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Taking Common Core Writing Text Types toWriting Text Types to Paragraphs and Beyond

Carolyn Hood

©2002, 2017 Learning Headquarters 7290 Navajo Road, Suite 207

Carolyn Hood CABE 2017

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Phone: (619) 229-0010 Fax: (619) 229-6672 Email: [email protected]

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Standards-Based System to Increase Student Achievement

Writing Instruction

Demonstration WritingDemonstration Writing“I Demo It; We Do It”

Modeled/Shared/Interactive WritingModeled/Shared/Interactive Writing(At Grade Level)

Student Writing“You Try It; On Your Own”

Guided/Independent WritingGuided/Independent Writing(At Instructional Level)

Common Core Writing Standards English Language Arts/English Language Development

F kFramework

www.learningheadquarters.com 1 © 2002, 2017 Learning Headquarters

Common Core Writing Text Types Across Grade Levels

K Opinion Informative/ Explanatory

Narrative

1 Opinion Informative/ Explanatory

Narrative


Narrative


Narrative


Narrative

5 O i i I f ti / N ti5 Opinion Informative/ Explanatory

Narrative

6 Argument Informative/ NarrativeArgument Informative/ Explanatory

Narrative

Common Core State Standards -Writing Shifts-

• Writing Across Content Areas• Integrated Approach

• Balanced Access to Writing Text Types

Informative/ Explanatory

NarrativeArgument (Opinion)

• Text-Dependent Writing• Grounded in Evidence

from Texts

• Imbedded Research and Technology• Multiple Sources

Di i l T l• Digital Tools• Collaboration

English Language Development (ELD) Standards

-Key Shifts-• Used in Tandem with Common Core

ELA Standards and Content AreasELA Standards and Content Areas

Designated• Specialized

Integrated•All Content Areas

CSpecialized Attention to Critical Language Skills

All Content Areas•ELA with ELD Considerations•All of the Time

• 3 Modes of Communication• C ll b ti I t ti

• Protected TimeAll of the Time

• Collaboration, Interpretive, Productive

• 3 Levels on Continuum3 Levels on Continuum• Emerging, Expanding, Bridging

• Key ThemesyLanguage

DevelopmentEffectiveExpression

ContentKnowledge

FoundationalSkills

Meaning Making


WritinggText Types

Argument (Opinion)

• Note: See Appendix A for more details, including “The Special Place f A t i th St d d ”of Argument in the Standards”

Informative/Explanatory

d f• Note: See Appendix A for more details, including distinctions between arguments and g mexplanations

Narrative

• Note: See Appendix A for more details, including “Creative Writing b d N ti ”beyond Narrative”


Text Structures

Written Language

Scribbles Sounds/ Letters

Words/ Phrases Sentences Paragraphs Multiple

Paragraphs


Sentence ldBuilding

Powerful Sentences Chart• T t f i l• To transform a simple

idea into powerful sentencessentences

• To brainstorm related words/synonymsy y

• To develop and verbalize new sentences

• Grades 1-6

Powerful Sentences Chart

The desperate 49ers panned for gold using a rocker in California during the

Gold RushGold Rush.

Spanish Powerful Sentences ChartPowerful Sentences Chart


Sentence Blueprints Cards• To create a variety of y

powerful sentences• To actively engage

students in creating new blueprint patterns

• To develop and verbalize new sentences

• Grades 2-6: TravelersG d 3 6 T i l D k• Grades 3-6: Triple Deckers

• Grades 3-6: Double the Whos

Building Powerful Sentences (T v l s) usin th(Travelers) using the

Powerful Sentences Chart

The desperate 49ers panned for goldThe desperate 49ers panned for gold during the Gold Rush in California.

-Travelers-

The desperate 49erspanned for

gold

using a rocker

in California

during the Gold Rushrocker California Gold Rush.

The desperate 49ers panned for gold during the Gold Rush in California.g

Using a the desperate 49ersUsing a rocker,

Using a rocker, the desperate 49ers

in California

during the Gold Rush.

panned for gold

g , ppanned for gold during the Gold Rush in

California.

-Triple Deckers-

Th h f lThe hopeful

dreamers panned through riverbeds,

investigated the Mother Lode,

and searched at their land claim

every waking hour.

The hopeful dreamers panned through riverbeds, investigated the Mother Lode,

and searched at their land claim everyand searched at their land claim every waking hour.


-Double the Who’s-

James M h ll

hunted for t

a gold kMarshall, nuggets

i 1849

seeker,

toin the Sierra in 1849 to prosper.

in the Sierra Nevada mountains

James Marshall a gold seeker huntedJames Marshall, a gold seeker, hunted for nuggets in the Sierra Nevada

mountains in 1849 to prosper.

-with Travelers-To prosper, James Marshall, a gold p p , , g

seeker, hunted for nuggets in the Sierra Nevada mountains in 1849.

Spanish Sentence Blueprints Cardsp


Powerful Argument ( )(Opinion)W itiWriting

Third Grade Sample

Teaching Task Pre-Planning

Concept(s)American HeroesExploring Informational Texts: Describing Historical Events

Text/Source:

Text/Source Information (from Standards, Appendix B, District, etc):

Describing Historical Events

The Story of Ruby Bridgesby Robert Coles

Th St f R b B id i d l d

Text(s) and/or Source(s)

The Story of Ruby Bridges is a read-aloud informational text listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks’

Sample Performance Task (p 62):Students read Robert Coles’s retelling of a Students read Robert Coles s retelling of a series of historical events in The Story of Ruby Bridges. Using their knowledge of how cause and effect gives order to events, they use specific language to describe the sequence of events that leads to Ruby d h h l [ ]

Text Type

desegregating her school. [RI.3.3]

Argument (Opinion)

Teaching Task (with Text Structure)

How would you describe Ruby Bridges? After reading The Story of Ruby Bridges, write an essay that states your opinion on the best word or phrase to describe this young girl

Instructional Sequence

Structure)

Consider: Plan by backward mapping to include reading

or phrase to describe this young girl. Support your opinion with reasons. (Analysis)

Sequence -Plan and Teach-

y pp g gof text prior to teaching instructional sequence

8Teaching Task Pre-Planning Sheet A © 2012 Learning Headquarterswww.learningheadquarters.com

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Instructional Sequence Guide

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Note-Taking Tip:Note Taking Tip:• As you read the story,

create an anchor chart that models how to takethat models how to take notes about moments from the story that may describe Ruby’sdescribe Ruby s personality (e.g., determined)


Build Concept and Background:Review Grade-Level Standards

-Scoring Guide-

Build Concept and Background: Review Grade-Level Standards -Create a Student-Generated

Checklist-

Write about the idea or book - Jayden

Third Grade Opinion Checklist

Write about the idea or book JaydenWrite what you believe about - Abel Organize your reasons so other people can understand them - Alejandra Make sure your reasons match and

support your opinion/belief - Loydpp y p y Use transitions to connect your ideas -

Sofia C t id ith t t d Connect your ideas with starters and

transitions - Mia C-C-Conclude your idea - MasonWrap it up - Bella


Build Concept and Background: Analyze Writing (Text Type)

Exemplars


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H ld d ib

Identify Task

How would you describe Ruby Bridges? After reading The Story of Ruby BridgesThe Story of Ruby Bridges,write an essay that states

your opinion on the best word y por phrase to describe this young girl. Support your

i i ithopinion with reasons.

Learning Headquarters’ Third Grade Writing Task Templates

-Opinion-Analysis Task 1: [Insert question] After __________

(researching, reading, learning about, experiencing) __________ (content), write a/an __________ ( d ) h i i

-Opinion-

(product) that states your opinion on __________. Support your opinion with reasons.

Comparison Task 2: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that compares__________ and argues __________. Support your opinion with reasons.

Evaluation Task 3: [Insert question] After __________ (researching, reading, learning about, experiencing)

(content) write a/an__________ (content), write a/an __________ (product) that discusses __________ and evaluates __________. Support your opinion with reasons.

Problem-Solution Task 4: [Insert question] After __________ (researching, reading, learning about, experiencing)

( ) /__________ (content), write a/an __________ (product) that identifies a problem __________ and argues for a solution __________. Support your opinion with reasons.

Cause-Effect Task 5: [Insert question] After __________ Cause Effect(researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that argues the causes of __________ and explains the effects __________ . Support your opinion with reasonsopinion with reasons.

Third Writing Task Templates: Opinion © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative



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PlanEvents How Ruby

RespondedWords to Describe

Someone who Responds This Wayy

• Ordered to attend first grade at school as first and only African American

• Felt proud to have been chosen• Prayed with her family for courage

• strong• brave• courageous• optimistic

P id d d C i d d b• President ordered armed marshals to protect her from people who wanted to hurt her

• Continued to attend school every day

• brave• determined• persistent

• Entered school through a mob of angry, nasty people

• Hurried through crowd quietly

• calm• courteous• safe

• Other parents did not let their children

• Went to school with a smile on her face

• positive• self confidentnot let their children

go to school with hera smile on her face • self-confident

• Ruby and teacher alone in classroom every day

• Dedicated and ready to learn to read and write

• dedicated• bright• hard-workingy y g

• Constant chaos outside school

• Relaxed• Didn’t seem nervous or scared

• peaceful• fearless

• Dangerous day with l h i

• Stopped and prayed f f i f

• lovingf i hf langry people shouting

at her and wanting to hurt her

for forgiveness for people who hated her

• faithful• forgiving• compassionate

• Laws changed so all children could attend

• Continued to make a difference

• leader• role modelch ldren could attend

school togetherd fference role model

• pioneer• Constantly told she didn’t deserve an equal education

• Continued on to graduate from high school

• dedicated• strong• passionate

Plan

role model

honorable -Asiadetermined

-Becker

word/phrase that

role model -Mrs. Third

Becker

word/phrase that best describes Ruby Bridgesy g

Americanoptimist courageous

-KeenanAmerican

hero –Greyson

p-Rex

peaceful -Alexis leader -Alexis -Sahara


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PrewriteControlling Idea (Opinion)

• To share a point of view• To connect topic to

purpose and task• To set up the significance

(“So what?”)

Controlling Idea =Controlling Idea = Topic + Task/Purpose

role model + word/phrase that best describes Ruby Bridges =

Ruby Bridges is best described as a role model for people around the world.

• Symbol introduced in kindergarten• “Shazam! Lighting strikes here!”Shazam! Lighting strikes here!• “Spark the rest of your writing”

Prewrite: Controlling Idea (Opinion)g ( p )

Mrs. ThirdDate

role model

Information• To gain attention of the

reader• To build background for

the point of view• To state what argument

(opinion) is about• To draw information

from and connect to sourcessources

• Symbol introduced in yfirst grade

• “Give the 9-1-1”


Prewrite: Information from Experiences or Print and

Digital SourcesMrs. ThirdDate

l d l

• 1960• Judges orders• William Frantz Elementary

Date

role model• New Orleans, Louisiana

Related Words/Synonyms• To preclude reader

boredom• To eliminate over use• To be strategic about word

and phrase choice for effect

• Symbol introduced in firstSymbol introduced in first grade

• “S-S-Synonyms (hold up two fingers on one hand) mean (hold up two fingers on the other hand)on the other hand) s-s-same.”

Prewrite: Related Words/Synonymsy ym

Mrs. ThirdDate

role model

Ruby Bridges = little girl, first grader,

student, youth, courageous kid

• 1960• Judges orders• William Frantz Elementary• New Orleans, LouisianaLouisiana

Reasons• T t th it ’• To support the writer’s

purpose• To create an• To create an

organizational structure that lists reasons

• To address multiple viewpoints respectfully

• Symbols introduced in first grade• “The shapes hold the ‘shape’ of the

writing”S l b f b d• Select number of reasons based on amount needed to support opinion


Prewrite: Reasons

“There is no right way to r niz ft r ll but th r isorganize, after all, but there is a right way to think about it: the

overall effect of good gorganization should be the

showcase of the ideas.”Culham, Ruth. 6 + 1 Traits of Writing: The

Complete Guide Grades 3 and Up. New York: Scholastic Professional Books, 2003. Print.

Prewrite: Reasons

TiUse your class ‘Plan’ to model reason selection

Tip:

model reason selection.Events How Ruby


Someone who Responds This Way

• Ordered to attendfirst grade at school as first and only African American


• strong• brave• courageous• optimisticAfrican American family for courage • optimistic

• President ordered armed marshals to protect her from people who wanted to hurt her

• Continued to attendschool every day


• Entered school through a mob of angry nasty people


• calm• courteous• safeangry, nasty people safe

• Other parents did not let their children go to school with her


• positive• self-confident



• dedicated• bright• hard-working

• Constant chaosoutside school

• Relaxed• Didn’t seem nervous

• peaceful• fearlessoutside school • Didn t seem nervous

or scared• fearless

• Dangerous day with angry people shouting at her and wanting to hurt her

• Stopped and prayed for forgiveness for people who hated her

• loving• faithful• forgiving• compassionate

• Laws changed so all children could attend school together


• leader• role model• pioneer

Be sure to celebrate students who make different selections

g p• Constantly told she didn’t deserve an equal education



who make different selections.

PlanEvents How Ruby


Someone who Responds This Wayy

• Ordered to attend first grade at school as first and only African American


• strong• brave• courageous• optimistic

P id d d C i d d b• President ordered armed marshals to protect her from people who wanted to hurt her

• Continued to attend school every day


• Entered school through a mob of angry, nasty people


• calm• courteous• safe

• Other parents did not let their children


• positive• self confidentnot let their children

go to school with hera smile on her face • self-confident



• dedicated• bright• hard-workingy y g

• Constant chaos outside school

• Relaxed• Didn’t seem nervous or scared

• peaceful• fearless

• Dangerous day with l h i

• Stopped and prayed f f i f

• lovingf i hf langry people shouting

at her and wanting to hurt her

for forgiveness for people who hated her

• faithful• forgiving• compassionate

• Laws changed so all children could attend


• leader• role modelch ldren could attend

school togetherd fference role model

• pioneer• Constantly told she didn’t deserve an equal education



Prewrite: Reasons


Prewrite: Reasons

Mrs. Third

1 60

Date

role model



• 1960• Judges orders• William Frantz Elementary• New Orleans, Louisiana

took education seriously

did the right thing

showed perseverance

proved one person can make a difference

Reasons

Support• To add details that

support reasons• To integrate quotes,

statistics, viable solutions, etcetc.

• To utilize domain-specific and/or text-basedspecific and/or text based vocabulary

• Formally introduced in first grade• Teacher: “Ho do o s pport• Teacher: “How do you support

your reasons?”• Students: “Back them up with factsStudents: Back them up with facts,

facts, facts!!!”

Prewrite: Support

Reasons

•What will help my reader understand the information?•How do I share my message?•How do I share my message?•How do I address reader concerns?•How do I support my ideas?

Argument (Opinion) Logical Order Tip:g p

Strongest first“P f h h !”“Power out of the chutes!”

Strongest lastStrongest last“Save the best for last!”


Prewrite: Support

Mrs. Third

1 60

Date

role model



• 1960• Judges orders• William Frantz Elementary• New Orleans, Louisiana


did the right thing

showed perseverance

●only student in class

ld h b

●people shouted nasty things

h d

●went to school every day despite

●held head high●fought for what


Reasons

●would have been easy to lose interest in learning●learned to read and write

●she never said anything in anger●prayed for forgiveness for angry people

the protests●stayed on constant path to goal●graduated high school

was right●all kids go to school together

Argument (Opinion) Support Tip:

Example What?Quote Prove it!Quote Prove it!Explanation How?

Concluding Expression• To provide a concluding

statement or section• To leave the reader

satisfied with the strength of the argument (opinion) presented

• Symbol introduced in first gradeg

• “Aha!”

Prewrite: Concluding Expressiong p

Mrs. ThirdDate

role model



• 1960• Judges orders• William Frantz Elementary • New Orleans, L isi


did the right thing

showed perseverance

●only student in l

Louisiana

●people shouted h

●went to school


Reasons

●held head highclass●would have been easy to lose interest in learning●learned to read and write

nasty things ●she never said anything in anger●prayed for forgiveness for angry people

every day despite the protests●stayed on constant path to goal●graduated high

●fought for what was right●all kids go to school together

g y p p g gschool

proud to go to school where children from all backgrounds can learn together


Conclusion Tip

“Restate”• Powerful Sentences• Be Aware: Sometimes

students rewrite sentences f i t d ti ith tfrom introduction without changes

Types of Argument (Opinion) Conclusions

Quote from authority

Imagine statement

Final claim clarityy

Call to action

Expression/adage

Global goodGlobal good

Question to ponder

Tip: Use conclusion starters ( “I th f t ”)(e.g., “In the future…”)

Audience Hook• To grab the reader’s

interest• To lead into controlling

idea (opinion) i f iinformation

• Symbol introduced in first gradefirst grade

• “Hook the reader in just like a fish Reel ‘em in!”like a fish. Reel em in!

Prewrite: Audience Hook

Mrs. Third

1960

Have you ever taken a stand on an issue?Date

role model



• 1960• Judges orders• William Frantz Elementary • New Orleans, Louisiana


did the right thing

showed perseverance

●only student in class

ld h b

●people shouted nasty things

h d

●went to school every day despite


Reasons

●held head high●fought for what

●would have been easy to lose interest in learning●learned to read and write

●she never said anything in anger●prayed for forgiveness for angry people

the protests●stayed on constant path to goal●graduated high school

was right●all kids go to school together

proud to go to school where children from all backgrounds can learn together


Audience Hook VarietyD t t i t dDemonstrate variety and

create/add to an anchor

• Quote or Expressionchart

Quote or Expression

• Fact

• Question

• Paint a Picture

• Exclamation

• Call to Action• Call to Action


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Draft: Audience Hook, Information, and Controlling Idea

Mrs. ThirdDate

Have you ever taken a stand on an important issue?important issue?

A judge ordered Ruby Bridges to attend first grade at William Frantz Elementary in New Orleans, Louisiana in 1960. She was the only African American at the school. She stayed strong against mobs of angry y g g f g ypeople to receive the education she deserved.



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Reflect, Revise, and Edit: Introduce Checklist

Ph I Ch kli• Phase In Checklist• Define Based on Current

Instructi nInstruction

Reflect, Revise, and EditMrs. ThirdDate

Have you ever taken a stand on an important issue?important issue?

A judge ordered Ruby Bridges to attend ΛIn 1960,

first grade at William Frantz Elementary in New Orleans, Louisiana. in 1960. She was the only African American at the school. She stayed strong against mobs of angry y g g f g ypeople to receive the education she deserved.


sentence variety lX

R b t k h i ht t litReason #1 with Support

Draft, Reflect, Revise, and Edit

Ruby took her right to a quality education seriously, as we all should do.

She was the only student in class. With all of the chaos outside, it would have been easy to lose interest in learning. Instead, Ruby went to school every day to learn how to read and write.

this model student

Reason #2 with Support

The respectful youth taught us to do the right thing even when others are doing wrong.


Every day as Ruby went to school, people shouted nasty things at her. She never said anything in anger back. Instead, she prayed for forgiveness for these angry

the courageous girl

prayed for forgiveness for these angry people.

synonyms l lX

Rub standin her r und ultimatel paid ffReason #3 with Support


Ruby standing her ground ultimately paid off, showing that perseverance has its rewards.

This determined first grader went to school each morning despite the protests. She stayed on a constant path toward her goal. Ruby stayed in school long enough to graduate high school.

ΛIn the end,

g g


This little girl proved that one person can make a difference.


Ruby held her head high as she went to school by herself with no other kids to support her. She fought for what was right Due to her bravery all children can

ΛIn the midst of a difficult situation,

/right. Due to her bravery, all children can now attend school together.

transitions l lX



Ruby Bridges can be described as a true role model for everyone.children and adults alike.

As a result of her accomplishments weAmerican citizens

As a result of her accomplishments, we can all take pride in attending schools where children from all backgrounds can learn together.

specific examples l lX


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PublishMrs. Third Date

Ruby Bridges: A Role Model

DateWriting

Have you ever taken a stand on an important issue? In 1960, a judge ordered Ruby Bridges to attend first grade at William F El i N O l L i iFrantz Elementary in New Orleans, Louisiana. She was the only African American at the school. She stayed strong against mobs of angry people to receive the education she deserved. Ruby Bridges is best described as a role model for people around the world.

Ruby took her right to a quality education seriously, as we all should do. She was theseriously, as we all should do. She was the only student in class. With all of the chaos outside, it would have been easy to lose interest in learning. Instead, this model student went to school every day to learn how to readwent to school every day to learn how to read and write.

The respectful youth taught us to do the right things even when others are doing

E d R b h lwrong. Every day as Ruby went to school, people shouted nasty things at her. She never

said anything in anger back. Instead, the courageous girl prayed forgiveness for these angry people.angry people.

Ruby standing her ground ultimately paid off, showing that perseverance has its rewards. This determined first grader went to school each morning despite the protests She stayedeach morning despite the protests. She stayed on a constant path toward her goal. In the end, Ruby stayed in school long enough to graduate high school.

Thi li l i l d hThis little girl proved that one person can make a difference. Ruby held her head high as she went to school by herself with no other kids to support her. In the midst of a difficult situation, she fought for what was right. Due to her bravery, all children can now attend school together.

Ruby Bridges can be described as a trueRuby Bridges can be described as a true role model for children and adults alike. As a result of her accomplishments, American citizens can all take pride in attending schools where children from all backgrounds can learn togetherchildren from all backgrounds can learn together.



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Showcase

Showcase:Showcase: Writing Display Tip

Word choice

Use a ‘marker’ indicating the standards-based goal

the sample highlightsp g g

Spanish Writing Blacklines


Powerful Informative/E lExplanatory

W itiWriting

Fifth Grade Sample

Teaching Task Pre-Planning

Concept(s)The Human Body: Building Knowledge Systematically in ELA K-5

Text/Source:


g

The Heart: Our Circulatory Systemby Seymour Simon

The Heart: Our Circulatory System is listed in the

Text(s) and/or Source(s)

T t/S

The Heart: Our Circulatory System is listed in the Common Core State Standards’ ‘Staying on Topic Within a Grade and Across Grades: How to Build Knowledge Systematically in English Language Arts K-5’ in the chart titled ‘Exemplar Texts on a Topic Across Grades’ (p 38)

Kidshealth org (Kids Site)Text/Source:


Kidshealth.org (Kids Site)+ additional Seymour Simon body systems texts

•circulatory system•skeletal system•digestive system•respiratory system

•muscular system•nervous system+ more included in print and digital texts

Text Type Informative/Explanatory

•respiratory system and digital texts

Teaching Task (with Text Structure)

How do groups of organs work together to perform a specific task? After reading about and researching biological systems, write an essay that describes an integral body system. Support your points with facts, d fi iti t d t il t ti

Instructional Sequence

Structure)

Consider: Plan by backward mapping to include reading

definitions, concrete details, quotations, examples, etc. (Description)

Sequence -Plan and Teach-

8

y pp g gof text prior to teaching instructional sequence The

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Note Taking Tip:Note-Taking Tip:• As you read the

text create antext, create an anchor chart that models how to take notes about important bi l i l tbiological system details.



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How do groups of organs work

IdentifyTask

How do groups of organs work together to perform a specific task? After reading about and

h l lresearching biological systems, write an essay that describes an

integral body system. Support your g y y m. upp y upoints with facts, definitions, concrete details, quotations,

examples etcexamples, etc.


Learning Headquarters’ Fifth Grade Writing Task Templates

-Informative/Explanatory-Definition Task 6: [Insert question] After __________ (researching, reading, learning

about, experiencing) __________ (content), write a/an __________ (product) that defines __________ and explains __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

-Informative/Explanatory-

q p

Description Task 7: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that describes __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Procedural- Task 8: [Insert question] After __________ (researching, reading, learning ProceduralSequential about, experiencing) __________ (content), write a/an __________ (product)

that relates how __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Synthesis Task 9: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that explains __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Analysis Task 10: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that analyzes __________. Support your points with facts, definitions, concrete details quotations examples etcdetails, quotations, examples, etc.

Comparison Task 11: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that compares __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Cause Task 12: [Insert question] After (researching reading learningCause-Effect

Task 12: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that examines the cause(s) of __________ and explains the effect(s) __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Fifth Writing Task Templates: Informative/Explanatory © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative


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nervous system -Shelbyskeletal

systemsystem -Diego muscular

system -Hector

body systems

digestive t

respiratory system Bi

circulatory

system -Fabian

–Biancasystem -Mrs. Fifth

Plan/Research• Print and Digital Sources

http://kidshealth.org/kid/htbw/


Resource Tip:Access reputable sources online:p• San Diego Zoo Kids (animals): kids.sandiegozoo.org/animals• National Geographic KidsNational Geographic Kids (animals, countries, etc.): kids.nationalgeographic.com/kids•Library of Congress for Kids and y f g f KFamilies (history, music, maps, etc.): loc.gov/families•NASA for Students (science (picture dictionary): nasa.gov/audience/ forstudents/k-4/ dictionary•U.S. Government’s Official Web Portal for Kids (multiple topics): kids.usa.gov

Plan/ResearchWh t i I t t t KWhat is Important to Know

when Describing a Body System?

locationrole

partsfunction

challengeschallenges

k ikeeping healthy

Plan/Research

D t t C iti lDemonstrate Critical Thinking: Research Categories

What are the parts and functions of the system?

What are challenges to the system?y

How does the system stay healthy?healthy?


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Prewrite Prewrite: Controlling IdeaMrs. FifthDate

-integral system in human body-circulatory systemcirculatory system

Prewrite: Relevant InformationMrs. FifthDate

• heart, blood, and blood vessels = circulatory system• heart = center of system

-integral system in human body-circulatory system

• provides cells with essentials to survive• mammals need healthy cells and working system to live

circulatory system

Prewrite: Synonyms

circulatory system heart

biological system fist-sized muscleg y

body’s transport system

intricate process

incredible pump

ten-ounce powerhouseintricate process

blood-transporting network

powerhouse

hardworking organ

never-stopping muscle


Prewrite: Points

Points with Supportpp(facts, definitions, concrete details, quotations, examples, etc.)

“There is no right way to organize, g y g ,after all, but there is a right way to think about it: the overall effect of

d i ti h ld b thgood organization should be the showcase of the ideas.”

Culham Ruth 6 + 1 Traits of Writing: The CompleteCulham, Ruth. 6 + 1 Traits of Writing: The Complete Guide Grades 3 and Up. New York: Scholastic

Professional Books, 2003. Print.

Prewrite: Pointsnervous system Shelbyskeletal

body systems

-Shelbys e etasystem -Diego muscular

system -Hector

y y m

respiratory system –Bianca

circulatory t

digestive system -Fabian

–Biancasystem -Mrs. Fifth

Prewrite: Points

Research

Support

Prewrite: PointsMrs. FifthDate




circulatory system

Parts and System Healthy

Points with Support(facts, definitions, concrete details, quotations, examples, etc.)

Functions Challenges System


Research

F f h

Mrs. Fifth

Mrs. Fifth

S Si

Mrs. Fifth

New York NYSeymour SimonThe Heart: Our

Circulatory System1996, 2006

HarperCollins Publishers

New York, NY

heart = size of fist

“Sixty to one hundred times every minute your heart

muscles squeeze

two hollow halves divided

by the septum

Simon Simon Simon4 4 8

muscles squeeze together and push blood

around your body through tubes called blood

vessels.”

septum

xx xxx x

cholesterol leaves plaque deposits in arteries

“The contraction of the heart is so

powerful it

SimonSimon

Electrocardio-graphs (EKG) allow doctors to track the

Simon14 28 28

arteries, leaving little

room for blood flow

powerful it could send a jet of water six feet high into the air.”

to track the heart’s

electrical impulses

xx x

Note-Taking Tip:D hDemonstrate the note-taking process in small chunks Give students timechunks. Give students time to research and reconvene.

Emphasize:Emphasize:• Point shapes• DetailsDetails• Summarize• Paraphrase• Quote

Research-Note-Taking-

“Three types of note-taking:

• Summary. Summarize if you want to recordSummary. Summarize if you want to record only the general idea of large amounts of material.

• Paraphrase. If you require detailed notes on specific sentences and passages but do not need the exact wording, you may wish to paraphrase - that is, to restate the material in your own words.

• Quotation When you believe that some• Quotation. When you believe that some sentence or passage in its original wording might make an effective addition to your

t ib th t i l tl itpaper, transcribe the material exactly as it appears, word for word, comma for comma.”

The Modern Language Association. MLA Handbook for Writers of Research Papers of America. New York: The Modern Language

Association of America, 2009.

Prewrite: Support


• What information is most important to convey?• What facts definitions concrete details• What facts, definitions, concrete details, quotations, or examples best support the points?


Research: Source Card Shuffle• cut cards• sort into categories• order details• remove repeats• attach to prewrite

Mrs. Fifth

Seymour SimonThe Heart: Our

Circulatory System1996, 2006

HarperCollins Publishers

New York, NY

p

heart = size of fist

“Sixty to one hundred times every minute your heart

muscles squeeze together and push blood

around your body th h t b

two hollow halves divided

by the septum

Simon Simon Simon4 4 8

through tubes called blood

vessels.”xx x

cholesterol leaves plaque deposits in arteries,

leaving little

“The contraction of the heart is so

powerful it could send a

SimonSimonElectrocardio-graphs (EKG) allow doctors to track the

heart’s

Simon14 28 28

groom for blood

flow

x

jet of water six feet high into the air.”

x

electrical impulses

x

• Teach students how to cut and sort by key points

Prewrite: SupportMrs. FifthDate




circulatory system



• heart •pumps 30 million times/yr• 10 ounces

• active exercise at least 30 minutes/day• check pulse• eat fruits and


•system needed for survival •oxygen in blood• cholesterol’s plaque

• 2 halves (split by septum)• 4 chambers•atria = top• ventricles = bottom

veggies• avoid unhealthy fats and sugary drinks• no smoking• regular visits to Dr.• stethoscope and

deposits in arteries stop blood/O2 flow• Angina = not enough blood flow, chest pain• heart attack = vessel blockagebottom

• aorta = largest vessel• carries waste (carbon dioxide) out

stethoscope and EKG

vessel blockage• stroke = lack of O2 to brain

Prewrite: Concluding ExpressionMrs. FifthDate




circulatory system











stethoscope and EKG

h b d l k


-human body like a river-If the river can continue to flow, it will nurture the body for

a lifetime.

Types of Informative/ExplanatoryInformative/Explanatory

Conclusions

Restatement of big idea

Strong statementStrong statement

Summary

Quote

F t t ti tiFact or statistic

Broader implication


Prewrite: Audience HookMrs. Fifth

“ h l h

Date

“60 to 100 times every minute your heart muscles squeeze together and push blood through your body” (Simon 4).




circulatory system











stethoscope and EKG

h b d l k


-human body like a river-If the river can continue to flow, it will nurture the body for

a lifetime.


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Draft, Reflect, Revise & Edit: IntroductionIntroduction

Mrs. FifthDate

The Circulatory System

“Sixty to one hundred times every minute your heart muscles squeeze together and push blood around your body” (Simon 4).

The heart is the center of the circulatory system. It works along with blood and blood vessels to provide the cells with the essentials to thrive. Without healthy cells and precise, working systems, mammals would die.

The circulatory system is an integral process in the human body.

-Audience Hook, Information, and Controlling Idea-Controlling Idea-

Draft, Reflect, Revise & Edit: SupportSupport

Mrs. FifthDate

Point #1Parts and Functions

Located in the center of the chest the never-stopping heart muscle

The circulatory system consists of the heart, blood vessels, and blood which team to meet the needs of every cell in the body.

Point #1

Located in the center of the chest, the never-stopping heart muscle contracts over thirty million times per year to pump blood through the vessels. This impressive organ is a ten-ounce miracle of life. “The contraction of the heart is so powerful it could send a jet of water six feet high into the air” (14). The heart is separated by the septum into two hollow halves. This organ’s four chambers are the left and right atria on t f th l ft d i ht t i l Th i ht id bl d t th l

Seymour Simon conceptualizes,Λ

blood-filledΛ

top of the left and right ventricles. The right side pumps blood to the lungs from the body while the left side pumps blood to the body from the lungs. Blood fills and leaves this incredible pump with each beat. Oxygen and nutrients are carried to the cells through blood vessels, including the aorta, the body’s largest. Blood also carries waste, such as carbon dioxide, out of the system.

an intricate network ofΛ

“The movement of the blood through the heart and around the body is called circulation and your heart is really good at it - it takes less than 60 seconds to pump blood to every cell in your body” (KidsHealth 3).

t siti s

-Point #1 with Support-

transitionsl l l

Xspecific detailsX


Transitional Expression pTip:

Read, notice, and discuss transitional expressions

in familiar texts

Draft, Reflect, Revise & Edit: Support

Mrs. FifthDate

Point #2

Support

System Challenges

The system’s functioning is imperative to survival “Blood delivers oxygen

Since the circulatory system is such a complex process, a multitude of problems can develop, especially with age.

Point #2

ΛAs viewed in a KidsHealth video,

The system s functioning is imperative to survival. Blood delivers oxygen to all the body’s cells. To stay alive, a person needs healthy, living cells… If that oxygen-rich blood doesn’t circulate as it should, a person could die” (KidsHealth 3). A common occurrence is cholesterol forming plaque deposits in the arteries and leaving little room for blood and oxygen flow. Consequently, the heart doesn’t receive enough oxygen and humans can experience side effects such as An ina a chest pain If blood vessels

Λ

experience side effects, such as Angina, a chest pain. If blood vessels become completely blocked, heart attacks can occur. If the brain doesn’t get sufficient oxygen, the afflicted person could experience a stroke.

ΛAdditionally,

/

Since there are so many possible complications with this system, maintenance and prevention are imperative.


transitions l lX

Draft, Reflect, Revise & Edit: Support

Mrs. FifthDate

Point #3

Support

Healthy System

Since the heart is a muscle that can be strengthened a primary

Point #3Each human has just one circulatory system which must be taken care of throughout life in order to keep it healthy and in working order.

Since the heart is a muscle that can be strengthened, a primary prevention technique is active exercise. It is advantageous to the system to work out at least thirty minutes daily. People can monitor healthy heart rates by checking beats per minute on a pulse. KidsHealth recommends that each person “try to eat at least five servings of fruits and vegetables each day” (4). For heart health, smoking should be eliminated completely. Finally with re ular visits to the doctor possible problems can be

Λ

Finally, with regular visits to the doctor, possible problems can be potentially detected through careful listening to the heart’s rhythms. With modern technology, discovered blockages can be opened or bypassed to ward off future disasters.Another healthy choice includes eating a plethora of fruits and vegetables while avoiding unhealthy

through a stethoscope or by tracking its electrical impulses with an

Λ

Staying heart healthy is the most impactful method for maintaining this dynamic system.

l f d lX

g g yfats and sugary drinks.

pelectrocardiograph (EKG).


clarify details l lX

Draft, Reflect, Revise & Edit: Conclusion

Mrs. FifthDate

Conclusion

The human body has a miraculously efficient blood-transporting network called the circulatory system. In order to gain full appreciation, one must understand how it works and what it is up against.

the parts and functions be aware of potential

Λ

the parts and functions, be aware of potential challenges, and be clear on how to facilitate the health of this incredible system.

h h d l f h h l bSimon illustrates, “Within each of us flows a river unlike any river on planet Earth” (32). If the flow of this astonishing river remains open, it will nurture the body cells for an entire lifetime.

Λthe amazing sixty-thousand-mile journey of the human circulatory system best,

clarify detailsX

-Relate to Controlling Idea,

clarify detailsl l

X

Concluding Expression, and Title-



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Informative/Explanatory Publish Tip:Publish Tip

Include formatting (e.g., headings), illustrations, and g )multimedia when useful in

aiding comprehension).

PublishMrs. Fifth Date

The Circulatory System

DateWriting

Introduction

“Sixty to one hundred times every minute h l h d hyour heart muscles squeeze together and push

blood around your body” (Simon 4). The heart, a fist-sized muscle, is the center of the circulatory system. It works along with blood and blood vessels to provide the cells with the essentials to thrive. Without healthy cells and precise, working systems, mammals would die. The circulatory system is an integral process inThe circulatory system is an integral process in the human body.

Parts and Functions

The circulatory system consists of the heart, blood vessels, and blood which team to meet the needs of every cell in the body. Located in h f h h h i hthe center of the chest, the never-stopping heart

muscle contracts over thirty million times per

year to pump blood through the vessels. This impressive organ is a ten-ounce miracle of life. Seymour Simon conceptualizes “TheSeymour Simon conceptualizes, The contraction of the heart is so powerful it could send a jet of water six feet high into the air” (14). The heart is separated by the septum into

h ll h l Thi ’ f bl dtwo hollow halves. This organ’s four blood-filled chambers are the left and right atria on top of the left and right ventricles. The right side pumps blood to the lungs from the body while the left side pumps blood to the body from the lungs. Blood fills and leaves this incredible pump with each beat. Oxygen and nutrients are carried to the cells through annutrients are carried to the cells through an intricate network of blood vessels, including the aorta, the body’s largest. Blood also carries waste, such as carbon dioxide, out of the system “The movement of the blood throughsystem. The movement of the blood through the heart and around the body is called circulation and your heart is really good at it -it takes less than 60 seconds to pump blood to

ll i b d ” (Kid H l h 3)every cell in your body” (KidsHealth 3).


System Challenges

Since the circulatory system is such aSince the circulatory system is such a complex process, a multitude of problems can develop, especially with age. The system’s functioning is imperative to survival. As viewed in a KidsHealth video “Blood deliversviewed in a KidsHealth video, Blood delivers oxygen to all the body’s cells. To stay live, a person needs healthy, living cells… If that oxygen-rich blood doesn’t circulate as it h ld ld di ( id l h )should, a person could die” (KidsHealth 3). A

common occurrence is cholesterol forming plaque deposits in the arteries and leaving little room for blood and oxygen flow. Consequently, the heart doesn’t receive enough oxygen and humans can experience side effects, such as Angina, a chest pain. Progressively, if blood vessels become completely blocked, heartvessels become completely blocked, heart attacks can occur. Additionally, if the brain doesn’t get sufficient oxygen, the afflicted person could experience a stroke. Since there are many possible complications with thisare many possible complications with this system, maintenance and prevention are

imperative.

Healthy SystemHealthy System

Each human has just one circulatory system which must be taken care of throughout life in

d k i h l h d i ki dorder to keep it healthy and in working order. Since the heart is a muscle that can be strengthened, a primary prevention technique is active exercise. It is advantageous to the system to work out at least thirty minutes daily, People can monitor healthy heart rates by checking beast per minute on a pulse. Another healthy choice includes eating a plethora ofhealthy choice includes eating a plethora of fruits and vegetables while avoiding unhealthy fast and sugary drinks. KidsHealth recommends that each person “try at least five servings of fruits and vegetables each day” (4)servings of fruits and vegetables each day (4). For heart health, smoking should be eliminated completely. Finally, with regular visits to the doctor, possible problems can be potentially d d h h f l li i h hdetected through careful listening to the heart’s rhythms through a stethoscope or by tracking

its electrical impulses with an electrocardiograph (EKG). With moderntechnology discovered blockages can betechnology, discovered blockages can be opened or bypassed to ward off future disasters. Staying heart healthy is the most impactful method for maintaining this dynamic system.

Conclusion

The human body has a miraculously efficient blood-transporting network called the circulatory system. In order to gain full appreciation, one must understand the parts andappreciation, one must understand the parts and functions, be aware of potential challenges, and be clear on how to facilitate the health of this incredible system. Simon illustrates the amazing sixty thousand mile journey of theamazing sixty-thousand mile journey of the human circulatory system best, ‘Within each of us flows a river unlike any river on planet Earth” (32). If the flow of this astonishing river

i i ill h b d ll fremains open, it will nurture the body cells for an entire lifetime.

List of Sources

Works Cited

Simon Seymour The Heart: Our CirculatorySimon, Seymour. The Heart: Our Circulatory System. New York: Harper Collins Publishers, 2006. Print.

The Nemours Foundation. “The Circulatory System ” Movie kidshealth orgSystem.” Movie. kidshealth.org. KidsHealth, 2012. Web. 19 Jul. 2012.

Common Core WritingCommon Core Writing Standard 8:

“…provide a list of sources.”

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State

Standards for English Language Arts & Literacy in History/Social d d h l hStudies, Science, and Technical Subjects. Washington D.C.:

National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010. Print.



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