3.Literary Non-fiction: Extending Info Writing

The ability to read and write information texts is a critical skill that adults use regularly in both their personal lives and in the job market. Therefore, it is important for elementary students to have a strong foundation with both reading and writing within this text type. The text type of information writing, however, is very broad. Such writing includes genres such as nonfiction books, pamphlets, websites, feature articles, textbooks, research reports, encyclopedias, atlases, guidebooks, and blogs. It is a challenge to pinpoint one type of information text as its own entity, because the text type tends to match the information to which it belongs. For example, information writing written by a travel commentator would most likely be in the text type of a brochure, whereas more specific information about a topic may appear in a feature article or encyclopedia. There is, however, one thing every information text type has in common - each of them expects the writer to teach readers about a topic. Given this correlation, the following unit teaches fifth graders to create an engaging information book about a topic of their own expertise.

It is true, in the subject of writing especially, that the writer can only engage readers in a topic if the writer herself is engaged in that same topic. It is important then, for young writers to write about self-selected topics of great personal interest, in order to focus on learning the appropriate structures of information writing.

This unit will invite fifth graders to publish a voice-filled non-fiction picture book. And, because it is assumed that fifth graders have been in an aligned system of Writing Workshop from grades K-4, this unit expects students to do so within a more literary non-fiction context. Katie Wood Ray defines literary non-fiction as: “Any non-fiction writing in any container that does the work of informing and engaging.” [Study Driven, 2006, p. 215] In other words, literary non-fiction is more than ‘report writing’ - it engages. But, just like any type of information text, literary non-fiction is also broad and takes on its own structures. The mentor texts that align with this unit will provide insight into the structures they emphasize.

As stated, the unit focuses on students selecting topics of great personal interest that they know a lot about and could teach others. Yet, the unit also has the potential to focus on content area topics of expertise, if teachers would like to attempt such work. For example, if the class has recently finished studying ‘Westward Expansion’ in social studies, students could choose to write information books about self-selected expertise topics within that particular subject (i.e. The Gold Rush, The Oregon Trail, The Pony Express, etc.).

Common Core Writing Standard 2 states that fifth graders can do the following:

‘Write informative/explanatory texts to examine a topic and convey ideas and information clearly.’

This standard goes further to expect appropriate structure (W.5.2.a.), elaboration (W.5.2.b.), linking words (W.5.2.c.), precise language, domain specific vocabulary (W.5.2.d.), and conclusions (W.5.2.e.). In its in entirety, Common Core Writing Standard 2 expects fifth graders to organize their information writing within a voice-filled structure, and this unit was created to meet each goal within Common Core Writing Standard 2.

This unit will provide a brief introduction to standards W.5.7, W.5.8, and W.5.9 which expects fifth graders to participate in research during their writing projects. Later in the school year, MAISA units will explore this standard in more depth, devoting an entire unit of study to the complex task of researching within an information text type. It is expected that the following unit of ‘Literary Nonfiction: Extending Information Writing,’ will set-up a solid foundation for expository writing structure, so fifth graders can later conduct research-based writing projects with greater ease.

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 use mentor text to study characteristics of information writing and generate ideas?
2. How do writers choose topics and plan the structure of their information writing?
3. How do writers plan and draft in a logical structure?
4. How do writers elaborate through purposeful craft?
5. How do writers push themselves to write more, with greater independence?
6. How do writers revise and edit their writing to prepare for publishing?

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

Concept II: Writers choose topics and plan the structure of their information writing.

Session 1 Writers consider potential topic ideas by writing flash drafts to discover what they know.

Session 2 Writers narrow their topic selections to create an angle.

Session 3 Writers explore mentor texts to develop a plan for their writing.

Session 4 Writers use planning tools to develop subtopics.

Session 5 Writers rehearse their writing with engaging voice.

Session 6 Writers outline what information to write in each chapter.

Concept III: Writers plan and draft in a logical structure.

Session 7 Writers use an information writing checklist to set goals for their work.

Session 8 Writers form paragraphs within their chapters.

Session 9 Writers plan how to write, not just what to write.

Session 10 Writers conduct research to gather information for their writing.

Concept IV: Writers elaborate through purposeful craft.

Session 11 Writers develop their writing with partner sentences.

Session 12 Writers captivate their readers through setting elaboration.

Session 13 Writers add numbers, names, and examples to make their writing more detailed.

Session 14 Writers use physical descriptions to write more.

Session 15 Writers add quotations and cite their sources.

Session 16 Teacher choice lesson based on students’ needs.

Concept V: Writers push themselves to write more, with greater independence.

Session 17 Writers monitor their writing process using a process journey checklist

Session 18 Writers recognize topic specific vocabulary words and define them.

Session 19 Writers use text features as a vehicle to teach more.

Session 20 Writers use mentor texts to explore how text features tend to go.

Session 21 Writers explore creative sentence patterns in their writing.

Session 22 Writers use transition words to link pieces of information together.

Session 23 Writers construct leads that engage readers and build interest.

Session 24 Writers conclude with a summary and big idea that makes readers think.

Concept VI: Writers revise and edit their writing to prepare for publishing..

Session 25 Writers revise by cross-checking for structure and basic elements of a text type.

Session 26 Writers edit their writing with care.

Session 27 Teacher choice lesson based on students’ needs.

Session 28 Writers celebrate their work!

Session 29 Unit Wrap Up Session – Student reflection, goal setting, and cleaning-out folders