Informative Writing Teacher Resources

Addition• furthermore• moreover• too• also• in the second place• again• in addition• even more• next• further• last, lastly• finally• besides• and, or, nor• first• second, secondlyComparison• in the same way• by the same token• similarly• in like manner• likewise• in similar fashionContrast• yet• and yet• nevertheless• nonetheless• after all• but• however• though• otherwise• on the contrary• in contrast• notwithstanding• on the other hand• at the same timeSummary• to summarize• in sum• in brief• to sum up• in short

Time• while• immediately• never• after• later, earlier• always• when• soon• whenever• meanwhile• sometimes• in the meantime• during• afterwards• now, until now• next• following• once• then• at length• simultaneously• so far• this time• subsequentlyClarification• that is to say• in other words• to explain• i.e., (that is)• to clarify• to rephrase it• to put it another wayCause• because• since• on account of• for that reasonEffect• therefore• consequently• accordingly• thus• hence• as a result

Place• here• there• nearby• beyond• wherever• opposite to• adjacent to• neighboring on• above, belowExample or Illustration• to illustrate• to demonstrate• specifically• for instance• as an illustration• e.g., (for example)• for examplePurpose• in order that• so that• to that end, to this end• for this purposeQualification• almost• nearly• probably• never• always• frequently• perhaps• maybe• althoughIntensification• indeed• to repeat• by all means• of course• certainly• without doubt• undoubtedly• in fact• surely• in fact

Evidence – Sentence StartersAccording to the text,

The author stated that

On page _______, it said

For instance,

From the reading, I learned that

For example,

The text states

According to the passage

One example from the text

The author states

The narrator told us that

Evidence Quotes – Sentence StartersThe writer said, “_______________________.”

According to the text, “__________________.”

In this example, “_______________________.”

Grade 4 Informative / Explanatory Writing Rubric4

Exceeds Expectations

3Meets Expectations

2Progressing

Toward Expectations

1Below Expectations

Fou

rth

Gra

de

– In

form

ativ

e Ex

pla

nat

ory

Ru

bri

c Introduces a strong

and clear topic and logically groups related information in paragraphs and sections.

Develops the topic with in-depth facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Clear transitions link ideas within categories of information using words and phrases.

Uses strong and precise language as well as domain specific vocabulary to inform about or explain the topic.

Provides a strong concluding statement or section related to the information or explanation presented.

Demonstrates command of the conventions of standard written English.

Introduces a topic clearly and groups related information in paragraphs and sections.

Develops the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Links ideas within categories of information using words and phrases.

Uses precise language and domain specific vocabulary to inform about or explain the topic.

Provides a concluding statement or section related to the information or explanation presented.

Demonstrates growing command of the conventions of standard written English.

Attempts to introduce a topic and group information in paragraphs and sections.

Attempts to develop the topic with some facts, definitions, details, quotations, or other information and examples related to the topic.

Attempts to link ideas within categories of information using words and phrases.

Attempts to use precise language and domain specific vocabulary to inform about or explain the topic.

Attempts to provide a concluding statement or section related to the information or explanation presented.

Shows inconsistency with the command of the conventions of the standard written English.

Does not introduce a topic or group related information in paragraphs and sections.

Does not develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Does not link ideas within categories of information using words and phrases.

Does not use precise language and domain specific vocabulary to inform about or explain the topic.

Does not provide a concluding statement or section related to the information or explanation presented.

Not able to demonstrate command of the conventions of standard written English.

Explanatory/ Informative Writing Student or Partner Rating

Teacher Rating

Introduction: Did the author1. State the topic of the essay? 2. State the main idea of the essay?3. Preview the important points?

Yes NoYes NoYes No

Yes NoYes NoYes No

Body: Did the author 1. Include at least three major points that

support the main idea?2. Elaborate and explain each of the major

points using specific facts, definitions, statistics, concrete details, or other information and examples related to topic?

3. Group related ideas in paragraphs?4. Use transition words and phrases to connect

ideas within and between paragraphs?

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Conclusion: Did the author 1. Wrap up the essay with a definite conclusion? Yes No Yes No

Conventions: Did the author 1. Spell words correctly? 2. Use correct capitalization? 3. Use correct punctuation?

Yes NoYes NoYes No

Yes NoYes NoYes No

Content: Did the author 1. Hold the reader’s interest? 2. Stay focused on the topic?

Yes NoYes No

Yes NoYes No

Think Sheet - InformativeTo inform or explain

Topic: ______________________ Task: __ letter __essay __otherAudience: ___________________ Type of preparation: ___think OR

___collect evidencePurpose: Inform/Explain Brainstorm and select three or more major points

IntroductionTopic: _______________________________________________________________Main Idea: _________________________________________________________________________________________________________________________________

Point A. Point B. Point C.______________________ _______________________ ____________________________________________ _______________________ ____________________________________________ _______________________ ______________________

Body A. Supporting Details Body B. Supporting Details Body C. Supporting Details

ConclusionWrap it Up

Thanksgiving – A Day of Gratitude(Introduction)

My favorite holiday is Thanksgiving for a number of reasons. First, Thanksgiving gives me an opportunity to visit and play with friends and family members. Of course, Thanksgiving is also a great day to enjoy a variety of wonderful foods. In addition, it is a chance to stop and express gratitude for the richness of our lives.

(Body)

Thanksgiving affords me the gift of gathering with friends and family members. Normally, I celebrate Thanksgiving on the Friday after the official holiday. Twenty-five to fifty people generally attend my Thanksgiving party. My guests include my sister and her family and an array of friends from across the country. We spend much of our time just visiting, but we also engage in numerous activities. For example, we entertain each other by telling a story, playing the piano or guitar, or singing a song. Guests who don’t want to perform make up the attentive audience. As a group, we also sing traditional Thanksgiving songs and hymns. After eating, we play games, go on a group stroll through the neighborhood, and continue our conversations.

Thanksgiving is not only an excellent time to enjoy friends and family members, it is also a wonderful time to EAT. You should see the buffet table at our Thanksgiving party. Of course, we have all the traditional foods: turkey, mashed potatoes, stuffing, and gravy. In addition, we always have a variety of vegetables and a Pacific Northwest specialty, salmon. The guests usually bring the desserts including pies, cakes, and cookies. My favorite Thanksgiving food may surprise you: bread covered with gravy. Late at night, once my guests have turned off their lights, I slip back to the kitchen for my private snack. I tear a piece of bread into small pieces, cover it with gravy, heat the mixture in the microwave, and sit down for the final feast. But most importantly, I love Thanksgiving because I take time to reflect on my life and express gratitude for my abundance. Even as I prepare for Thanksgiving, I contemplate my many blessings. As I set the table, I remember many of my relatives: my mother who gave me the salt and pepper shakers, my grandmother who once cherished the pitcher with an autumn leaf design, my sister who brought me the blue serving dish for this party. As I prepare the food, I am reminded of all the gifts that I have in my life that others lack: joyful work, abundant food, the shelter of a house, and warm clothing. My final

preparation activity, creating floral arrangements for each of the tables, always carries me into deep gratitude for the beauty of nature. And then my friends arrive and I experience the greatest blessings of my life.

(Conclusion)

As you can see Thanksgiving is my favorite holiday. But it should also be your favorite for Thanksgiving is the only holiday that will never disappoint you. On Christmas, you may not get the gift you hoped for. On Valentine’s Day, you may not have a girl or boy friend. On the Fourth of July, the fireworks may be cancelled due to dry conditions. However, on Thanksgiving, you expected turkey and you got it!

Rubric – Informative SummaryContent of Summary Student

RatingTeacher Rating

1. Topic - Is the topic of the original article stated? Yes No Yes No

2. Main Idea - Is the main idea of the article (or author’s position) clearly stated?

Yes No Yes No

3. Major Points- Does the summary focus on the major points, reasons, and/ or information from the article?

Yes No Yes No

4. Accurate - Are the major points and information accurate? Yes No Yes No

5. Own Words - Is the summary written in your own words? Yes No Yes No

6. Concise - Is the summary shorter than the original article? Yes No Yes No

7. Combined Ideas - Are some of the ideas combined into longer, more sophisticated sentences?

Yes No Yes No

8. Understanding - Is the summary easy to understand? Yes No Yes No

Conventions StudentRating

Teacher Rating

1. Handwriting - Is the handwriting legible? Yes No Yes No

2. Spelling - Are the words spelled correctly, particularly the words found in the article?

Yes No Yes No

3. Capitalization - Is correct capitalization used including capitalization of the first word in the sentence and proper names of people, places, and things?

Yes No Yes No

4. Punctuation - Is correct punctuation used including a period at the end of each telling sentence?

Yes No Yes No

PersonWho was he/she?

Why is he/she famous?

What were his/her accomplishments?

When did he/she live?

Where did he/she live?

What did he/she believe?

Were there any unusual or interesting things about him/her?

PersonWho was he/she? Benjamin Franklin

Why is he/she famous? Famous inventor, scientist, author, printer, politician

What were his/her accomplishments?

Inventor – Franklin stove, bifocals, swim finsScientist – Verified that lightning was electricityPolitician – Helped to write Declaration of Independence; ambassador to France; signed ConstitutionAuthor – Poor Richard’s Almanack

When did he/she live? January 17, 1706 – April 17, 1790Where did he/she live? Born in Boston

Lived most of life in PhiladelphiaSpent time in Great Britain and Frances

What did he/she believe? Wrote about 13 virtues including: order, justice, moderation, and humilityBelieved that the United States should be independent. Worked for Independence

Were there any unusual or interesting things about him/her?

Ben was achieved in many domains.

Ben Franklin, a well-known American living from 1706 to 1790, gained fame as an inventor, scientist, author, printer, and politician. As an inventor, he developed a range of items including the Franklin stove, bifocals, and swim fins. His experiments verified that lightning was simply a form of electricity. As an author, he was best known for his annual Poor Richard’s Almanack that supplied advice to readers on numerous subjects. As a politician, Franklin helped write the Declaration of Independence, signed the Constitution, and served as an ambassador to France. While Franklin’s accomplishments spanned many domains, his life spanned three countries: the US, Great Britain, and France.

Theories/Concepts/IdeasWhat is it called?

What is its big idea?

Who uses it?Who does it?

How is it used?How does it work?

Why is it important?

Who first thought of it?When was it first thought of?Are there other related theories/concepts?

Groups/Organizations/InstitutionsWhat is its name?Where is it located?

What is its organizational structure?

Does it have a leader? How is it leader chosen?

Does it have members? How are they determined? How are they similar?

What is its purpose?

When did it first begin?

Does it have a symbol or flag?

Period or EventWhen did event occur?

Where did it occur?

What was the duration?

What happened?

What happened in the end?

What caused the event?

Why was it significant?

What caused the event?

What were the consequences?

Narrative What was the title of the narrative? Who was the author?What was the theme of the narrative? What was setting of the narrative? What was the relevance of the setting?

Who was the main character?What important things did the author tell readers about the main character?

Who were other important characters?

What was the main character’s problem, conflict, or goal?

How did the main character attempt to resolve the problem, conflict or goal?

What happened at the end of the narrative?

Narrative What was the title of the narrative?

The Disobedient ChildThe Language of Literature

Who was the author? Retold by Victor MontejoWhat was the theme of the narrative?

The importance of honoring elders

What was setting of the narrative?

Town in Guatemala

What was the relevance of the setting?

The story is a fable that was an oral fable of Guatemala.

Who was the main character? A young boyUnnamed

What important things did the author tell readers about the main character?

The young boy was disobedient and couldn’t learn how to obey. Thus, he constantly disappointed his parents.

Who were other important characters?

Another important character was a wise old man who knew the secret of the clouds, rains, and storms.

What was the main character’s problem, conflict, or goal?

The young boy disobeyed the directions of the old man and was almost killed.

How did the main character attempt to resolve the problem, conflict or goal?

The main character consistently was harmed when he did not follow the directions of the old man.

What happened at the end of the narrative?

The wise old man saved the life of the young boy who then promised to obey his parents.

Subject: SAME GroupsCategories St. Bernard Newfoundland

Use Rescue Rescue

HeightFull grown males same

Full grown males same

Type of FurSmooth dense that protects from cold

Smooth dense that protects from cold

DIFFERENT GroupsCategories

Weight 155 – 170 pounds 140 – 150 pounds

Place of Origin Swiss Alps NewfoundlandDifferentClients Climbers and skiers

People in Atlantic Ocean

The Saint Bernard and the Newfoundland are the same in several ways. Both dogs are large rescue dogs. The full grown males are about the same height. Both dogs have smooth dense fur that protects them from the cold while they are rescuing people.

Although the two dogs are similar, they also have differences. The Saint Bernard is much heavier, weighing 155 to 170 pounds. The lighter Newfoundland weights 140 to 150 pounds. The dogs originated in different places, so the types of rescues they perform are different. The Saint Bernard originated in the Swiss Alps and rescues climbers and skiers from the snow. The Newfoundland rescues people form the Atlantic Ocean. Both dogs perform important services for mankind.

Reference

Stephanie Gray and Catharine Keech. Writing from Given Information: Classroom

Research Study No. 3. 1980. Bay Area Writing Project. Berkeley, CA: University of

California.

Compare/Contrast Think Sheet

SAME GroupsCategories

DIFFERENT GroupsCategories

Compare and Contrast

Item # 2 House of RepresentativesItem # 1 Senate

Similarities

Both are part of the legislative branch of government Two parts of the Congress Members of Congress are elected by citizens of states Joint powers – make laws, declare war, collect taxes

Differences

Senate House of Representatives

Number 100 Senators 435 RepresentativesNumber from each state

2 per state Determined by population

Qualifications At least 30 years old At least 25 years old US citizen for 9 years US citizen for 7 years Resident of state Resident of state

Different Powers Ratify treaties Starts spending bills Confirm presidential

nominations Impeaches high

officials Tries impeached If electoral college has

officials tie, elects president

Compare and Contrast

Item # 2 Item # 1

Similarities

Differences

Item #1 Item #2

The Senate and the House of Representatives are similar in a number of ways. First, they are both part of the legislative branch of government referred to as Congress. Furthermore, citizens in each state must elect the senators and representatives that serve in Congress. In addition, the two bodies of Congress have a number of joint powers including the power to make laws, declare war, and collect taxes.

While the Senate and House are similar in a number of ways, their membership composition differs. There are 100 elected senators with two senators from each state regardless of the state’s population. In contrast, the House has a total of 435 representatives with the number from each state dependent on the state’s population. The qualifications also differ between senators and representatives. Representative must be at least 25 years old, a US citizen for 7 or more years, and a legal resident of the state that they represent. On the other hand, a senator must be at least 30 years old, a US citizen for 9 years or more, and a legal resident of their state.

The Senate and House of Representatives, while given joint powers, are also accorded separate powers. The Senate is given the responsibility for ratifying treaties, confirming presidential nominations, and trying impeached officials. In contrast, the House of Representatives’ specific powers include initiating spending and tax bills, impeaching high officials, and determining who will be president if the Electoral College ends in a tie.

COMPAREAND

CONTRAST

WITH REGARD1 2

COMPARE AND CONTRASTLeague of Nations

Major Successes

Mission

Who joined

When

United Nations

- January 10, 1920.-Established by peace treaties after end of WWI.

June 25, 1945 when 50 nations signed charter in San Francisco. Originally conceived by Churchill and Roosevelt.

- All peace loving nations- 192 member states in 2008- Permanent members of Security Council =China, France, Russia, USA, UK

-Largest # of nations – 58-Most important nations- Britain and France-USA did not join due to isolationism.

-Maintain peace & security- Promote friendly relations among nations-Tackle economic, social, humanitarian problems

-Ensure that war never broke out again.- Settle countries’ disputes -Improving global quality of life

Global international organization. Peacekeeping activities, supplying police forces, disease control, humanitarian programs, setting standards for human freedom and dignity.

- First international organization of this magnitude.-Established a model/foundation for UN.

In regard to:

Major Failures

-Failure to keep peace in many cases. Actions often stifled by super powers. Difficulty regulating atomic bombs. Inadequate funding for important programs.

Failure to stop World War II

HOW DIFFERENT?

WITH REGARD TO

HOW ALIKE?

______________ ___________ ____________

_______

_______

_______

Biomes BasicsClimate Vegetation Animals

Artic Tundra

-Coldest biome-Long cold winters-Short cool summers-Little precipitation-

-No deep root systems-1,700 kinds of plants-Low shrubs, mosses, grasses, etc. -To resist cold, plants short and group together

-Mammals: caribou, foxes, wolves, polar bears, etc.-Birds: ravens, sandpipers, terns, gulls, etc.-Insects: mosquitoes, flies, moths, grasshoppers, etc,-Fish: cod, salmon, trout-In winter, hibernate or migrate south

Desert (Hot)-Wide range of daily temperatures-Hot during day-Cold at night-Low precipitation-Low humidity

-Plants adapted to limited amount of water -Must limit water lost (e.g., waxy coating on leaves, thorns instead of leaves)-Grasses, succulents, cacti, trees (e.g., mesquite)-

--Mammals: bobcat, coyote, kangaroo rats, jack rabbits, etc. -Reptiles: Lizards, snakes, tortoises-Insects: scorpions, flies, wasps, beetles, ants, etc.- Birds: hawks, owls, roadrunners, herons, etc.

Tropical Rain Forest

-Warm to very hot-High amount of rain-Humid

-Tall, dense jungle- 2/3 of world’s plant species- Broad-leafed, hardwood evergreens- Exotic flowers- Ferns

- Home to more than ½ of world’s animals

- Monkeys, frogs, lizards, bats, butterflies, snakes, sloth, small cats, etc.

- 1/3 of all birds

__________ ___________ ____________ ___________

_______

_______

_______

Flow Chart - Cycle

TITLE

Flow Chart – Cycle

WWa Www

Water Cycle

Condensation

EvaporationPrecipitation

Surface runoff intosoil, lakes, ocean

Condensation

Flow Chart

TOPIC:___________________________________________________________________________________

TOPIC:

How the ear worksAuricle collects sound vibrations

Sound waves go through auditory canal

Eardrum vibrates

Hammer (attached to eardrum) vibrates

hammer anvil stirrup

Sound waves pass through fluid called perilymphSounds waves go into cochlea

Nerve cells pass messages to nerve fibers

Nerve fibers go to brain