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Goal Setting Labels Second Grade Writers! BLACK LINED VERSION! Narrative Writing

Goal Setting Labels Second Grade Writers! BLACK LINED VERSION! Narrative Writing
Goal Setting Labels Second Grade Writers! BLACK LINED VERSION! Narrative Writing
Goal Setting Labels Second Grade Writers! BLACK LINED VERSION! Narrative Writing
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***BLACK LINE VERSION As a teacher of writing, I found that because kids are developing at different stages and have differing needs, the writing process needed to be broken down for some more than others. With that being said, I have created writing goals that cover content and conventions/mechanics of writing. These goals strongly align with Lucy Calkins’ Units of Study, Unit 1 Narrative Writing for second grade and CCSS. However, you do not need to own her program to use these goals nor follow CCSS. However, I do love the program! You can find it HEREI print 1 sheet of 30 labels per child. I use Avery 5160 mailing labels. Depending on what your individual kids need, I take up to 2-3 labels at a time and adhere them to my students’ writing folders. Prior to writing and after my mini-lesson, I have the kids read over their labels. At the close of the workshop, they once again read over their goals to reinforce what they are working on and then the process starts again at the next workshop. I found that they are extremely effective at having the kids evaluate and reflect on their writing throughout the process, not just on the final product. If you need more scaffolding, you can check out my Narrative Writing Goals for K-1 Writers. They may be helpful for ESOL children as well as resource kids. Hopefully, you will find that as the rigors of the Common Core abound, these will assist you and your students in meeting those high standards. The following goals are written in first person and are as follows:
-Write about 1 time something happened
-make a good beginning and choose a way to start
-tell story in order using transitional words: when, then, after
-use action, talk, feeling in story
-write a lot of lines on a page or across many pages
-use strong words to help create a picture
-use what is known about spelling patterns (-tion, er, ly) to spell other words
-choose an action, talk or setting that will make a good beginning
-spell word wall words correctly and use it to spell other words
-bring characters to life with details and talk
-begin each sentence with a capital letter
-use a capital for names
-use apostrophes with writing contractions
-use quotation marks to show what characters said
-use red/blue/green pens when editing; red (STOP) and check to see if there is ending punctuation, blue-circle all words you think are misspelled and green (GO) check to make sure the beginning letter of each sentence is capitalized
-end every sentence with punctuation
-use commas in dates and lists
-re-read my writing to see if it makes sense
-not repeat the same word over and over again
-with dialogue use other words than said
-read piece to two other people to see if it makes sense
-use some long and some short sentences
-use lowercase letters in the middle of sentence unless otherwise told
-talk it out before writing
-Mantra: “When I think I am done, I have just begun with writing.”
-put feeling into writing so that readers will feel the way I do
-make writing interesting by adding details to each idea
-conference with two people before meeting with the teacher
-try to use new and exciting words
-read my goals before and after I write
I think you will find that by having these goals will allow you to differentiate your instruction, while having kids reflect on their own progress.
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