ELA Common Core State Standards Resource Packet

Transcription

1 ELA Common Core State Standards Resource Packet 2 nd Grade Informational Writing: Personal Expertise Unit 5 12/18/12 Draft This unit is presently under a state-wide pilot and review. Last updated 12/18/12 SMB. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

2 Writing Unit of Study 2 nd Grade Informational Writing: Personal Expertise, Unit 5 Table of Contents 2 nd Grade Mentor Text...3 Mentor Text Analysis Chart...5 Writer s Notebook Pages...7 Booklet Pages...9 Table of Contents page...11 Everything I Know About a Topic Page...12 Sketch and Chapter Titles...13 Diagram Page...14 Fun Facts Page...15 How-To Page...16 Additional Page Choices...17 Text Features...22 Writers Talk to Other Experts about Their Topics...24 Student Expertise Checklist...25 Editing Checklist...26 Student Self Reflections...27 Assessment Class Profile Teaching Points and Behavior Checklist/Conferring Sheet option A...28 Assessment Class Profile Teaching Points and Behavior Checklist/Conferring Sheet option B...29 Assessment Proficiency Checklist...35 Some Possibilities for Purposeful Use of the Share Time...36 Last updated 12/18/12 jac. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

3 2 nd Grade Mentor Texts Unit #5 Informational Writing: Personal Expertise Criteria: Guiding questions from A Quick Guide to Teaching Informational Writing, Grade 2 by Marika Paez Wiesen (2012, Heinemann). A. Does the topic of at least one of my mentor texts show how a writer can teach about a topic of personal expertise? (e.g., A Day at Gymnastics, or Baseball) B. Does the book use an I teaching voice rather than an authoritative, third-person teaching voice? C. Is the text organized in a straightforward way, as in topics and subtopics? D. Is the syntax of the text simple enough that a child might listen to the text and think, I could write a text like that? Structural features: title, table of contents, lead, headings/subheadings, conclusion, text features Text features includes a number of items: bold print, chart, caption, diagrams/illustrations, pictures, labels, etc. Variety of ways information is included: facts, stories, domain-specific vocabulary, exclamations & wonderings, phrases specific to nonfiction text, variety of page layouts, etc. For more information, see Resources and Materials page in lesson plan packet, individual lessons and mentor text analysis chart in resource materials packet This is a suggested list to consider when collecting possible mentor text. Please review books you have available that also meet the criteria. Replace or add to the list. Literature Trade Book Suggestions Title Author Notes to Teacher Teeth, Senses, or other similar titles in Investigate series by Heinemann Contact Marlene Malkin for more ordering infommedulbooks@aol.com collection Wolves, Sharks, or other similar titles in collection National Geographic Readers Level 2 How do they work? Science/Technology Series by Heinemann (check your literacy libraries, these are going out of print) Several title in series Oceans, Earth, or other similar titles in collection Earthworms (and other title by author) Weekly Reader Science Acorn Series by Heinemann (examples: Help the Environment, Our Global Community, Materials, Creature Comparisons) A True Book series by Scholastic Claire Llewellyn Contact Marlene Malkin for info mmedulbooks@aol.com Replace with other similar books by Llewellyn Making Music or other Newbridge Discovery Links 2 Contact Marlene Malkin for info Last updated 12/18/12 jac. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

4 similar titles in series Several titles in collection Caring for Bicycles or other similar titles in collection Rabbits, Rabbits and MORE Rabbits! Usborne Beginners or Discovery Series Sundance Alphakids Gail Gibbons Contact Marlene Malkin for info Replace with other similar books by Gibbons Used to how some page layouts Please note: We are still studying books. More will be added after Pilot & Review. Student Authored Work Code: SW Author Topic/Title Notes to Teacher Teacher Authored Work Code: TW Author Topic/Title Notes to Teacher Common Core Code: CC Author Topic/Title Notes to Teacher Reading and Writing Project at Teachers College ( Author Topic/Title Notes to Teacher Sophie Girl Scouts 2 nd grade Aaron Smonth (seasons) 2 nd grade Erin Making Braids 3 rd grade Code: TC Websites Code: WWW Last updated 12/18/12 jac. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

5 Mentor Text Analysis for Informational Books: Personal Expertise Grades K-2* Structure and Text Features Title, Year, Publisher Author Topic of personal expertise Uses I teaching voice Structure = topics and subtopics Syntax simple for young wr- I Can Write Like That Type of Title Type of Lead Type of Conclusion Facts using names, #s, sizes, or senses Story Included Domain-specific voc defined text, bold, box Exclamations & Wonderings Phrases specific to nonfiction text Page layout - descriptive Page layout- Q & A Page layout - facts Page layout How To Page layout - list Page layout Diff kinds of something Page layout - *The Purpose of this chart is to assist teachers in analyzing and choosing text. Please read your grade level unit to identify specific structure and text features included in the lessons and adjust accordingly. Sandra M. Biondo & Michele Farah, last updated on 10/25/12. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

6 Mentor Text Analysis for Informational Books: Personal Expertise Grades K- 2 page 2* Text Features Title, Year, Publisher Author Blurb Bold print Caption Chart Comparison Cutaway Diagram, Illustration, Picture Fact Box Glossary Graph Headings Index Labels Maps Parentheses Photograph Pronunciation Key Subheadings Table of contents Table Timeline *The Purpose of this chart is to assist teachers in analyzing and choosing text. Please read your grade level unit to identify specific structure and text features included in the lessons and adjust accordingly. Sandra M. Biondo & Michele Farah, last updated on 10/25/12. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

7 Writer s Notebook Writer s Notebook Writer s Notebook/Oakland Schools 12/9/12

8 Writer s Notebook/Oakland Schools 12/9/12

9 Booklet Paper/Oakland Schools 12/9/12

10 Booklet Paper/Oakland Schools 12/9/12

11 Table of Contents Oakland Schools 12/9/12

12 Session 3- Everything I Know About A Topic

13 _ _ _ _ _ _ Sketch and Chapter Titles

14 Diagram of Diagram Paper/Oakland Schools 12/9/12

15 Fun Facts Page Fun Facts/Oakland Schools 12/9/12

16 How-To How-To/Oakland Schools 12/9/12

17 Various Paper Choices/Source: Barbara Gurian

18 Various Paper Choices/Source: Barbara Gurian

19 Various Paper Choices/ Source: Barbara Gurian

20 Diagram Choices/Source: Barbara Gurian

21 Various Paper choices/ Source: Barbara Gurian

22 Different Kinds of Something/Oakland Schools 12/19/12

23 Text Features Find information that shows the following: Text Feature Example Purpose Caption This is a zebra. To tell the reader more about the picture or photograph. Bold Print Comparison Table of contents Headings Photograph Diagram Labels

24 Insert 1 st grade editing checklist

25 Student Self Reflections Create a Self Reflection to meet students needs. Please see pages 5-7 in K-2 Formative-Assessment Packet for MAISA Writing Units on Atlas Rubicon under Assessment Tasks.

26 Assessment 2 nd Grade Informational Class Profile of Teaching and Learning Points (Conferring Checklist) p. 1 DRAFT Student Names Chooses meaningful topics; Considers audience Focuses by choosing one part of a topic OR idea Makes a giant list of what the y know about the topic Chooses chapter titles Pictures the chapter title in their mind and begins drafting Uses illustrations or diagrams to add information Oral rehearsal to elaborate and provide more information Makes facts specifics (Names, numbers, & sizes) Uses stories to teach more about their topics (Show, not tell) Considers audience Gathers artifacts to elaborate Uses different layouts to the make the piece more interesting and clear Uses text features to teach about the topic Uses data MAISA 12/9/12

27 Assessment 2 nd Grade Informational Class Profile of Teaching and Learning Points (Conferring Checklist) p. 2 DRAFT Student Names Talks to experts about the topics Writers make plans for revision Writers an introduction Writers a powerful conclusion Defines important words Adds wonders or exclamations Edits for capitalization Uses editing checklist MAISA 12/9/12

28 2 nd Grade Informational Writing: Personal Expertise, Unit 5 Concept 1: Writers choose topics by considering areas of expertise, audience, and focus. Students Chooses meaningful topics; Considers audience Focuses by choosing one part of a topic OR idea Makes a giant list of what they know about the topic Oakland Schools, Pilot and Review,

29 2 nd Grade Informational Writing: Personal Expertise, Unit 5 Concept 2: Writers plan and draft their information in an organized way. Students Chooses chapter titles Pictures the chapter title in their mind and begins drafting Uses illustrations or diagrams to add information Oakland Schools, Pilot and Review,

30 2 nd Grade Informational Writing: Personal Expertise, Unit 5 Concept 3: Writers reread and revise using a toolbox of elaboration strategies to increase the amount of information they give. Students Oral rehearsal to elaborate and provide more information Makes facts specifics (Names, numbers, & sizes) Uses stories to teach more about their topics (Show, not tell) Considers audience Gathers artifacts to elaborate Oakland Schools, Pilot and Review,

31 2 nd Grade Informational Writing: Personal Expertise, Unit 5 Concept 4: Writers reread and revise using a toolbox of elaboration strategies to add a variety of information. Students Uses different layouts to the make the piece more interesting and clear Uses text features to teach about the topic Uses data Talks to experts about the topics Oakland Schools, Pilot and Review,

32 2 nd Grade Informational Writing: Personal Expertise, Unit 5 Concept 5: Writers prepare to publish by revising and editing select pages. Students Writers make plans for revision Writers an introduction Writers a powerful conclusion Defines important words Adds wonders or exclamations Edits for capitalization Uses editing checklist Oakland Schools, Pilot and Review,

33 2nd Grade Informational Writing, Personal Expertise End of Unit Proficiency Checklist Name: Date: Exceeding Proficiency (above) with Informational Writing, Personal Expertise Exceeding Proficiency students must meet all the proficient criteria as well as the criteria for Exceeding Proficiency category Evidence of Show, Not Tell through a story teller voice(session 7, 9) Uses a variety of paper layouts and structures to make their writing even more interesting and clear (Session 8) Makes facts specific using names, numbers, and/or sizes (Session 9) Adds questions, exclamations, or personal responses to elaborate (Session 11) Uses a variety of text features (Session 13, 16) Evidence of data collection (survey, interviews) (Session 14, 15) Proficient (at) with Informational Writing, Personal Expertise Proficient students must meet all the proficient criteria. Demonstrates knowledge of workshop routines (productive entire workshop, partnerships, etc. (Session 1, 2, 3, 7, 8, 11) Meaningful topic, considering audience (Session 1, 11) Narrow, focused topic zoomed in (Session 2) Organizes their topic by chapter headings (Session 4) Uses chapter headings to create a table of contents (Session 4) Uses illustrations and/or diagrams to add more information (Session 6) Uses elaboration strategies (text features, questions, exclamations, etc.) (Sessions 7-15) Writes an introduction that tells what will be learned and why (Session 17) Writes a conclusion that tells why the topic is important (Session 18) Evidence of revision (throughout unit) Edits uses editing checklist (Session 23) Uses definitions to develop points (Session 19) See page 26 of the ELA CCSS document for all 2nd Grade Language Standards Approaching Proficiency with Informational Writing, Personal Expertise Does not meet requirements for Proficient Pilot and Review, MAISA 12/11/12

34 Each lesson has a share component. Modify based on students needs. The following are other share options. Some Possibilities for Purposeful Use of the Share Time Name Purpose Method Follow-Up on Mini-Lesson Problem Solving Review Looking Ahead to Tomorrow Celebratory To reinforce and/or clarify the teaching point To build community and solve a problem To recall previous strategies /prior learning To build repertoire of strategies To contextualize learning Introduce a new teaching point set-up for the next minilesson Celebration of learning Boost student morale Promote membership in the literacy club Share an exemplar model (student or teacher) Share a student who had difficulty and the way in which he/she solved the problem Share the story of a conference from the independent work time Provide another opportunity for active engagement Provide a prompt to initiate student conversation, Turn and tell your partner Pose a review question to the class: Today we learned one revision strategy. What other revision strategies do you use? These strategies may be listed on a chart. Share the work of 2-3 students Provide an opportunity for a whole class share: You are all such amazing writers - you wrote so much today! Writers, hold up your open notebooks so that we can see all of the great work you have done. Source: Teachers College Reading and Writing Project