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

Gardner It’s Ballet See PDF link under ‘Resources Section’ on Atlas Common Core Author Topic/Title Notes to Teacher Reading and Writing Project at Teachers College www.readingandwriting

5th Grade Literary Non-Fiction: Extending Information Writing

Unit 3 6/1/16

Writing Unit of Study

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

Table of Contents

General Resources

Suggested Mentor Text and Criteria 1

Writing Process Steps – Generic Poster 4

On-demand Assessment and General Assessment Background Information (same sheet in Lesson Plan packet) 5

Some Possibilities for Purposeful Use of Share Time 6

Rehearsing and Planning Bookmark 7

Working With Your Partner 8

Background Information on Journey Checklists: Process and Product 9

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 do 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.

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 Raymond Bial

One Tiny Turtle Nicola Davies See other titles in ‘Read and Wonder’ series

Chameleons are Cool Martin Jenkins See other titles in ‘Read and Wonder’ series

Butternut Hollow

Pond

Brian J Heinz This book is used primarily as a teaching text to demonstrate the use of a

descriptive setting, changing through one day

Walk with a Wolf Janni Howker See other titles in ‘Read and Wonder’ series

Marvels in the Muck:

Life in the Salt

Marshes

Doug WechslerExploding Ants Joanne Settel Ph.D

Guide to Photography Nancy Honovich and Annie

Griffins Demonstrates cause/effect (pgs 22; 72-73; 78)Star Wars into Battle Adam Bray Demonstrates cause/effect (pgs 10-11)

Demonstrates compare/contrast (pgs 4-7; 56-65)The Nelson Mandela

Story Andrew Einspurch Demonstrates cause/effect (pgs 16-17)

Harry Houdini Janice Weaver

The Big Campaign Andrew Einspurch Demonstrates compare/contrast (pg.10)

What’s Up? Rae Clayton Demonstrates pros/cons (pgs 8-9)

Brain Surgery for

Beginners Steve Parker

Salamander Rain: A

Lake and Pond Journal

Kristin Joy Pratt-Serafini Dawn Publications is dedicated to inspiring children to have an appreciate

for all life on Earth www.dawnpub.com

The Emperor’s Egg Martin Jenkins

Forces in Action Janine Scott Investigators Series: Informational Science in a Complex Informational Text

Continuum See other titles in ‘Investigators Series’ 4th Grade

http://teacher.scholastic.com/products/classroombooks/investigators.htm

Cave Diane Siebert

Oh, Rats: The Story of

Rats and People+

Albert Marrin www.penguin.com/youngreaders

Arlington: The Story of

Growing Fruit Trees in

the Home Garden

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

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:

Teaching-Expository-Text-Structures-update.6.-2014.pdf

http://wwwp.oakland.edu/Assets/upload/docs/SEHS/ERL/NewBibliographies/Bibliography.-Books-for-Student Authored Work Code: SW

Author Topic/Title Notes to Teacher

Teacher Authored Work

Author Topic/Title Notes to Teacher

Mrs Gardner It’s Ballet See PDF link under ‘Resources Section’ on Atlas

Common Core

Author Topic/Title 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 Notes to Teacher

Lucy Calkins English Bulldogs, Grade 5 Annotated Demonstration Text - p 328-330

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 do 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 andAdapting 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

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

Follow-Up on

Mini-Lesson To reinforce and/or clarify the teaching point • 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

strategies /prior learning

• To build repertoire of strategies

• To contextualize learning

Pose a “review” question to the class: “Today we learned one revision strategy What other revision strategies do you use?” These strategies may be listed on a chart.

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”

• 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

Working With Your Partner

o Listening Purpose - Tell partner what s/he should listen for in your piece How can

your partner help you?

BACKGROUND ON JOURNEY CHECKLISTS – PROCESS AND PRODUCT

One of the primary goals of this unit, or instruction for that matter, is for students to successfully do this work independently

To that end, teachers must teach steps for writing a particular piece These steps should be consistent within and across pieces, as well as text types This unit is based on having students cycle through the writing process: Generating ideas for writing, rehearsing, planning, drafting, revising and editing To guide students from beginning to end, we advocate two different journey checklists: a process checklist and a product-driven one The process journey checklist encompasses generating ideas, rehearsing, planning and drafting It is written specific to the unit In contrast, the product checklist focuses more on revising and editing This checklist aligns to either the text type of narrative, opinion, or Information Also, it contains specific items included in Common Core State Standards for Writing

Process Journey Checklist – A sample one is included in each unit Modify and change based on students’ background and

experience with the writing process, as well as other items a teacher wants to emphasize This checklist will help guide students as they navigate multiple times in writing a piece from start to finish They will not have to rely on the teacher to tellthem what to do next Often the checklist is built one item at a time as it is introduced or reviewed in lessons Once all steps have been taught, students are ready to try the process again without as much teacher direction The checklist will serve as their guide through the journey of writing on their own The student column is for them to list the date the step was

completed The teacher column is for when teachers’ cross-check student work If grades are given, teachers often equate each step to a number of points that go toward a final grade for a piece Please note: Checklists from grade level to grade level are aligned

Process is just as important as product in learning how to write! Therefore, we highly encourage teachers to monitor students’growth in these areas

Product Journey Checklist (named Student Checklists in Writing Pathways by Lucy Calkins) – Once students go through the

initial steps of the process (i.e generating ideas for writing, rehearsing, planning, and drafting), they shift to using a driven checklist to guide their revising and editing work It is highly recommended that teachers have students use the Student Writing Checklists included in Writing Pathways by Lucy Calkins to guide their revision and editing work There is one

product-checklist per text type Use the same product-checklist for each unit teaching that text type (Calkins, Lucy (2015.) Writing pathways:

Performance assessments and learning progressions, grade K-8 Portsmouth, NH: Heinemann.)

If a district has not adopted this assessment resource, they should develop a product-driven student checklist to correspond

to each text type

After students discover many of these items during immersion, teachers often distribute the checklist as a summary of what was discovered and to guide future work In addition to being used after immersion as a review of what that text type should include, the student checklists may also be used throughout the unit and prior to celebration to guide students’ thinking and self-monitoring Also, the product checklists are excellent for assisting students in setting writing goals or noting areas they want to give special attention Time should be devoted to teaching students how to effectively use these checklists Follow the To, With and By model as needed: Model for students and with students how to use the checklists on sample text before expecting them to do it by themselves

Please note: These checklists are end-of-the-year expectations Monitor student growth and provide additional instruction for the whole class, small groups, or individuals on areas needing improvement

PROCESS JOURNEY CHECKLIST - Unit 5: Literary Non-Fiction: Extending Information Writing

Name: Insert date in student box when completed.

Study published writing that resembles what I want to write - mentor texts (develop list

or mark up text)

Gather a variety of entries

Select and develop my topic

Rehearse in a variety of ways: Self - Hand, Touch Pages,( 2 people), Picture Plan, etc

PLANNING AND DRAFTING

Plan my subtopic – Use tool to rehearse again

Write draft with each subtopic as a separate chapter

Make a plan for which text features will work best in each chapter

Decide HOW you want to write

Study published introductions Pay attention to WHAT the author did and HOW the

author did it

Study published conclusions Pay attention to WHAT the author did and HOW the

author did it

REVISING (shift to a product checklist)

Refer to Writing Pathways by Lucy Calkins, “Information Student Checklists” Grade 5 -

sections of Structure and Development to guide your revision work.*

Additional Items to check: (See ‘Ways to Elaborate or Say More’ Resource for ideas)

EDITING (shift to a product checklist)

Refer to Writing Pathways by Lucy Calkins, “Information Student Checklists” Grade 5 –

develop a product-driven student checklist to correspond to each text type Calkins, Lucy (2015.) Writing pathways:

Performance assessments and learning progressions, grade K-8 Portsmouth, NH: Heinemann.

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