6 - Informational Books: 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 the 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 (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.

In 1^st grade, the first informative/explanatory unit is a How-To that focuses on teaching others to do something the writer knows how to do well. The second unit, this one, focuses on students sharing an area of personal expertise. The third unit centers on a whole-class shared topic. It is referred to as a hybrid unit in that reading, writing and science are all integrated in the quest to learn more about a particular science concept and subsequently share and write findings, similar to how a scientist would.

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.

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 and audience
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?
5. How can writers prepare to publish by revising and editing?
6. How can writers share their work with an audience?

Part One: Immersion Phase – Sample Lessons

Concept I: Writers study mentor text to learn about informational writing.

Immersion Phase See explanation and lesson suggestions

Part Two: Lesson Sequence Phase

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

Session 1 Writers think about topics in which they are experts, things they know all about, so that they can teach others.

Session 2 Writers consider their audience when choosing a topic.

Session 3 Writers try on topics to see if they have enough supporting facts.

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

Session 5 Writers brainstorm possible things to teach about their topic.

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

Session 6 Writers plan how their books are organized.

Session 7 Writers reread and revise to make sure information is grouped together in an organized way.

Session 8 Writers learn to sort information into categories to create a table of contents.

Session 9 Writers use headings to help organize their writing.

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

Session 10 Writers reread and revise by asking, “What else can I add?”

Session 11 Writers reread and revise based on questions from self and partner.

Session 12 Writers reread and revise by adding words that tell how many or how often.

Concept V: Writers draft and revise longer chapter books with increasing independence.

Session 13 Writers study mentor text to get ideas for which text features to include.

Session 14 Writers carefully choose the text feature that best matches what they want to teach.

Session 15 Writers wonder and exclaim to make their writing more interesting!

Session 16 Writers reread and revise by adding comparisons.

Concept VI: Writers select and “fancy-up” a piece to share with others.

Session 17 Writers choose their best piece of writing and add even more revisions.

Session 18 Writers reread and revise with partners to make sure their books make sense and sound right.

Session 19 Writers reread and make their writing readable for an audience.

Session 20 Writers ‘fancy up’ their informational books.

Session 21 Writers celebrate in an Expert Share Fair.