exaggerated Storytelling Word Grid
Blackline Masters, ELA Grade 5 Page 1-5
Directions: Use the word grid to define exaggeration and suggest personal characteristics that could be exaggerated in storytelling. Exaggeration Overstatement Extravagance Elaboration Misrepresentation Stretch
of the imagination
humor
curiosity
strength
stature
Unit 1, Activity 11, Characteristics Summary Checklist
Blackline Masters, ELA Grade 5 Page 1-6
Name: ____________________________ Date: _________________ Directions: Use the following checklist to revise and edit your summary.
Part of Summary Characteristics Self Check Peer Check Intro states main idea Body— 1st paragraph describes tall tales and provides examples of each
of the following:
characters use of language
tone themes and cultural values
Body— 2nd paragraph describes legends and provides examples of each
of the following:
characters use of language
tone themes and cultural values
Conclusion includes one or more statements that unify main points and ideas
Unit 1, Activity 15, Steps in Process
Blackline Masters, ELA Grade 5 Page 1-7
Steps in Process Essay Graphic Organizer
1. Examine setting to see if it
begins in childhood of main character
6. Tell how the main character accomplishes great feats using strength and wits
2. Use colorful language that matches the setting and time period
5. Tell of historical events that allow main character to act or react supernaturally
3. Make sure main character uses exaggeration and humor to brag on self
4. Include famous people or places to better explain setting
Unit 1, Activity 18, Brochure Checklist
Blackline Masters, ELA Grade 5 Page 1-8
Directions: Place a check by each item that is included in your brochure. Give an example of each item. When you have finished the checklist, you will be able to see if any items are missing from your brochure. Go back and add the missing items to your brochure. Re-check your work and complete the checklist. I can find the following items in my brochure:
Check Mark
Item Example
Title of poem and author Title: Author:
Two or more defining characteristics of the poem
1st characteristic: 2nd characteristic: Additional characteristics:
Two or more connections between the poem and the identified folktale
1st connection: 2nd connection: Additional connections:
Reasons for reading the type of poetry 1st reason: 2nd reason:
Reasons for reading folktales 1st reason: 2nd reason:
A concluding statement Statement:
Unit 2, Activity 4, Anticipation Guide
Blackline Masters, English Language Arts, Grade 2 Page 2-1
Anticipation Guide
Before Agree Disagree
Statement and Evidence
After Agree Disagree
1. (Teacher may insert applicable statements) Evidence:
2. Evidence:
3. Evidence:
4. Evidence:
5. Evidence:
Unit 2, Activity 5, Student Project Assessment
Blackline Masters, English Language Arts, Grade 2 Page 2-2
Name______________________________________Date_______________
Points
earned Comments
1. Project accurately portrays the story and includes a GLE focus such as story elements, retelling or main idea.
(8 possible points)
2. Project shows a high level of understanding.
(6 possible points)
3. Project is well organized with a discernible beginning, middle, and conclusion.
(5 possible points)
4. Group members worked cooperatively. (3 possible points)
5. Student uses appropriate eye contact and voice quality when presenting.
(3 possible points)
Total (25 points)
Name______________________________________Date_______________
Points
earned Comments
1. Project accurately portrays the story and includes a GLE focus such as story elements, retelling or main idea.
(8 possible points)
2. Project shows a high level of understanding.
(6 possible points)
3. Project is well organized with a discernible beginning, middle, and conclusion.
(5 possible points)
4. Group members worked cooperatively. (3 possible points)
5. Student uses appropriate eye contact and voice quality when presenting.
(3 possible points)
Total (25 points)
Unit 2, Activity 9, Let’s Solve It
Blackline Masters, English Language Arts, Grade 2 Page 2-3
Name_______________________________________ Date________________________
Points earned
Comments
1. Student can identify the problem in the text.
(5 points possible)
2. Student can identify the solution in the text.
(5 points possible)
3. Student can come up with 2 or more alternative solutions.
(5 points possible)
4. Each alternative solution makes sense. (5 points possible)
5. Student can give text-based evidence to explain why the alternative solutions are possible.
(5 points possible)
Total (25 points) Name_______________________________________Date________________________
Points earned
Comments
1. Student can identify the problem in the text.
(5 points possible)
2. Student can identify the solution in the text.
(5 points possible)
3. Student can come up with 2 or more alternative solutions.
(5 points possible)
4. Each alternative solution makes sense. (5 points possible)
5. Student can give text-based evidence to explain why the alternative solutions are possible.
(5 points possible)
Total (25 points)
Unit 2, Activity 11, Who, What, Where, When, Why, and How?
Blackline Masters, English Language Arts, Grade 2 Page 2-4
Name _____________________________ Date_________________________ Write the title of your book in the center oval. Think about your book and write the answer for each question in the appropriate box.
edHelper.com
Unit 2, Activity 12, Character Graphic Organizer
Blackline Masters, English Language Arts, Grade 2 Page 2-5
Name_____________________________ Date_____________________ Character 1 Character 2
Unit 3, Activity 2, Vocabulary Self-Awareness Chart
Blackline Masters, English Language Arts, Grade 2 Page 3-1
Name ___________________________________________ Date ___________________
Word + √ -- What I Think What I Learned
Unit 3, Activity 7, Story Parts
Blackline Masters, English Language Arts, Grade 2 Page 3-2
Name___________________________ Date_________________ Book Title_______________________________ Story Parts and Elements Notes Beginning:
• setting
• characters introduced
Middle: • characters developed
• problem
End: • solutions
Use the back of this paper to write a brief paragraph about your favorite part of this book/story.
Unit 3, Activity 11, How To
Blackline Masters, English Language Arts, Grade 2 Page 3-3
Name _____________________________________ Date _________________________
HOW TO First: Next: Then: Last:
Unit 3, Activity 11, Descriptive Graphic Organizer
Blackline Masters, English Language Arts, Grade 2 Page 3-4
Name__________________________________ Date ____________________-
Unit 3, Activity 11, Narrative Checklist
Blackline Masters, English Language Arts, Grade 2 Page 3-5
Name__________________________ Date_________________
Check to be sure the following parts are included in your narrative writing:
1) Characters _____ 2) Setting _____ 3) Problem/ Conflict _____ 4) Events _____ 5) Solution _____
Name__________________________ Date_________________
Check to be sure the following parts are included in your narrative writing:
1) Characters _____ 2) Setting _____ 3) Problem/ Conflict _____ 4) Events _____
5) Solution _____
Unit 3, Activity 12 Friendly Letter
Blackline Masters, English Language Arts, Grade 2 Page 3-6
Heading _____________________________ _____________________________ ______________________________
Dear ________________ Greeting Body ________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Closing Your friend, Signature _______________________________
Unit 3, Activity 13, Accordion Paragraph Organizer
Blackline Masters, English Language Arts, Grade 2 Page 3-7
Name ______________________________________ Date ___________________
Accordion Paragraph Organizer Title _________________________________ Topic Sentence (green) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Conclusion
Unit 3, General Assessments, LEAP Writing Rubric
Blackline Masters, English Language Arts, Grade 2 Page 3-8
Louisiana Educational Assessment Program English Language Arts Achievement Level Descriptors: Grade 4
Achievement Level Descriptors
Advanced
Students scoring at this level generally exhibit the following skills: In the areas of reading and use of resources, students • understand what they read, make generalizations, and extend meanings by
integrating personal experiences and other reading experiences; • explain the author’s intent and purpose; • identify literary devices such as figurative language; and • research topics by selecting and evaluating information in a variety of
sources. In the area of writing, students • express analytical, critical, and/or creative thinking in response to a writing
task; • develop responses with sharply focused central ideas, cohesive organization,
and thorough elaboration; • demonstrate awareness of the intended audience through use of creative
language and sentence structure and strong personal style or voice; and • demonstrate consistent command of spelling, grammar, punctuation, and
capitalization.
Mastery
Students scoring at this level generally exhibit the following skills: In the areas of reading and use of resources, students • demonstrate overall understanding of what they read; • extend ideas in texts by making connections to their own experiences,
making inferences, and drawing conclusions; • identify an author’s intent and purpose; • research topics by selecting and evaluating information in a variety of
sources. In the area of writing, students • express analytical, critical and/or creative thinking in response to a writing
task; • develop a response with a focused central idea through use of logical
organization and sufficient elaboration; • demonstrate an awareness of the intended audience through use of
appropriate language and sentence structure and personal style or voice; and • demonstrate reasonable command of spelling, grammar, punctuation, and
capitalization.
Basic
Students scoring at this level generally exhibit the following skills: In the areas of reading and use of resources, students • demonstrate some understanding of what they read; • make obvious connections between information and their personal experiences; • extend ideas in the text by making simple inferences; and • research topics by locating information in a variety of sources.
Unit 3, General Assessments, LEAP Writing Rubric
Blackline Masters, English Language Arts, Grade 2 Page 3-9
In the area of writing, students • express some critical or creative thinking in response to a writing task; • develop responses with central ideas supported with some organization and elaborated with a few supporting details; • demonstrate audience awareness through use of general vocabulary, some sentence variety, and some evidence of personal style or voice; and • make errors in spelling, grammar, punctuation, and capitalization that interfere with communication to the reader.
Approaching Basic
Students scoring at this level generally exhibit the following skills: In the areas of reading and use of resources, students • demonstrate partial understanding of what they read; • make limited connections between texts and their own personal experiences; • identify obvious meanings in texts and make limited or simple inferences; and • research topics by locating information in commonly used resources. In the area of writing, students • demonstrate a limited response to a writing task; • develop responses with vague or weak central ideas, weak organization, and few or limited details; • demonstrate limited audience awareness through use of simple or inappropriate vocabulary, simple sentences, and little to no evidence of personal style or voice; and • demonstrate inconsistent or little command of spelling, grammar, capitalization, and punctuation.
Unsatisfactory
Students scoring at this level generally have not demonstrated the fundamental knowledge and skills needed for the next level of schooling. In the areas of reading and use of resources, students at this level have not exhibited the ability to • demonstrate an understanding of overall meaning of what they read; • make connections between information in texts and their own experiences; • identify obvious meaning in texts; or • locate information in commonly used resources. In the area of writing, students at this level have not exhibited the ability to • develop an appropriate response to a writing task; • focus on a central idea and demonstrate observable organization and supporting details; • demonstrate audience awareness through use of appropriate vocabulary and sentence structure and personal style or voice; or • demonstrate acceptable command of spelling, grammar, capitalization, and punctuation.
Unit 3, General Assessments, Student Writing
Blackline Masters, English Language Arts, Grade 2 Page 3-10
Name________________________ Date_________________
The student does the following: Comments Points
earned uses capital letters when needed
(3 points possible)
uses ending punctuation such as periods, question marks, and exclamation marks correctly
(3 points possible)
uses complete sentences
(5 points possible)
uses nouns and pronouns correctly
(5 points possible)
uses correct verb tense
(5 points possible)
uses a variety of descriptive words including adjectives and adverbs
(5 points possible)
uses appropriate handwriting for this time of year
(4 points possible)
Total
Unit #, Activity #, Title of BLM (type this information on the first line below the header box if you do not know how to create different headers on different pages)
Blackline Masters, English Language Arts, Grade 2 Page 3-11
Name ___________________________________________ Date ___________________
Word + √ -- What I Think What I Learned
Unit 4, Activity 2, Vocabulary Self-Awareness Chart
Blackline Masters, English Language Arts, Grade 2 Page 4- 1
Name ___________________________________________ Date __________________
Vocabulary Self-Awareness Chart
Word + √ -- Example Definition
Unit 4, Activity 3, Writing Rubric
Blackline Masters, English Language Arts, Grade 2 Page 4- 2
Name_______________________________ ___ Date_________________
The student Points
earned Comments
uses capital letters when needed. (3 points possible)
uses ending punctuation such as periods, question marks, and exclamation marks correctly.
(3 points possible)
writes complete sentences. (5 points possible)
uses nouns and pronouns correctly. (5 points possible)
uses correct verb tense. (5 points possible)
uses a variety of descriptive language including adjectives and adverbs.
(5 points possible)
uses appropriate handwriting for this time of year.
(4 points possible)
Total (30 possible)
Unit 4, Activity 4, Directed-Learning-Thinking Activity (DL-TA)
Blackline Masters, English Language Arts, Grade 2 Page 4- 3
Name ________________________________________ Date __________________
Directed-Learning-Thinking Activity (DL-TA) Science Textbook Table of Contents
Section Title Page # Prediction
Unit 4, Activity 4, Science Vocabulary Self-Awareness Chart
Blackline Masters, English Language Arts, Grade 2 Page 4- 4
Name __________________________________________ Date ___________________
Science Vocabulary Self-Awareness Chart for Glossary Practice
Word + √ -- Example Definition
Unit 4, Activity 6, Thesaurus Practice
Blackline Masters, English Language Arts, Grade 2 Page 4- 5
Name ____________________________________________ Date ______________________
Thesaurus Practice
Old Word New Words twinkle
little
star
wonder
up
above
world
high
diamond
sky
Unit 4, Activity 7, Encyclopedia Rubric
Blackline Masters, English Language Arts, Grade 2 Page 4- 6
Name________________________________ Date_________________ Points
earned Comments
1. The information presented is an accurate description of the topic chosen. (5 possible points)
2. The project is neat and well organized. (5 possible points)
3. The volume and page number of the encyclopedia are written on the project.
(2 possible points)
Total (12 possible) Name________________________________ Date_________________ Points
earned Comments
1. The information presented is an accurate description of the topic chosen. (5 possible points)
2. The project is neat and well organized. (5 possible points)
3. The volume and page number of the encyclopedia are written on the project.
(2 possible points)
Total (12 possible) Name________________________________ Date_________________ Points
earned Comments
1. The information presented is an accurate description of the topic chosen. (5 possible points)
2. The project is neat and well organized. (5 possible points)
3. The volume and page number of the encyclopedia are written on the project.
(2 possible points)
Total (12 possible)
Unit 4, Activity 9, Computer Checklist
Blackline Masters, English Language Arts, Grade 2 Page 4- 7
Write in the date of assessment followed by a plus (+) if student has mastered the task and a minus (–) if he/she is not.
Student Name Use of mouse or keypad
Ability to access the Internet
Typing accuracy when typing URL address
Ability to effectively use a search engine such as Google
Effective use of software such as Kidspiration®
or Kid Pix®
Unit 4, Activity 11, Cause and Effect
Blackline Masters, English Language Arts, Grade 2 Page 4- 8
Name _____________________________________________ Date ____________________
CAUSE AND EFFECT
CAUSE EFFECT #1 EFFECT #2 EFFECT #3 EFFECT #4 EFFECT #5 EFFECT #6
Unit 4, Activity 12, Split-Page Notes
Blackline Masters, English Language Arts, Grade 2 Page 4- 9
Name ________________________________________ Date _______________________
SPLIT PAGE NOTES Question #1 Source:
Page # _____ Key Words: Summary Notes:
Question #2 Source: Page # _____ Key Words: Summary Notes:
Question #3 Source: Page # _____ Key Words: Summary Notes:
Unit 4, Activity 12, Accordion Fold Organizer
Blackline Masters, English Language Arts, Grade 2 Page 4- 10
Name ____________________________________ Date ___________________
Title: ___________________________ Topic Sentence (green) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Conclusion
Unit 4, Activity 13, KWL
Blackline Masters, English Language Arts, Grade 2 Page 4- 11
Name____________________________________ Date _____________ Topic____________________________________
K What do I already know?
W What do I want to learn?
L What have I learned?
Unit #, Activity #, Title of BLM (type this information on the first line below the header box if you do not know how to create different headers on different pages)
Blackline Masters, English Language Arts, Grade 2 Page 4- 12
Name________________________________________________Date_______________ Research Project Title_________________________________
Points earned Comments 1. The information is written with a good beginning, middle and end.
(5 points possible)
2. The sentences make sense and fit together to explain the topic adequately.
(5 points possible)
3. The student uses descriptive language effectively in the composition.
(5 points possible)
4. The computer was used effectively to enhance the presentation.
(5 possible points)
Total (20 possible) Name________________________________________________Date_______________ Research Project Title_________________________________
Points earned Comments 1. The information is written with a good beginning, middle and end.
(5 points possible)
2. The sentences make sense and fit together to explain the topic adequately.
(5 points possible)
3. The student uses descriptive language effectively in the composition.
(5 points possible)
4. The computer was used effectively to enhance the presentation.
(5 possible points)
Total (20 possible)
Unit 5, Activity 2, Vocabulary Self-Awareness Chart
Blackline Masters, English Language Arts, Grade 2 Page 5- 1
Vocabulary Self-Awareness Chart
Name ___________________________________________ Date ___________________
Word + √ -- What I Think What I Learned
Unit 5, Activity 4, Mother Goose Rhymes Chart
Blackline Masters, English Language Arts, Grade 2 Page 5- 2
Mother Goose Rhymes Chart Name ___________________________________________ Date _____________
Nursery Rhyme AABB ABAB ABCB Baa Baa Black Sheep Georgie Porgie Hey Diddle Diddle Humpty Dumpty Jack and Jill Jack Be Nimble Jack Sprat Little Bo Peep Little Boy Blue Little Jack Horner Little Miss Muffet Mary had a Little Lamb Mary Mary Quite Contrary Old King Cole Old Mother Hubbard Peter Peter Pumpkin Eater Simple Simon Sing a Song of Sixpence There was an Old Woman Wee Willie Winkie
Unit 5, Activity 4, Mother Goose Rhymes Chart
Blackline Masters, English Language Arts, Grade 2 Page 5- 3
Name_________________________ Date__________________
Criteria The student
Points earned
Comments
1. Writes at least 5 logically sequenced sentences focused on a single topic.
(8 possible points)
2. Writes complete, coherent sentences that make sense.
(2 possible points)
3. Spells many high frequency words correctly using learned spelling strategies. Any inventive spelling can easily be read by others.
(2 possible points)
4. Uses capital letters for the beginning words of sentences, “I,” and proper nouns.
(3 possible points)
5. Uses correct common ending punctuation such as periods, exclamation marks, and question marks.
(3 possible points)
6. Uses upper and lower case letters correctly and uses adequate spacing between words.
(2 possible points)
7. Uses descriptive language appropriately and in a variety of ways.
(2 possible points)
8. Begins with an opening (topic) sentence. (1 possible point)
9. Uses an ending sentence that expresses some observation, opinion, or feeling related to the topic.
(1 possible point)
10. Uses transitional words to show the sequence of events.
(1 possible point)
Total Score (25)
Unit 5, Activity 6, Split-Page Notes for Figurative Language
Blackline Masters, English Language Arts, Grade 2 Page 5- 4
Name ________________________________________ Date _______________________
Split-page Notes for Figurative Language Figure of Speech: Example: Source: Simile:
Metaphor:
Personification:
Alliteration:
Unit 5, Activity 9 and Activity 10, Read With Rhyme Rubric
Blackline Masters, English Language Arts, Grade 2 Page 5- 5
Read the Rhyme Rubric
Name___________________________ Date____________________ The student-written poem Points
earned Comments:
1. Focuses on one student-selected topic. (5 points possible)
2. Reflects requirements for the chosen type of poem.
(5 points possible)
3. Has a title related to the topic of the poem.
(2 points possible)
4. Uses descriptive language effectively. (5 points possible)
5. Observes the rhythmic pattern of the selected type of poem when read aloud.
(3 points possible)
Total (20 possible)
Read the Rhyme Rubric
Name___________________________ Date____________________ The student-written poem Points
earned Comments:
1. Focuses on one student-selected topic. (5 points possible)
2. Reflects requirements for the chosen type of poem.
(5 points possible)
3. Has a title related to the topic of the poem.
(2 points possible)
4. Uses descriptive language effectively. (5 points possible)
5. Observes the rhythmic pattern of the selected type of poem when read aloud.
(3 points possible)
Total (20 possible)
Unit 6, Activity 2, Vocabulary Self-Awareness Chart
Blackline Masters, English Language Arts, Grade 2 Page 6-1
Name ___________________________________________ Date ___________________
Word + √ -- What I Think What I Learned
Unit 6, Activity 3, Writing Rubric
Blackline Masters, English Language Arts, Grade 2 Page 6-2 Louisiana Comprehensive Curriculum, Revised 2011
Writing Rubric Name_________________________ Date__________________
Criteria Points earned
Comments
1. Writes at least 5 logically sequenced sentences focused on a single topic. (8 possible points)
2. Writes complete, coherent sentences that make sense. (2 possible points)
3. Spells many high frequency words correctly using learned spelling strategies. Any inventive spelling can easily be read by others. (2 possible points)
4. Uses capital letters for the beginning words of sentences, “I,” and proper nouns. (3 possible points)
5. Uses correct common ending punctuation such as periods, exclamation marks, and question marks. (3 possible points)
6. Uses upper and lower case letters correctly and uses adequate spacing between words. (2 possible points)
7. Uses descriptive language appropriately and in a variety of ways. (2 possible points)
8. Begins with an opening (topic) sentence. (1 possible point)
9. Uses an ending sentence that expresses some observation, opinion, or feeling related to the topic. (1 possible point)
10. Uses transitional words to show the sequence of events. (1 possible point)
Total Score (25 possible)
Unit 6, Activity 4, Fiction or Nonfiction BLM
Blackline Masters, English Language Arts, Grade 2 Page 6-3
Name______________________________________ Date_____________
Book Title Fiction Nonfiction
Name______________________________________ Date_____________
Book Title Fiction Nonfiction
Unit 6, Activity 5, Can You Find It?
Blackline Masters, English Language Arts, Grade 2 Page 6-4
Name ______________________________________ Date __________________
Organizational Aid Can You Find It? Yes No Table of Contents Index Glossary Map Graph Table
Name ______________________________________ Date __________________
Organizational Aid Can You Find It? Yes No Table of Contents Index Glossary Map Graph Table
Unit 6, Activity 5, Venn Diagram: Fiction and Nonfiction
Blackline Masters, English Language Arts, Grade 2 Page 6-5
Name ______________________________________________ Date ___________________
Nonfiction Fiction
Unit 6, Activity 7, Accordion Paragraph
Blackline Masters, English Language Arts, Grade 2 Page 6-6
Accordion Paragraph
Name ______________________________________ Date ___________________ Title _________________________________
Topic Sentence (green) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Conclusion
Unit #, Activity #, Title of BLM (type this information on the first line below the header box if you do not know how to create different headers on different pages)
Blackline Masters, English Language Arts, Grade 2 Page 6-6
Nonfiction Writing Rubric Name_____________________________________________ Date ________
The students Points earned Comments 1. Writes at least 2 logically sequenced paragraphs focused on a single topic. (8 possible points)
2. Writes factual information. (5 possible points)
3. Uses logical title and any subtitles and stays focused on the topic. (5 possible points)
4. Includes at least 2 forms of graphic aids; such as a picture, graph, table, or map. (4 possible points)
5. Writes complete, coherent sentences that make sense. (2 possible points)
6. Spells many high frequency words correctly using learned spelling strategies. Any inventive spelling can easily be read by others. (2 possible points)
7. Uses capital letters for the beginning words of sentences, “I,” and proper nouns. Uses correct common ending punctuation such as periods, exclamation marks, and question marks. (4 possible points)
Total (30 possible)
Unit 7, Activity 3, Writing Rubric
Blackline Masters, English Language Arts, Grade 2 Page 7- 1
Writing Rubric
Name_________________________ Date__________________
Criteria Points earned
Comments
1. Writes at least 5 logically sequenced sentences focused on a single topic. (8 possible points)
2. Writes complete, coherent sentences that make sense. (2 possible points)
3. Spells many high frequency words correctly using learned spelling strategies. Any inventive spelling can easily be read by others. (2 possible points)
4. Uses capital letters for the beginning words of sentences, “I,” and proper nouns. (3 possible points)
5. Uses correct common ending punctuation such as periods, exclamation marks, and question marks. (3 possible points)
6. Uses upper and lower case letters correctly and uses adequate spacing between words. (2 possible points)
7. Uses descriptive language appropriately and in a variety of ways. (2 possible points)
8. Begins with an opening (topic) sentence. (1 possible point)
9. Uses an ending sentence that expresses some observation, opinion, or feeling related to the topic. (1 possible point)
10. Uses transitional words to show the sequence of events. (1 possible point)
Total Score (25 possible)
Unit 7, Activity 4, Make a Timeline
Blackline Masters, English Language Arts, Grade 2 Page 7- 2
Make a Timeline
Name ______________________________________________ Date __________________ A timeline is a way to organize important events and the dates the events took place. Make a timeline of your life. Start by listing the years in which the following events took place.
• I was born on __________________________________________ • I took my first steps on ___________________________________ • The years my brother(s) and/or sister(s) were born:
____________ ____________ ___________ ____________ • My first day of kindergarten ______________________________ • My first day of first grade ________________________________ • I lost my first tooth ______________________________________ • I learned to ride my bike _________________________________ • I learned to read ________________________________________ • I started second grade ____________________________________
Using the information above, write the date of each event below the timeline and the name of the event above the timeline: ----------------------------------------------------------------------------------------------------
Unit 7, Activity 4, All about Me Rubric
Blackline Masters, English Language Arts, Grade 2 Page 7- 3
All about Me Rubric
Name______________________________________ Date______________
Points earned
Comments
1. The student writes one or more focused paragraphs about himself/herself. (5 points possible)
2. Sentences are well constructed and fit together. (5 points possible)
3. The student effectively uses words that show the passage of time. (5 points possible)
4. The student makes use of good descriptive language. (5 points possible)
5. All spelling is correct because of editing. (2 points possible)
6. All punctuation is correct because of editing. (2 points possible)
7. The student uses appropriate handwriting for this time of year. (1 point possible)
Total (25 possible)
Unit 7, Activity 4, Accordion Paragraph
Blackline Masters, English Language Arts, Grade 2 Page 7- 4
Accordion Paragraph
Name ______________________________________ Date ___________________ Title _________________________________ Topic Sentence (green) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Reason/Detail/Fact (yellow) Explain (red) Conclusion
Unit 7, Activity 5, Biography Organizer
Blackline Masters, English Language Arts, Grade 2 Page 7- 5
Biography Organizer
Name _________________________________________________ Date _______________
Who is the subject of your biography? When was this person born? Is this person still living? If not, when did this person die? Where was this person born? Where did he/she spend most of their life? What did this person do to make them famous? Would you like to be like this person? Why? From your reading, can you suggest ways that life for your person would be the same or different if he/she were alive today? How might technology make his/her life simpler or more difficult?
Unit 7, Activity 7, Interview Web
Blackline Masters, English Language Arts, Grade 2 Page 7- 6
Interview Web
Name__________________________________ Date ________________
Childhood
Hobbies Job
Name of person being
interviewed
Family
Blackline Masters, English Language Arts, Grade 2 Page 7- 7
Biography Presentation Rubric Name_____________________________________ Date_____________ Name of Person in the Biography________________________________ Points
earned Comments
1. The presentation is well organized with a clear beginning, middle and ending. (5 points possible)
2. At least two visual aids are used during the presentation.
(5 points possible)
3. The student adjusts tone and volume when speaking during the presentation. (5 points possible)
4. The student uses good eye contact with the audience during the presentation.
(5 points possible)
Total (20 possible)
Biography Presentation Rubric Name_____________________________________ Date_____________ Name of Person in the Biography________________________________ Points
earned Comments
1. The presentation is well organized with a clear beginning, middle and ending. (5 points possible)
2. At least two visual aids are used during the presentation.
(5 points possible)
3. The student adjusts tone and volume when speaking during the presentation. (5 points possible)
4. The student uses good eye contact with the audience during the presentation.
(5 points possible)
(20 possible)