5th Grade Literary Non-Fiction Extending Information Writing Unit 3

ELA Michigan State Standards Resource Materials Packet 5th Grade Literary Non-Fiction: Extending Information Writing Unit 6/1/16 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools Writing Unit of Study 5th Grade – Literary Non-Fiction: Extending Information Writing, Unit Table of Contents General Resources Suggested Mentor Text and Criteria Writing Process Steps – Generic Poster On-demand Assessment and General Assessment Background Information (same sheet in Lesson Plan packet) .5 Some Possibilities for Purposeful Use of Share Time Rehearsing and Planning Bookmark Working With Your Partner Background Information on Journey Checklists: Process and Product Resources Specific to Unit of Study Process Journey Chart - Specific to the Unit 10 Draft paper templates 11 Table of contents template 18 Index template 19 Glossary templates 20 Boxes and bullets 22 Web organizer 23 Flow chart 24 Studying Sentence Patterns through Mentor Text 25 Ways to Elaborate or Say More: Details in Information Writing 28 HOW you want to write? 29 Text Features and their Purposes 30 Transition Word List 31 Elaborating with Partner Sentences 32 Student Reflections for Information Writing 34 Sample Teacher Demonstration Texts 36 Please also review: Immersion Phase: Creating a Vision for Writing – located on Atlas under Resources Section This packet will give you information and samples for Immersion and subsequent lessons Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools Mentor Texts and Criteria – Literary Non-Fiction: Personal Expertise 5th Grade • • • This is a suggested list to consider when collecting possible mentor text Please review books you have available that also meet the criteria Replace or add to the list Titles in bold print are those referenced specifically in mini-lessons Criteria: 5th grade Literary Non-Fiction Mentor Text Criteria: 1) Readable independently and/or with teacher assistance, 2) Students can relate to the topics, 3) Qualities of good information writing evident as effective introduction, subtopics/chapters, text features, strong conclusion, etc., 4) Qualities of literary non-fiction writing as evident through use of voice, craft, use of possible narrative elements., 5) Information Details, and 6) High interest level Literature – Trade Book Suggestions Title Author Notes to Teacher A Handful of Dirt One Tiny Turtle Chameleons are Cool Raymond Bial Nicola Davies Martin Jenkins See other titles in ‘Read and Wonder’ series See other titles in ‘Read and Wonder’ series Butternut Hollow Pond Walk with a Wolf Marvels in the Muck: Life in the Salt Marshes Exploding Ants Brian J Heinz Guide to Photography Nancy Honovich and Annie Griffins Adam Bray Star Wars into Battle Janni Howker Doug Wechsler This book is used primarily as a teaching text to demonstrate the use of a descriptive setting, changing through one day See other titles in ‘Read and Wonder’ series Joanne Settel Ph.D The Nelson Mandela Story Harry Houdini The Big Campaign What’s Up? Brain Surgery for Beginners Salamander Rain: A Lake and Pond Journal The Emperor’s Egg Forces in Action Andrew Einspurch Cave Oh, Rats: The Story of Rats and People+ Arlington: The Story of Our Nation’s Cemetery The Backyard Orchardist: A Complete Guide to Growing Fruit Trees in the Home Garden Diane Siebert Albert Marrin Janice Weaver Andrew Einspurch Rae Clayton Steve Parker Kristin Joy Pratt-Serafini Martin Jenkins Janine Scott Demonstrates cause/effect (pgs 22; 72-73; 78) Demonstrates cause/effect (pgs 10-11) Demonstrates compare/contrast (pgs 4-7; 56-65) Demonstrates cause/effect (pgs 16-17) Demonstrates compare/contrast (pg.10) Demonstrates pros/cons (pgs 8-9) Dawn Publications is dedicated to inspiring children to have an appreciate for all life on Earth www.dawnpub.com Investigators Series: Informational Science in a Complex Informational Text Continuum See other titles in ‘Investigators Series’ th Grade http://teacher.scholastic.com/products/classroombooks/investigators.htm www.penguin.com/youngreaders Chris Demarest Stella Otto This text is used as an example to match teacher’s draft topic It is NOT a trade book Teachers should select a book based on his/her own topic + = included in reading unit, bold = specifically referenced in mini-lessons Literature – Continued: Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools For additional informational trade books that demonstrate various text structures (problem/solution, cause/effect, compare/contrast), please visit the following resource from Oakland University’s Educational Resource Lab: http://wwwp.oakland.edu/Assets/upload/docs/SEHS/ERL/NewBibliographies/Bibliography.-Books-forTeaching-Expository-Text-Structures-update.6.-2014.pdf Student Authored Work Author Cara Jenny Tim Madeline Owen Dominic Code: SW Topic/Title Yapping Yorkies White Tailed Deer The Amazing Life of Wolves Spaghetti Floor Hockey Pet Rabbits Teacher Authored Work Author Topic/Title Mrs Gardner It’s Ballet Common Core Author Topic/Title Notes to Teacher See PDF link under ‘Resources Section’ on Atlas See PDF link under ‘Resources Section’ on Atlas See PDF link under ‘Resources Section’ on Atlas See PDF link under ‘Resources Section’ on Atlas See PDF link under ‘Resources Section’ on Atlas See PDF link under ‘Resources Section’ on Atlas Notes to Teacher See PDF link under ‘Resources Section’ on Atlas Notes to Teacher Reading and Writing Project at Teachers College (www.readingandwritingproject.com) Author Topic/Title Notes to Teacher Writing Pathways by Lucy Calkins Author Topic/Title Lucy Calkins Sample English Bulldogs, Grade British Soldiers Notes to Teacher Annotated Demonstration Text - p 328-330 Student Authored Sample - p.308 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools Websites Code: WWW Teacher’s College www.readingandwritingproject.com Difference Between Nonfiction Narrative and Informational Text – Article for teachers http://classroom.synonym.com/difference-between-nonfiction-narrative-informational-text-2922.html Informational Texts and the Common Core Standards: What are we talking about anyway? Beth Maloch & Randy Bomer http://www.literacyinlearningexchange.org/sites/default/files/informational-texts-and-the-common-core_lajuly2013.pdf Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools Part One: On-Demand Assessment and General Assessment Background Information On-Demand Writing Performance Assessment Explanation Each district should develop a comprehensive writing assessment plan that includes on-demand writing performance assessment tasks Please follow district guidelines for the specifics of administering, scoring, and analyzing this task It is highly recommended that teachers conduct on-demand writing assessments throughout the year Data collected from analyzing this writing will allow teachers to begin to develop insight into what their young writers know and can on their own, where they need additional help, and possible next teaching points For more comprehensive information, please read: Calkins, Lucy (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8 Portsmouth, NH: Heinemann When to Conduct the On-Demand An On-Demand Writing Performance Assessment, if given, should be administered before the Immersion Phase begins General Assessment Background Information Please note: 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-8 by Lucy Calkins as an assessment resource Writing Pathways was designed to work with any curriculum aligned to Writing 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 with Writing 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) The following are some of the components available in the Writing Pathways assessment resource If districts choose not to utilize Writing Pathways, they should consider creating similar components to support their assessment of student writing and subsequent teaching A Learning Progressions for each text type B On-Demand Performance Assessment Prompts and Guidelines for each text type C Teaching Rubrics D Student Checklists E Leveled Student Writing Samples F Annotated Demonstration Texts G Writing Process Learning Progressions Writing Pathways also includes an extensive background section on areas such as: Components of the Toolkit, Conducting On-Demand Performance Assessments, Norming Meetings and Subsequent Scoring, Using Results and Adapting Writing Curriculum, Self-Assessment Checklists, Tracking Data, Teaching Using Learning Progressions, Transference to Content Areas, Designing Reading-Writing Performance Assessments, etc Source: Calkins, Lucy (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8 Portsmouth, NH: Heinemann Additionally, teachers should regularly engage in formative assessment They should collect student work throughout the unit to determine student progress, form strategy groups, and plan next instructional steps Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools Each lesson has a share component Modify based on students’ needs The following are other share options Some Possibilities for Purposeful Use of the Share Time Name Purpose Follow-Up on Mini-Lesson To reinforce and/or clarify the teaching point Method • Share an exemplar model (student or teacher) • Share a student who had difficulty and the way in which he/she solved the problem Share the story of a conference from the independent work time Provide another opportunity for active engagement Provide a prompt to initiate student conversation, “Turn and tell your partner…” • • • Problem Solving To build community and solve a problem Review • • • To recall previous strategies /prior learning To build repertoire of strategies To contextualize learning Looking Ahead to Tomorrow Introduce a new teaching point – set-up for the next mini-lesson Celebratory • • • Celebration of learning Boost student morale Promote membership in the “literacy club” Pose a “review” question to the class: “Today we learned one revision strategy What other revision strategies you use?” These strategies may be listed on a chart • Share the work of 2-3 students • Provide an opportunity for a whole class share: “You are all such amazing writers - you wrote so much today! Writers, hold up your open notebooks so that we can see all of the great work you have done.” Source:  Teachers College Reading and Writing Project Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools Working With Your Partner o Listening Purpose - Tell partner what s/he should listen for in your piece How can your partner help you? Read/Listen Talk/Discuss Flag spot/s needing changes Switch Roles Revise or Edit – Make Changes Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools Studying Sentence Patterns through Mentor Text Mentor Text: Chameleons are Cool by Martin Jenkins HYPHEN Notice: “Some lizards eat bananas -chameleons don’t Some lizards walk upside down on the ceiling—chameleons can’t There’s even a lizard that glides from tree to tree—a chameleon certainly wouldn’t that!” Name: Dash (or any name the class chooses) Try It – Select any topic Write that type of sentence INTERRUPTER PATTERN Notice: “Chameleons, wrinkly and bumpy, aren’t exactly beautiful.” Name: Interrupter Pattern (or any name the class chooses) “Shifts the adjective after the noun causing them to be set off with commas” (Anderson, 2005, p 11) Try It – Select any topic Write that type of sentence Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 26 SERIAL PATTERN Notice: “They change color when they’re angry, or when they’re too cold or too hot, or when they’re sick.” Name: Serial Pattern (or any name the class chooses) “Describes three actions that take place in a series” (Anderson, 2005, p 21) Try It – Select any topic Write that type of sentence CLOSER PATTERN Notice: “Just over half of all the types of chameleons come from Madagascar, a big island off the east coast of Africa.” Name: Closer Pattern (or any name the class chooses) “Starts with an independent clause, which is followed by descriptions that tell about that sentence” (Anderson, 2005, p 21) Try It – Select any topic Write that type of sentence Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 27 OPENER SENTENCE Notice: “But of all the different kinds of lizards, I still think chameleons are the best.” Name: Opener Sentence (or any name the class chooses) “Use a comma after a long introduction” (Anderson, 2005, p 21) Try It – Select any topic Write that type of sentence Source: Anderson, J (2005) Mechanically Inclined: Building grammar, usage, and style into writer’s workshop Portland, ME: Stenhouse Publishers Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 28 Ways to Elaborate or Say More…Details in Information Writing Ways to Elaborate or Say More…Details in Information Writing Write partner sentences Write partner sentences Define topic specific words Define topic specific words Use numbers, names, examples Use numbers, names, examples Use text features Use text features Consider setting: place, time, and season Consider setting: place, time, and season Use physical descriptions Use physical descriptions Add quotes based on research Add quotes based on research Cites sources from research Cites sources from research Ways to Elaborate or Say More…Details in Information Writing Write partner sentences Define topic specific words Use numbers, names, examples Use text features Consider setting: place, time, and season Use physical descriptions Add quotes based on research Cites sources from research Ways to Elaborate or Say More…Details in Information Writing Write partner sentences Define topic specific words Use numbers, names, examples Use text features Consider setting: place, time, and season Use physical descriptions Add quotes based on research Cites sources from research Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 29 Name: HOW Do You Want to Teach? Writers write information texts in many different ways How you want to teach? Use the chart to help you Structure – How I want to teach I want to try this structure! (Check the boxes of structures that will work in your writing.) I did it! I added this structure to my writing today! Description (Boxes & Bullets) Chronological (Flow Chart) Compare/Contrast Pros & Cons Cause & Effect Compare/contrast Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 30 Text Features and their Purposes Find information that shows the following: Text Feature Caption Example This is a zebra Purpose To tell the reader more about a picture or photograph Bold Print Comparison Table of contents Headings Photograph Diagram Labels Close-up Cutaway Map Flow chart Sidebars Glossary Index Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 31 Transitional Words Common Connectives to connect/link multiple sentences ADDITION in addition to and similarly likewise as well as besides another furthermore also moreover and then too not only….also even besides this/that in the same way CERTAINTY obviously certainly plainly of course undoubtedly EXAMPLE for instance one example just as in particular such as namely to illustrate SEQUENCE first (ly) initially in the first stage / phase one reason / advantage to begin with second(ly) etc in the second stage / phase another reason / advantage then earlier / later after this / that at this point following this / that following this / that a further reason / advantage in the final stage / phase the final reason / advantage CONSEQUENCE as a result thus so therefore consequently it follows that thereby eventually then in that case admittedly CONDITION CONTRAST However on the other hand despite in spite of though although but on the contrary otherwise yet instead of rather whereas nonetheless even though compared with in contrast alternatively DEFINITION if unless whether provided that for, so that, whether depending on REASON/CAUSE & EFFECT is refers to means that is consists of such as like Since, as, so, because (of) due to owing to the reason why in other words leads to cause of/ caused before form since, as until meanwhile at the moment when whenever TIME Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools SUMMARY in conclusion in summary lastly, finally to sum up to conclude to recapitulate to short TIME: Continued as soon as just presently at the present currently 32 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 33 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 34 Reflection for Writing Informational Writing: Literary Non-Fiction Name _ Date What did you like most about information writing? Which mentor text(s) guided you the best? What did your writing project have in common with our mentor text book(s)? What you feel you well as an information writer? What you need to work on? 5th Grade Student Reflection for Information Writing (Option B) Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 35 Name _Date We have just completed our first information writing unit in fifth grade What did you like most about information writing? Which mentor text(s) guided you the best when writing literary non-fiction? What did your writing project have in common with our mentor text book(s)? What you feel you well as an information writer? What you need to work on? If your intended audience has read this already, what was the response? If not, what are your plans for getting this to your audience? Based on: Katie Wood Ray (2001) The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts), NCTE Sample Teacher Demonstration Texts It is helpful for teachers to demonstrate new writing strategies during mini-lessons, using their own notebook entries and drafts When teachers write in front of their students, it provides a model and guides instruction MAISA has provided ‘sample teacher demonstration texts’ as teacher writing examples for specific lessons Teachers may, however, wish to develop their own writing Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 36 examples using their own personal areas of expertise Sample teacher demonstration texts are usually written by the teacher, before or during a mini-lesson Session 1: Writers consider potential topic ideas by writing flash drafts to discover what they know Topics I Already Know Well • Trees • Flowers • Cats • Baseball players Trees (writing long about the topic - sample) Trees are an important part of our world They have lived on earth longer than any other organism Trees keep our air clean and provide materials to us, such as wood and paper Many people think trees are beautiful, especially when they change over different seasons Trees also provide shade for both people and animals… Session 2: Writers narrow their topic selections to create an angle List from yesterday - Topics I Already Know Well • • • • Trees Flowers Cats Baseball players Topics I Already Know Well – Possible Ways to Zoom In • Trees benefits of trees, apple trees, life cycle of trees • Flowers annuals, perennials, geraniums • Cats domestic cats, wild cats, American White Hair cats • Baseball players Miguel Cabrera, Tigers, Little League Session 4: Writers use planning tools to develop subtopics Apple Trees • • • • • • • • • What an apple tree looks like Types of apple trees Why people like apple trees Why animals like apple trees How apple trees Change How to plant an apple tree Places apple trees grow Taking care of an apple tree Apple blossoms Session 4; continued: Chapter 1: Introduction Chapter 2: The Seasons of an Apple Tree Chapter 3: All Kinds of Apples Chapter 4: The Beautiful Apple Blossom Chapter 5: Where to Find Them! Chapter 6: How to Care for an Apple Tree Chapter 7: Conclusion Session 6: Writers outline what information to write in each chapter Boxes & Bullets The Seasons of an Apple Tree Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 37 • • • • Autumn Winter Spring Summer Flow Chart How to Care for an Apple Tree First, you need to… Next, you need to… Last, you need to… Session 8: Writers form paragraphs within their chapters The Seasons of an Apple Tree • • • • Autumn Winter Spring Summer One sentence per ‘bullet point.” An apple tree experiences seasonal changes during autumn, winter, spring, and summer In autumn, an apple tree has ripe apples that are ready to be harvested In winter, an apple tree rests Its branches are practically bare and only contain very tiny buds As time goes on, it becomes spring and the leaf buds unfold showing tiny apple blossoms In the summer, the apple tree begins to grow apples that become bigger and sweeter with each passing day More advanced: One paragraph per ‘bullet point’ The Seasons of an Apple Tree An apple tree experiences seasonal changes during autumn, winter, spring, and summer In autumn, an apple tree has ripe apples that are ready to be harvested Most often, apples are harvested by hand In winter, an apple tree rests Its branches are practically bare and only contain very tiny buds It’s hard to even see the tiny buds, but they are there As time goes on, it becomes spring and the leaf buds unfold showing tiny apple blossoms Honeybees buzz around the blossoms, collecting nectar and picking up pollen The apple tree is beginning to produce very tiny apples In the summer, the apple tree begins to grow apples that become bigger and sweeter with each passing day Each apples change color and ripen for prepare for the harvest in autumn Session 9: Writers how to write, not just what to write Cause and Effect Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 38 Cause If an apple tree is planted in an area without adequate drainage… Effects Then, the apple tree will likely drown and not survive If an apple tree is not pruned… Then, the dead branches and limbs will not provide enough room for apples to grow Pros and Cons Pros of Having an Apple Tree in Your Backyard • It is a pleasant part of the landscape • It provides shade to people and animals • It is enjoyable to observe the different stages of growth Cons of Having An Apple Tree in Your Backyard • They can often become invested with disease or pests • You need to prune and maintain them • They can be expensive to buy Compare-and-Contrast Apple Tree vs Maple Tree Similarities: An apple tree is similar to a maple tree because they both provide a resource for humans Apple trees provide fresh apples in the late summer to early fall and people can pick them by hand to enjoy Maple trees provide a sap that can be processed into sweet syrup that can be used as a topping for pancakes and desserts Differences: An apple tree is different than a maple tree because its resources are easier to harvest Once the apples are ripe, in the late summer to early fall, people can pick them by hand However, in order to harvest sap from a maple tree, you need to drill a hole, attach a sap container, and boil the sap, which takes much more time Session 11: Writers develop their writing through partner sentences Add an observation In winter, an apple tree rests Its branches are practically bare The branches may have very tiny buds It’s hard to even see the tiny buds, but they are there If you see an apple tree in winter and think it has died, don’t worry! The apple tree is just dormant in the winter, which means it’s in a temporary deep sleep Add new information In winter, an apple tree rests Its branches are practically bare The branches may have very tiny buds It’s hard to even see the tiny buds, but they are there The apple tree is preparing for the hard work ahead If you see an apple tree in winter and think it has died, don’t worry! The apple tree is just dormant in the winter, which means it’s in a temporary deep sleep Session 12: Writers captivate their readers through setting elaboration It is a crisp autumn morning and an apple tree stands high upon a hill A breeze hums through the air, rippling through its leaves and dancing among the fresh apples Session 14: Writers use physical descriptions to write more Precise adjectives and topic specific words It is a crisp autumn morning in September and an apple tree stands high upon a hill A warm breeze hums through the air, rippling through its leaves and dancing among the fresh apples Speaking directly to reader Have you ever seen an apple tree in early autumn? If you have seen a tree with large, ripe apples hanging from its branches then you certainly have seen an apple tree! Session 15: Writers add quotations and cite their sources Option 1: Quoting a Famous Person Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 39 How to Care for Your Apple Tree Many people are nervous to plant apple trees, because then they have to care for them Most people worry their apple trees will become diseased or will just be too much work But they’re not An apple tree is not that hard to care for Thomas Fuller once said, “He that plants trees loves others besides himself.” So you love others? If so, let’s get started! All you need is a sunny spot, with not too much water, and some pruning shears Option 2: Quoting a book or website According to the book: The Backyard Orchardist: A Complete Guide to Growing Fruit Trees in the Home Garden, Stella Otto claims that, “Growing fruit trees successfully is not really that difficult Even a neophyte gardener can it You can too!” Session 21: Writers explore creative sentence patterns in their writing Notice: Hyphen Some fruit tastes too sour - not apples Some fruit doesn’t go well in a pie – apples can There’s even art projects that need fruit an apple would be perfect for that! Notice: Interrupter Pattern Apples, crisp and crunchy, make a great snack Notice: Serial Pattern Apple trees should be pruned when they’re unhealthy, or when they’re too brown or too diseased, or when they’re ready for bigger apples Notice: Closer Pattern Apples grow in Michigan, a large state in North America Notice: Opener Sentence But of all the different kinds of fruits, I still think apples are the best Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 40 .. .Writing Unit of Study 5th Grade – Literary Non-Fiction: Extending Information Writing, Unit Table of Contents General Resources Suggested Mentor Text and Criteria Writing. .. first information writing unit in fifth grade What did you like most about information writing? Which mentor text(s) guided you the best when writing literary non-fiction? What did your writing. .. Administrators and Oakland Schools 34 Reflection for Writing Informational Writing: Literary Non-Fiction Name _ Date What did you like most about information writing?