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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 fourth 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: Personal Expertise,’ for a unit directed on information writing structures) and now, this final writing unit will bring fourth 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 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 (W.4.2.d.), and appropriate closure (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 assist in working toward those goals. Additional objectives for this unit will align with standard W.4.7, which expects students to participate in research during their writing projects and standard W.4.8 which expects students to take notes from print and digital sources. Students will bring an understanding of shared research writing experiences from grades K-2, as well as individual research project work from third grade. This unit focuses on the following concepts: - immersing students in text to study the purpose, structure and characteristics of informational writing in the form of news articles
- 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
- adding journalistic text features
- 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 writing lessons as some 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 ‘Adaptations’ 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 fourth 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 1-16 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 revised to any content area, careful consideration was taken to choose ‘Adaptions’ as the topic for these research projects. Adaptations thread through Social Studies MC4, as well as the companion reading research unit, and teachers will find that it integrates nicely with fourth grade curriculum. If choosing to revise this unit with a different topic, other than Adaptations, 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.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.2a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.4.2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W.4.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.4.2e. 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.4.4. 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.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.4.6. 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 one page 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.4.7. Conduct short research projects that 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.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.4.9b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). 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.4.10. 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.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.1a. 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.4.1b. Follow agreed-upon rules for discussions and carry out assigned roles. 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.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, 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.4.1. 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.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.2a. Use correct capitalization. L.4.2d. 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.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4.3a. Choose words and phrases to convey ideas precisely.* © 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 in a logical structure, using research to guide them?
- How do writers elaborate using details of effective news articles?
- 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-8by 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 withWriting 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 texts to get ideas for their own news articles. Session 2 Writers plan to role-play a local interview based on facts. Session 3 Writers conduct their fact-based interviews. Session 4 Writers use their research notes to help them outline the structure of their news articles. Session 5 Writers rehearse their writing with a journalistic tone. Concept III: Writers draft in a logical structure, using research to guide them. Session 6 Writers craft captivating introductions. Session 7 Writers use their research notes to write the body of their news articles. Session 8 Writers strengthen their news articles with quotes. 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 news articles. 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 learn how to write with specificity to make their news articles come to life. Session 15 Writers include reporter’s insight when necessary. Session 16 Writers use transition words to create cohesion within their writing. Session 17 Writers use technical, academic words to add authenticity to their work. Session 18 Writers engage their audience with compelling headlines and subheadings. Session 19 Writers include text features and photo journalism to highlight important information. Concept V: Writers revise and edit their writing to prepare for publishing. Session 20 Writers revise by cross-checking for structure and basic elements of a text type. Session 21 Writers edit their writing with care. Session 22 Teacher choice lesson based on students’ needs. Session 23 Writers prepare to celebrate their work. Session 24 Writers celebrate their work! Session 25 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.
- 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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