Use these new informational writing prompts to expose your students to new ideas and new ways of thinking about the everyday events going on around them! What causes this to happen?
How do you teach expository writing in your classroom? I wish I could do it throughout the year thematically, as we approach different content. We can do that occasionally, but in reality, our district gives a writing assessment on a certain date and I need to prepare students for that writing assessment.
This post is a good overview of our process.
Use Familiar Content In second grade, we focus on writing about animals for our expository writing unit. Animals are tangible and easily understood by students.
They have certain attributes, do certain things, and reproduce themselves in predictable ways at least the ones we study do! Think of it like a see saw.
Plus, second graders just love learning about different animals and our writing assessments is about an animal. It all ties together. Our expository writing about one animal generally takes about a week, sometimes four days, toward the end of the unit as students become familiar with the routines.
Below is the structure of our week, in general. At the end of the blog post are links to other posts for specific weeks.
Gather Information Day one is all about gathering our information. I elicit input from students and we do some research about the animal. Find out what students know The first thing that I do is sit down with students using a circle map.
We basically do a collective brainstorm about all the information we know about an animal. We do go back and correct our misconceptions as we do our research. Research Our research stage includes reading an informational article and watching a video or two about the animal.
I choose the animal we research based on the well-written informational articles I can find.
Take notes as we go We will usually take notes on our circle map as we read and watch. When we learn something new, we put it below the circle.
When we confirm a fact we knew, we check it off. When we find out we were wrong, we cross it out. I facilitate the taking notes portion because I want to lower the cognitive load for students. This goes back to the see saw I mentioned above.
My goal is that students learn to write good expository paragraphs. I want to focus on the quality of their writing. Work with the Information On Day 2, we use the information on the circle map and sort our facts. We generally sort by attributes, actions and environment, although for a few animals, I change it up a bit, depending on the focus of the article.
At the beginning of the unit, I create sentences out of our notes and type them into a grid for students to cut apart. Toward the end of the unit, I take a photograph of the circle map and print it up in black and white for students to cut apart.
This goes back to the see saw. Day 3, 4, 5: Write About the Animal One the remaining days of the week, we write our expository paragraphs. Usually, on Day 3, I will highlight a specific piece or structure of the writing that I want students to pay attention to and we practice it before starting our paragraphs.
I focus on things like topic sentences, transition words, or expanding our sentences.Research. Our research stage includes reading an informational article and watching a video or two about the animal. I choose the animal we research based on the well-written informational .
Informational text is nonfiction writing, written with the intention of informing the reader about a specific topic. It is typically found in magazines, science or history books, autobiographies. common core state stanDarDs For english Language arts & Literacy in History/social studies, science, and technical subjects appendix B: text exemplars and.
Overview. From Theory to Practice OVERVIEW. Being able to read informational texts effectively is a fundamental quality of successful readers. In this lesson, students in grades K-2 learn to use the strategy, which involves writing about three things they discovered, two things they found interesting, and one question they still have.
Write-N-Cite is a utility that allows users to run an abbreviated version of RefWorks in Microsoft Word. You can access your references by folder (or sub-folder), by quick search or by all references with the ability to sort by author, title or year.
Transitional words and phrases can create powerful links between ideas in your paper and can help your reader understand the logic of your paper. However, these words all have different meanings, nuances, and connotations. Before using a particular transitional word in your paper, be sure you. English/Language Arts Curriculum. NOTE:: Various file formats are used on this page that may require alphabetnyc.com larger than 1mb, it will take longer to alphabetnyc.com alphabetnyc.com Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
One of the most valuable features of Nonfiction Mentor Texts is the treasure chest of books organized according to chapter.
This list includes every title mentioned in the book, as well as a host of other titles that teachers can use to help students learn about quality nonfiction writing—building content, organizing text, developing voice, enhancing style, using punctuation effectively.