7 -Shared Research & Info Writ: Desc. Reports

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 unit, students will be 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. This unit focuses on increasing students’ knowledge of how to conduct research and share information. It 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.
• #7 – Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
• #8 - Recall information from experiences or gather information from provided sources to answer a question.

This unit focuses on the following concepts:

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

the form of a descriptive report

2) accessing prior knowledge and confirming or disconfirming through research

3) researching information through studying various resources

4) planning and drafting information in an organized way

5) rereading and revising content using a toolbox of strategies

6) adding nonfiction features and structures

7) 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 learn from mentor text the qualities of effective informational text?
2. How do writers access and confirm prior knowledge of a topic?
3. How do writers research to gather and record information?
4. How do writers plan and draft information in an organized way?
5. How do writers reread and revise using strategies to increase the amount and quality of information given?
6. How do writers prepare for publication by checking spelling and punctuation before sharing their work with others?
7. How do writers share their work with others?

Part One: On-Demand Assessment – optional, See Assessing Writers at the Start of the Unit section for more information

Immersion Phase

Part Two: Immersion Phase

Language Arts: Writers use mentor text to study characteristics of informational writing and generate ideas.

See Immersion Phase section for explanation and teaching ideas.

Content Area: Immerse students into a content area to create a real context for the learning of the

selected writing purpose and form.

Part Three: Whole Class Exploration Phase

Concept I: Writers research to gather and record information.

Session 1 Writers access their prior knowledge of a topic.

Session 2 Writers act as researchers by gathering information and writing notes on what they see/observe.

Session 3 Writers act as researchers by gathering information and writing notes on what other researchers have shared.

Session 4 Writers cross-check their prior knowledge by confirming or disconfirming through research.

Session 5 Writers act as researchers by interviewing others to gather more information. (part 1)

Session 6 Writers act as researchers by interviewing others to gather more information. (part 2)

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

Session 7 Writers organize information into categories. (vary lesson depending on use of R.A.N. option A or B)

Session 8 Writers construct interesting, informative paragraphs based on research.

Concept III: Writers reread and revise using strategies to increase the amount and quality of information given.

Session 9 Writers incorporate text features to help the reader gain more information about a topic.

Session 10 Writers use qualifying words to be precise about information.

Session 11 Writers craft an effective lead to grab their readers’ attention and introduce a topic.

Session 12 Writers craft an effective concluding statement or section.

Concept IV: Writers prepare to publish by editing and putting on the finishing touches.

Session 13 Writers check spelling and punctuation before publishing their work.

Session 14 Writers compile information into different book parts.

Concept V: Writers share work with an audience.

Session 15 Writers celebrate their work by sharing with others

Important Point:

It is suggested that there be accompanying reading and science instruction to correspond with and support this writing unit. Sessions were written to include additional information to assist students in acquiring each teaching point. Therefore, sessions are longer than usual. The intention is that in time teachers will modify or shorten these lessons as some of the information will be taught or reviewed during reading and/or content area time. In the meantime, adapt as necessary based on students’ background knowledge and experience, as well as what has been or will be taught in reading and content area subjects.