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| How do writers use research to write in the content areas in order to clearly convey information and ideas? |
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| Educators often find it advantageous to integrate subject areas, fostering the learning that mimics real life. Not only do students need to understand the connections between reading, writing, and content area subjects, but teachers can also help them gain knowledge in a way that is true to today’s global economy: being comfortable within several disciplines. To this end, the MAISA writers from the reading group, writing group, and social studies group teamed up to integrate the three areas together. This unit is a culmination of the writing work that fifth graders have been doing this entire year. Students have been on a journey, learning how to engage audiences and elaborate ideas. They have drafted, revised, and celebrated their great efforts all year long. Particularly within information writing, students have already grasped the foundational skills necessary to structure their work (See MAISA Unit #3 - ‘Literary Non-fiction: Extending Information Writing,’ for a unit directed on information writing structures) and now, this final writing unit will bring fifth graders into the world of research writing within the content area of Social Studies. This unit will provide repeated practice of important information writing skills, but now add the complex task of research. 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 (W.5.2.d.), and appropriate closure (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 assist in working toward those goals. Additional objectives for this unit will align with standard W.5.7, which expects students to participate in short research projects using multiple sources to build knowledge about different aspects of a topic and standard W.5.8 which expects that students summarize or paraphrase information, take notes, and list their sources. Students will bring an understanding of shared research writing experiences from grades K-2, as well as individual research project work from grades 3-4. This unit focuses on the following concepts: - immersing students in mentor speeches to study the purpose, structure and characteristics of informative speech writing
- accessing prior knowledge and confirming or disconfirming through research
- researching information through studying various resources
- planning and drafting information in an organized way
- re-reading and revising content using a toolbox of strategies
- learning public speaking skills and creating visual displays of data to support the speech’s delivery
- preparing to publish by doing further revision and editing
The unit culminates with students engaging in some type of celebration activity. Note: Since this is an integrated unit, teachers may want to consider devoting some of their reading and/or social studies time to some of the writing lessons as many teaching points are addressing reading, writing, and social studies standards. This additional time, even if 10-15 minutes, would assist with providing the opportunity for students to go more in-depth with their work. Reading In order to conduct a research project, students will need explicit instruction in reading research. And because this is a writing unit, students will be spending much of their class time writing, rather than researching. Therefore, it will be important for teachers to begin this writing unit after students have spent some time reading research and collecting notes about ‘Freedom’ or the content area topic of their choosing. To assist in the goal of teaching reading research, this unit has been written to align tightly with the companion reading unit for fifth grade: Unit 6 - Informational Research Clubs: Reading, Research, and Writing in the Content Areas. The MAISA writing team advises teachers to begin the companion reading unit 2-3 weeks prior to this writing unit. If using a different reading curriculum, the reading research skills taught in Sessions 1-17 of the companion reading unit should be integrated into the teacher’s reading instruction prior to the beginning of this unit. See companion reading unit for the sequence of lessons. (Note: Unit 6 - Informational Research Clubs: Reading, Research, and Writing in the Content Areas will be mentioned several times throughout the following unit, and from this point forward will be referred to as the companion reading unit.) Social Studies Although designed so that it can be adapted to any content area, careful consideration was taken to choose ‘Freedom’ as the topic for these research projects. The topic of freedom threads through Social Studies MC5, as well as the companion reading research unit, and teachers will find that it integrates nicely with fifth grade curriculum. If choosing to revise this unit with a different topic, other than Freedom, teachers should make sure to choose one that aligns within content area standards and is not simply a topic of personal interest for students. Please read ‘Background Information – Social Studies’ for specific social studies content addressed in both the reading and writing research units. |
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| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.5.2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). W.5.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.2e. Provide a concluding statement or section related to the information or explanation presented. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.9b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.1a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.5.1b. Follow agreed-upon rules for discussions and carry out assigned roles. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2e. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | 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 |
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| - How do writers use mentor text to study characteristics of news articles?
- How do writers prepare and plan their research projects?
- How do writers draft their speech manuscript in a logical structure, using research to guide them?
- How do writers elaborate using details of effective speeches?
- How do writers revise and edit their writing to prepare for publishing?
| convey ideas clearly focused reserach topics organizing information into logical structure using craft to elaborate in informational writing |
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| General Assessment Background Information Please note that assessments were not created for the MAISA 3-5 writing units of study. Instead, Oakland Schools highly recommends using Writing pathways: Performance assessments and learning progressions, grade K-8 by Lucy Calkins as an assessment resource.Writing Pathways was designed to work with any curriculum aligned to the Common Core State Standards. This toolkit has comprehensive resources available, as well as possible mentor text. Each 3rd through 5th grade MAISA unit is generally aligned with Writing Pathways’learning progressions and teaching rubrics. Using Calkins’ assessment tools (versus developing your own), allows more time to be devoted to studying the assessment measures, analyzing data collected, and planning for future needs (e.g. student, class, grade level and district). | Drafting Elaborating Editing Generating Organizing Planning Publishing Rehearsing Rereading Researching Revising Synthesizing |
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| Concept I: Writers use mentor text to study characteristics of news articles. Concept II: Writers prepare and plan their research projects. Session 1 Writers study mentor speeches to get ideas for their own work. Session 2 Writers plan how to make their speeches relevant to the intended audience. Session 3 Writers use their research notes to help them outline the structure of their speeches. Session 4 Writers rehearse their writing with the tone of a public speaker. Concept III: Writers draft their speech manuscript in a logical structure, using research to guide them. Session 5 Writers craft openings that motivate their audience to listen. Session 6 Writers use their research notes to write the body of their speeches. Session 7 Writers use transition words to create cohesion within their speeches. Session 8 Writers strengthen their speeches with quotes and acknowledge their sources. Session 9 Teacher choice lesson based on students’ needs. Session 10 Writers conclude and leave a lasting impression. Session 11 Writers use an information writing checklist to set goals for their work. Concept IV: Writers elaborate using details of effective speeches. Session 12 Writers recall writing strategies they’ve learned in the past to apply them with greater skill. Session 13 Writers research areas of their work that need elaboration. Session 14 Writers use micro-stories to create emotion and make their speeches come to life. Session 15 Writers use and define topic specific words to add authenticity to their work. Session 16 Writers cite sources in the manuscript of their speeches. Session 17 Writers create visual aids that support the content of their speeches. Concept V: Writers revise and edit their writing to prepare for publishing. Session 18 Writers revise by cross-checking for structure and basic elements of a text type. Session 19 Writers edit their writing with care. Session 20 Writers practice proper vocal qualities and delivery of their speeches. Session 21 Teacher choice lesson based on students’ needs. Session 22 Writers prepare to celebrate their work. Session 23 Writers celebrate their work! Session 24 Unit Wrap Up Session – Student reflection, goal setting, and cleaning-out folders | Professional Resources - Calkins, Lucy. (2013). Units of Study in Opinion, Information, and Narrative Writing Elementary Series: A Common Core Workshop Curriculum. Portsmouth, NH: Heinemann.
- Calkins, Lucy. (2015). Writing Pathways: Performance Assessments and Learning Progressions. Portsmouth, NH: Heinemann.
- Calkins, Lucy & Butler-Smith Emily (2013) The Lens of History: Research Reports. Portsmouth, NH: Heinemann.
- Calkins, Lucy & Cockerille. (2013) Bringing History to Life. Portsmouth, NH: Heinemann.
- Calkins, Lucy & Colleagues from The Reading & Writing Project. (2011) A Curricular Plan for The Writing Workshop, Grades 3, 4, and 5. Portsmouth, NH: Heinemann.
- Calkins, Lucy & Cruz, Colleen. (2013) The Art of Information Writing. Portsmouth, NH: Heinemann.
- Edutopia. (2008) Why Schools Embrace Integrated Studies: It Fosters a Way of Learning that Mimics Real Life. www.edutopia.org.
- Fletcher, Ralph & Portalupi, Joann. (2001) Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse Publishers.
- Lasse, Lois & Clemmons, Joan. (1998) Helping Students Write the Best Research Reports Ever. Scholastic Professional Books.
- Lattimer, Heather. (2003) Thinking through Genre: Units of Study in Reading and Writing Workshops 4-12. Portland, ME: Stenhouse Publishers.
- Ray, Katie Wood. (2006) Study Driven: A Framework for Planning Units of Study in the Writing Workshop. Portsmouth, NH: Heinemann.
- Routman, Regie (2005) Writing Essentials: Raising Expectations and Results While Simplifying Teaching. Portsmouth, NH: Heinemann.
- Sedniev, Andrii (2012) The Magic of Public Speaking. Primedia E-launch LLC
- Stead, Tony. (2005) Reality Checks: Teaching Reading Comprehension with Nonfiction K-5. Portland, ME: Stenhouse.
- Stead, Tony & Hoyt, Linda. (2010) Explorations in Nonfiction Writing,Grade 2. Portsmouth, NH: Heinemann, Firsthand.
- Wiesen, Marika Paez. (2012) Workshop Help Desk: A Quick Guide to Information Writing. Portsmouth, NH: Heinemann.
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