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Informational Writing: Grade 3 Writing Unit 5

This document is the property of the Michigan Association of Intermediate School Administrators (MAISA). Revised 8/16/2012. Page 1

Unit Title: Informational Writing Duration: 4 weeks Concepts:

1. Writers generate ideas and experiment with notebook entries. 2. Writers learn strategies for creating informational books. 3. Writers learn strategies for revising and editing informational books. 4. Writers publish and share their informational books.

Materials to be provided by the teacher: 1. On-Demand Informational Writing Pre/Post-

Assessment 2. Writer’s notebooks 3. Sticky notes 4. Writing folders with draft packets 5. Special paper for final drafts

Professional Resources: 1. A Curricular Plan for the Writing Workshop,

Grade 3, 2011/2012, Lucy Calkins 2. Nonfiction Craft Lessons: Teaching Informational

Writing K-8, Joann Portalupi and Ralph Fletcher 3. Assessing Writers, Carl Anderson

Materials to be produced by the teacher: 1. Anchor charts: Text Features Informational Writing Strategies Text Structures

2. Enlarged copies of the following: Kayakin’ Rools, student writing sample Graphic organizer web, Cats Graphic organizer web, Kayakin’ Rools Informational Book Revision/Editing Checklist

3. Individual copies of the following for each student: Informational Book Revision/Editing Checklist Informational Book Conferring Checklist Informational Book Assessment Rubric

Mentor Texts: 1. Firefighters, Katie Daynes 2. Ballet, Susan Meredith 3. Cats, Anna Milbourne 4. Sun, Moon and Stars, Stephanie Turnbull

Notes: 1. You will want to rally your students’ interest in nonfiction texts by demonstrating your own curiosity and passion

for a variety of topics. 2. The expectation for this unit is that you are likely teaching an informational reading unit prior to teaching this

unit or at the same time. You should expect that students have already learned a variety of text features and how they help readers locate and understand information.

3. In informational writing, the writer’s goal is to teach readers about a topic. It is the kind of writing that students will encounter in much of their informational reading and current event articles in Time for Kids.

4. This unit guides students toward creating voice-filled informational texts about topics of their choice and expertise. Writers can only engage readers in a topic if they are engaged in that topic.

5. This is NOT a research unit, and you should not expect that students will be doing research to create their informational books. They should only be writing what they already know.

6. You will want to search through your informational texts to find two or three that can become exemplars for



your work with informational writing. Don’t think about the topic of the texts; instead, think about the organizational structure and how the author presents in the information.

7. The Usborne Beginners series (www.ubah.com) provides a wide range of titles that are excellent mentor texts for this unit. The titles listed above are well suited for this unit.

8. Create permanent classroom anchor charts by adding new strategies as you go. If you choose to use a document camera to share the anchor charts from this unit, also create classroom anchor charts so students can refer to them later.

9. Use the Conferring Checklist located at the end of this unit. 10. Spend more than one day for a session if necessary. 11. A special thank you goes out to all authors of professional resources cited in this unit for their insights and ideas.

http://www.ubah.com/



Overview of Sessions – Teaching and Learning Points Aligned with the Common Core

Concept: Writers generate ideas and experiment with notebook entries. W.3.2, W.3.8 Session 1: Writers of informational texts write about topics they know a lot about and care about. W.3.2, W.3.8 Session 2: Writers of informational books write about topics that they could teach to others. W.3.2, W.3.8

Concept: Writers learn strategies for creating informational books. W.3.2a, W.3.2b, W.3.2d Session 3: Writers of informational books use Boxes and Bullets to organize the information about their topics. W.3.2b Session 4: Writers of informational books create their Table of Contents. W.3.2a Session 5: Writers of informational books create introductions for their topics. W.3.2a Session 6: Writers of informational books use description as they plan to write about their topics. W.3.2b Session 7: Writers of informational books use description to draft their topics. W.3.2b Session 8: Writers of informational texts write partner sentences. W.3.2a Session 9: Writers of informational books use sequence as they plan to write about their topics. W.3.2b Session 10: Writers of informational texts use sequence to write about their topics. W.3.2b Session 11: Writers of informational texts use comparison as they plan their topics. W.3.2b Session 12: Writers of informational texts use comparison to write about their topics. W.3.2b Session 13: Writers of informational texts choose the best way to organize their ideas.



W.3.2b Session 14: Writers of informational texts choose the best way to organize their ideas. (Optional) W.3.2b Session 15: Writers of informational books create conclusions for their topics. W.3.3d

Concept: Writers learn strategies for revising and editing their informational books. W.3.5 Session 16: Writers use revision/editing checklists to revise and edit their writing. W.3.5

Concept: Writers publish and share their informational books. W.3.4 Session 17 and 18: A writing community celebrates. W.3.4



On-Demand Informational Writing Pre/Post-Assessment

Pre-Assessment Instructions: Students should be at their regular writing seats and will need loose-leaf paper and pencils. They need to be able to add pages if they want. Tell students: “Let’s each write about something we know a lot about – a piece that shows our best work. You will have an hour to write an informational text like the ones you might see in a student magazine. Here’s what we’ll write about:

Think of an animal that you’ve studied or know. You will have an hour to write an informational text that teaches others interesting and important information and ideas about this animal. Choose an animal that you know well. Think about informational books and magazines that you have read. Now think about how your own writing might go. Remember, you are not writing a story. You are writing an informational text about an animal that you know a lot about. Write it like you are teaching others about your topic. Use everything you know about good writing.”

Have students begin their informational writing. Note: This on-demand assessment shows what students know about writing an informational text on a given idea. Score this writing using the Informational Book Assessment Rubric located at the end of this unit. Pay close attention to what your writers can already do and can almost do. This information will help you focus on goals for your students. Use the same rubric to score their information books at the end of this unit to show what they have learned. Post-Assessment Instructions (optional): At the conclusion of this unit, administer the same on-demand assessment and look for improvements in your students’ development as writers.



Session 1 Concept Writers generate ideas and experiment with notebook entries. Teaching Point Writers of informational texts write about topics they know a lot about and care about.

References Materials

• A Curricular Plan for the Writing Workshop, Grade 3, 2011-2012, Lucy Calkins

• Writer’s notebooks • Firefighters, Katie Daynes • Ballet, Susan Meredith • Cats, Anna Milbourne • Sun, Moon and Stars, Stephanie Turnbull

Note • Post on the daily schedule or verbally ask students to bring their writer’s notebooks and a pencil to the meeting area.

Connection Today we will begin writing informational books about topics that we know a lot about and care about. From the very start, we will need to draw on all the strategies we have already learned as writers.

Demonstration/ Teaching

• Read aloud a section from an interesting informational published text, such as Firefighters. Explain how the author had to know a lot about the topic and care about the topic to write it well.

• Demonstrate how you think about topics in your own life that you know a lot about and care about. Write the heading I know a lot about these topics at the top of a new page in your writer’s notebook. List topics next to bullets under that heading.

• Explain that you will write entries about several different topics before you choose one to develop into a finished piece of writing.

• Select one topic that seems the most interesting, and tell the students what you know about your topic. Then write a paragraph/page to try out the topic, asking yourself, What is all that I know about this topic in your writer’s notebook or on chart paper.

Active Engagement

• Have students open their notebooks and do this same work that you just demonstrated. Have them: Record the heading I know a lot about these topics at the top of a page. List several topics they know a lot about and care about. Choose a topic and turn and tell their partners all they know about their topics.

Link So writers, whenever you begin writing informational text, you will want to choose a topic that you know a lot about and care about. As you get started writing today, make sure to ask yourself, “What is all that I know about this topic?” If you find that you don’t really know very much about it, then choose another topic and begin again. Write all that you know about the topic you chose.

Writing and Conferring

• Conduct table conferences that encourage students to think of more and write more. • Encourage writers who are finished to begin writing about another topic.

Mid-Workshop Teaching Point

• If students are not writing with fluency and volume, you may decide to use a timer and call out mileposts, such as: By now you should have written half a page.

• You may need to coach a small group of students to write more quickly after diagnosing what is slowing them down.

Teaching Share • Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point. You might share what one or two writers have done in ways that apply to other writers.



Session 2 Concept Writers generate ideas and experiment with notebook entries. Teaching Point Writers of informational books write about topics that they could teach to others.



• Writer’s notebooks • Kayakin’ Rools, Harry Whitfield Rosenbaum

Note • Post on the daily schedule or verbally ask students to bring their writer’s notebooks and a

pencil to the meeting area. Connection Yesterday we wrote about topics that we know a lot about and care about. Today we will write

about another topic – one that we know so much about that we could teach it to others. Demonstration/ Teaching

• Share the text, Kayakin’ Rools, with the students. Explain that this writer knew a lot about the topic and taught his readers what he knows.

• Explain that in order to come up with topics to write about, information writers often ask themselves: If I had to teach a class to the other students, what would I teach?

• Explain that you will write a second (or third) entry about a new topic in your writer’s notebook today.

• Demonstrate how you think about other topics and choose one to begin writing about today.

• Ask yourself: What is all that I know about this topic? List points (categories of information) across your fingers as you talk about your topic. Say as much as you can as you point to each finger. In this way, you are demonstrating how to sort topics into subtopics.

Active Engagement

• Have students open their notebooks, choose a new topic, and think about all that they know about the topic.

• Have them turn and talk about their topics to a partner listing points across their fingers and saying as much as they can as they point to each finger.

Link Writers, whenever you choose a topic, make sure that you know so much about the topic that you could teach it to others. Now you have a new topic to write about and a new way to help you remember all that you know about your topic. As you begin your writing today, write as much as you can about each part of your topic.


• Conduct individual student conferences to support students’ efforts at writing longer about each of their subtopics.


• Have students meet with their writing partners. Have them teach each other about the topics they have just written about. Encourage student listeners to ask their partners questions to help their partners clarify and elaborate further on their topic: I don’t understand the part about … Tell more about …

• Have students return to their seats and write a few more sentences about their topics. Teaching Share

• Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point. You might share what one or two writers have done in ways that apply to other writers.



















Session 3 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational books use boxes and bullets to organize the information about their

topics.

References Materials • A Curricular Plan for the Writing

Workshop, Grade 3, 2011-2012, Lucy Calkins

• Writer’s notebooks • Cats, Anna Milbourne • Boxes and bullets organizer for Cats • Sticky notes


pencil to the meeting area. Connection For the past two days, we have been writing about topics that we know a lot about and care

about. Today we are going to organize the information for each topic using boxes and bullets. Demonstration/ Teaching

• Explain that the author of Cats needed to organize her information to make it easier to write the book and easier for readers to read it. One way to do this is to use boxes and bullets. Show students an organizer that the author might have used to get started.

• Explain that you are going to use boxes and bullets to organize information from your first entry. Reread your first entry from Session 1 aloud. Write the topic at the top of a page and put a box around it. Add subtopics, or categories of information, next to bullets as you think about categories of information you already wrote about in your writer’s notebook. Think of other categories, too, and add those next to bullets.

• Explain that using boxes and bullets will help you see if you have enough information about each subtopic.

Active Engagement

• Have students open their notebooks to their first entry and do this same work that you just demonstrated. Have them: Reread their entry silently. Write the topic on the top of a new page and put a box around it. Have them add two or three subtopics next to bullets as they think about their

categories of information. Turn and share their organizers with their partners.

• Show the class one or two student examples of boxes and bullets that are good examples. Link So writers, today you will finish adding subtopics to your organizers. Include five or six subtopics

for your topic. When you finish, turn to your next entry and use boxes and bullets to organize the information you have for this topic, too.


• Conduct individual student conferences to push students to consider additional subtopics they can add to their organizers for each topic. They must know something about these additional subtopics to include them on their list.


• When students have used boxes and bullets to organize both topics, have them choose the topic they know the most about and make a commitment to write their information book about that topic. Distribute small sticky notes for students to mark the topic in their writer’s notebooks.

• Explain that information writers often make a list of special vocabulary words for their topics. Demonstrate this with your own topic by making a list in your writer’s notebook.



• Have students brainstorm a list of special vocabulary words that they think they will use in their informational books and record them on a new page in their writer’s notebooks.

Teaching Share

• Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point. You might have partners share their topics and subtopics or their special vocabulary words.

Boxes and Bullets Organizer for Cats

• Growing Up • Playing • Climbing • Hunting • Keeping Clean • Cat Talk

Cats



Session 4 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational books create a Table of Contents.


A Curricular Plan for the Writing Workshop, Grade 3, 2011-2012, Lucy Calkins

Nonfiction Craft Lessons: Teaching Informational Writing K-8, Joann Portalupi and Ralph Fletcher

• Writer’s notebooks • Writing folders with draft packets (see notes) • Kayakin’ Rools, Harry Whitfield Rosenbaum • Graphic organizer for Kayakin’ Rools • Anchor chart: Text Features

Notes • Post on the daily schedule or verbally ask students to bring their writer’s notebooks and a

pencil to the meeting area. • Students will continue to use their writer’s notebooks for brainstorming, planning, and

early drafts. Starting today, however, students will use draft packets for drafting their chapters. Create draft packets for each student by stapling together one title page, one Table of Contents page, and six sets of subtopic pages (a set includes one page with a text box and lines, and another page with lines only). After final revisions, students will create final drafts of their informational books using special paper.

• Today, students will create a Table of Contents based on their web subtopics. However, some adjustments may need to be made in the subtopics during this unit as students discover whether or not they have enough to say about each one.

Connection Yesterday we used boxes and bullets to organize information about our topics. Today we will use these organizers to create the Table of Contents for our informational books.


• Explain that the author of Kayakin’ Rools might have used boxes and bullets to create his Table of Contents. Show students the organizer that the author might have used and his Table of Contents.

• Show the students your own draft packet and explain that you will be using a draft packet to write your first draft of your informational books. Write the title and author (your name) on the cover of your draft packet.

• Next, demonstrate how you use the boxes and bullets organizer in your writer’s notebook to create the Table of Contents in your draft packet. Reread each subtopic and decide which one should come first. Choose a subtopic that describes a part of your topic for Chapter 1.

• Think about how you might want to change the wording of your subtopic to make it seem more interesting as a heading. Write that heading on the first line of your Table of Contents page and explain that this will become Chapter 1.

• Explain that headings help you structure, or chunk, your information. They help keep you organized when you write. Readers appreciate them too, because they know where to find what they are looking for.

• Continue until you have listed all four of your subtopics as headings. • Remind students that all the important words in headings need to begin with capital

letters. • Refer to the anchor chart, Text Features.



Active Engagement

• Distribute a draft packet to each student. Have them write the title and author on the cover. Later, students will have a chance to illustrate the title page.

• Have students open their notebooks to their boxes and bullets organizer for the topic they chose for their information book. Have them turn to the second page in their draft packets and do this same work that you just demonstrated. Remind students to start with the subtopic that they think should come first, one that describes a part of their topic. Have them think of a way to change the wording of their subtopic to make it an interesting heading.

• Have a few students share their first heading with the class. Link So writers, remember that a Table of Contents will help you organize your ideas when you write

about informational topics. Today you will finish creating interesting headings for your Table of Contents from the subtopics on your boxes and bullets organizer. When you finish, get out your colored pencils or crayons and make a quick illustration of your topic in the space provided on the Table of Content page.


• Conduct individual student conferences to help students complete their Table of Contents.

• Encourage students to create interesting headings for their chapter titles. Teaching Share


Text Features

• The Table of Contents gives the heading and the beginning page number of each section in a book.

• The heading tells what each section is about.



Boxes and Bullets Organizer for Kayakin’ Rools

• Safety • Kayaks and Canoes • Parts of a Kayak • Kinds of Kayaks • Getting Started • Going Places

Kayaks



Draft Packet

(Title)

(Illustration) _____________________________________________________

(Author)



Table of Contents

Page

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ Chapter 1: __________________________________ _____ Chapter 2: __________________________________ _____ Chapter 3: __________________________________ _____ Chapter 4: __________________________________ _____ Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____



____________________________________________________

(Heading)

_____________________________________________

(Caption)

_____________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________



_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Session 5 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational books create introductions for their topics.



• Nonfiction Craft Lessons: Teaching Informational Writing K-8, Joann Portalupi and Ralph Fletcher

• Writer’s notebooks • Writing folders with draft packets • Firefighters, Katie Daynes • Ballet, Susan Meredith • Anchor charts: Text Features Informational Writing Strategies

Connection Yesterday we created the Table of Contents from our webs. Today we will write introductions to

introduce our topics for our informational books in our draft packets. Demonstration/ Teaching

• Explain that many informational texts have introductions that explain what the book will be about. An introduction is the opening sentences of a piece of writing. Think of it as shaking hands with a new person, your reader, for the first time. It’s an important first connection. Keep in mind that you are setting up your readers to be experts on your topic.

• Introductions should do these things: Get your reader interested by asking a question or stating an interesting fact. State one or two big ideas about your topic.

• Read aloud and explain the introductions in the texts listed above. • Demonstrate how you think about your own topic and write an introduction on the first

subtopic page (the first page with a text box and lines) in your draft packet. Write the word Introduction in the space for the heading.

• Refer to the anchor charts, Informational Writing Strategies and Text Features. Active Engagement

• Have students take a minute or two to think about how they would introduce their topic to their readers.

• Have students share their ideas with a partner, and then have one or two students share with the class.

Link Writers, remember that the purpose of an introduction is to get your reader interested in your topic. Today you will begin writing your own introductions in your draft packets. Think about how the authors introduced the informational books they wrote. Try at least two different ways of introducing your topic, and then decide which one you like best.


• Conduct individual student conferences to support students’ efforts at creating their introductions.


• Have students illustrate their introductions and add a caption that tells a sentence about their illustration. A caption is a sentence, so it needs to be punctuated with a capital letter and ending punctuation.

• Refer to the anchor chart, Text Features. Teaching Share • Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s

teaching point. You might share what one or two writers have done in ways that apply to other writers.



Text Features


• The heading tells what each section is about. • An introduction explains what the book is about. • A caption is a sentence that tells about a picture.

Informational Writing Strategies

• The introduction should do these things: Get your reader interested by asking a question or stating an interesting fact. State one or two big ideas about your topic.



Session 6 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational books use description as they plan to write about their topics.



• Writer’s notebooks • Firefighters, Katie Daynes • Sun, Moon and Stars, Stephanie Turnbull • Anchor charts: Text Features Informational Writing Strategies Text Structures


pencil to the meeting area. • Students will be webbing and creating diagrams in their writer’s notebooks today.

Connection Yesterday we created introductions for our informational books. Today we will plan our first chapter by describing our topic in our writer’s notebooks.


• Explain that many informational texts begin by describing something. Your first chapter is going to describe your topic.

• Refer to the subtopic Safe Clothes on pages 6 and 7 in Firefighters as an example of descriptive writing. Notice the special vocabulary words the writer used.

• Explain that we are going to make a web to think about ways to describe our topics. • Describe your topic to a student as a way to rehearse for writing about it. List points

across your fingers and use an explaining voice. • Remember to use special vocabulary words that might be on your list. • Record your ideas on a web in your writer’s notebook. • Refer to the anchor chart, Text Structures.

Active Engagement

• Have students take two or three minutes to describe their topics to their partners by listing points across their fingers and using an explaining voice.

• Have students begin to jot these points on a web in their writer’s notebooks by adding one or two points that they described to their partners.

Link So writers, informational writers often use descriptive writing to tell about their topics. Today you will organize your ideas for writing descriptively by finishing your webs. Add the points you shared with your partners. If more points come to your mind, be sure to add them also. Try to use special vocabulary words in your descriptions.


• Conduct table conferences to support students’ efforts at creating their webs.


• Explain that when you describe something, you often tell what something looks like or the parts of something. A diagram is a text feature that you can use to show this. The labels are the words that tell about the parts. Refer to pages 4 and 5 in Sun, Moon and Stars for an example of a diagram. Demonstrate by sketching a diagram in your writer’s notebook. Have students create a diagram of their topic on a new page in their writer’s notebooks.

• Refer to the anchor chart, Text Features. Teaching Share • Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s




Text Features


• The heading tells what each section is about. • An introduction explains what the book is about. • A caption is a sentence that tells about a picture. • A diagram is a labeled picture that shows the parts of something. • A label is a word that tells about a picture.



Text Structures

• Description – The author describes the topic by giving details about how it looks or how it works.

Web



Session 7 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational books use description to draft their topics.



• Writer’s notebooks • Writing folders with draft packets • Cats, Anna Milbourne • Anchor charts: Text Features Informational Writing Strategies Text Structures

Notes • Post on the daily schedule or verbally ask students to bring their writer’s notebooks to the

meeting area. • Students will be drafting their descriptions in their draft packets today.

Connection Yesterday we created webs and diagrams in our writer’s notebooks to plan our drafts for our informational books. Today we will draft this chapter using headings and labeled diagrams in our draft packets.


• Explain that information writers help their readers picture what they are writing about. They take time to write descriptions that help readers make a mind picture of the topic.

• Read aloud Cats pages 26 and 27. Have students notice how the writer used the heading, Fur, from the Table of Contents. The writer began with a topic sentence, one that tells a big idea about this subtopic, and then added the details.

• Demonstrate how you write about your topic on the next page of your draft packet (a page with a text box) using ideas from your web. Write in a way that will interest your reader. Use either second person (You will need to wear …) or third person (Soccer players wear …), but not first person (I always wear my helmet …) as you write.

• Begin with a topic sentence that tells a big idea about your subtopic. Use special vocabulary words from your list. Then describe your topic by adding details that create sensory images (things you see, hear, feel, smell, and taste) in the mind of the reader.

• Refer to the anchor chart, Informational Writing Strategies and Text Structures. Active Engagement

• Have students open their notebooks to their webs and do this same work that you just demonstrated. Have them: Think about a topic sentence they would use to begin. Think about how they might describe their topic using sensory details. Share their ideas with their partners.

• Have one or two students share with the class. Link So writers, you will be drafting your first subtopic in your draft packets today using description.

Remember to start with a topic sentence. Then add sensory details to create a mind picture for your reader. Create a labeled diagram in the space provided, just like the one you sketched yesterday in your writer’s notebooks.


• Conduct table conferences to support students’ efforts at drafting using topic sentences and sensory details and creating their diagrams.

Mid-Workshop • Locate a place in your own writing where you used a special vocabulary word, or a place



Teaching Point where you used an ordinary word, but you could have used a special vocabulary word. • Demonstrate two ways to define a special vocabulary word by referring to the following

examples on pages 26 and 28 in Cats: Define the word in the same sentence in which it is used:

Different kinds of cats are called breeds. Define the word in the next sentence:

In summer, some of a cat’s fur falls out, so the cat doesn’t get too hot. This is called shedding.

• Explain that special vocabulary words are often, but not always, in bold print. • Have students define one or more of their words using one of these examples. • Refer to the anchor chart, Text Features.




Text Features


• The heading tells what each section is about. • An introduction explains what the book is about. • A caption is a sentence that tells about a picture. • A diagram is a labeled picture that shows the parts of something. • A label is a word that tells about a picture. • Bold print shows new or important words.



• Use sensory details to describe your topic.

Text Structures


Web



Session 8 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational texts elaborate by writing partner sentences.



• Writing folders with draft packets • Cats, Anna Milbourne • Anchor charts: Text Features Informational Writing Strategies Text Structures

Notes • Post on the daily schedule or verbally ask students to bring their draft packets and a pencil

to the meeting area. • Students will be elaborating on their drafts from Session 7 today.

Connection Yesterday, we drafted our first chapter using description. Today, we will elaborate by writing partner sentences to tell more about our topics in our draft packets.


• Explain that one way to elaborate is to write partner sentences. • You could choose any sentence in your writing and create a partner sentence, or second

sentence. A partner sentence can be added to describe something in the first sentence, to explain something, or to give a reason or example: Sometimes the second sentence describes something (page 26):

This kind of cat is called a Persian cat. They have very long fur. Sometimes the second sentence explains something (page 25):

A cat’s tongue is very rough. When a cat licks its fur, its tongue works like a comb. Sometimes the second sentence gives a reason or example (page 10):

You can tell how a cat feels by the way it looks and acts. If a cat rolls onto its back, then it feels safe with you.

• Demonstrate by rereading a sentence that you wrote yesterday. Think about what else you could say about that idea. Write a partner sentence that tells more about the first one. Use a caret to add the sentence between the lines (if there is room) or a numbered insert to add the sentence on a separate page.

• Refer to the anchor chart, Informational Writing Strategies. Active Engagement

• Have students reread a sentence from their draft packet and think of a partner sentence they can add to tell more. Have them share their partner sentences with their partners.

• Have one or two students share with the class. Link Writers, one way that writers elaborate is to write partner sentences. Today reread each sentence

in chapter 1 and write a partner sentence that you can add to tell more about each sentence. Remember, you can describe, explain, give a reason, or give an example. Writers use partner sentences whenever they do any kind of writing.


• Conduct table conferences to support students’ use of partner sentences.


Remember that writers don’t just teach information with words, they teach information with diagrams and illustrations that might help the reader understand. Look though some of your informational texts to get some tips on how to create diagrams and illustrations. Then think about ways in which you might want to use diagrams and illustrations in your informational books.



Teaching Share


• Remind students that they can use partner sentences in narrative writing and informational writing.

Text Features


• The heading tells what each section is about. • An introduction explains what the book is about. • A caption is a sentence that tells about a picture. • A diagram is a labeled picture that shows the parts of something. • A label is a word that tells about a picture. • Bold print shows new or important words.



• Use sensory details to describe your topic. • Elaborate by writing partner sentences that describe, explain, give a reason, or give an

example.

Text Structures


Web



Session 9 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational books use sequence as they plan to write about their topics.



• Writing notebooks • Writing folders with draft packets • Firefighters, Katie Daynes • Ballet, Susan Meredith • Anchor charts: Text Features Informational Writing Strategies Text Structures

Notes • Post on the daily schedule or verbally ask students to bring their writing folders to the

meeting area. • Students will be mapping sequential facts using flow diagrams or timelines in their

writer’s notebooks today. Connection Yesterday we elaborated using partner sentences. Today we will use sequence to plan a chapter

for our books in our writer’s notebooks. Demonstration/ Teaching

• Explain that many informational books use sequence to tell about the topic. One of your chapters probably fits this structure.

• Refer to Firefighters, on page 14, and Ballet, on the bottom of pages 10 and 11, for examples of sequential text.

• Demonstrate how you look through your Table of Contents to locate a chapter that can be explained using steps or events in sequence. Think aloud how you can sequence your topic as a way to rehearse for writing about that subject. List three or four points across your fingers and use an explaining voice.

• Explain that when you sequence something, you organize it to show how and when things happen.

• Refer to the anchor chart, Text Structures. • Demonstrate how you write three or four steps or events by numbering them in

sequence in your writer’s notebook using complete sentences. Active Engagement

• Have students look through their Table of Contents to locate a chapter that can be written using a sequence structure.

• Have students tell three or four steps or events in sequence to their partners by listing points across their fingers and using an explaining voice.

Link Writers, remember that information writers often use sequence to tell about their topics. Today you will list three or four steps or events in sequence in your writer’s notebooks using complete sentences. If more points come to mind, be sure to add them.


• Conduct table conferences to support students’ efforts at drafting their list of sequenced steps or events.


• Introduce a flow diagram and timeline as a way to organize sequential information. A flow diagram shows the steps of how things happen or how they are put together.

Examples include procedural, or “how-to,” texts.



A timeline shows the sequence of events in chronological, or time, order. Examples include life events and historical events.

• Demonstrate how to follow the sequenced steps or events in your writer’s notebook to create a flow diagram or timeline on a new page in your writer’s notebook. Use just a few words in each segment of the flow diagram or timeline.

• Refer to the anchor charts, Text Features and Text Structures. Teaching Share • Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s


Text Features


• The heading tells what each section is about. • An introduction explains what the book is about. • A caption is a sentence that tells about a picture. • A diagram is a labeled picture that shows the parts of something. • A label is a word that tells about a picture. • Bold print shows new or important words. • A flow diagram is a diagram that shows sequence. • A timeline is a chart that shows events in order.



• Use sensory details to describe your topic. • Write partner sentences by describing, explaining, giving a reason, or giving an example.



Text Structures


Web

• Sequence – The author gives information in the order it happens.

Flow Diagram

Timeline



Session 10 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational texts use sequence to write about their topics.



• Writer’s notebooks • Writing folders with draft packets • Cats, Anna Milbourne • Anchor charts: Text Features Informational Writing Strategies Text Structures


pencil to the meeting area. • Students will be drafting their sequence chapters in their draft packets today.

Connection Yesterday we created flow diagrams and timelines in our writer’s notebooks to plan our drafts for our informational books. Today we will draft our sequence chapters for our informational books in our draft packets.


• Explain that information writers help their readers follow a sequence about their topics. They use transition words to make sure that the reader can follow the sequence.

• Refer to Cats on page 13. The author used transition words (as, then) to show how a cat lands on its feet.

• Also refer to page 5. The author used the age of the cat (after about ten days, about two weeks later, and soon …) to show growth and change.

• Demonstrate how you divide the illustrations box on the next page of your draft packet into three or four parts (either vertically or in four squares). Number and quickly sketch your sequenced steps or events. You might want to use arrows from one box to another to indicate the sequence if you are creating a flow diagram. Numbered steps can also work in the place of arrows. Most students will probably create a flow diagram rather than a timeline.

• Demonstrate how you write about your topic using ideas from your flow diagram or timeline. Begin with a topic sentence that states what you will be explaining in sequence. Focus on the use of transition words and partner sentences as you explain each step.


• Have students take two or three minutes to explain the sequence of their flow diagram or timeline using transition words to their partners.

• Have one or two students share with the class. Link Writers, you will be drafting your second subtopic in your draft packets today using sequence.

Remember to start with a topic sentence that tells what you will be explaining in sequence. Use partner sentences and transition words to explain the sequence of your subtopic. You might want to begin by illustrating the steps or events in the sequence using a flow diagram or timeline in the space provided. Use the illustration to help you explain each step.


• Conduct table conferences to support students’ efforts at creating flow diagrams or timelines and by using transition words in their sequence drafts.




• Share the writing of one or two students who have used sequence with transition words effectively in their writing with the class.


Text Features





• Use sensory details to describe your topic. • Write partner sentences by describing, explaining, giving a reason, or giving an example. • Use transition words to show sequence (first, after, then, next, afterward, finally).



Session 11 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational texts use comparison as they plan their topics.



• Writer’s notebooks • Cats, Anna Milbourne • Anchor charts: Text Features Informational Writing Strategies Text Structures

Notes • Post on the daily schedule or verbally ask students to bring their writer’s notebooks and a

pencil to the meeting area. • Students will be using Venn diagrams or T-charts to make comparisons in their writer’s

notebooks today. Some students will begin drafting their comparison chapter in their writer’s notebooks, too.

Connection Yesterday we drafter our sequence chapters for our informational books. Today we will use comparison to plan a chapter for our books in our writer’s notebooks.


• Explain that many informational texts use comparison to tell about the topic. One of your chapters possibly fits this structure.

• Refer to Cats on page 20. The author compares a cat’s pupil in bright light and in dim light. Also, on page 22, the author compares how a cat sleeps when it’s hot, and how a cat sleeps when it’s cool.

• Demonstrate how you look through your Table of Contents to locate a chapter that can be written using a comparison structure. Think aloud how you can compare two kinds, parts, or examples of something related to your topic.

• Explain that when you compare something, you show how two things are alike and/or different. This information can be recorded on a Venn diagram or T-chart (list the two things being compared at the top of the chart and list parallel ideas, whether they are alike or different, in the space below).

• Demonstrate how to record your ideas on a Venn diagram or T-chart on a new page in your writer’s notebook.

• Refer to the anchor chart Text Structures. Note: If students do not have a subtopic that follows a comparison structure, have them write another chapter using description or sequence.

Active Engagement

• Have students look through their Table of Contents to locate a chapter that can be written using a comparison structure.

• Have students explain their comparisons to their partners. Link Writers, remember that sometimes informational texts are organized by making comparisons.

Today you will create a Venn diagram or T-chart by listing the similarities and/or differences about your topic. If one of your subtopics does not follow a comparison structure, then write the chapter using description or sequence.


• Conduct table conferences to support students’ efforts at creating their Venn diagrams and T-charts.




• Demonstrate how you illustrate the two things you are comparing in your writer’s notebook, making sure to highlight the similarities and/or differences. Have students do this same work in their own writer’s notebooks.

Teaching Share • Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point. You might share what one or two writers have done in ways that apply to other writers or have partners share their comparisons.

Text Features





• Use sensory details to describe your topic. • Write partner sentences by describing, explaining, or giving a reason or example. • Use transition words to show sequence (first, after, then, next, afterward, finally).



Text Structures


Web


Flow Diagram

Timeline

• Comparison – The author tells how two things are alike and how they are different.

Venn Diagram

T-Chart



Session 12 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational texts use comparison to write about their topics.



• Writer’s notebooks • Writing folders with draft packets • Firefighters, Katie Daynes • Kayakin’ Rools, Harry Whitfield Rosenbaum • Anchor charts: Text Features Informational Writing Strategies Text Structures


pencil to the meeting area. • Students will be drafting their comparison chapters in their draft packets today.

Connection Yesterday some of us created Venn diagrams and T-charts to plan our drafts for our informational books. Today we will use our comparisons, or other text structures, to write the third chapter for our books in our draft packets.


• Explain that information writers help their readers understand their topic by using comparisons. They write parallel sentences, (refer to page 17 of Firefighters): At a small fire, firefighters attach a hose to the fire engine and use water from its

tank. At a big fire, they find a fire hydrant and use water from pipes under the ground.

• Information writers also create parallel drawings to teach their readers about their topics. • Share pages 3 and 5 in Kayakin’ Rools. Ask students to notice how the author compared

two things by using parallel sentences and parallel drawings. • Demonstrate how you use the information in your Venn diagram or T-chart to make a

comparison about your topic using parallel sentences. Then write about your topic on the next page of your draft packet using parallel sentences.

• Refer to the anchor chart Informational Writing Strategies. Active Engagement

• Have students take two or three minutes to compare two things about their topics using parallel sentences with their partners.

• Have one or two students share with the class. Link Writers, you will be drafting your last subtopic in your draft packets today using comparison or one

of the other text structures to organize your writing. Remember to use parallel sentences and parallel drawings to teach your readers about your topics. You might want to divide the space in two parts for your parallel drawings.


• Conduct table conferences to support students’ efforts at drafting and illustrating their topics using parallel sentences and parallel drawings.


• Share the comparisons made by one or two students who have used parallel sentences and parallel drawings effectively in their writing with the class.

Teaching Share • Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point. You might share what one or two writers have done in ways that apply to



other writers.

Text Features





• Use sensory details to describe your topic. • Write partner sentences by describing, explaining, or giving a reason or example. • Use transition words to show sequence (first, after, then, next, afterward, finally). • Use parallel sentences and parallel drawings to compare two things.



Session 13 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational texts choose the best way to organize their ideas.



• Writer’s notebooks • Writing folders with draft packets • Anchor chart: Text Structures Text Features

Notes • Plan to spend two days on this session having students plan the first day and write the

second day. • Post on the daily schedule or verbally ask students to bring their writer’s notebooks and a

pencil to the meeting area. Connection Yesterday, many of us drafted a chapter using a comparison text structure. Today we will write a

chapter about the remaining subtopic in our draft packets. We will decide the best way to organize our ideas by choosing which text structure best fits our subtopics.


• Demonstrate how you read the remaining subtopics on your own Table of Contents and decide which one you will write about today.

• Think aloud all you know about the subtopic. Then choose the best text structure for organizing this information – description, sequence, or comparison - and explain why.

• Refer to the anchor chart, Text Structures. • You have two options starting today: Plan in your writer’s notebook. Draw an organizer that fits with the text structure in

your writer’s notebook and record information about your subtopic OR, Plan in your draft packet. Tell about this subtopic across your fingers. Divide the

subtopic into two, three, or four parts (kinds, ways, examples), and then plan this chapter by illustrating it first in the space provided on the next page of your draft packet. You might divide the box for illustrations into two, three, or four sections.

• Start with a sentence that tells the readers what they will be learning about. Then add details that support the big idea. Make sure that each detail fits with the subtopic. Remember to use special vocabulary words.


• Have students take two or three minutes to choose their next topic from their Table of Contents. Have them choose the best text structure for organizing this information – description, sequence, or comparison – and explain why. Have them share with their partners.

• Have one or two students share with the class. Link Writers, today and every day that you write informational texts, be sure that you are choosing the

best way to organize the information. Start with a sentence that tells the readers what they will be reading about. Then add details that support the big idea.


• Conduct table conferences to support students’ efforts at choosing the best way to organize their information and using topic sentences and details.

Mid-Workshop Remember that writers don’t just teach information with words, they teach information with



Teaching Point illustrations, diagrams, and other tools. Look through some of your informational texts to get some tips on how to create these text features. Refer to the anchor chart, Text Features.

Teaching Share

• Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point. You might share what one or two writers have done in ways that apply to other writers or have partners share their writing and explain why they used a particular text structure.

Text Features





• Use sensory details to describe your topic. • Write partner sentences by describing, explaining, or giving a reason or example. • Use transition words to show sequence (first, after, then, next, afterward, finally). • Use parallel sentences and parallel drawings to compare two things.



Text Structures


Web


Flow Diagram

Timeline

• Comparison – The author tells how two things are alike and how they are different.

Venn Diagram

T-Chart



Session 14 (optional) Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational texts choose the best way to organize their ideas.



• Writer’s notebooks • Writing folders with draft packets • Anchor chart: Text Structures Text Features

Notes • Some students may need more time to finish their four chapters. Others may want to

include one or two additional chapters. Follow the format in this session if your students need more time.

• Post on the daily schedule or verbally ask students to bring their writer’s notebooks and a pencil to the meeting area.

Connection Yesterday, we drafted a chapter using a comparison structure. Today we will continue to work on writing our chapters in our draft packets. Some of us are still working on our four chapters. Some of us may want to include one more chapter in our informational books. When we add more chapters, we will decide the best way to organize our ideas by choosing which text structure best fits our subtopics.


• Demonstrate how you decide to include another chapter in your informational book. Add the heading to your Table of Contents and plan how you are going to organize the information.

• Think aloud all you know about the subtopic. Then choose the best text structure for organizing this information and explain why.

• Refer to the anchor chart, Text Structures. • Draw an organizer that fits with the text structure (web, flow diagram, timeline, Venn

diagram, T-chart) in your writer’s notebook and record information about your subtopic. • Start with a sentence that tells the readers what they will be learning about. Then add

details that support the big idea. Make sure that each detail fits with the subtopic. Remember to use special vocabulary words.


• Have students plan their work for the day. They will either finish a previous chapter or begin work on a new one.

• Have students share their plans with their partners. • Have one or two students share with the class.

Link Writers, today and every day that you write informational texts, be sure that you are choosing the best way to organize the information. Start with a sentence that tells the readers what they will be reading about. Then add details that support the big idea.


• Conduct table conferences to support students’ efforts at choosing the best way to organize their information and using topic sentences and details.


Remember that writers don’t just teach information with words, they teach information with illustrations, diagrams, and other tools. Look through some of your informational texts to get some tips on how to create these text features. Refer to the anchor chart, Text Features.



Teaching Share

• Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point. You might share what a few writers have done in ways that apply to other writers or have partners share their writing and explain why they used a particular text structure.



Session 15 Concept Writers learn strategies for creating informational books. Teaching Point Writers of informational books create conclusions for their topics.



• Writer’s notebooks • Writing folders with draft packets • Anchor chart: Informational Writing Strategies

Notes • Post on the daily schedule or verbally ask students to bring their draft packets and a pencil

to the meeting area. • Students will be drafting their concluding statements in their draft packets.

Connection Yesterday, we drafted the last chapter for our informational books. Today, we will draft our concluding statements in our draft packets, leaving readers with a big idea about our topics.


• Demonstrate how to write a concluding statement that tells why your topic matters to you and then invite others to take an interest. Follow the framework below:

• Sentence one: (My topic) is the best because … (My topic) is interesting because … (My topic) is fun because …. One thing I know for sure is that …

• Sentence two: You might want to … Maybe you will try … Why don’t you … Maybe someday you will want to …


• Have students refer to the anchor chart and create a concluding statement for their informational books.

• Have them share their ideas with their partners. • Have one or two students share with the class.

Link Writers, today you will write your concluding statements in your draft packets. When you are done, look through your draft packets to make sure that you have completed every page. You should have included clearly written text and text features that help the reader understand every subtopic.


• Conduct table conferences to support students’ efforts at writing their concluding statements and completing their draft packets.

Teaching Share • Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point. You might share what a few writers have done in ways that apply to other writers.




• The introduction should do these things: Get your reader interested by asking a question or stating an interesting fact. State one or two big ideas about your topic

• Use sensory details to describe your topic. • Write partner sentences by describing, explaining, or giving a reason or example. • Use transition words to show sequence (first, after, then, next, afterward, finally). • Use parallel sentences and parallel drawings to compare two things. • The concluding statement leaves the reader with a big idea about the topic.



Session 16 Concept Writers learn strategies for revising and editing their informational books. Teaching Point Writers use revision/editing checklists to revise and edit their writing.



• Writing folders • Informational Book Revision/Editing Checklist for

each student • Chart-sized Informational Book Revision/Editing

Checklist

Notes • Put an Informational Book Revision/Editing Checklist inside each student’s writing folder. • You might need to spend two days on this lesson. Make sure that students are truly

revising and editing each item on the checklist. Connection Yesterday, we completed the drafts for our informational books. Today, we will learn that

information writers edit carefully, making sure that their writing is accurate so readers can understand the information.


• Demonstrate how to use an item on the checklist as a lens by rereading your own informational book through that lens. Read the first item on the checklist (Will this make sense to a stranger?) Pretend you know nothing about the topic. Read and mark places that are confusing. Go back and rewrite those parts so they are clearer.

• Read your writing one chapter at a time through the lens of each item on the checklist. Mark notations such as I (for Introduction), 1, 2, 3, 4 (for each chapter), and C (for conclusion) in the Author column of the checklist as you revise and edit each item.

Active Engagement

• Continue reading your informational book through each lens and then edit your story with the students’ input.

• Never assume that just because a word wall or word chart is available, your students will automatically use it. Teach students explicitly that when they use the word wall, they need to look at the whole word, make a picture of it in their minds, and then write the entire word as best they can without peeking. They should not copy it one letter at a time. Words are learned by practicing the whole word.

Link So writers, always remember that whenever you are going to publish your writing, you need to edit it very carefully so that the people reading it will understand your meaning. Find the Revision/Editing Checklist in your writing folders and use each item as a lens when you revise or edit your work. This is the time to get your writing as polished as you can get it.


• Conduct table conferences to support students’ efforts using the checklist to make revisions and to check the spelling of special vocabulary words.


• Help students with the spelling of their special vocabulary words. You might: Have students refer to an informational text that includes the special vocabulary

words. Have students use a spelling dictionary or student dictionary to locate the words. Spell the words for the students or help them spell them.

Note Say, Tonight I’m going to look over the drafts that you’ve edited today and be your copy editor. Tomorrow, every minute of the day will be reserved for making final copies of our stories.



Informational Book Revision/Editing Checklist Name_______________________________________________Date______________ Title_________________________________________________________________ Reread your writing carefully. Put a check in each box under Author as you complete each item. Then give this checklist to the teacher for the final edit.

Revise and edit for the following: Author Teacher 1. Clarity and Meaning. Ask yourself,

“Will this make sense to a stranger?” “Is my writing clear?” Rewrite parts that need revision.

2. Important Ideas and Details. Ask yourself, “Do the details support the important ideas?” “Did I use partner sentences?” “What should I add?”

Rewrite parts that need revision.

3. Capital Letters. Use capital letters at the beginning of sentences, headings, and proper names. Make corrections.

4. Ending punctuation. Use periods, exclamation points, and question marks. Make corrections.

5. Spelling. Check a chart or Word Wall. Use a dictionary or other book. Make corrections.



Sessions 17 and 18 Concept Writers publish and share their informational books. Teaching Point A writing community celebrates.


• Assessing Writers, Carl Anderson • A Curricular Plan for the Writing

Workshop, Grade 3, 2011-2012, Lucy Calkins

• Draft packets • Special paper for final drafts

Day 17 Publishing

• Have students rewrite their revised and edited informational books from their draft packets onto special paper. Provide copies of the title page, Table of Contents, and a variety of templates (that follow this session) that represent a variety of text structure formats. Allow students to choose the pages they need for their informational books.

Day 18 Celebration

• Students will celebrate all the hard work they have done by getting ready to share the books they created with others.

• Have authors read their informational books aloud in small groups and then have the authors answer just one writing question.

• Optional: Plan to have students share their informational books with a younger buddy class to teach them about their topics.

• Assess students’ informational books using the Assessment Rubric. • Consider assessing the students’ writer’s notebooks.



__________________________________________________



Table of Contents

Page Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ Chapter 1: __________________________________ _____ Chapter 2: __________________________________ _____ Chapter 3: __________________________________ _____ Chapter 4: __________________________________ _____ Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____

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_____________________________________ _____________________________________________ _______________________________________________________________________________________________________________________________________

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____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

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Informational Writing Conferring Checklist Student Name: Generating Ideas: Lists and writes about familiar topics.

Writing Strategy: Uses boxes and bullets to organize information.

Writing Strategy: Creates a Table of Contents.

Writing Strategy: Creates an introduction.

Writing Strategy: Plans and writes using description.

Writing Strategy: Uses partner sentences.

Writing Strategy: Plans and writes using sequence.

Writing Strategy: Plans and writes using comparison.

Writing Strategy: Chooses a structure to plan and write last chapter.

Writing Strategy: Creates a conclusion.

Revision Strategy: Tries out different leads.

Revision/Editing Strategy: Uses a Revision/Editing Checklist.



Informational Writing Assessment Rubric

Score

Statement of Purpose/Focus and Organization

Development: Language and Elaboration of Evidence

Conventions Statement of Purpose/Focus

Organization Elaboration of Evidence

Language and Vocabulary

4 The response is fully sustained and consistently and purposefully focused: • controlling idea

or main idea of a topic is focused, clearly stated, and strongly maintained

• controlling idea or main idea of a topic is introduced and communicated clearly within the context

The response has a clear and effective organizational structure creating unity and completeness: • use of a variety

of transitional strategies

• logical progression of ideas from beginning to end

• effective introduction and conclusion for audience and purpose

The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of facts and details: • effective use of

a variety of elaborative techniques

The response clearly and effectively expresses ideas, using precise language: • use of special

vocabulary words is clearly appropriate for the audience and purpose

The response demonstrates a strong command of conventions: • few, if any,

errors are present in usage and sentence formation

• effective and consistent use of punctuation, capitalization, and spelling

3 The response is adequately sustained and generally focused: • focus is clear

and for the most part maintained, though some loosely related materials may be present

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: • adequate use of

transitional strategies with some variety

• adequate progression of ideas from beginning to end

• adequate introduction and conclusion

The response provides adequate support/evidence for the controlling idea or main idea that includes the use of facts and details: • adequate use

of some elaborative techniques

The response adequately expresses ideas, employing a mix of precise with more general language: • use of special

vocabulary words is generally appropriate for the audience and purpose

The response demonstrates an adequate command of conventions: • some errors in

usage and sentence formation may be present, but no systematic pattern of errors is displayed

• adequate use of punctuation, capitalization, and spelling



Score Statement of Purpose/Focus

Organization Elaboration of Evidence

Language/ Vocabulary

Conventions

2 The response is somewhat sustained and may have a minor drift in focus: • may be clearly

focused on the controlling or main idea, but is insufficiently sustained

• controlling idea or main idea may be unclear and somewhat unfocused

The response has an inconsistent organizational structure, and flaws are evident: • inconsistent use

of transitional strategies with little variety

• uneven progression of ideas from beginning to end

• conclusion and introduction, if present, are weak

The response provided uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of facts and details: • weak or uneven

use of elaborative techniques

The response expresses ideas unevenly, using simplistic language: • use of special

vocabulary words that may at times be inappropriate for the audience and purpose

The response demonstrates a partial command of conventions: • frequent

errors in usage may obscure meaning

• inconsistent use of punctuation, capitalization, and spelling

1 The response may be related to the topic but may provide little or no focus: • may be very

brief • may have a

major drift • focus may be

confusing or ambiguous

The response has little or no organizational structure: • few or no

transitional strategies are evident

• frequent extraneous ideas may intrude

The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of facts or details

The response expression of ideas is vague, lacks clarity, or is confusing: • uses limited

language or special vocabulary words

• may have little sense of audience and purpose

The response demonstrates a lack of command of conventions: • errors are

frequent and severe, and meaning is often obscured

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