Unpacking CCSS
Writing Standard 2:
Informative/
Explanatory Text
WCCUSD
Educational Services
November, 2013
Module Objectives
Participants will:
 Review CCSS Writing Standard 2: Writing
Informative/Explanatory Texts, and reflect on
implications for instruction


Understand the reciprocal relationships that exist
between Speaking and Listening, Reading, and
Writing, especially as these relationships support
students’ informative/explanatory writing
View a series of lessons supporting students in
informative/explanatory writing in order to identify key
Common Core instructional features presented
The Goal of the
CCSS Writing Standards:
“When is the last time an
employer asked one of us to
write a story about
ourselves? No…they ask us
to read something, and then
write about it.”
-Susan Pimentel
Lead Author, Common Core State Standards for English
Language Arts/Literacy
How much student writing should
be informative/explanatory?
Communicative Purpose
(from the NAEP Writing Framework)
Grade
To Persuade
To Explain
4
8
12
30%
35%
40%
35%
35%
40%
Opinion/
Argument
Writing
To Convey
Experience
35%
30%
20%
Narrative Writing
Informative/Explanatory
Writing
Examples of
Informative/Explanatory
Texts:
 Exposition
(e.g., texts, news, trade books, historical
and scientific reports)

Procedural texts and documents (e.g., manuals,
memos, reports, directions)
College and Career Readiness
Anchor Standard: Writing Standard 2
“Write informative/explanatory texts to examine
and convey complex ideas and information
clearly and accurately through the
effective selection, organization, and analysis of
content.”
This involves READING.
W.CCR.2
Related CCR Anchor Standard:
Reading Standard 1
“Read closely to determine what the text
says explicitly and to make logical
inferences from it;
Cite specific textual evidence when
writing or speaking to support conclusions
drawn from the text.”
R.CCR.1
This involves WRITING.
Informative/Explanatory Writing entails a
number of skills:
Reading Closely
Citing
Evidence
from the
Text
CCR Writing Standard 2:
Write informative/explanatory texts to
examine and convey complex ideas
and information clearly and
accurately through the effective
selection, organization, and analysis of
content.
Summarizing
Speaking &
Listening
Video Clip #1:
Preparing to Write
https://www.teachingchannel.org/videos/analyzingtext-as-a-group
Use the Video Viewing Guide form in your packet to
take notes as you view the video.
Then turn and talk with an elbow partner about what
you saw/noted.
Video Clip #2:
Putting Thoughts on Paper
https://www.teachingchannel.org/videos/analyzingtext-writing
Use the Video Viewing Guide form in your packet to
take notes as you view the video.
Then, share your reflections with an elbow partner.
You may have noticed:
• Hand signals
• Group discussion rules
• Students prepared for conversation with notes
• Teacher set purpose with specific questions
• Teacher explicitly modeled citing evidence
• Students cited page numbers when citing
evidence
• Sentence frames
• Small group support
• Students referred to text while writing
Reflection…
What are 3 points you want to remember?
What squares with you or makes sense?
What is still circling around in your mind?