Grade by Grade
D. Composition: Expressing Ideas and Creating Texts · Writing for Every Purpose

Writing for Every Purpose: Unit Review

D1.1 D1.2 D1.3 D1.4 D1.5 D2.1 D2.2 D2.3 D2.4 D2.5 D2.6 D3.1 D3.2 D3.3 A1.1 A1.2 A2.1 A2.2 A2.3 A2.4 A2.5 A3.1 A3.3About 40 minutes
Learning goals
  • I can plan my writing by thinking about topic, purpose and audience, finding ideas and researching.
  • I can write personal narratives, letters, persuasive texts, how-to texts, reports, poems and media texts.
  • I can revise, edit, publish and present my writing, and tell what helped me.

Words to know

purpose
Why you are writing: to tell, teach, inform, persuade or share feelings.
audience
Who will read, hear or see your text.
first person
Writing with I, me, my and we.
revise
Make the ideas better (ARMS).
edit
Fix capitals, punctuation and spelling (CUPS).
publish
Make a final, neat copy to share.

Let's review!

You have become a writer who can write for every purpose! This review has a few questions from every lesson in the unit. Try each one, then press Show answer to check. Many questions have more than one good answer, so compare your answer with the example and ask: Did I do what the question asked?

My purposeA form that fitsto tell what happenedpersonal narrativeto teach how to do ithow-to textto inform with factsinformation reportto persuadepersuasive letter or posterto share feelingspoem
Start with your purpose, then choose a form that fits it.

Every Text Has a Topic, Purpose and Audience

1

What are the three big questions to ask before you write?

2

A text called How to Feed a Rabbit. What is its purpose?

3

You want to convince your family to visit the zoo. What is your purpose?

Finding and Growing Ideas

1

Name two strategies for finding writing ideas.

2

Grow this idea with two question words: "I found a feather."

3

Finish the sentence with a strategy and a reason: "The strategy that helped me get ideas was ..."

Researching: Three Sources and Sorting Notes

1

How many sources should you use for research in Grade 2?

2

Write a short note for: "Canada geese fly south in the fall in a V shape."

3

Sort into Looks and Food: red breast, eats worms, eats berries, brown back.

4

Name one way to stay safe online.

Writing a Personal Narrative

1

What three parts does a personal narrative have?

2

Is "My grandpa and I went fishing" first or third person?

3

Give two time words.

Writing Letters and Persuasive Texts

1

Name the five parts of a letter in order.

2

Fact or opinion? "Hockey is the most exciting sport."

3

Give one reason for this opinion: "Our town should build a splash pad."

Writing How-To (Procedural) Texts

1

Find the bossy verb: "Cut the paper into a circle."

2

What section comes before the steps?

3

What is missing? How to Make Toast: 1. Take out a slice of bread. 2. Butter the toast. 3. Eat it.

Writing an Information Report

1

What does an information report give?

2

What is a heading for?

3

Which sentence belongs in a report? (a) Loons are so pretty. (b) Loons dive under water to catch fish.

FACTtrue, and can be checkedOPINIONwhat someone thinksBeavers build damswith sticks and mud.Beavers have webbedback feet.Beavers are thecutest animals ever.Hockey is the mostexciting sport.
Reports use facts. Persuasive texts share opinions and back them up with reasons.

Voice, Word Choice and Poems

1

Swap the plain word: "The wind was cold."

2

Write a senses poem line about pancakes.

3

Write the first letters for an acrostic poem about FALL.

Creating a Simple Media Text

1

Name two media texts.

2

What key information does an event poster need?

3

What should you do before using someone else's photo?

Revising and Editing with Feedback

1

What do the letters in ARMS stand for?

2

Edit: "on tuesday i saw a fox"

3

Give two stars and a wish for: "My hamster is brown. He runs on his wheel."

Publishing, Presenting and Reflecting

1

Where do tall letters like h and l reach?

2

How should your voice sound at an exclamation mark?

3

Name one publishing technique and one presenting strategy.

Just for fun

Riddle: What has a spine but no bones?

A book!

How to use this review

  • Do the review over two or three short sittings. Each section matches one lesson.
  • Many answers are open. Accept your child's answer if it does what the question asks, even if it is different from the example.
  • Let your child say answers out loud before writing them. Talking is part of composing.
  • Note which sections were tricky, then revisit that lesson's examples and activity.
  • Celebrate! Choose one favourite piece from this unit to publish and present at Author's Chair.
Check your understanding

Quiz

1.

What is the audience of a text?

2.

Which strategy puts the topic in the middle with ideas around it?

3.

Why do researchers use three or more sources?

4.

Which sentence is from a personal narrative?

5.

Which is the closing of a letter?

6.

Which step has a bossy verb?

7.

Which point of view do information reports usually use?

8.

Which is the strongest word to replace went in "The rabbit went across the yard"?

9.

Which is an editing fix?

10.

How should you read a question aloud?

For parents and teachers

Use mistakes to choose what to revisit. Each review section matches one lesson.

  • Mixes up topic, purpose and audience, or picks a form that doesn't fit: revisit Every Text Has a Topic, Purpose and Audience.
  • Says "I don't know what to write" or writes only one sentence: revisit Finding and Growing Ideas (heart map and question words).
  • Copies whole sentences, uses only one source, or can't sort notes: revisit Researching: Three Sources and Sorting Notes.
  • Stories without a clear beginning, middle and end, or confusion about I/he/she: revisit Writing a Personal Narrative.
  • Forgets letter parts, mixes up fact and opinion, or gives weak reasons: revisit Writing Letters and Persuasive Texts.
  • Skips steps or writes steps as a story: revisit Writing How-To (Procedural) Texts and play the exact-instructions game.
  • Puts opinions in reports or forgets headings: revisit Writing an Information Report.
  • Writing is flat ("good", "fun") or every sentence starts with "I": revisit Voice, Word Choice and Poems.
  • Posters with tiny words or missing when/where: revisit Creating a Simple Media Text.
  • Confuses revising with editing, or misses capitals and end marks: revisit Revising and Editing with Feedback.
  • Messy final copies or flat, rushed reading aloud: revisit Publishing, Presenting and Reflecting.

Writing grows slowly over the year. Praise effort, ideas and voice first, and correct only one or two conventions at a time.