Unit Map Columbia University Teachers College Collaboration / Writing* / Grade 3 (Elementary School)

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1 Unit Map Columbia University Teachers College Collaboration / Writing* / Grade 3 (Elementary School) June 21, 2011, 9:38AM Unit 05 Informational Writing (Week 17, 5 Weeks) Unit Rationale This unit channels students to work towards creating lively, voice-filled, engaging information books about topics of personal expertise. The important work for most third graders will be to lift the level of their all-about book writing (which they have done in past years) by teaching into different text structures, authority, and voice. If the desired result is for learners to look at informational writing as the writing that aims to teach readers about a topic, then it s the kind of writing that kids will encounter in much of their nonfiction reading, such as the DK Readers, the Gail Gibbons and Seymour Simon books, the current event articles in Time for Kids, and their social studies and science texts. It is writing that gives the reader information about a topic of expertise. Understand that because informational texts are usually composites of smaller texts/chapters, often written in different text structures and genres, any unit on informational writing is bound to stand on the shoulders of units in narrative, opinion, and procedural writing as well as on units in nonfiction reading. This unit aims to help students harness all they know about all of these kinds of writing, using all of this in the service of creating texts that teach readers. Essential Questions How can I write to teach other people about the topics on which I am an expert? Guiding Questions Bend One: How can information writers try on topics, and then revise those topics with an eye toward greater focus? Bend Two: How can writers plan and organize chapters prior to drafting, using different text structures? Bend Three: How can writers draft, incorporating all we know about our topic, and revise? Bend Four: How can writers edit information books and prepare them for publication? Common Core Standards and Indicators NY: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects K 5, NY: 3rd Grade, Writing 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 2a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

2 2b. Develop the topic with facts, definitions, and details. 2c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 2d. Provide a concluding statement or section. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. NY: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects K 5, NY: 3rd Grade, Language 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Content Skills INFORMATION WRITING: THE PRODUCT Novice: A collection of information, focused on one topic, some of which has been elaborated upon. When asked to write an informational or all about or teaching text, the writer chooses a topic he or she knows about. The writer uses page-divisions as a scaffold to divide his or her content into categories, each addressed in a different chapter or on a different page. The resulting text may seem as if it has been created in a piecemeal what else do I know? fashion, rather than following a pre-decided plan, but it is divided into chunks. The writer elaborates on the topic with examples, feelings, and/or facts. When nudged to do so, the writer includes a few nonfiction features, such as captions, diagrams, headings, and lists. Includes details and information that begins to show instead of just tell. When prompted, includes simple facts researched from books, artifacts, and/or media. Includes simple domain-specific vocabulary. Intermediate: A more developed nonfiction text that follows an expository structure. When asked to produce an informational or 'all about' or 'teaching text,' the writer appears to choose a topic he or she knows and also cares about, and to approach the task intending to teach 'important and/or 'interesting' information, ideas, and opinions about the topic. The writer seems to use page divisions (or something similar) as a way to divide his or her larger topic into subtopics, with each subtopic addressed in a different chapter/page/part. There is some evidence that the writer pre-planned an overall design for the text, although it is likely that the writer ended up adding onto the original plan in an ad hoc fashion that probably messed with the plan. Still, there is some evidence that the writer made an effort to sequence the parts into some order. The content within any particular part is not apt to be sequenced in any deliberate fashion.

3 As at the novice level, the writer elaborates on the topic with examples, feelings, memories, thoughts, and/or facts. Now some of these bits of elaboration will be more developed than others, with at least one of them spanning more than a single sentence. That is, the writer may summarize an example to illustrate a point, and that example may be told in a few sentence. The writer sometimes links bits of elaboration (facts, examples, descriptions) with simple transition words such as also, and, but, or then. At least when nudged to do so, the writer writes an introductory sentence or two. It probably seems that the writer is using this introductory part of the text to hook the reader, often raising a question, sharing an especially interesting fact, or speaking directly to the reader. At least when nudged to do so, the writer writes a concluding sentence or two. This conclusion probably conveys an effort to wrap up or to connect with readers. The writer is apt to incorporate a few nonfiction features into his or her text such as a Table of Contents or headings, captions, labeled drawings, or a glossary. At least when nudged to do so, the writer includes details (perhaps only in the picture) that seem to be included so as to help readers 'picture the topic' or answer their questions or understand the subject. There may be evidence that the writer also engages a reader by using a conversational tone and authorial asides. The writer has included relevant information drawn from outside sources such as books, visits, discussions, or media. This includes domain-specific vocabulary. This information is often undigested. Proficient: A developed nonfiction text that follows an expository structure with increased authority and voice. When asked to produce an informational or 'all about' or 'teaching text,' the writer chooses a topic he or she knows and also cares about, and approaches the task intending to teach 'important and/or 'interesting' information, ideas, and opinions about the topic and also begins to raise an idea or concept about the topic. The writer divides his or her larger topic into subtopics, with each subtopic addressed in a different chapter/page/part. There is evidence that the writer pre-planned an overall design for the text and made an effort to sequence the parts in an order than makes sense. The content within each particular subtopic not only includes related information about the topic, but also ideas or concepts. The writer elaborates on the topic with examples, feelings, memories, thoughts, facts, and/or definitions. Some of these bits of elaboration will be more developed than others, with most of them spanning more than a single sentence. That is, the writer may summarize an example to illustrate a point, and that example may be told in a few sentences. The writer links bits of elaboration (facts, examples, descriptions) with simple transition words (also, and, but, or then), and begins to use more sophisticated transition words (another, more, in addition) to connect categories of information. The writer includes an introduction to the topic which provides a preview of the main points. The writer writes a concluding statement or section, restating and/or building on the topic and main points. The writer incorporates many nonfiction features into his or her text such as a Table of Contents, headings, captions, labeled drawings/diagrams, charts, side-bar definitions and/or a glossary. The features are deliberately placed in an effort to further the intent of the piece. The writer includes details in both pictures and words, that are included to help readers 'picture the topic' or answer their questions or understand the subject. There is evidence that the writer also engages a reader by using a conversational or teaching tone. The writer has chosen words and phrases for effect. The writer has included relevant information drawn from outside sources such as books, visits, discussions, or media. This includes domain-specific vocabulary. This

4 information shows some form of ownership through basic interpretation and/or reflection. INFORMATION WRITING: THE PROCESS Novice When asked to generate ideas for an informational text, writers can identify a topic (or several topics) and with some teacher support (such as a demonstration, done for the class, of strategies for doing this,) they can come up with possible parts of the topic to write about. The parts are not apt to be parallel or comprehensive, some may be only tangentially related, and writers may not actually have the information needed to address all these parts. After being channeled to say aloud what they ll write, perhaps just to themselves while touching the pages on which they ll write, writers can focus on their drawing and writing for about 15 minutes. If channeled to reread, and then to say aloud what they ll write next, they can tend to double the amount of writing time. With rallying comments, these writers can produce a book a day, with each page containing at least three to four sentences. When nudged, writers reread their work and revise primarily by adding information to the end of pages. These additions may not seem to an outsider to be especially important, and some of the additions probably make the text less clear and focused. When nudged, writers reread their work with one-to-one matching, noting places where their spellings are hard to decipher and trying these again, noting instances when they didn t spell high frequency words correctly and fixing these, adding capitalization and ending punctuation. With support, these writers reread also to notice and fix places where the text seems randomly organized, where information is included that doesn t belong and places where readers will generate some predictable questions. Intermediate When invited to write an informational text, writers draw on strategies for generating ideas or otherwise identify areas of personal expertise and interest. They may imagine an audience for their writing, thinking about what they know that others may want to learn. With light supports such as a blank page formatted as a table of contents page and/or opportunities to talk with a partner, they can plan some possible parts or chapters for their text. Some of the parts are apt to be parallel, and writers seem accustomed to working within common sub-topics. After choosing a topic, writers can set to work, not necessarily needing the scaffold of saying-aloud what they ll write. If the writer talks prior to writing, it may be practicing saying something in a way that will draw readers in or otherwise sound good. Writers may or may not sketch before writing. They tend to work on more ambitious projects where the work spans more than one day, with approximately 6-7 sentences on a page. Writers reread their work and revise by adding more information (both at the ends of pages and after sections that need more clarification.) With one-to-one support, this writer can also be helped to see information that does not fit the topic or sub-topic, and may consider ways to make portions of the writing more engaging for readers. Writers reread their work with one-to-one matching, noting places where their spellings are hard to decipher or they spelled high frequency words wrong and using resources such as word walls and strategies such as looking at spelling patterns to fix these, also adding capitalization (dates, names, and places) and ending punctuation. They also reread to notice and fix places where the text seems randomly organized, where information is included that doesn t belong and where readers will generate predictable questions. Proficient

5 Key Terms/Vocabulary Domain Specific topic subtopic / subsection illustration chart diagram text structure Tier Two specific to personal topics of expertise Sequenced Learning Plans/Mini Lessons Bend One: How can information writers try on topics, and then revise those topics with an eye toward greater focus? Writers of information books study published writing, imagining the books they will create and paying close attention to ways that published authors entice readers to learn about a topic. Writers grow potential topic ideas in their notebooks, thinking, If I had to teach a course to the other kids in the class, what would I teach? Writers write potential back-of-thebook blurbs, imagining how their books might go and why those books would interest readers. Writers try on possible topics, choosing one that they feel they could teach really well. Writers often make a plan for how their books could go. One way they do this is by creating a table of contents for their work, determining the chapters that could go in their books based on smaller topics that fit into their bigger topic. Writers can make webs, sketches, timelines and T-charts about topics we re focusing on as a way to show what we know in different ways. Assessments Pre-Assessment Formative: DOK 2 Basic Application: Written: Informative Informational On-Demand Writing Writing Fluency and Volume Formative: DOK 2 Basic Application: Other: Teacher Observation The goal is for students to generate a great deal of notebook entries, first generating topics that they know a great deal about, then planning for possible chapters they might write in their books about those topics. Study your students writing for evidence of strategy use and for volume. The goal is that students write productively and move from entry to entry with independence, and that they use a variety of strategies, such as writing possible back of the book blurbs or making lists of possible chapters for their books. Bend Two: How can writers plan and organize chapters prior to drafting, using different text structures? Writers often make a plan for how

6 each chapter could go. One way they do this is by pushing to write in our notebook all the information we want to share with our readers about each part of our chapter topic. Writers plan for how they will write each chapter. They ask What kind of text will this be? (How-to? Problem- Solution? Annotated diagram? Little story?, etc.) Then they try out that chapter using that same text structure. Writers understand that the way the page looks helps make the information clear to readers. They choose paper that fits with the structure they re writing in. Writers decide to cut the chapters that we don t have enough information for, and either come up with new chapter ideas or focus on the ones we know a lot about. Writers look closely at how the mentor author organized information in a chapter or a section, and try out that same kind of organization for a chapter we re planning. Writers might choose to include a chapter that shares an opinion. Writers rehearse for drafting by teaching all they know about their topic to a partner and taking note of places where they need to collect more information. Bend Three: How can writers draft, incorporating all we know about our topic, and revise? Writers often start by drafting the pages they are most fired up to write. Writers organize the information they have collected within each subsection in a way that best teaches the reader. One way to do this is by saying big or general ideas that the reader needs to know about the subtopic first, before getting to the smaller details. Writers make a plan for the text features that will support each page, such as illustrations, diagrams, charts, and side-bar definitions. writers study mentor texts, taking note of all of the different kinds of information that writers use to teach readers about subtopics.

7 (explanations of important ideas, quotes from experts, facts, definitions, and other examples related to the subtopic) Writers push to say a little more about what we just wrote by writing a twin sentence to elaborate on a sentence that was just written. Writers get more specific as a way to explain something to our readers by giving the reader a very specific image, or using a comparison that connects the information to something the reader probably knows. Writers stay on the lookout for places where they might need to define vocabulary words that are connected to the topic that might be hard for readers to understand. Writers of information books revise all the chapters in a book. So remember, any time you ve tried a revision strategy for one chapter, don t stop there! See if that same strategy will help you with all your other chapters too. Writers don t just teach information with words, they teach information with illustrations, charts, diagrams, and other tools that might help the reader to understand. Writers zoom in to study the structure of each sub-section. They make sure that the information is in the right section, that is, that each detail fits with the subtopic. Writers revise the introduction of their information books, thinking about how they can set their readers up to be experts in the topic and how they can draw readers in right from the start. Writers revise their concluding section, taking care to sum up the important information and also leave readers with some big ideas. Writers use transition words to move from detail to detail and to connect subtopics to the main topic. Bend Four: How can writers edit information books and prepare them for publication? Writers edit carefully, taking care to make

8 sure spelling and punctuation are accurate so that readers can best learn the information. Writers celebrate all of the hard work they have done by getting ready to share the books they have created with others. Resources Materials Used So you ll need : Mentor Text; to meet the demands and expertise of the students and the audience Leveled Text; for the students to read for structures, information and research Exemplars Performance Assessments Differentiated Instructions: Small Group Based on the informational on-demand writing at the beginning of the unit, small groups may be organized with the lenses of structure, elaboration, craft and/or meaning. Bend One: If your students are slow to generate ideas, you may want to spend more time teaching strategies for choosing topics of expertise either in small group or whole class sessions. If students are not writing with fluency and volume, you may decide to use a timer and to call out voice-overs such as, "By now, your hand should be flying down the page" or "By now you should have written half a page." You may need to gather a small group to coach them into writing more quickly, and do some diagnostic work to understand what is slowing them down. Bend Three: If students need more support, you may decide to proceed more slowly through this bend, reteaching (or perhaps teaching for the first time) some of the text structures (like compare-contrast, problem-solution, pros-cons) that are mentioned in the content area calendar. << Previous Year Rubicon International All rights reserved Updated: 06/21/2011 Atlas Version 7.2.4

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