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Grade Two Literacy Bundle
Informational Reading and Writing
“We are Experts”
(Based on the Social Studies Unit: Urban, Suburban, and Rural Communities)
Winter 2012
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Table of Contents:
Unit Title and Overview ..............................................................................................................page 3
Common Core Learning Standards…………………………………………………………....page 4
Rubric…………………………………………………………………………………………….page 5
Pre-Assessment…………………………………………………………………………………..page 8
Unit Outline………………………………………………………………………………………page 12
Unit of Instruction……………………………………………………………………………….page 16
On-Demand Performance Task………………………………………………………………...page 21
Annotated Student Work………………………………………………………………………..page 24
Resources…………………………………………………………………………………………page 25
Student’s Writing Checklist……………………………………………………………………..page 26
RAN Chart……………………………………………………………………………………….page 27
Research Notebook Cover………………………………………………………………………page 28
Student Planning Sheet………………………………………………………………………….page 29
Writing Template………………………………………………………………………………...page 31
Class Profile of Students’ Pre- and Post- Performance………………………………………..page 33
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Grade: 2 Literacy
Title of Unit: Reading and Writing Informational Texts in the Social Studies Content - Where is Home?
Unit Overview:The students will be immersed in informational texts through read alouds, shared, guided and independent reading. Students will use the text features of informational texts to gather information while at the same time recording and sharing facts through writing their own informational texts. This unit will be integrated into the social studies unit on communities with the students reading informational texts about urban, suburban, and rural communities.
The students will be involved in shared and interactive writing to demonstrate how to group facts. They will be introduced to the idea of grouping ideas in paragraphs with a concluding sentence. They will also be involved in research stations which will help them gather information and organize it into a report on an urban community. Guided practice will support students to then write independently on a topic. Students will write about a community and collaborate on grouping facts under headings. The unit will last for five weeks. During the 4th week students will complete an on-demand task about urban communities. Students will be given time to read, gather, and organize information independently, then plan, draft, and revise their writing on the community. The final week of the unit provides an opportunity to use the information gathered from the task to re-teach, or extend students.
Task Details
Task Name: Where is Home?
Depth of Knowledge Level: 4
Length of Time: 5 Weeks
Task Description: This task comes in the fourth week of a five week unit on reading and writing informational texts on the topic of communities. In this task the students will read and watch informational texts and ask and answer questions to demonstrate understanding of key details about urban communities. Then the students will demonstrate their understanding by writing their own informational text about urban communities in response to the reading.
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Common Core Learning Standards Addressed
RI.2.1 Ask and answer such questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 complexity band proficiency, with scaffolding, as needed, at the high end of the range.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Standards that are addressed in an ongoing way throughout the year:
R.1.2.5 Know and use various text features (ex. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RFS.2.4 Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
W.2.8 Recall information from experience or gather information from provided sources to answer a question.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in
small and larger groups.
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RubricSecond Grade Writing Rubric Assessing Task
Level 1- Novice (Below Grade Level)
Level 2- Intermediate (Approaching)
Level 3- Proficient(At Grade Level)
Level 4- Above Proficient (Above Grade Level)
Structure – Focus/Genre
W. Standard 2.2Students write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
When asked to write an informational text that teaches people important information and ideas about a topic, the writer writes an opinion and/or story in an attempt to write factual information. The information given is likely to be tangentially related to the topic.
When asked to write an informational text that teaches people important information and ideas about a topic, the writer chooses a topic he or she knows about and includes some important information about the topic. Most of the information is related to the topic although the writer may include a narrative statement in the piece as if it is a fact.
When asked to write an informational text that teaches people important information and ideas about a topic, the writer chooses a topic in which he or she has some knowledge and provides important and/or interesting information to support that topic.
When asked to write an informational text that teaches people important information and ideas about a topic, the writer provides main points that not only support the topic but also begins to raise an idea or concept about the topic.
Structure – Organizes Information
The writer provides information, although he or she does not categorize the information into subtopics.
The writer gestures toward dividing his or her larger topic into larger subtopics, however the subtopics are too narrow to hold up as entire categories.
The writer divides his or her larger topics into subtopics. Each subtopic is addressed in a different section of the text. Most (or all) of the information within each section relates to the subtopic.
The writer categorizes information into subtopics that not only include related information about the topic, but also ideas or concepts.
Structure – Introduction/Conclusion
W. Standards 2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
The writer does not name the topic he or she is writing about, and/or ends abruptly without providing a conclusion.
The writer names the topic that he or she is writing about and/or provides a general concluding statement that could apply to any topic, rather than relating to the specific topic.
The writer includes an introduction to the topic and provides a concluding statement or section that fits with the topic or at least some of the information.
The writer includes an introduction to the topic which provides a preview of the main points. He or she also includes a concluding statement or section, restating and/or building on the topic and main points.
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Elaboration--Development
W. Standard 2.2:Students write informative/explanatory textsin which they introducea topic, use facts and definitionsto develop points, and providea concluding statementor section.
The writer includes asparse collectionof informationdrawn primarily from personal experiencesto develop his or her topic.
The writer developshis or her topic withexamples, feelings and/or facts drawnprimarily frompersonal experiences.
The writer develops hisor her topic withexamples, feelings andfacts as well asdefinitions. Thisinformation is drawnfrom at least oneoutside source thatrelates to the topic.
The writer develops hisor her topic with facts,definitions and otherdetails to conveyideas and concepts. This information is drawnfrom at least oneoutside source thatrelates to the topic.
Elaboration--TextFeatures
The writer may attemptto include aninformational textfeature or features.It is apt to includemisinformationand/or does not appearto be scientific.
The writer includesa feature or featuresof informational textssuch as pictures, charts,diagrams and specializedvocabulary that beginsto show evidence thatthe writer is attemptingto create a scientific piece.
The writer includesfeatures ofinformational texts suchas pictures, charts,diagrams and specialized vocabulary to create a piece of writing that appears scholarly, scientific, or technical, even when the information stated isflawed or over‐generalized.
The writer includesfeatures of informational texts such as pictures, charts, diagrams and specializedvocabulary to create apiece of writing thatappears scholarly,scientific, or technical.The features are deliberately placed in an effort to further the intent of the piece.
Craft - Consideration of Audience
The writer shows littleconsideration for his orher audience, if any.The writer includes ‘stuff’ about a topic usually based on anything that comes to mind.
The writer shows anawareness that writerswill read and learn fromthe text. The writerapproximates a teachingtone in his or her writing, perhaps evenattempting to match the tone or voice used by apublished nonfiction textor an adult.
The writer shows anawareness that writerswill read and learn fromthe text. The writerincludes a conversational or teaching tone in anattempt to engage thereader using commentsor quips about facts, andat times addressing thereader directly.
The writer shows anawareness that writers will read and learn fromthe text. The writerincludes a conversational orteaching tone in anattempt to relate to thereader. The writerincludes details, actionwords, or directly addresses to the reader inan effort to balancebeing informative andlively at the same time.
Grade Two Scoring Guide: Writing Task 6
In each row, circle the descriptor in the column that matches the student work. Total the number of points according to the guidelines below. Use the provided table to score each student on scale from 0 – 4. For each response in column one, students receive one point. For each response in column two, students receive two points. For each response in column three, students receive three points. For each response in column four, students receive four points.
Scoring Table: Number of Points Scaled ScoreNo response 01 – 8 points 19 – 14 points 215 – 20 points 321 – 24 points 4
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Pre-Assessment
Students will learn about animal families by reading books, watching videos, hearing some read alouds, and taking notes on what they’ve learned. At the end of it all, they will have the chance to teach others by making an information book about what they know.
Materials
Video links: o http://video.nationalgeographic.com/video/player/kids/animalspets-kids/birds-kids/penguin-emperor-parenting-
kids.htmlo http://video.nationalgeographic.com/video/player/kids/animalspets-kids/reptiles-kids/alligator-hatchlings-kids.htmlo Projector for playing video links
Excerpts from Big Babies Little Babies by Lorrie Mack and Penny Smith (pp 22-23, pp 42-43) Excerpt from Wolves by Seymour Simon (p. 18, Beginning with “Wolves live in packs…”) Excerpt from Amazing Arctic Animals by Jackie Glassman (pp 28-35)
Day 1
In the first session, the teacher will immerse students in the topic through read alouds and a video clip. Students will not need to take notes on this day. The teacher will revisit these texts later in the assessment. The goal for now is to create excitement for the upcoming work and to help students to familiarize themselves with some of the content they will be asked to study. First, the teacher will read excerpts from the text Big Babies Little Babies. Then, a video about penguins will be shown. Finally, the teacher will read an excerpt from Wolves by Seymour Simon. As the teacher reads aloud, he/she does not need to scaffold student understanding by discussing the
text. However, do read aloud with expression, pausing at important points and pointing to pictures to support student understanding. Day 2
Task 1: Approximately 10-15 minutesThe first task will be to show students the penguin video for the second time. As the teacher shows the video, invite students to take notes in whatever manner they prefer (jot, sketch, etc.) in a notebook. Before showing the video, ask students to come to the meeting area and the teacher reads the questions/prompts that are written on the chart paper.
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Questions/Prompts:What is this video about? Think about the most important things you just learned. You can ask yourself questions to help you. Forexample, you might ask: Who or what is this about? Where are they? What do they do? How do they do it? Why do they do it? Write down the important details you remember.
After showing the video, ask students to respond to the prompt in a notebook. Allow students five minutes to complete this task. If most of the students need additional time, you can give them a few extra minutes.
Task 2: Approximately 10-15 minutesNext, the students will be asked to read independently and respond to the chapter entitled “By Sea” in Amazing Arctic Animals. Note that although the task is planned to take place on the same day as the above video task, the teacher may administer it on the following day, depending on time and student stamina. After reading the chapter, ask students to respond to the questions/prompts in a notebook.
Questions/Prompts (written on the chart paper for the teacher to read to the students):What is this book about? Think about the most important things you just learned. You can ask yourself questions to help you. Forexample, you might ask: Who or what is this about? Where are they? What do they do? How do they do it? Why do they do it? Write down what you can remember because you will use this later to write your information book.
Allow students five minutes to complete this task. If most of the students need additional time, the teacher can give them a few extra minutes.
Day 3
Task 3: Approximately 15 minutesFor the next task, the teacher will read-aloud pages 22-23 and 42-43 from the text Big Babies Little Babies. Students will pause at several points and write responses to questions about the text. The teacher will have read aloud these pages to students previously, without asking them to stop and jot or otherwise supporting their understanding. During this reading of the text, students will record their responses as they listen in a notebook. As the teacher reads aloud, he/she will stop at several points, asking students to record their thinking in response to the questions as outlined below. First, stop after page 23, prompting students to record their responses. Then, resume reading and stop after page 43, asking students to record their responses. Then, resume reading and stop at the end of the section, asking students to record their responses. Each time, the teacher will give them time to answer the question and then push them to elaborate by saying, “How do you know? Give some examples.” Allow students three minutes to complete each question. If most of the students need additional time, the teacher can give them a few extra minutes.
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During/after read-aloud of Big Babies Little Babies:Note: Allow students to refer to the illustrations as they answer.• After reading pp. 22–23: What is the main topic of this chapter? In other words, what is this part mostly about? How do you know? You can also give some examples. Write your answer in your notebook.• After reading pp. 42–43: Think about the main topic of the chapter about hyenas and now the chapter about elephants. How are these ideas about animals and their families the same? How do you know? You can also give some examples. Write your answer in your notebook.• At the end of the book: What is the main purpose of this book? In other words, what do the authors want us to think and/or understand about animals? How do you know? You can also give some examples. Write your answer in your notebook.
Task 4: Approximately 5-10 minutesThe next task, which will probably take place in the same sitting as the previous one, is a read-aloud of several pages from Wolves by Seymour Simon. This text, too, should be read once to the students as a preview before they are asked to write a response. Afterstudents hear the text for the second time, they will compare and contrast it with Big Babies Little Babies and jot their answer in the their notebook.
Day 4
Task 5: Approximately 5 minutesShow students the alligator video. If students ask to take notes on what they are learning, they may do so in their notebook. However, a written response is not required for this task.
Task 6: Approximately 50 minutesThe final task is an assessment of student writing. Students will go back to their seats and write independently using their notebook. Before you begin, create a chart listing possible parts of an information book as shown below. Additionally, prepare a selection of paper choices for students to use as they create their books. Place these in an area where they are accessible to students and students can make choices about which paper to use. Additionally, allow students to use source material to complete their books. Students may use all of the writing they did in their notebook for student responses as well as the texts that the teacher read aloud and the text they read independently as they write.
Sample Chart:Information books might include…- a table of contents
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- an introduction- chapters- facts- definitions of hard words- pictures- features (diagrams, headings, captions)- a conclusion
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Unit Outline
Unit Goal - Unit Topic and LengthThis unit leads students in an exploration of informational texts centered on the three types of communities, which is integrated with the Social Studies Curriculum for Grade 2. Read alouds, shared reading and structured conversations are used to guide students in the process of using an informational text as a learning tool. Students then use what they’ve learned from the mentor text to create their own “teaching text.” The length of this unit is 5 weeks. Common Core Learning StandardsRI.2.1 Ask and answer such questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.RI2.10 By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 complexity band proficiency, with scaffolding, as needed, at the high end of the range.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Standards that are addressed in an ongoing way throughout the year:R1.2.5 Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RFS.2.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding. c. Use context to confirm or self correct word recognition and understanding, rereading as necessary.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
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Big Ideas/Enduring Understandings
Reading: We can learn more about our world through
reading informational texts and watching videos; Informational texts have features that help the
reader: diagrams, labels, information organized under headings, contents page, etc.;
Sometimes we need to read more than one text to answer our questions.
Writing: Writers share information that they have learned
from informational texts through their writing. Writing is a process and good writers make many
changes to their writing to ensure their meaning is clear for the reader.
There are many resources that will help with writing (e.g. teacher, word wall, word lists, environmental print, etc.).
Essential Questions
Reading: How can we use the text features of informational texts to
help us as readers? How can we use questions to guide our research and learn
more about our topic?
Writing: Why do writers write “all about” informational texts? How do we choose a topic for our informational writing? How do authors use text features to provide information? How can we organize our information to help the reader? How do writers revise for clarity?
ContentBy the end of the unit students will understand:
Reading: Informational texts organize ideas under heading, have
photographs, diagrams and labels, and have a contents page to help the reader;
The purpose of informational texts is to inform others “tell us about or explain…”
Writing: Informational texts present interesting information in an
organized structure that helps it make sense for the
SkillsBy the end of the unit students will:
Reading: Use the text features of informational texts to help
comprehension; Students will use prior knowledge to help them
understand nonfiction; Ask how, what, why questions to clarify the meaning; Respond to questions asked by others using information
from the text.
Writing:13
reader; Information gathered from informational texts can be
used in our writing.
Plan for writing using talk, text, or drawing; Use graphic organizers to organize information gathered
from reading; Organize ideas under headings; Elaborate on ideas by adding details or comments; Begin to use structures of written language, i.e. write in
the third person; Respond to feedback by making changes to their writing; Includes topic specific vocabulary and attempts to use
varied and precise verbs, adjectives and nouns; Participate in research stations and learn how to be a
researcher.Key Terms/VocabularyLiteracy labels, captions, headings, chapters, illustrations, table of contents, glossary, index, fact, opinion, compare, contrastSocial Studiescommunity, rural, suburban, urban, transportation, housing, hobbies, jobs, population Pre-AssessmentStudents will learn about animal families by reading books, watching videos, hearing some read alouds, and taking notes on all they’ve learned. At the end of it all, they will have the chance to teach others by making an information book about what they’ve learned.Formative Assessment- Information will be gathered through
small group and individual student conferences; teacher observations; student responses during shared reading and writing, and independent and guided reading; running records; RAN charts; research notebooks; individual student informational books produced as their culminating activity
Summative AssessmentThe performance task occurs in the fourth week of the unit. It is a four day activity with students reading, gathering and organizing information about urban communities, culminating in independent writing to teach others about what they have learned. In this task the students are asked to become the experts and write in order to teach others what they know about urban communities. The
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students read and respond to informational texts and write an informational text, sharing what they know about urban communities.
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Unit of InstructionWriting
*The “publish-as-you-go” approach has to include the writing process for each category being published.**Teachers will model using the writing checklist (see pg. 26) by creating it as an enlarged copy. They should distribute and explain the purpose of the student checklist to be used while writing their nonfiction texts.***Teacher to use suburban communities as the model. Students to research and write about rural communities for their culminating activity.
Learning Intention Differentiation Main ActivityImmersion, Purpose and Pre-Assessment
Pictures with labels
N.B. Use native language support for Bilingual and newly arrived ELL students in ESL classrooms throughout the unit.
Teacher will inform students that they are going to be investigating a topic in order to write their nonfiction text.
Students will spend a few days learning about animal families and create a nonfiction text about what they have learned (for pre-assessment, see pp. 8 – 11).
Teachers should not give students assistance as this is a pre-assessment.
Identifying the Structures and Features of a Nonfiction Text
Show visuals of different communities.
The class will generate ideas, “What ingredients make a good nonfiction text?”
This chart will sum up the structures and features of a nonfiction text. The teacher will model what she thinks she knows about suburban
communities and place her facts on her RAN chart under “What We Think We Know.”
Then, students will go back and write in their RAN charts what they think they know about rural communities.
How to Research from Multiple Sources
Students will need varying degrees of support as they research.
Introducing research stations. Show the students each of the stations and how to use them.
Teacher will demonstrate how to take notes to put onto the RAN chart and confirm her prior knowledge as facts. She will place these
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If students have difficulty recording the piece of information they have selected onto a post-it, record it for them.
facts under “Yes, We Were Right” or look for new facts and place them under “New Learning.”
Teacher will ask questions about her topic and record them in the column “Wonderings” on the RAN chart.
Using Your Own Words to Record Information
Conference with individual writers and small groups.
Assist students to place their post-its if they are struggling.
The students will continue working in research stations. Why do they think it is important to write in their own words?
Discuss ways they can record the information they find in their own words.
The teacher will model using her own RAN chart about suburban communities.
Students continue to move facts on their own RAN chart from “What We Think We Know” to “Yes, We Right” or “New Learning.”
Students will answer their questions under “Wonderings” and record the information under “New Learning.”
Using Your Own Words to Record Information: Consolidating and Extending Understandings
Pull a small group for instruction if some students are struggling.
Draw simple pictures to represent facts. The teacher will model using the mentor text on suburban
communities. In their research stations students can draw what they are learning to
help them put the information in their own words. Students may continue to move post-its across their own RAN chart.
Organizing Facts into Categories
The teacher will model categorizing her notes and move them to her research notebook.
Students will categorize their notes and move them to their research notebook.
Students will start using their research notes to write their nonfiction text (using the publish-as-you-go approach).
Writing an Introduction The teacher will model how to write an introduction to the book based on the topic and information found during the research.
Students will then write their own introduction for their own individual nonfiction text.
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Using the Conjunction “and” and the Comma to Link Information
Students will look at how writers can join some of their information together in one sentence to make their writing sound better.
The teacher will model how to use the conjunction “and” and the comma to join facts.
Adding Different Nonfiction Text Features
The teacher will model how different nonfiction text features (headings, captions, illustrations, diagrams, etc.) can be added to go with a piece of writing.
Students will then use this information and apply it to their own individual informational text.
Writing a Conclusion The teacher will model how to write a conclusion to the book based on the topic and information found during the research.
This attribute of a nonfiction text can be added to the “Ingredients of a Good Nonfiction Text Chart.”
Students will then write their own conclusion for their own individual nonfiction text.
*Revising The teacher will model how to reread and revise a piece of writing (adding more details, deleting irrelevant details, etc.)
*Editing and Publishing the Categories about a Rural Community
At this time some students will be able to create the cover page, headings, table of contents, glossary, index, etc. (These parts can be added to the “Ingredients of a Good Nonfiction Text”)
The teacher will model how to reread and edit a piece of writing for spelling, grammar and punctuation.
Students will reread and edit their nonfiction text for spelling, grammar, punctuation.
Students will go through the writing process for each category (using the publish-as-you-go approach).
Class Share Student will then share their individual nonfiction texts with either the whole class, in small groups or with other classes to celebrate their hard work.
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Reading
Learning Intention Differentiation Main ActivityImmersion in Information Texts During this unit the
teacher will provide opportunities for reading to, with, and by students.
Read aloud Shared reading Guided reading Independent reading
Identifying Prior Knowledge about the Given Topic
Activate prior knowledge about a given topic (use the RAN chart to record prior knowledge)
Finding New Information about the Given Topic
Teacher does a shared reading or read aloud. Students identify new information.
Identifying Further Questions about the Given Topic that will Direct Independent Research
Teacher will model how to use questions and questioning to focus research.
Students will research about their topic in the research stations.
Understand the Purpose of Familiar Informational Text Features
Through shared reading, the teacher will identify and explain the purpose of text features (table of contents, headings, illustrations, labels, captions, glossary, etc.). Students will use these to help them answer their questions and extend their knowledge. (Students will be expected to use these features in their writing.)
How to Retell (Reality Checks by Tony Stead, pg. 50)
The teacher will model how to retell: Read text once. Read it again. Tell a friend. Write and draw. Share it with a friend.
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Dealing with Unknown Vocabulary and Concepts
Strategies to use to figure out the unknown meaning of the word context clues use the picture break word apart (prefixes and suffixes) glossary ask a friend dictionary
On Demand Writing and Reading Task
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This task will take 4 days. This can be done during the reading and writing workshop periods. It is important students are given time to read, gather, and organize information, then plan, draft, and revise their writing.
Materials:1) Life in an Urban Community by Margaret McNamara2) Life in the City by Margie Burton, Cathy French, and Tammy Jones3) Neighborhood Walk: City by Peggy Pancella4) Who’s Who in an Urban Community by Jake Miller5) Discovery Education Video Clip: Life in the City from City, Suburb and Rural Communities 6) post-its7) RAN charts (manila folders)8) student writing checklists9) writing paper templates10) 8” x 11” white copy paper11) art supplies
Day One:
1. Students will ask themselves questions about the type of information they will want to know to understand about urban communities. For example: What are the houses like? What jobs do people have? Who lives in an urban community? etc. (These will essentially create the categories.) These will be the questions used to guide their research and learning practiced in the first 3 weeks (during the culminating activity).
2. Students will listen to a read aloud and participate in a shared reading. They will also view a video. During the first reading and viewing, the students do not take notes. During the second reading and viewing, they will jot down facts onto post-its and place them on the RAN chart.
Read Aloud: Neighborhood Walk: City
Shared Reading: Life in an Urban Community
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Discovery Education Video Clip: Life in the City from City, Suburban, and Rural Communities
3. Students will sort their notes onto their student planning sheet, planning and organizing their own categories.
Day Two:
1. As per day one, students will listen to a second read aloud and participate in a second shared reading without taking notes. During the second reading, they will jot down new facts onto post-its and place them on the RAN chart.
Read Aloud: Who’s Who in an Urban Community
Shared Reading: Life in the City
2. Students will continue to sort their notes onto their student planning sheet and add to it.3. Students will review the facts they have about urban communities.4. The teacher will suggest to the class that because they know a lot about that community, it would be a good idea to share their
learning with others. 5. Referring to the model text from the previous weeks, the teacher will review the process the students will use to write their
own nonfiction text.6. Students will plan and decide which category they are going to focus on first. 7. Students will use appropriate paper to begin drafting. (The teacher will make available blank paper as well as templates for
students to use.)
Day Three:
1. The teacher will review the process, this time reminding students about providing a concluding statement, and about identifying important words for the glossary. The teacher will also remind students to refer to the checklist used during the culminating activity.2. Students will reread the writing from Day 2, clarifying anything that is not clear or missing.3. Students will plan what their writing will focus on today and then they can continue their writing. 4. Students will continue to use their graphic organizers and notes, as well as charts and resources in the room, to write about
urban communities.
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Day Four:
1. The teacher will remind the students to check the items on their checklist and reread what they’ve written.
2. Students will continue to draft and revise as necessary, adding any other features of a non-fiction text (e.g. headings, illustrations, captions, labels, etc.).
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Annotated Student Work
This will include 3 pieces of student work (approaching standards, meeting standards, and exceeding standards) from the on demand performance task.
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Resources
Neighborhood Walk: City by Peggy Pancella
Life in an Urban Community by Margaret McNamara
Who’s Who in an Urban Community by Jake Miller
Life in the City by Margie Burton, Cathy French, and Tammy Jones
Life in the City from City, Suburb, and Rural Communities [Video file]. Retrieved from www.discoveryeducation.com
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Name:_____________________________
My Writing Checklist
Do I have a title for my writing?
Do I have an introduction that tells the topic?
Have I grouped my ideas?
Have I included facts and details?
Do I use linking words to connect my ideas?
Have I used interesting words and descriptions?
Do I have a conclusion for my writing?
Have I included some nonfiction text features in my writing?
Have I revised my work to make sure my writing is clear and makes sense?
Do I need to add more details or take information out?
Have I checked my punctuation?
Have I checked my spelling?
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Name: ___________________________________________ Class: _______________________________________
What I Think I Know! Yes, I was Right! New Learning! Wonderings?
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My Research Notebook
Name: ______________________ Class: __________________________
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Name: _________________________________
Planning SheetMy Title:
Introduction
Categories 1 2
3 4
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5 6
Conclusion
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Table of Contents
______ ____________________________________________________ _________
______ ____________________________________________________ _________
______ ____________________________________________________ _________
______ ____________________________________________________ _________
______ ____________________________________________________ _________
______ _____________________________________________________ _________
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Grade Two Informational Writing Class Chart 1 – Below 2 - Approaching 3 – Grade Level 4 – Above Grade Level
Structure Elaboration CraftSt
uden
t N
ames
Has
a fo
cus
Org
aniz
es
info
rmat
ion
logi
cally
Prov
ides
an
intro
duct
ion
and
a co
nclu
sion
Dev
elop
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