Informational Writing K-2

January 6, 2014

Review

Content Objective – Know and understand print concepts and language conventions for your grade level.

Language Objective - Verbally reflect with a

peer on the progress your students are making with integrating conventions into their writing.

Print Concepts from CCSS

Language Conventions from CCSS

Turn and Talk

Spacemen

Mini-lesson – Your Path to Strong Whole Group Writing Instruction

Content – Name and understand the four components of a high quality mini-lesson.

Language – Explain the parts of a mini-lesson to a partner.

Mini-Lesson in 4 Parts

• Connect• Teach• Engage • Link

SIOP . . . It’s in there!

Connect

Teach

Engage

Link

Partner A – ConnectPartner B – Teach

Partner A – EngagePartner B – Link

Mini-lesson in 4 Parts

Content – Name and understand the four components of a high quality mini-lesson.

Language – Explain the parts of a mini-lesson to a partner.

Informational Writing

Content – Understand grade level expectations, resources, teaching techniques, and development within for informational writing.

Language – Have a conversation with a partner about your plans/progress with:– Raising the level of informational writing in your

classroom

Common K-2 Units of Study

• How To • All About– Personal Expertise– Simple Research

Units of Study from Oakland, MI

Informational Writing from CCSS

Informational Writing Unit of Study

• immersing students in text to study the purpose, structure and characteristics of informational writing and generate possible writing ideas

• choosing topics by considering areas of expertise and audience

• planning and drafting information in an organized way• rereading and revising content using a toolbox of elaboration

strategies• adding nonfiction features and structures• preparing to publish by doing further revision and editing

Immersion

Mini-lessons

• K – page 15• 1st – page 19• 2nd – page 19

Choosing Topics by Considering Expertise

I Know About

I Care About

Planning and Drafting

Rereading and Revising

Adding Features and Structure

Diagrams with Labels

Table of Contents / Bold Print

Heading / Index

Labeling a Photo

8 Stages of Informational Writing

Publication

1. Labels

Identify aspects of a picture a student has drawn using a single word

TailBellyLegs WhiskersEyesEars

2. Fact Statements

Clause or sentence that goes beyond a simple label. Cheetahs are cats.

3. Fact Lists

Collections of statements or sentences connected by a topic that can be easily reordered without losing any meaning. A snake can eat an egg. A snake is like an eel because they are both straight.

4. Couplets

Sentences that are coupled together through order or related ideas. Snakes can eat lizards.Snakes can eat a lot of food.

Fact List Collection

A collection of pairs of related statements (subtopics) that include more evidence and explanation.

Spain is in Europe. Spain is located in the south western tip of Europe. Europe is a far away place from here. Spain has a lot of fiestas. In some of the fiestas the make presents and make special food too. Spain has bull fights and I want to see one.

6. Couplet Collection

Two or more lists are created for subtopics of a larger topic – no order within or between lists

Spain is in Europe. Spain is located in the south western tip of Europe. Europe is a far away place from here. Spain has a lot of fiestas. In some of the fiestas the make presents and make special food too. Spain has bull fights and I want to see one.

6. Couplet Collection

A collection of pairs of related statements (subtopics) that include more evidence and explanation. Water comes from rainand the ocean and many other places. You can also make water in factories andpeople make water. WaterAlso comes from wells too.

7. Single/Unordered Paragraphs

Paragraphs that introduce a topic and subtopics in paragraph form (3 or more sentences) and they could be rearranged without disruption of the meaning.

Frogs are slimy.Frogs have golden Eyes and some havered eyes. Frogs canHibernate.

8. Ordered Paragraphs Multiple paragraphs that are more complex and connected. They cannot be rearranged without altering meaning.

Balloons are really neat. I’m talking about hot air balloons. They are made out of nylon. They can be in special shapes.

First, you fill the balloon up with a big fan. A tarp is put underneath the balloon to roll it our. Many people have to work together.

Then, it is neat riding up in a balloon. I have been up in a balloon and my dad is a person in the chase crew. When I am in the air, I can see him riding far below me.

In the end, the balloon is put in a big bag when the ride is finished. When it is finished it is still filled with air. You jump or roll on the balloon to get the air out.

Informational Writing in Centers

Informational Writing in Centers

Informational Writing

Content – Understand grade level expectations, resources, teaching techniques, and development within for informational writing.

Language – Have a conversation with a partner about your plans/progress with:– Implementing mini-lessons with fidelity– Raising the level of informational writing in your

classroom

Turn and Talk