utahspanishdualimmersion.orgutahspanishdualimmersion.org/.../wp-content/uploads/20… · Web viewutahspanishdualimmersion.org

Utah State Dual Language Immersion Spanish Program

Spanish Literacy Correlation Utah Core State Standards

Grade 6

Writing protocol and Menus

Created by Ana M. Hernández, Ed. D., AUDII 2012

Standard 1 - Protocol for Argument Writing in Grade 6Release of Responsibility

Modeling Model how to write arguments (not opinions) that support claims with reasons &

evidence o Introduce claim(s)o Organize reasons & evidence clearlyo Support claims with clear reasons & relevant evidence (credible sources)o LANGAUGE: use words, phrases & clauses to clarify the relationships among

the claims & reasonso Establish a formal style of writingo Provide a concluding statement or section that follows from the argument

presented Read examples of others’ arguments that support claims with reasons & evidence

o Trace and evaluate the argument & claim in text Hear other students’ arguments that support claims with reasons & evidence

Practice Together write sentence frames for opinion statements and supporting a point of view (scaffold – easy to difficult with linking words), particularly for L2 learners:

One of the reasons why ___________ is __________________. I firmly believe__________. The second reason I strongly believe _________is because ______________. Clearly, the evidence points to_________________. The facts clearly state______. This argument claims to _________________. The following details support _________. Lastly, the claim makes reference to _________________ . Evidently, _________. I am not in agreement with ___________. The evidence shows ____________________. Contrary to the fact, ______________ is _________________.

Demonstrate a bank of Linking words & phrases:The first reason . . . Another reason . . . Lastly . . .Consequently… Contrary to the fact…

Then each student can write their own opinion with or without the sentence frame depending on his/her language proficiency. Word wall or vocabulary charts to help L2 learners.

Collaboration (Standards 4-5 - Production & Distribution of Writing) Share arguments with partner get feedback (pair up native speakers with L2

learners) Share arguments in group & get feedback (mixed ability group & language levels) Strengthen statements, including word choice to make a stronger case. (process

writing) Quote and paraphrase – avoid plagiarism Check grammar, spelling & format for writing arguments with good command of

language Add bibliography for sources used


Grade 6 – Argument Writing - continued

Digital Tools with Guidance from Adults & Peers (Standard 6 - Production & Distribution of Writing); (Standards 7-9 - Research to Build & Present Knowledge)

Gather information from multiple print and digital sources Use technology to produce writing and/or collaborate with others over internet

(wiki, class blog, Goolgledocs, or PowerPoint) Publish work & send it to someone; minimum of 3 pages typed at one sitting Find other opinions about the topic on the web

Present Knowledge (Standards 8-9 - Research to Build & Present Knowledge) Present the paper in panel discussion. Have a student chair the panel discussion. Prepare a PPT with pictures & opinions. Let students view presentation at a

computer center in the classroom or computer lab Each student presents own opinion to class or small roundtable discussions to

celebrate. Students can add more details orally to explain opinions and support point of view (support language development of L2 students).

Standard 10: Range of Short Term Argument Writings:


Single Sitting 1-2 Days

Grade 6Standard 1: Argument Writing

My Point of ViewSelect a moving/compelling part of a text. Write an argument to support your claim. Support your argument with clear reasons and relevant evidence. Check spelling & grammar. Share it with a friend.

Newspaper EditorYou work for a newspaper and you are going to write a column about a topic you are passionate about. Using the computer, type your position about the topic, perhaps something you are for or against. Write the title and then give reasons and relevant evidence to support your claim(s).

Science InventionDesign a new invention for your house, school, or family car. You will draw the invention and label its parts. On the back of your paper, write a coherent argument with clear reasons and relevant evidence to support your claim for this new scientific invention.

What your opinion?Write a letter to someone comparing and contrasting 2 topics or texts. Explain your argument by looking at similarities or differences. State your claim with clear reasons and relevant evidence … (pick someone)

your friend your teacher a family member

I am an ArtistPretend that you are an artist and draw an important event from a topic in your social studies text. Write an argument to support the reasons for the event with clear evidence. Read it to a friend. Check spelling & grammar. Then, glue it on a piece of construction paper to publish it on our bulletin board.

Acrostic PoemAs a poet you will write a poem about what freedom means to you. Support your claims with clear reasons. Poem can be free verse.F _______________________R _______________________E_______________________E_______________________D_______________________O_______________________M_______________________

My Journal (cause & effect)Write an entry in your journal about the hardest decision you had to make in school. Write about what caused you to make that decision and what were the effects. Support your argument with clear reasons and relevant evidence in order to convince you reader.

Compare & ContrastThink of 2 stories you read this week. Compare how the stories are similar or different. In your opinion, tell which one you liked best. Use details to support your argument with clear reasons and relevant evidence. Check spelling & grammar. Draw the climax of your favorite story.

Character Point of ViewYou are going to retell a part of a story from a different character’s point of view. Defend the character’s point of view with clear reasons and relevant evidence from the story. (Example: point of view of a parent, sibling, friend, neighbor, animal, pet, doctor, etc.)

School UniformsYour principal is thinking of adopting a uniform policy for your school. You have decided to prepare a speech on behalf of all the students. State your argument against uniforms. Support your claim with clear reasons and relevant evidence to convince your principal.

PostcardMake a postcard of an endangered species (animal or plant). Design your postcard. Write a caption and an argument in favor of protecting the species. Use clear reasons and relevant evidence in order to convince you audience.

VacationUse various print or digital sources to research a place you want to visit. Write an argument to convince your parents to take you there on your next family vacation. Support your argument with clear reasons and relevant evidence in order to convince your parents.


Standard 10: Range of Opinion/Argument Writing – Long Term for Several Days Grades 6

6th Grade: Students will select a poem or story they have read, and write an argument about whether the author’s use of techniques (such as, use of word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme) were used effectively to convey the author’s tone or meaning. Students will introduce the poem or story clearly, state a claim, and support it with reasons and evidence by quoting lines or stanzas that support the argument about the author’s use of techniques. Quote lines or stanzas with correct format, and write a conclusion that is related to the claim you presented. Students may use a graphic organizer to organize paper before writing. Students will use the writing process to brainstorm, write a rough draft, edit, and revise paper before composing the final copy. This is a long term writing assignment in class. Students can also illustrate.

Standard 3 - Protocol for Narrative Writing


Grades 6

Release of Responsibility Approach

Description of Writing Type:Narrative writing come from the word narrate which means to tell a story. It can be either fiction or nonfiction. Narrative writing includes personal narratives, memoires, journals, fictional narratives, novels, biographies, autobiographies, short stories, essays, plays, historical accounts, legends, tall tales, trickster stories, myths, etc.

Modeling Model how to write narrative texts to develop real or imagined experiences or

events using effective technique, descriptive details, and clear event sequences.o Establish or orient the reader to the situation by introducing a narrator

and/or characterso Organize an event sequence that unfolds naturallyo Use dialogue and description of actions, thoughts & feelings, and responses of

character to situationso Use temporal and transitional words and phrases to connect ideas togethero Provide a conclusiono Gr. 4-5 all of the above and…

Word, phrases and sensory detailso 6th grade narrative skills incorporate all of the above and continue to grow.

Standard requires students to incorporate narrative elements into arguments and informative/explanatory texts. In history/social science they must incorporate accounts of analysis of individual; & events of historical importance. In science/technical subjects they must write descriptions of step-by-step procedures in their investigations and technical work.

Read examples of others’ examples of informational/explanatory texts to examine craft

Hear other students’ examples of informational/explanatory texts to examine process

Practice Together write sentence frames for opinion statements and supporting a point of view (scaffold – easy to difficult with temporal & transitional words), particularly for L2 learners:

By the 1600’s_____________________. Even before she disappeared in the darkness_________________________. As I stood trembling like a ______________. At first glance,___________________. This time ____________ . It wasn’t as if ________________. In the early morning mist ___________________________ . Later that night, _____________. The moon seemed to ___________. _______ gazed at me and whispered, _________________________.


Demonstrate a bank of temporal & transitional words & phrases:afterwards…. meanwhile…… before long…. soon as….. at

first…..

Then each student can write their own narrative with or without the sentence frame depending on his/her language proficiency. Word wall or vocabulary charts to help L2 learners.

Collaboration (Standards 4-5 - Production & Distribution of Writing) Writing process - develop clear writing goals for the students (pre-writing, drafting,

conferring, revising, editing, final copy & publishing). Student work can be collected to examine writing skills & plan for instruction

Writer’s Workshop – allow students to share their writing and receive feedback from peers & teacher (pair up native speakers with L2 learners in mixed ability groups).

Give students opportunities to self select topics that are motivating & of interest to them. Also, opportunities to share their ideas and writings, like an author’s chair, presentations, storytelling, read aloud, etc.

Need good command of language.


Go to the internet and find a images that pertain to informational/explanatory texts Use technology to produce writing and/or collaborate with others over internet

(wiki, Goolgledocs) Incorporate multimedia through presentations Type the informational/explanatory texts on a class blog or PowerPoint Publish/type work/report & send it to someone Find other informational/explanatory writings on the web about the same topic

(use multiple sources)

Present Knowledge (Standards 8-9 - Research to Build & Present Knowledge)

Student Authored Library - Create books from narrative writings, so students can go back and read them

Digital Presentations - Prepare a PowerPoint with pictures to match the narrative. Let students view presentation at a computer center in the classroom or computer lab.

Writing Celebrations - Each student presents own narrative to class, small group or partner to celebrate. Students can add more details orally to explain (support language development of L2 students).


Range of Short Term Writings: Single Sitting 1-2 Days Grades 6

Standard 3: Narrative WritingPersonal Narrative

Write a story about something that happened to you. Orient the reader to the situation. Tell the story in order of events use transition words to link your thoughts. Use details and sensory words to describe the event.

MemoireLet’s go back in time and write about a memory from a time when you were younger. What do you remember? How did you feel? Explain your actions and thoughts. Here are some ideas: a family trip, an unforgettable experience, a special time, etc.

Word WizardDesign and make your own dictionary or word book about the words from one of the stories. Write the definition, find multiple meanings, state the root of the word, find quotes from the text that use the word, and/or write sentences using the words.

Write a StoryWrite a short fable, myth, or legend. Create a story map to plan your story plot. Describe the characters using sensory details. Add details to your writing and include a conclusion. Make a drawing and share your story with a friend.

Comic Book WriterYou are creating a comic book for you class. Think of a simple plot. Fold a paper into 8 equal parts. Illustrate your story from beginning to end. Then, add dialogue to tell you story through the point of view of the characters. What are the characters thinking, feeling, behaving and saying?

Acrostic PoemAs a poet you will write a poem about your favorite or least favorite story character. You will write the name and then fill in with details how the character felt, thought or acted.W ____________________O_____________________L _____________________F _____________________

ReflectionWrite an entry in your journal about a math lesson from this week’s class. Think about what you learned and how you will use the skills in the future. Also, describe any difficulties you experienced in understanding the lesson. Conclude by stating how you can use math in everyday situations or your future.

Compare & ContrastThink of 2 historical events from you social studies class. Describe how these events were difference or similar in changing the lives of people. Provide details of the events that occurred and their outcomes. Using transitional words to tie your thoughts together.

Short SkitWrite a short skit for the class. A skit is a short play about a topic. You will include the characters and describe the situation. Include the dialogue and actions. You may include their thoughts, too. Pick students to read the parts and act it out.

BiographyWrite questions to interview a friend about their life. What do you want to know about your friend? After your interview, write the person’s story in order of events, add details and draw a picture.

AutobiographyWrite 1-2 page autobiography about YOU. You will have to write about important events in your life, your family, and special interests. Write the events in order with details to support statements.

Point of ViewWrite about a story from the point of view of an inanimate object. For example, write from the point of view of a character’s shoe or hat, from a stuffed animal, a cell phone, etc. (ex. Cinderella’s Slipper)


Standard 10: Range of Narrative WritingLong Term for Several Days

Grades 6

6th Grade: Students will write a personal narrative or story narrative. They will develop real or imagined experiences or events using effective techniques, such as dialogue, pacing, descriptive details, and well-structured event sequences. They will develop the plot, details, and conclusion. Students may use a graphic organizer to organize paper before writing. Students will use the writing process to brainstorm, write a rough draft, edit, and revise paper before composing the final copy. This is a long term writing assignment in class. Students can also illustrate.

Some options for students who need a topic: 1. Think about a memorable event in your family. Write a personal narrative that

shows how and why this event is still memorable to you today.

2. You woke up one morning and found a strange note that said you could grant someone 3 wishes. Write a story that tells what happened. Who is in the story? Why did you choose that person? What were the 3 wishes granted? How does the story end?

3. You are a scientist and have been asked by the President of the U.S.A. to invent a machine to make life easier for people. Write a story that tells what the invention is and what happened when people began to use your invention. The story can be humorous or serious.

4. For one day you can go back in time. Write a story that tells where you went, the era, and what happened when you traveled back in time.


Narrative Writing

Genre Matrix for Fiction - Story Structures

These are story structures for various plots. These are basic outlines for developing writing in particular genres for fictional writing. Teachers can use these to model the structures for each type of plot. These models need to be demonstrated to the students in contextual formats.

1. Simple Plot (short story)Title/Author Basic Situation

characters setting hint at the conflict point of view

Complications conflicts rising action events

Climax Resolution theme

revealed

2. Complex Plot (novel)

Title/Author Basic Situation complex characters multiple settings point of view

Complications conflicts parallel episodes subplots rising action & suspense

Climax multiple

climaxes

Resolution multiple

themes revealed

3. Fairy Tale Plot

Title/Author Basic Situation characters setting point of view

Complications conflicts rising action

Climax MAGIC

Resolution theme happily

ever after

4. Trickster Tale Plot



Climax TRICK

Resolution theme

revealed

5. Pourquoi Tale Plot (Just so…Story)



Climax Justificationfor a

State ofBeing

Resolution theme

revealed


6. Legend Plot

Title/Author Basic Situation characters setting (origin/cultural) point of view


Climax Explanationof

Nature(phenomenon)

Resolution theme

revealed

7. Tall Tale Plot

Title/Author Basic Situation characters setting

(origin/cultural) point of view


Climax Exaggerations Resolution theme

revealed

8. Fable Plot




ClimaxLearn a lessonTeach a moral

Resolution theme

revealed

9. Myth Plot




Climax Gods/goddesses, heroes/heroines of extraordinary

power face challenges

Resolution theme

revealed

10. Narrative Poetry Plot



Climax Verses, rhyme, meter,

rhythm/cadence,free verse,

figurative lang.

Resolution theme

revealed


Narrative Writing

Academic Vocabulary for Writing about Fiction

1. Plot: chain of related events

2. Basic situation: the exposition of the plot (introduction of characters,

setting, & conflict)

3. Setting: time and place

4. Characterization: protagonist/antagonist - way character traits are

revealed in literature (author’s direct & indirect characterization)

5. Complications: events that lead to the rising action of the story

6. Climax: the most exciting point in to the story

7. Conflict: opposing force or problem faced by character (internal,

external)

8. Resolution: how story is brought to an end

9. Point of view: the vantage point of a story’s narration (1stperson, 3rd

person limited, omniscient)

10. Theme: life lessons (author’s message/central idea) inferred in

the story

11. Literary devices: suspense, foreshadow, back flash, irony, dialect,

dialogue, figurative language, imagery, symbolism, mood, tone, style,

allusions

12. Genres: type of fiction (fantasy, fairy tales, trickster tale,

pourquoi tales, tall tales, legends, fables, myth, poetry, etc.)


Elementos Literarios

Título

Personajes Ambiente

Problema/Conflicto

Eventos más importantes1._________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

Clímax

Resolución

Tema

¿Cómo se representa la cultura en el cuento?


Actividades para los estudiantes que toman 1-2 días

Escribir en mi diario personal

Hacer un libro de nombres opuestos

Escribir notas para dar gracias

Copiar o dictaroraciones

Crear un diagrama

Escribir una carta amistosa

Escribir en mi diario de lectura

Libro alfabético: Tema ________

Crear una poesía con rima

Crear un tablero de un cuento

Hacer mapas Diario personal Diario de amigos Hacer un cartel Escribir para explicar algo


Hacer una reseña de un libro

Crear listas de palabras nuevas

Escribir en m diario de estudio

sobre _______

Crear un tablero para un juego

Describir mis comidas favoritas

Hacer un carta a mi maestra

Crear un poesía de verso libre

Listas de cosas divertidas


Escribir un dialogo para unos

muñequitos


Hacer notas para mandar un

mensaje

Escribir una carta a un miembro de

mi familia

Crear un libro alfabético: Tema

________

Practicar mis palabras de la semana, hacer

oraciones

Escribir una notaa mi mejor amigo

Escribir palabras con los sonidos

nuevos que aprendí

Crear un organizador

grafico

Hacer un diario de estudio

sobre ________


Actividades para los estudiantes que toman varios días

Hacer un borrador para un

cuento

Hacer un álbum de ________ (tema)

Crear un libro de mis cosas favoritas

Observar y escribir acerca de una demostración

Crear una obra de teatro

Cuento: ________

Usar mi organizador grafico para escribir mis

oraciones

Hacer una Investigación

Tema: ___________

Hacer un libro alfabético

Tema: __________

Compartir mi escritura con un

amigo y revisar & redactar

Escribir un relato de mis familiares

Escribir un artículo para el periódico de la

clase

Hacer un ensayo de mis

tradiciones

Escribir un cuento con un

amigo

Escribir un relato realista

Escribir para explicar algo

Reporte de un libro que leí

Hacer un libro de cognados

Crear un ensayo de una persona

especial

Hacer un relato de mis

pasatiempos favoritos

Hacer un álbum de ________ (tema)

Narraciones personales

Reporte de información:

Tema __________

Crear libros grandes para leer

y compartir

Crear un libro de recetas

Escribir una historia con mis

palabras

Escribir un relato fantástico

Redactar mis escrituras

Escribir un ensayo de ____________

Escribir de mis mascotas

Libro alfabético: Tema ________

Standard 2 - Protocol for Informative/Explanatory WritingCreated by Ana M. Hernández, Ed. D., AUDII 2012

Grades 6

Release of ResponsibilityModeling

Model how to write informative/explanatory texts to examine topic & convey ideas and information clearly

o Introduce topic & related information together, including illustrationso Develop topics with facts, definitions & detailso Use linking words and categories to connect ideas togethero Provide a concluding statemento Gr. 4-5 all of the above and…

Learn to group information into paragraphs in logical order Use quotations, link ideas with words, phrases, clauses Use precise language & domain specific vocabulary to explain topic Use multimedia to aide comprehension

o Gr. 6 all of the above and … demonstrate formatting & headings, use of graphics & multimedia Formal writing style Using strategies as compare/contrast or cause/effect

Read examples of others’ examples of informative/explanatory texts to examine craft

Hear other students’ examples of informative/explanatory texts to examine process

Practice Together write sentence frames for opinion statements and supporting a point of view (scaffold – easy to difficult with transitonal words), particularly for L2 learners:

An important fact concerning _________ demonstrates ______________. The following information augments the topic by _____________. First,____. Second, ____.

Finally, _______. This research will outline the following areas: ____________ . This is project demonstrates the relationships between ______ and _____ . In contrast, two facts that distinguish these two species are ____________. The cause of ______________impacted the effect to ____________. This table represents the following information about ____. It details ____. My explanations will be outlined in the following steps: _____________. Two explanations for _______are __________ and ___________. The resources clearly

support___________________.

Demonstrate a bank of linking words & phrases:in other words……. point in fact….. specifically…. in contrast... Similarly…..


Then each student can write their own opinion with or without the sentence frame depending on his/her language proficiency. Word wall or vocabulary charts to help L2 learners.

Collaboration (Standards 4-5 - Production & Distribution of Writing) Share informative/explanatory texts with evidence to a partner and get

feedback (pair up native speakers with L2 learners) Share statements in group & get feedback (mixed ability group &

language levels) Group alike ideas/facts together and have clear definitions with

transitions (process writing) Check grammar, spelling & format. Need good command of language.


Go to the internet and find a images that pertain to informative/explanatory texts

Use technology to produce writing and/or collaborate with others over internet (wiki, Goolgledocs)

Incorporate multimedia into the reports & projects Type the informative/explanatory texts on a class blog or PowerPoint Publish/type work/report & send it to someone Find other informative/explanatory writings on the web about the same

topic (use multiple sources)

Present Knowledge (Standards 8-9 - Research to Build & Present Knowledge)

Present the paper in roundtable discussions. Have a student chair the group discussions.

Prepare a PPT with pictures & opinions. Let students view presentation at a computer center in the classroom or computer lab

Publish books, manuals, or handbooks about informative/explanatory projects, so all students can read them

Each student presents own research, projects or reports to class or small roundtable discussions to celebrate. Students can add more details orally to explain opinions and support point of view (support language development of L2 students)


Standard 10: Range of Short Term Writings: Single Sitting 1-2 Days

Grades 6Standard 2: Informative/Explanatory Writing

How to….You are writing a manual with directions on how to put something together or take it apart. Select something you would like to demonstrate to your friends on how to do.

Take apart a _______ Put together a _____

Draw a diagram & label parts.

ResearcherAfter reading about ________ in class, you can write about the topic by providing additional facts, definitions or information from other books we have in our class or library related to the topic. Check you grammar & spelling. Share with a friend.

Word WiseDesign and make your own dictionary or word book about the words we are learning in this unit. You can draw pictures, write the definition, find quotes from the text that use the word, and/or write sentences using the words. Share your dictionary.

Make a DonationWith a partner make a big book about your favorite topic. Plan your pages of information with facts and details to make it interesting. Make drawings on your pages. Donate the big book to …

a primary classroom your class library a young family member

Magazine WriterYou work for a magazine and you are going to write an informational piece about this week’s topic in social studies. Using the computer, type facts, details & quotes from sources about the topic. Write the title and then give as much information as you can from the texts or digital sources. You can add a drawing or find an image.

Poetry FunAs a poet you will write a poem about a topic we are learning in class. You will write the word and then fill in with facts about the topic.S _____________________L _____________________A _____________________V _____________________E_____________________R _____________________Y _____________________

ReflectionWrite an entry in your journal about a science lesson or experiment from this week’s class. Think about what we read, discussed and did in class. Write the title, information about the lesson or experiment, put ideas in logical order and conclude.

Compare & ContrastThink of 2 ways you could solve a math problem. Compare/contrast how the processes are similar or different. Outline the best process for solving your problem. Provide facts and information that will help to solve the problem. Then, demonstrate how the process works by solving the problem.

Holiday Recipe BookYou want to publish a book about your family’s favorite holiday recipes. Write the name of the dish, make a list of all the ingredients, and provide steps on how to prepare this delicious family tradition. Include detailed directions. You may draw the steps and the food or find digital images.

Important InterviewWrite questions to interview a friend or family member about a topic. Write down facts, information & quotes. After your interview, write about the person.

Book of FactsFold a few papers to create a step book. Think about a topic of interest to you. Write on each step a fact about the topic. You can use books or internet to find information.

Cause & EffectWrite about a dangerous experience. What was the cause? What was the outcome (effect)? Include facts, information, quotes & concluding statement.


Standard 10: Range of Informative/Explanatory WritingLong Term Writing for Several Days

Grade 6

6th Grade: Students will write a multiple paragraph magazine article about a science or social studies topic that they are interested in. A magazine article puts together information and data from reliable sources to produce a fact-based article on a particular topic. Start with a few questions to narrow down the topic that students will write about in their article. Main ideas should be supported with details, facts, examples, and explanations from several sources. They will need to take notes as they look through sources and write down where they found the information. They will use a graphic organizer or an outline to organize and plan their article. Students will need to reread their articles several times to edit and revise before writing the final copy. The final product should also include structural features that clarify the information, such as: sections, headings, graphs, tables, charts, maps, illustrations, captions, bold print, quotations or definitions. The final paragraph is the conclusion. Students should also select one of the structural patterns found in informational text such as: compare/contrast, cause/effect, chronological order, or proposition and support to organize article. This is a long term writing assignment. Students can also illustrate.


Informative Writing StructuresGenre Matrices for Nonfiction

1. SummaryTitle/Author Topic Main

IdeaDetail Detail Detail Conclusion

2. Cause & EffectTitle/Author Topic/Situation Cause Effect Results

3. Compare & Contrast (point-by-point pattern)Title/Author Topic/Subject Topic 1 & 2

DifferencesTopic 1 & 2Similarities

Conclusion

4. Compare & Contrast (by topic or block pattern)Title/Author Topic/Subject Topic 1

Differences &Similarities

Topic 2Differences &

Similarities

Conclusion

5. Sequential/Time Order/ChronologicalTitle/Author Subject Dates Events Facts Conclusion

6. Problem SolutionTitle/Author Problem Evidence/

FactsProposedSolution

Plan of action

Results Conclusion

7. Informational/Report of InformationTitle/Author Topic Thesis

StatementFacts &Details/

Procedures

Results/Conclusion

Resources

8. Persuasive (Argument Writing) (arguments/counterarguments can be many – repeat pattern)Title/Author Opinion

Situation/Point of View

Argument(s)(pro/con)

Support/Evidence

(facts/examples)

Counter-Argument(s)

SummaryCall for action


Informative WritingAcademic Vocabulary for Nonfiction Writing

1. Nonfiction: prose writing that deals with real people, events, & places

2. Compare: look for similarities

3. Contrast: look for differences

a. Clue words: although, but, either, or, however, yet…

4. Cause: reason something happens

5. Effect: what happens as a result of the cause

a. Clue words: because, since, therefore, so that, as a result…

6. Chronological: order of events in time

a. Clue words: first, second, next, then, the following, finally…

7. Sources: tells where the information came from

8. Persuasion: language/visual images used to convince people to believe or do

something

9. Argument: a position or point of view regarding a topic

10. Counterargument: an opposite statement or belief to an argument

11. Evidence: support or proof that backs up an idea, conclusion, or opinion

12. Fact: something that can be proven true

13. Opinion: expresses a personal belief or feeling

14. Thesis: main idea

15. Main idea: most important idea in the writing

16. Topic: the subject

17. Conclusion: restating main ideas & bringing closure to the writing

18. Summarize: restate the author’s main points in your own words

19. Biography: the story of a real person’s life

20. Genre: type of nonfiction (sequential, cause/effect, compare & contrast,

problem/solution, informational, biographical, etc.)


Documents

utahspanishdualimmersion.orgutahspanishdualimmersion.org/.../wp-content/uploads/20… · Web viewutahspanishdualimmersion.org