Unit 3 Nonfiction
Writing Workshop: Big Ideas
Writers will explore topics based on interest and wonderings in an effort to organize/present information.
* Write focused paragraphs that include supporting details
* Include lead and conclusion
* Use mentor texts as models to share information
* Organize information in a way that is clear and easy to follow in their own words.
*Match technology to the content, purpose, and audience to present information
Unit Standards
3.6.2.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section
3.6.7.7Conduct short research projects that build knowledge about a topic.
3.6.8.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
3.8.4.4Report on a topic or text and avoid plagiarism by identifying sources, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
3.8.7.7. Distinguish among , understand, and use different types of print , digital , and multimodal media . a .
Make informed judgments about messages promoted in the mass media ( e.g ., film, television, radio, magazines , advertisements , newspapers ) . b. Locate and use information in print, non- print, and digital resources, and identify reasons for choosing information used. c. Check for accuracy in pictures and images . d.
Recognize safe practices in personal media communications .
3.8.8.8. With prompting and support, create an individual or shared multimedia work for a specific purpose ( e.g
., to create or integrate know l edge, to share experiences or information, to persuade, to entertain, or as artistic expression.) a . With prompting and support, critique each found image under consideration for us e in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project. b. Share the work with an audience.
Grammar
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g. sitting, smiled, cried, happiness)
Form and use regular and irregular verbs.
Form and use the simple (e.g. I walked; I walk; I will walk) verb tense

Nonfiction Craft Lessons by Ralph Fletcher
Germs Make Me Sick, by Melvin Berger
The Journey, by Cynthia Rylant
Wings in the Water, by Hope Irvin Marston
Bats, by Gail Gibbons
Oil Spill! By Melvin Berger
The Moon Book by Gail Gibbons
Writing Resources
Assessment
6 trait rubric for published pieces
Non-fiction Continuum (when available)
Conference Notes
Self-Reflections as Writer of Non-fiction Through Inquiry
Notes

Unit Bends in the road POSSIBLE Teaching Point
Generating Inquiry Topics, and Studying and Exploring
Mentor Texts

Writers use their writers notebooks and/or content area text books to explore topics of interest (integration idea: social or science units)

Writers study non-fiction texts to understand features of non-fiction writing (a.k.a.-“Immersion in the genre”)
Generating and Organizing our Thoughts
Finding a role for facts and specific information

Writers complete a graphic organizer to direct their research
(What do they already know? What do they want to know?)

Writers refine their questions to narrow their research.

Writers learn to paraphrase information as they record it.

Writers learn to refine their search, where to locate possible resources
 Writers use tools to organize their information (“boxes and bullets” sheets, note cards, post-its).

Writers learn to paraphrase information (bullets) and organize it as they go (placing in the boxes).

Writers use strategies to record particular information: o Annotated time lines for chronological facts o Sketch a picture with a caption o Maps for locations o T charts
 Writers always ask, “Is this information important enough to include?” and “How does this information connect with my topic?”

Writers deepen their understanding of their topic through wide reading in that area.

Writers use their writer’s notebooks to question and wonder about their topics before they begin drafting.
They add reflections to their wonderings.

Writers use different types of multimedia as sources and decide credibility.

Writers physically organize information (they may color code notes, put into an outline, group note cards…).

Writers use their organized information to create paragraphs using topic sentences and supporting details, prioritizing their information.

Grammar
Publishing to Share our
Work

Writers may combine forms of writing (multi-genre): some narrative (story) passages containing information, and some expository passages containing information.

Writers keep their audience in mind as they draft and revise.

Writers revise for fluency by using transitions, sentence structure, and word choice (Do the students understand the terminology they are using?- too many big words).

Writers draft strong leads to capture their audience.

Writers draft strong endings to bring closure to their topic

Writers reread their drafts for clarity, making changes as needed: o Do I have clear topic sentences? o Do I need to add headings and subheadings? o Would a diagram help the reader understand? o Are my diagram labels clear and helpful?

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g. sitting, smiled, cried, happiness)

Form and use regular and irregular verbs.

Form and use the simple (e.g. I walked; I walk; I will walk) verb tense

Non-fiction writers understand the importance of visual appeal and organization for their audience (strategic use of lay out, graphic sources, subtitles…) (Use multimedia to present)

Writers edit by using a checklist of conventions, including capitalization, punctuation, limiting the number of ands in a sentence, and spelling.

Authors celebrate by reflecting on themselves as nonfiction writers

Authors present their research to others in an effective way.

Report
Card
Standard that is easy to follow.
Unit 3: Informational/Non Fiction Grading Rubric
Organize informatio n in a way
Grade 1
1 point
(OVERALL) The writer taught his/her readers about a topic.
(ORGANIZATION)
The writer told about her topic part by part.
Mid-
Lev el
1.5 pt
Mid-
Level
Write a report on a topic using main idea with supporting details.
(ELABORATION) The writer told about her topic part by part.
Mid-
Level
Grade 2
2 pt
The writer taught readers some important points about a subject.
Mid-
Lev el
2.5 pt
Mid-
Level
The writer used different kinds of information in her writing such as facts, definitions, details, steps, and tips.
Mid-
Level
Grade 3
3 pt
The writer taught readers information about a subject.
She put in ideas, observations, and questions.
The writer wrote facts, definitions, details and observations about his topic and explained some of them.
Mid-
Level
The writer’s writing had different parts. Each part told different information about the topic.
Mid-
Level
The writer grouped his/her information into parts. Each part was mostly about one thing that connected his/her big topic.
Mid-
Level
3.5 pt
Grade 4
4 pt
Score
Mid-
Level
Mid-
Level
Mid-
Level
The writer taught readers different things about a subject. He put facts, details, quotes, and ideas into each part of his writing.
The writer taught her readers different things about the subject.
He/she chose those subtopics because they were important and interesting.
The writer included different kinds of facts and details such as numbers, names, and examples.
The writer got his/her information from talking to people, reading books, and from his/her own knowledge and observations.
The writer made choices about organization. He/she might have used compare/contrast, cause/effect, or pro/con. He/she may have used diagrams, charts, headings, bold words, and definitions boxes to help teacher his/her readers.
The writer grouped information into sections and used paragraphs and sometimes chapter to separate sections.
Each section had information that was mostly about the same thing. He may have used headings and subheadings.