5 - 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) and participate in shared research and writing projects (common core state writing standard #7). It is suggested that teachers consider at least 2-3 units of study in informative/explanatory writing and shared research. This is in addition to extensive informational writing students engage in during social studies, science, math, reading, and other areas. MAISA offers two writing units that focus on this type of writing. The first of the units is similar to the “Writing All-About Books” section from Nonfiction Writing: Procedures and Reports (Calkins and Pessah, 2003, Units of Study for Primary Writing: A Yearlong Curriculum. 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 progresses in sophistication and concepts from first grade to second grade and beyond. The MAISA units are following the recommendation and resources of Teachers College Reading and Writing Project in that children begin writing about topics of personal expertise before advancing to topics requiring research. This unit aids students in acquiring informational writing skills before undertaking the complex task of research.

In the second informational writing unit, Shared Research Writing unit 7, students will begin writing about a topic they've learned through research. This unit moves students toward acquiring research strategies to gather and share information. It centers on a whole-class shared topic. The Shared Research Writing unit 7 focuses on increasing students’ knowledge of how to conduct research and share information.

This unit specifically addresses the following 2^nd grade common core writing standards:

• #2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

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, audience, and focus

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

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

The unit culminates with students engaging in some type of celebration activity (e.g. expert share fair).

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 can writers use mentor text to study the characteristics of informational writing and generate ideas?
2. How can writers choose topics by considering areas of expertise, audience, and focus?
3. How can writers plan and draft their information in organized ways?
4. How can writers re-read and revise using a toolbox of elaboration strategies to increase the amount of information they give?
5. How can writers re-read and revise using a toolbox of elaboration strategies to add a variety of information?
6. How can writers prepare to publish by revising and editing?

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 choose topics by considering areas of expertise, audience, and focus.

Session 1 Writers choose a meaningful topic and consider their audience.

Session 2 Writers can focus by choosing one part of a topic, or one idea they have about that topic.

Session 3 Writers make a giant list of everything they know about one topic to see if they have a lot to say.

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

Session 4 Writers use strategies to develop subtopics.

Session 5 Writers use chapter titles to begin drafting.

Session 6 Writers use illustrations or diagrams to add more information.

Concept IV: Writers reread and revise using a toolbox of elaboration strategies to increase the amount of information they give.

Session 7 Writers give mini-lectures about their topics to themselves and to a partner to rehearse.

Session 9 Writers make their facts specific.

Session 10 Writers use stories to help them teach more about their topics.

Session 11 Writers always think about their audiences and how they want the audience to feel and think about the information.

Session 12 Writers gather artifacts to help them remember things to teach and practice teaching it to partners.

Concept V: Writers reread and revise using a toolbox of elaboration strategies to add a variety of information.

Session 8 Writers use a variety of paper layouts and structures to make their teaching even more interesting and clear.

Session 13 Writers use text features to teach more about a topic.

Session 14 Writers gather and use data.

Session 15 Writers talk to other experts about their topics.

Concept VI: Writers prepare to publish by revising and editing select pages.

Session 16 Writers revise by thinking, What are all the strategies I know to make my writing clear and interesting?

Session 17 Writers write an introduction that tells readers what they will learn and why it is important.

Session 18 Writers end with powerful conclusions.

Session 19 Writers choose a way to define important words a reader needs to know.

Decisions about what conventions to focus on should be based on studying students’ work and the Common Core State Standards. Determine which conventions are worth focusing on via minilessons for the whole class and which conventions should be addressed in small groups for students needing additional instruction.

Session 20 Writers apply capitalization rules to informational writing.

Session 21 Editing -Teacher selects a teaching point to match students’ needs.

Session 22 Writers focus on finishing touches using an editing checklist.

Session 23 Writers celebrate their work!

Session 24 Unit Wrap Up Session – Time for student reflection and cleaning-out folders.