ela common core state standards resource packet · ela common core state standards resource packet....

Last updated 12/18/12 SMB. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

ELA Common Core

State Standards Resource Packet

2nd Grade Informational Writing: Personal Expertise

Unit 5 12/18/12 Draft

This unit is presently under a state-wide pilot and review.

Last updated 12/18/12 jac. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

Writing Unit of Study 2nd Grade – Informational Writing: Personal Expertise, Unit 5 Table of Contents 2nd Grade Mentor Text ...............................................................................................................................................................3

Mentor Text Analysis Chart ..........................................................................................................................................................5

Writer’s Notebook Pages .............................................................................................................................................................7

Booklet Pages ...............................................................................................................................................................................9

Table of Contents page ..............................................................................................................................................................11

Everything I Know About a Topic Page .......................................................................................................................................12

Sketch and Chapter Titles ...........................................................................................................................................................13

Diagram Page .............................................................................................................................................................................14

Fun Facts Page ............................................................................................................................................................................15

How-To Page ..............................................................................................................................................................................16

Additional Page Choices .............................................................................................................................................................17

Text Features ..............................................................................................................................................................................22

Writers Talk to Other Experts about Their Topics ......................................................................................................................24

Student Expertise Checklist ........................................................................................................................................................25

Editing Checklist .........................................................................................................................................................................26

Student Self Reflections .............................................................................................................................................................27

Assessment – Class Profile Teaching Points and Behavior Checklist/Conferring Sheet – option A ...........................................28

Assessment – Class Profile Teaching Points and Behavior Checklist/Conferring Sheet – option B ...........................................29

Assessment – Proficiency Checklist ............................................................................................................................................35

Some Possibilities for Purposeful Use of the Share Time ..........................................................................................................36


2nd Grade Mentor Texts – Unit #5 Informational Writing: Personal Expertise Criteria:

• Guiding questions from A Quick Guide to Teaching Informational Writing, Grade 2 by Marika Paez Wiesen (2012, Heinemann). A. Does the topic of at least one of my mentor texts show how a writer can teach about a topic

of personal expertise? (e.g., A Day at Gymnastics, or Baseball) B. Does the book use an “I” teaching voice rather than an authoritative, third-person teaching

voice? C. Is the text organized in a straightforward way, as in topics and subtopics? D. Is the syntax of the text simple enough that a child might listen to the text and think, “I could

write a text like that”? • Structural features: title, table of contents, lead, headings/subheadings, conclusion, text

features • Text features – includes a number of items: bold print, chart, caption, diagrams/illustrations,

pictures, labels, etc. • Variety of ways information is included: facts, stories, domain-specific vocabulary, exclamations

& wonderings, phrases specific to nonfiction text, variety of page layouts, etc. For more information, see Resources and Materials page in lesson plan packet,

individual lessons and mentor text analysis chart in resource materials packet

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.

Literature – Trade Book Suggestions

Title Author Notes to Teacher Teeth, Senses, or other similar titles in collection

Investigate series by Heinemann Contact Marlene Malkin for more ordering info- [email protected]

Wolves, Sharks, or other similar titles in collection

National Geographic Readers Level 2

How do they work? Science/Technology Series by Heinemann (check your literacy libraries, these are going out of print)

Several title in series Weekly Reader Science Acorn Series by Heinemann (examples: Help the

Environment, Our Global Community, Materials, Creature Comparisons)

Contact Marlene Malkin for info [email protected]

Oceans, Earth, or other similar titles in collection

A True Book series by Scholastic

Earthworms (and other title by author)

Claire Llewellyn Replace with other similar books by Llewellyn

Making Music or other Newbridge Discovery Links 2 Contact Marlene Malkin for info


similar titles in series [email protected] Several titles in collection

Usborne Beginners or Discovery Series

Caring for Bicycles or other similar titles in collection

Sundance – Alphakids Contact Marlene Malkin for info [email protected]

Rabbits, Rabbits and MORE Rabbits!

Gail Gibbons Replace with other similar books by Gibbons Used to how some page layouts

Please note: We are still studying books. More will be added after Pilot & Review. Student Authored Work Code: SW

Author Topic/Title Notes to Teacher

Teacher Authored Work Code: TW

Author Topic/Title Notes to Teacher

Common Core Code: CC

Author Topic/Title Notes to Teacher Reading and Writing Project at Teachers College (www.readingandwritingproject.com) Code: TC

Author Topic/Title Notes to Teacher Sophie Girl Scouts 2nd grade Aaron Smonth (seasons) 2nd grade Erin Making Braids 3rd grade Websites Code: WWW

Sandra M. Biondo & Michele Farah, last updated on 10/25/12. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

Mentor Text Analysis for Informational Books: Personal Expertise Grades K-2*

Title, Year, Publisher

Author

Structure and Text Features

Topi

c of

per

sona

l ex

pert

ise

Use

s “I”

teac

hing

vo

ice

Stru

ctur

e =

topi

cs

and

subt

opic

s Sy

ntax

sim

ple

for y

oung

w

r- I

Can

Writ

e Li

ke T

hat

Type

of T

itle

Type

of L

ead

Type

of C

oncl

usio

n

Fact

s usin

g na

mes

, #s

, size

s, o

r sen

ses

Stor

y In

clud

ed

Dom

ain-

spec

ific

voc

– de

fined

text

, bol

d, b

ox

Excl

amat

ions

&

Won

derin

gs

Phra

ses s

peci

fic

to n

onfic

tion

text

Pa

ge la

yout

- de

scrip

tive

Page

layo

ut- Q

& A

Page

layo

ut -

fact

s

Page

layo

ut –

Ho

w T

o

Page

layo

ut -

list

Page

layo

ut –

Diff

ki

nds o

f som

ethi

ng

Page

layo

ut -

*The Purpose of this chart is to assist teachers in analyzing and choosing text. Please read your grade level unit to identify specific structure and text features included in the lessons and adjust accordingly.

Sandra M. Biondo & Michele Farah, last updated on 10/25/12. This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).

Mentor Text Analysis for Informational Books: Personal Expertise Grades K- 2 page 2*

*The Purpose of this chart is to assist teachers in analyzing and choosing text. Please read your grade level unit to identify specific structure and text features included in the lessons and adjust accordingly.

Title, Year, Publisher

Author

Text Features

Blur

b

Bold

prin

t

Capt

ion

Char

t

Com

paris

on

Cuta

way

Diag

ram

, Ill

ustr

atio

n, P

ictu

re

Fact

Box

Glos

sary

Grap

h

Head

ings

Inde

x

Labe

ls

Map

s

Pare

nthe

ses

Phot

ogra

ph

Pron

unci

atio

n Ke

y

Subh

eadi

ngs

Tabl

e of

con

tent

s

Tabl

e

Tim

elin

e

Writer’s Notebook

_________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________

Writer’s Notebook

_________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________

Writer’s Notebook/Oakland Schools 12/9/12

_________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ Writer’s Notebook/Oakland Schools 12/9/12

_________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________

________________________________________________________________________________

______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

Booklet Paper/Oakland Schools 12/9/12

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

Booklet Paper/Oakland Schools 12/9/12

Table of Contents ____________________________________ _______________ ____________________________________ _______________ ____________________________________ _______________ ____________________________________ _______________ ____________________________________ _______________ ____________________________________ _______________ ____________________________________ _______________ ____________________________________ _______________

Oakland Schools 12/9/12

Session 3- Everything I Know About A Topic

_____________________________ • __________________________

• __________________________

• __________________________

_____________________________ • __________________________

• __________________________

• __________________________

Sketch and Chapter Titles

Diagram of _________________________

Diagram Paper/Oakland Schools 12/9/12

Fun Facts Page __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

Fun Facts/Oakland Schools 12/9/12

How-To ______________________________ ______________________________ ______________________________

______________________________ ______________________________ ______________________________

______________________________ ______________________________ ______________________________

How-To/Oakland Schools 12/9/12

Various Paper Choices/Source: Barbara Gurian

Various Paper Choices/ Source: Barbara Gurian

Diagram Choices/Source: Barbara Gurian

Various Paper choices/ Source: Barbara Gurian

_____________________________________________________________

______________________________________________________ ______________________________________________________

_______________________________________________________ ________________________________________________________

Different Kinds of Something/Oakland Schools 12/19/12

Text Features

Find information that shows the following:

Text Feature Example Purpose

Caption This is a zebra. To tell the reader more about the picture or photograph.

Bold Print

Comparison

Table of contents

Headings

Photograph

Diagram

Labels

Insert 1st grade editing checklist

Student Self Reflections – Create a Self Reflection to meet students’ needs.

Please see pages 5-7 in K-2 Formative-Assessment Packet for MAISA Writing Units on Atlas Rubicon under Assessment Tasks.

MAISA 12/9/12

Assessment – 2nd Grade Informational Class Profile of Teaching and Learning Points (Conferring Checklist) p. 1 DRAFT

Student Names

Choo

ses m

eanin

gful to

pics;

Cons

iders

audie

nce

Focu

ses b

y cho

osing

one p

art

of a t

opic

OR id

ea

Make

s a gi

ant li

st of

what

the

y kno

w ab

out th

e top

ic

Choo

ses c

hapte

r title

s

Pictu

res t

he ch

apter

title

in the

ir mind

an

d beg

ins dr

afting

Uses

illus

tratio

ns or

diag

rams

to

add i

nform

ation

Oral

rehe

arsa

l to el

abor

ate an

d pro

vide

mor

e info

rmati

on

Make

s fac

ts sp

ecific

s (Na

mes,

nu

mber

s, &

sizes

)

Uses

stor

ies to

teac

h mor

e abo

ut the

ir top

ics (S

how,

not te

ll)

Cons

iders

audie

nce

Gathe

rs ar

tifacts

to el

abor

ate

Uses

diffe

rent

layou

ts to

the m

ake

the pi

ece m

ore i

ntere

sting

and c

lear

Uses

text

featur

es to

teac

h ab

out th

e top

ic

Uses

data

MAISA 12/9/12

Assessment – 2nd Grade Informational Class Profile of Teaching and Learning Points (Conferring Checklist) p. 2 DRAFT

Student Names

Talk

s to

expe

rts a

bout

the

topi

cs

Writ

ers m

ake

plan

s for

revi

sion

Writ

ers a

n in

trod

uctio

n

Writ

ers a

pow

erfu

l con

clus

ion

Defin

es im

port

ant w

ords

Adds

won

ders

or e

xcla

mat

ions

Edits

for c

apita

lizat

ion

Use

s edi

ting

chec

klis

t

Oakland Schools, Pilot and Review, 12-13-12

2nd Grade – Informational Writing: Personal Expertise, Unit 5 Concept 1: Writers choose topics by considering areas of expertise, audience, and focus.

Students Chooses meaningful topics; Considers audience

Focuses by choosing one part of a topic OR idea

Makes a giant list of what they know about the topic


2nd Grade – Informational Writing: Personal Expertise, Unit 5 Concept 2: Writers plan and draft their information in an organized way.

Students Chooses chapter titles Pictures the chapter title in their mind and begins drafting

Uses illustrations or diagrams to add information


2nd Grade – Informational Writing: Personal Expertise, Unit 5 Concept 3: Writers reread and revise using a toolbox of elaboration strategies to increase the amount of information they give.

Students Oral rehearsal to elaborate and provide more information

Makes facts specifics (Names, numbers, &

sizes)

Uses stories to teach more about their

topics (Show, not tell)

Considers audience

Gathers artifacts to elaborate


2nd Grade – Informational Writing: Personal Expertise, Unit 5 Concept 4: Writers reread and revise using a toolbox of elaboration strategies to add a variety of information.

Students Uses different layouts to the make the piece more

interesting and clear

Uses text features to teach about the topic

Uses data Talks to experts about the topics


2nd Grade – Informational Writing: Personal Expertise, Unit 5 Concept 5: Writers prepare to publish by revising and editing select pages.

Students Writers make plans for revision

Writers an introduction

Writers a powerful

conclusion

Defines important

words

Adds wonders or exclamations

Edits for capitalization

Uses editing checklist

Pilot and Review, MAISA 12/11/12

2nd Grade–Informational Writing, Personal Expertise End of Unit Proficiency Checklist

Name: ____________________________________________Date:

____________________________________________ Exceeding Proficiency (above) with Informational Writing, Personal Expertise

Exceeding Proficiency students must meet all the proficient criteria as well as the criteria for Exceeding Proficiency category

Evidence of Show, Not Tell through a story teller voice(Session 7, 9) Uses a variety of paper layouts and structures to make their writing even more

interesting and clear (Session 8) Makes facts specific using names, numbers, and/or sizes (Session 9) Adds questions, exclamations, or personal responses to elaborate (Session 11) Uses a variety of text features (Session 13, 16) Evidence of data collection (survey, interviews) (Session 14, 15)

Proficient (at) with Informational Writing, Personal Expertise

Proficient students must meet all the proficient criteria. Demonstrates knowledge of workshop routines (productive entire workshop,

partnerships, etc. (Session 1, 2, 3, 7, 8, 11) Meaningful topic, considering audience (Session 1, 11) Narrow, focused topic “zoomed in” (Session 2) Organizes their topic by chapter headings (Session 4) Uses chapter headings to create a table of contents (Session 4) Uses illustrations and/or diagrams to add more information (Session 6) Uses elaboration strategies (text features, questions, exclamations, etc.)

(Sessions 7-15) Writes an introduction that tells what will be learned and why (Session 17) Writes a conclusion that tells why the topic is important (Session 18) Evidence of revision (throughout unit) Edits uses editing checklist (Session 23) Uses definitions to develop points (Session 19)

See page 26 of the ELA CCSS document for all 2nd Grade Language Standards Approaching Proficiency with Informational Writing, Personal Expertise Does not meet requirements for Proficient

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 Method 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

Review • To recall previous 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

ela common core state standards resource packet · ela common core state standards resource packet....

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