Informational Writing 2 nd grade

1. Informational Writing2nd grade Crystal Patterson READ 7140 Valdosta State University May 2007

2. Introduction • Grade Level: 2nd • Genre of writing: Informational Writing • Content Area Connection: Science (Life Cycle of Animals)

3. Grade 3 Writing Assessment • Teacher evaluation of student writing • Covers four types of writing: narrative, informational, persuasive, and response to literature • Students are scored analytically in four domains: ideas, organization, style, and conventions. • Three performance levels: does not meet, meets, and exceeds

4. Pre-assessment Prompts • What is your favorite animal? Write about why this animal is your favorite animal. • Tell about your favorite game. Explain why this is your favorite game to play. • Think about one of your friends. Tell at least three things that make this person a good friend.

5. Pre-assessment Prompts • Explain why Valdosta is a great place to live. Think about things you like to do here. • Think about your favorite thing that you own. It can be something that was given to you or something you bought. Explain why this is your favorite thing. • Tell about your favorite place to go (can be a vacation spot or even somewhere in Valdosta). Why is this your favorite place to visit?

6. Grouping Options Based on Teacher’s Needs • Whole group – takes place during instruction, modeling, and practice activities for each stage • Partners – Students will work with a partner to revise the draft. • Individual – takes place during the assessment activity for each stage

7. Grouping Options Based on Development, Culture, and Linguistics • Development – work in pairs for revising, work in pairs for spelling help, teacher monitoring during assessment, copies of instructions and other materials made • Culture – extra instruction during some stages based on need because of background in writing

8. Grouping Options Based on Development, Culture, and Linguistics • Linguistics – informal conferences during assessment, reading checklists and graphic organizers to EIP student

9. Informational Writing • Informational writing provides information using facts from resources like books and the internet. • Sequence writing is to list items or events in order using transition words. • Contains: table of contents, topic pages or chapters, pictures with captions, index

10. The Prewriting Stage • Choose a topic • Consider the purpose for writing • Consider the audience • Organize ideas for writing using a graphic organizer

11. Prewriting Instruction • Modeling – show completed graphic organizer on elephants and explain each part • Practice – use interactive writing to complete a graphic organizer on butterflies • Assessment – students will complete a graphic organizer individually

12. Animal Life Cycle Graphic Organizer • Introduction: What is the name of your animal? • What do you already know about your animal? • What will you be providing information about? • 1st stage: What is the name of this stage? • What happens during this stage? • Detail 1: • Detail 2: • Detail 3: • Detail 4:

13. 2nd stage: What is the name of this stage? • What happens during this stage? • Detail 1: • Detail 2: • Detail 3: • Detail 4: • 3rd stage: • What is the name of this stage? • What happens during this stage? • Detail 1: • Detail 2: • Detail 3: • Detail 4:

14. Conclusion: • What are the names of all the stages? • Is there anything you found interesting about this animal? • If so, what was it? • If not, why not?

15. Checklist for Prewriting Writing Checklist for Prewriting _____________________ Life Cycle Introduction _______ I told the reader what my animal will be. _______ I told the reader what I will be writing about. Stages of the Life Cycle _______ I named at least 3 stages of the animal’s life cycle. _______ I provided at least two details for each stage. Conclusion ______ I repeated/summarized what I wrote about.

16. Scoring Guide for Prewriting

17. Accommodations for Development • Reference to class drafts • Copies of materials for EIP students • Teacher monitoring

18. Accommodations for Cultural and Linguistic Backgrounds • Cultural – extra background information, extra teaching time for certain stages • Linguistic – teacher will read certain materials to EIP students, student pairing for additional assistance, teacher monitoring

19. The Drafting Stage • Focus is getting ideas down on paper, not on spelling or grammar • Write a rough draft • Grab reader’s attention with an introduction

20. Drafting Instruction • Modeling – show model of elephant rough draft and explain • Practice – use shared writing to create a rough draft about butterflies • Assessment – students will complete rough draft using their own graphic organizer

21. Writing Checklist for Drafting Writing Checklist for Drafting Animal Life Cycle _____ I left a blank line in between each written line. _____ I used complete sentences. _____ I have a table of contents. _____ I have an introduction that tells about my topic. _____ All of my details are true facts that I found from books or the internet. _____ I wrote about at least three stages of the life cycle of my animal. _____ I used at least two details for each stage of the life cycle. _____ I have a conclusion that summarizes my topic.

22. Scoring Guide for Drafting

23. The Revising Stage • Reread the rough draft • Share writing with others • Revise based on feedback of others • Four types of revisions: add, delete, change (substitute), and move information

24. Drafting Instruction • Modeling – show model of revised rough draft with proofreader’s marks and explain • Practice – use shared writing to revise the class rough draft • Assessment – students will revise independently, then with a partner, and individually again to make final changes

25. Writing Checklist for Revising Writing Checklist for Revising _____ I added details (words, phrases, or sentences) to my report. _____ I deleted unimportant information from my report. _____ I changed details (words, phrases, or sentences) in my report. _____ I rearranged details (words, phrases, or sentences) in my report. _____ I used proofreader’s marks in the correct way to make any changes.

26. Scoring Guide for Revising Stage

27. The Editing Stage • Stay away from the paper for a few days • Proofread to find mechanical mistakes (capitalization, punctuation, spelling, sentence structure, usage, and formatting) • Correct mistakes

28. Editing Instruction • Modeling – show the edited rough draft and explain • Practice – use interactive writing to edit the class draft on butterflies • Assessment – students will edit individual reports

29. Checklist for Editing Stage Checklist for Editing Stage Capitalization ____ Beginning of sentences ____ Proper nouns Punctuation ____ Period, question mark, or exclamation point at the end of every sentence ____ Commas in appropriate places (compound sentences, commas in a series) ____ Apostrophes in correct places (contractions, possessives) Spelling ____ Misspelled words have been corrected.

30. Scoring Guide for Editing

31. The Publishing Stage • Publishes the writing with no errors • Shares the writing with an audience

32. Publishing Instruction • Modeling- sow the final copy of elephant piece and explain • Practice – use interactive writing to publish the class piece on butterflies • Assessment – students will publish their individual drafts

33. Checklist for Publishing Stage Checklist for Publishing Stage (2nd grade) ____ I used legible handwriting that other people can read. ____ I did not skip lines. ____ I made all revisions on my final copy. ____ I used correct spelling on my final copy. ____ I used correct capitalization. ____ I used correct punctuation. ____ I drew pictures on the pages about the stages of the life cycle.

34. Scoring Guide for Publishing