Revise opinion, informative and narrative writing with linking words, supporting examples and phonics-based spelling

Learning goal: Write opinion pieces with a clear topic, a stated opinion, reasons supported by evidence or examples and a conclusion; informative pieces that introduce a topic, use facts and definitions and include a conclusion; and narratives that recount sequenced events with descriptive details, temporal words and a clear conclusion; in all three, use linking words and grade-level phonics-based spelling, and revise and edit with feedback. This lesson teaches Ohio's 2026 English language arts standards for grade 2, first implemented in the 2027-28 school year. Your class's earlier opinion, explanation and narrative lessons on this site taught the shape of each kind of writing. This lesson teaches what the 2026 statements ask for in all three kinds: linking words, and spelling words by their sounds and the patterns you have learned. For opinion writing it also teaches reasons supported by examples or evidence.

For the adult: what the new wording asks for. The 2026 statements for W.2.1, W.2.2 and W.2.3 each end with the same phrase: "using linking words and grade-level phonics-based spelling." The opinion statement also asks that reasons be "supported by evidence or examples." These are revision targets. A child writes a first draft, then rereads it three times with three questions: Are my ideas linked? Is every reason backed up? Did I spell by sounds and patterns and check the words I know?

Linking words. Linking words (also called connecting words) join ideas and tell the reader how they are related. Different kinds of writing lean on different links.

- Opinion: because, so, also, and, another reason, for example, that is why.
- Informative: also, another, and, but, for example, such as, first, most importantly.
- Narrative: first, then, next, after that, when, later, at last, so, but.

A link must fit the relationship. Because gives a reason; so gives a result; but shows a difference or surprise; then shows time order. "I like soccer but it is fun" uses the wrong link, because being fun agrees with liking it. "I like soccer because it is fun" fits.

Reasons supported by evidence or examples. A reason says why you hold an opinion. Evidence or an example shows the reason is true. Opinion: "Our class should have a reading-buddy time." Reason: "It helps younger students." Example (an invented model; a real writer uses something that really happened): "For example, when I read with a kindergartner last spring, she learned to sound out the word frog." Without the example, a reader has only your word. With it, the reader can see what you mean. An example can be something you saw or did, a fact from a book, or something a person told you. It must connect to the reason it supports.

Grade-level phonics-based spelling. Phonics-based spelling means spelling a word by its sounds, using the spelling patterns you have been taught: short vowels, blends, digraphs, vowel teams, vowel-r, silent e, and endings such as -ed and -ing. When you write a word you are not sure of, say it slowly, stretch the sounds, and write a pattern for each sound (for example, reeding for reading: a sensible try, because ee can spell long e). Then, during editing, check the words you should already know (words on the word wall, words with patterns you have been taught) and fix them: reading uses the ea team. Do not stop drafting to worry about every word; circle words you are unsure of and check them at the editing step.

Three short drafts and how each is revised.

Opinion draft: "Recess should be longer. It is fun. Kids like it. Recess should be longer." Revision: add links and an example. "Recess should be longer because we need more time to move. For example, on the day our recess ran 25 minutes instead of 15, my class sat still better in math afterward. Also, longer recess gives more time to finish a game. For example, in our 15-minute recess, our kickball game always stops before the last inning. That is why recess should be longer." (This is an invented model: the minutes, the day and the game are made up for the lesson. When you write, use examples that really happened to you or facts from a source, and say which is which.)

Informative draft: "Frogs. They lay eggs. Tadpoles. They turn into frogs." Revision: introduce the topic, define a word, link facts, conclude. "Many frogs change a lot as they grow. First, the mother frog lays eggs in water. The eggs hatch into tadpoles. A tadpole is a young frog that lives in water and swims with a tail. Then the tadpole grows legs, and its tail gets shorter. At last it becomes a young frog that can climb out onto land. In these frogs, the body changes so the frog can live in water first and on land later."

Narrative draft: "I went to the pool. I jumpt in. I was scard. It was fun." Revision: add sequence links, a detail, and fix phonics-based spelling. "When we got to the pool, the water looked deep and blue. At first I stood on the edge because I was scared. Then my sister counted to three, and I jumped in. The cold water splashed over my head, but I popped right back up. After that, I did not want to get out!" Spelling: jumpt → jumped (the -ed ending is spelled ed even when it sounds like /t/); scard → scared (scare + d, with the silent e kept).

Revising for organization, then editing conventions. Organization is the order of the parts. Reread and check that an opinion piece puts the topic and opinion first, keeps each reason next to its example and ends with the conclusion; that an informative piece keeps facts about one part together and in a sensible order; and that a narrative tells events in the order they happened. Move any sentence that is out of place: in the frog piece, "Then the tadpole grows legs" must come after "The eggs hatch into tadpoles." After revising, edit the conventions: a capital letter at the start of each sentence and for names and I, an end mark for every sentence, and spelling checked as described above.

A fully worked model of the whole revision routine. Take the opinion draft above. Reread 1, linking: the draft has no links, so the sentences sit side by side. Add because to join the opinion and the first reason, also before the second reason and that is why before the conclusion. Reread 2, support: "It is fun" and "Kids like it" are reasons with no support; replace them with reasons that can be shown ("we need more time to move"; "more time to finish a game"), and give each reason its own example about a longer recess, not just any recess. Reread 3, spelling: suppose the writer's first try at because was becuz; it is a sensible sound spelling, but because is a word-wall word, so it is corrected during editing. A partner then reads the new version aloud and says which reason is best supported, and the writer makes one more change based on that feedback.

Recording the narrative and adding a picture (SL.2.5). When the narrative is finished, the writer can make an audio recording of it: read it aloud into a tablet or recorder, listen back, and record again any part that was too fast, too quiet or unclear. A listener cannot see the page, so the voice has to carry the events and the feelings. The writer can also add a drawing or another visual display where it helps a reader or listener understand, and should decide what the picture is for. A picture can clarify an idea (what the pool and the diving edge looked like), a thought (a thought bubble over the writer's head: "It looks so deep!") or a feeling (the writer's face at the edge, worried, and then in the water, smiling, labelled scared and happy). A drawing that only repeats a sentence adds little; one that shows something the words say quickly, such as how the feeling changed, helps the listener. "When appropriate" means the writer adds a picture only where it makes something clearer.

The misconception, and why it is wrong. Many writers think a longer piece is a better piece, so they add and then, and then, and then. Linking words help only when they show a real relationship. Others think a sound spelling that is "wrong" means they cannot write the word; in a first draft, sound-based spelling keeps ideas flowing, and the known patterns are checked afterward.

Worked example 1 — choosing the right link. Complete with because, so or but: "It started to rain, ___ we went inside." The second part is a result of the first, so use so. "I wanted to swim, ___ the pool was closed." The second part is a surprise that stops the first, so use but. "Dogs make good pets ___ they are loyal." The second part is a reason, so use because.

Worked example 2 — supporting a reason with an example. Opinion: "Every classroom should have a class plant." Reason: "Taking care of a plant teaches responsibility." Example (an invented model): "For example, in our class, a different student waters our bean plant each Monday, and nobody has forgotten yet." The example shows the reason working in a situation; in your own writing, use a situation that really happened.

Worked example 3 — phonics-based spelling check. A draft says I saw a snaik on the trale. It was sliding and hising. Check with taught patterns: snaik → snake (long a with silent e in this word); trale → trail (the ai team; the writer's try was sensible, and a dictionary settles which long-a spelling is right); hising → hissing (the base is hiss, which ends in double s, and -ing is added). The writer rereads the corrected sentence aloud.

Representation task — the three-question revision card: Make a card with three boxes: Links (circle every linking word and label it reason, result, time, add or difference), Support (draw an arrow from each reason to its example or fact), Spelling (list circled words, your try, and the checked spelling). Use the card on one of the three model drafts with a partner.

Independent performance: Write one opinion piece, one informative piece and one short narrative across the week (or revise three pieces already in your writing folder). Success criteria for each: (1) the kind of writing is clear (topic and opinion; topic and facts with at least one definition; or events in order with details); (2) at least three linking words that fit the relationship they show; (3) in the opinion piece, at least two reasons, each supported by an example or evidence; (4) a conclusion that fits the piece; (5) words with taught patterns spelled correctly, and at least two unsure words tried by sound and then checked; (6) one change you made after a partner's or adult's feedback, shown on your draft; (7) for the narrative, an audio recording you listened back to and improved, and one labelled drawing that clarifies an idea, a thought or a feeling from the story. The adult records any help given with transcription.