Informative/Explanatory: All About 1 st grade Q4

Transcription

1 Prepared Graduate Competency Implement the writing process successfully to plan, revise, and edit written work Apply standard English conventions to effectively communicate with written language Big Ideas: Writers write informational texts about subjects they already have expertise and experience Readers and writers understand the unique features of the genre both in terms of text structures and in terms of authority, perspective, and voice Concept/ 1. Exploring the writing process develops ideas for writing texts that carry meaning a. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (CCSS: W.1.1) b. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (CCSS: W.1.2) c. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (CCSS: W.1.5) d. Use pictures or graphic organizers to plan writing e. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.1.6) Enduring Understandings Writers know that All-About writing is about teaching others about a topic. Writers know that All-About writing is organized by sub-topics, each of which becomes a separate chapter. Writers know how audience affects the format and language/word choice. Writers know visual support is an essential piece of All-About writing Possible Essential Questions What have you read that looks like what you are trying to write? What do we notice about what All- About s look like? What do I know enough about to teach? How is All-About writing different from storytelling? How will I use text features to support the information I want to teach? Does my punctuation support my meaning? Page 1 of 7

2 Standards Informative/Explanatory: All About Colorado Academic Standards d2=2 Standard: 3. Writing and Composition Concept and skill students master: 1. Exploring the writing process develops ideas for writing texts that carry meaning a. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (CCSS: W.1.1) b. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (CCSS: W.1.2) c. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (CCSS: W.1.5) d. Use pictures or graphic organizers to plan writing e. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.1.6) f. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.1.6) Concepts and skill students master: 2. Appropriate spelling, conventions, and grammar are applied when writing a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.1.1) b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2) Standard: 4. Research and Reasoning Concepts and skills students master: 1. A variety of resources leads to locating information and answering questions of interest a. Write or dictate questions for inquiry that arise during instruction b. With peers, use a variety of resources (direct observation, trade books, texts Page 2 of 7

3 read aloud or viewed) to answer questions of interest through guided inquiry c. Use text features (titles, illustrations, headings, bold type) to locate, interpret, and use information Concepts and skills students master: 1. Purpose, information, and questions about an issue are essential steps in early research a. Participate in shared research and writing projects (e.g., explore a number of how to books on a given topic and use them to write a sequence of instructions). (CCSS:W.1.7) i. Identify a clear and significant purpose for research (Is my purpose for researching frogs clear and is it important to understanding more about mammals?) b. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.1.8) i. Evaluate information for clarity and accuracy 21 st century skills Big Idea/Enduring Understandings Essential Questions Learner Outcomes See more detailed evidence outcomes by clicking the link below d2=2 Big Ideas: Writers write informational texts about subjects they already have expertise and experience (Lucy Calkins, Nonfiction Writing: Procedures and Reports, p. V). Readers and writers understand the unique features of the genre both in terms of text structures and in terms of authority, perspective, and voice (Lucy Calkins, Nonfiction Writing: Procedures and Reports, p. IV) Enduring Understandings: Writers know that All-About writing is about teaching others about a topic. Writers know that All-About writing is organized by sub-topics, each of which becomes a separate chapter. Writers know how audience affects the format and language/word choice. Writers know visual support is an essential piece of All-About writing Essential Questions: What have you read that looks like what you are trying to write? What do we notice about what All-About s look like? What do I know enough about to teach? How is All-About writing different from storytelling? How will I use text features to support the information I want to teach? Does my punctuation support my meaning? Page 3 of 7

4 Stages of the Writer Connections: Assessment: Assessment For and Of Learning Informative/Explanatory: All About Learner Outcomes: Writers create an organized, informational text that teaches others about a topic. Writers understand and recognize the importance of text features, including organizational structures of an informational text. Formative assessment in the writer s workshop is ongoing, based on the Teaching/Learning Cycle, and supports decision-making in standards-based education. Throughout the workshop there are opportunities to gather formative assessment data that show growth toward and movement beyond the standards. Regular monitoring is essential within a standards-based educational system. Students self assessment Teachers use student self-assessment information in order to reflect on student learning and inform teacher instruction. Students ask themselves questions and confer with each other throughout the writing process. Monitoring: Teachers maintain a daily monitoring system in order to build a growing body of evidence about each student s growth as a writer. Teachers use the monitoring notes to develop instructional next steps in conjunction with the writing stages, grade level planning, standards and pacing guides. Teachers monitoring system includes: Collecting information about student reading and writing behaviors on a regular basis. Monitoring students independent practice to see how they are taking on the learning from whole group and small group instruction. Monitoring student conversations to see how they are using talk to enhance, clarify, revise and/or extend meaning in writing. Supporting students through monitoring the goals they set. Planning for Instruction: Conferring Monitor student learning along the Stages of a Writer and discuss observations with the student. Monitor student application and accountability for new learning. Immersion: The teacher and students spend time reading and getting to know the texts they ll study. They make notes of things they notice about how the texts are written. They think about the process writers use to craft texts like the ones they are studying. Study Driven (19) Students begin to immerse themselves in reading. Students locate, notice, and Page 4 of 7

5 name various aspects of the genre and record their observations in their writer s notebooks during immersion. Chart what they have noticed and named about the characteristics of the genre. Teachers and students think about the process writers use to craft texts like the ones they are studying. Plan Demonstrations (Modeled or Shared) Considering: Process Outcomes Forming Intentions Get ideas for writing by thinking about things I know all-about Choose All-About topics Check that their topic is good for teaching someone information Plan using All-About structure with teacher support Orally rehearse information to be included in All-About Use a Table of Contents to help plan Use words and pictures to plan Drafting Stretch unknown words in order to hear and write more sounds Write sight words with automaticity Use mentor text (that is visible and accessible in the room) Extend writing vocabulary by using specialized words related to the topic of the writing Include text features associated with this genre (in words and pictures) Use Table of Contents outline to draft All-About sections Use a plan (words and pictures) to draft Product Outcomes Use facts and information focused on one subject Use a title that announces topic of text Divide main topics into subtopics which become separate chapters (e.g.: how-to page, parts-of-page, fun facts page, and differentkinds-of-something page) Organize by table of contents Use non-fiction text features such as labeled diagrams, headings, captions, and pictures Include a simple concluding sentence Use names and vocabulary related to topic Page 5 of 7

6 Revision Check what has been written by pausing and rereading read sections to a partner to check for clarity and revise if necessary Find and revise confusing parts of their All-About Use published nonfiction authors to improve All-About text Revise text based on readers responses (writing partners) Reread their own writing and omit extra or non-relevant information Proofreading Check and correct writing based on learned grammatical structures, punctuation, capitalization, spelling, and complete sentences including: Sentence structures found in informational texts Various strategies to spell a word Resources appropriately to help with spelling Capitalizing I, names, and beginnings of sentences Using ending punctuation (periods, exclamation marks, and question marks) Approximating the use of quotation marks Publishing/Outcomes Use support from teacher, as needed, when preparing a legible, error-free final copy Add illustrations, diagrams, and other visuals to enhance meaning of text Share writing with others to receive feedback Page 6 of 7

7 Instruction: Informative/Explanatory: All About Share with others what has been learned about writing Students are expected to try on the focus of the demonstration and make decisions about when and how to use the new learning in their own writing. Periodically throughout this process, students and teacher notice and name the effects of the techniques, strategies, and habits they ve been trying on. Whole Group Instruction: Modeled: Teachers engage in meaningful writing tasks to provide students with a model of what good writers do. The teacher demonstrates and thinks aloud through various aspects of the writing process. Shared: Teachers and students collaborate to compose a piece of text discussing and negotiating topics, ideas, and word choices. Small Group Instruction: Small group writing instruction is an opportunity to provide targeted instruction based on data that informs teachers. Group students by focusing on what students know to do as writers, selecting appropriate instructional approach and focus Monitor student learning using product and process outcomes as well as the stages of the writer; provide feedback to students Students use small group instruction to support independent work. Independent Practice: Students need daily opportunities for independent writing References/Professional Resources: Calkins, L.M. & Pessah, L. (2003). Nonfiction Writing: Procedures and Reports. Portsmouth, NH: FirstHand. Crevola, C. & Vineis, M. (2006). Pathways to writing - K-3 modeled and shared writing program: Guidebook for instruction. New York, NY: MONDO Publishing. Learning Media. (Ed.). (1992). Dancing with the pen: The learner as a writer. New Zealand: Learning Media Limited. Stead, T. (2002). Is that a fact? Teaching nonfiction writing K-3. Portland, ME. Stenhouse Publishers. Page 7 of 7