8 - Informational Writing Personal Expertise

Nonfiction reading and writing is the most common type of text that literate adults use. To aid young students in successfully writing informational text, they need to learn how to navigate through various steps of the process: generate ideas, plan, draft, revise,edit and publish.Teachers need to assist students in discovering what the different types of informational text look like and the structures and features proficient writers utilize when writing for various purposes.

Therefore, students need multiple opportunities across the year to study and write informative/explanatory texts (common core state writing standard #2). It is suggested that teachers consider at least 2-3 units of study in informative/explanatory writing. This is in addition to extensive informational writing students engage in during social studies, science, math, reading, and other areas. This unit is similar to the “Writing All-About Books” section from Nonfiction Writing: Procedures and Reports, Units of Study for Primary Writing: A Yearlong Curriculum (Calkins & Pessah, 2003). Students will be writing about topics in which they have personal expertise, drawing on their experiences and knowledge. This type of writing starts in kindergarten and will progress in sophistication and concepts from first grade to second grade and beyond.

To assist students in this endeavor, this unit focuses on six main concepts:

1) immersing students in text to study the purpose, structure and characteristics of informational writing and generate possible writing ideas;

2) choosing topics by considering areas of expertise

3) planning and drafting information in an organized way;

4) rereading and revising content using a toolbox of elaboration strategies;

5) adding nonfiction features and structures; and

6) preparing to publish by doing further revision and editing.

The unit culminates with students engaging in some type of celebration activity.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do writers select things they know all about so they can teach others?
2. How do writers plan and write information in an organized way?
3. How do writers reread and revise by elaborating to make books longer?
4. How do writers elaborate by rereading and revising to add text features?
5. How do writers select and "fancy up" a piece to share with others?

Part One: On-Demand Assessment

Part Two: Immersion Phase – Sample Lessons

Concept I: Writers use mentor text to study characteristics of informational writing and generate ideas.

Immersion Phase - See Immersion Explanation

Part Three: Lesson Sequence Phase

Concept II:Writers select things they know all about so they can teach others.

Session 1 Writers think about topics they know all about so they can teach others.

Session 2 Writers decide if they know enough about the topic.

Session 3 Writers try on topics to see if they have enough facts to support the topic.

Session 4 Writers revise by adding more to their pictures to teach more about their topic.

Concept III: Writers plan and write information in an organized way.

Session 5 Writers plan how their books are organized.

Session 6 Writers learn to sort information into categories, or table of contents.

Session 7 Writers know that when they finish one informational book they begin another.

Concept IV: Writers reread and revise by elaborating to make books longer.

Session 8 Writers reread and revise by asking, What else can I add?

Session 9 Writers reread and revise based on questions from self and partner.

Session 10 Writers reread and revise by revisiting mentor text to adding words that tell how often or how many.

Concept V: Writers elaborate by rereading and revising to add text features.

Session 11 Writers study mentor text to get ideas of which text features to include.

Session 12 Writers carefully choose the text feature that best matches what they want to teach.

Session 13 Writers reread and revise by adding tips and warnings about their topics.

Session 14 Writers reread and revise by adding comparisons.

Concept VI: Writers select and improve a piece to share with others.

Session 15 Writers chose their best piece of writing and revise it more.

Session 16 Writers reread with their partners to revise and make sure their books make sense and sound right.

Session 17 Writers reread and make their writing readable for an audience.

Session 18 Writers fancy up their informational book.

Session 19 Writers celebrate their informational book.