3. Literary Non-fiction: Personal Expertise

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 fourth 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 fourth graders to publish a voice-filled non-fiction picture book. And, because it is assumed that fourth graders have been in an aligned system of Writing Workshop from grades K-3, 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 ‘The American Revolution’ in social studies, students could choose to write information books about self-selected expertise topics within that particular subject (i.e. Patriots, Valley Forge, Boston Massacre, etc.).

Common Core Writing Standard 2 states that fourth 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.4.2.a.), elaboration (W.4.2.b.), linking words (W.4.2.c.), precise language, domain specific vocabulary (W.4.2.d.), and conclusions (W.4.2.e.). In its in entirety, Common Core Writing Standard 2 expects fourth 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.4.7, W.4.8, and W.4.9 which expects fourth 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: Personal Expertise,’ will set-up a solid foundation for expository writing structure, so fourth 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 texts to study characteristics of information writing and generate writing ideas?
2. How do writers select topics and plan the structure of their information writing?
3. How do writers begin to plan and draft each chapter?
4. How do writers make intentional craft decisions to elaborate their writing?
5. How do writers build on their information writing with greater independence?
6. How do writers revise and edit their writing to prepare for publishing?

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

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

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

Session 2 Writers narrow their topic selections to create more focus.

Session 3 Writers use mentor texts to get ideas for their own writing.

Session 4 Writers develop subtopics through the use of planning tools.

Session 5 Writers rehearse their writing with engaging voice.

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

Concept III: Writers begin to plan and draft each chapter.

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

Session 8 Writers form paragraphs with the big ideas first, and then the smaller details.

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

Session 10 Writers conduct research to gather more information for their planning process.

Concept IV: Writers make intentional craft decisions to elaborate their writing.

Session 11 Writers create partner sentences to write more.

Session 12 Writers consider setting to captivate readers.

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

Session 14 Writers push themselves to write more by using physical descriptions.

Session 15 Writers add quotations based on their research.

Session 16 Teacher choice lesson based on students’ needs

Concept V: Writers build on their information writing 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 according to the purpose they want to achieve.

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

Session 21 Writers use transition words to link pieces of information together.

Session 22 Writers create introductions that draw readers in right from the start.

Session 23 Writers conclude with a summary and a big idea.

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

Session 24 Writers revise by cross-checking for structure and basic elements of a text type.

Session 25 Writers edit their writing with care.

Session 26 Teacher choice lesson based on students’ needs

Session 27 Writers celebrate their work!

Session 28 Unit Wrap Up Session – Student reflection, goal setting, and cleaning-out folders