5 Grade Literary Non fiction Extending Information Writing

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Writing Unit of Study,5th Grade Information Unit,Table of Contents. Background Section,Abstract 1,Background information 2. Unit Section,Resources and Materials Needed 3,Why a Script 6. Essential Writing Concepts and Components 7, Overview of Sessions Teaching and Learning Points 10. Routines and Rituals 11, Part One On Demand Assessment and General Assessment Background Information 13.
Part Two Immersion Phase 14,Part Three Lesson Plans 15. Resource Materials,See Separate Packet, Copyright 2010 2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Writing Unit of Study,5th Grade Information Unit, The ability to read and write information texts is a critical skill that adults use regularly in both their personal lives and in the job. market Therefore it is important for elementary students to have a strong foundation with both reading and writing within this. text type The text type of information writing however is very broad Such writing includes genres such as nonfiction books. pamphlets websites feature articles textbooks research reports encyclopedias atlases guidebooks and blogs It is a challenge to. pinpoint one type of information text as its own entity because the text type tends to match the information to which it belongs. For example information writing written by a travel commentator would most likely be in the text type of a brochure whereas more. specific information about a topic may appear in a feature article or encyclopedia There is however one thing every information. text type has in common each of them expects the writer to teach readers about a topic Given this correlation the following unit. teaches fifth graders to create an engaging information book about a topic of their own expertise. It is true in the subject of writing especially that the writer can only engage readers in a topic if the writer herself is engaged in that. same topic It is important then for young writers to write about self selected topics of great personal interest in order to focus on. learning the appropriate structures of information writing. This unit will invite fifth graders to publish a voice filled non fiction picture book And because it is assumes that fifth graders have. been in an aligned system of Writing Workshop from grades K 4 this unit expects students to do so within a more literary non. fiction context Katie Wood Ray defines literary non fiction as Any non fiction writing in any container that does the work of. informing and engaging Study Driven 2006 p 215 In other words literary non fiction is more than report writing it engages. But just like any type of information text literary non fiction is also broad and takes on its own structures The mentor texts that. align with this unit will provide insight into the structures they emphasize. As stated the unit focuses on students selecting topics of great personal interest that they know a lot about and could teach others. Yet the unit also has the potential to focus on content area topics of expertise if teachers would like to attempt such work For. example if the class has recently finished studying Westward Expansion in social studies students could choose to write. information books about self selected expertise topics within that particular subject i e The Gold Rush The Oregon Trail The Pony. Express etc, Common Core Writing Standard 2 states that fifth graders can do the following. Write informative explanatory texts to examine a topic and convey ideas and information clearly. This standard goes further to expect appropriate structure W 5 2 a elaboration W 5 2 b linking words W 5 2 c precise. language domain specific vocabulary W 5 2 d and conclusions W 5 2 e In its in entirety Common Core Writing Standard 2. expects fifth graders to organize their information writing within a voice filled structure and this unit was created to assist in. meeting each goal within Common Core Writing Standard 2. This unit will provide a brief introduction to standards W 5 7 W 5 8 and W 5 9 which expects fifth graders to participate in research. during their writing projects Later in the school year MAISA units will explore this standard in more depth devoting an entire unit. of study to the complex task of researching within an information text type It is expected that the following unit of Literary. Nonfiction Extending Information Writing will set up a solid foundation for expository writing structure so fifth graders can later. conduct research based writing projects with greater ease. Copyright 2010 2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Writing Unit of Study,5th Grade Information Unit,Background Information.
At the start of the unit it will be important for teachers to comb their classroom libraries for a variety of voice filled information. books The more students are immersed in reading this text type the more successfully they will write it Teachers should pull texts. that are written not only to inform but also to engage in a creative way Literary non fiction books may take the form of a narrative. text traditional expository or a hybrid of the two types Several mentor texts and teacher text possibilities are listed in the. Resource Materials Packet and throughout the unit of study. Although it may be a challenge to find one perfect mentor text with everything a teacher expects his her students to accomplish a. number of mentor texts may be gathered each comprised of a few goals within each book For example one mentor text may have. a wonderful Introduction but no Glossary While another has a fantastic Glossary but no Table of Contents This is just fine. Teachers should choose their favorite mentor texts for the unit using several different books for the lessons which fit most. appropriately Also when using information mentor texts the focus is on studying characteristics and text structures rather than. content per se For example a teacher may use a book about wolves to assist students in understanding how this information. book and others tend to go how it is organized by topics how the text teaches through facts various text features as bold face. captions photographs etc It is not the intent to use the book so students learn a lot about wolves The book merely serves as a. vehicle for studying informative text, It will also be important for teachers to plan another time during the day for shared writing The unit will make references to a class. shared book so it will be most helpful if the class indeed has one started by the end of the Immersion Phase The class book offers. a perfect tool for students to practice lessons make revisions and edit. In terms of volume teachers should expect students to end this unit with two completed information books one of which will be. published After the first twelve lessons and possibly sooner it is likely that fourth graders will be ready to begin another piece of. writing and cycle through the process another time Process journey checklists and other scaffolds will be provided for students to. do just that, To assist students in reaching the goals of this unit teachers will take them through six main concepts. 1 Immersing students to study the purpose structure and characteristics of information writing while generating possible. writing ideas,2 Selecting topics and planning structure. 3 Planning and writing chapters,4 Making intentional craft decisions to elaborate. 5 Elaborating to add a variety of information with greater independence. 6 Revising and editing to prepare for publishing, The unit culminates with a celebration activity goal setting and student reflection.
Additional considerations, Some teachers keep table bins which hold each student s notebook and folder seated at that table Other teachers have students. keep their writer s notebooks and writing folders in student s desks Alternatively some classrooms house materials in magazine. boxes lined up along a shelf or ledge Teachers also consider whether to utilize pencils or pens with students Pens allow students to. write without the pull to erase but instead edit through crossing out Pens also help teachers see all the ideas placed on the paper. even though teachers were not present to view the writing in action Teachers should think about the habits and routines that will. need to be demonstrated based on organization and material choices Teachers should add sessions to the unit demonstrating. habits rituals and routines based on their own classroom s practice of workshop structures Please see Routines and Rituals section. for more information, Partnerships are an integral part of a learning community Teachers should discuss with colleagues their philosophy and procedures. for forming student partnerships, There are many ways to publish or go public with writing pieces The units give some suggestions however the CCSS W 3 6 4 6 5 6. suggests students use keyboarding as one way to publish their pieces If students have limited experience with keyboarding. teachers may want to consider opportunities outside of writing workshop for students to learn these skills. Copyright 2010 2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Writing Unit of Study,5th Grade Information Unit, Please note This unit assumes that writers have had five previous years of Writing Workshop organized by aligned units of study. Teachers may want to invest time in reading Kindergarten Fourth Grade MAISA Writing Units of study or talk to previous grade level. teachers before beginning this unit If students have not had previous experience in a writing workshop or with aligned units of. study teachers may want to include lessons from previous grade levels as support and build towards the outcomes of this unit A. teacher can always carry over any session from any grade into minilesson conferences or small group work if a need is observed for. the instruction, Copyright 2010 2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Writing Unit of Study,5th Grade Information Unit,Resources and Materials Needed. Anchor Charts, Characteristics of an Effective Information Book from Immersion. Text features and Their Purposes from Immersion, Parts and Elements of Information Text from Immersion. Topics I Already Know Well from Immersion, Questions to Ask When Planning Information Writing. How to Write an Information Book,Writing Process Steps.
Working with a Partner,Mentor or Teaching Text,Mentor text See Resource Materials Packet. Teacher and class sample story stories The following items will be targeted in the unit so it is suggested to write a variety. of text that lend themselves to teaching into these items. Session 1 Teacher personal expertise list, Session 2 Teacher personal expertise list and ideas to make each topic smaller. Session 4 Teacher boxes bullets and table of contents. Session 6 Teacher boxes bullets and flow chart for one chapter. Session 7 Teacher writing to model how to assess with checklist and set goals. Session 8 Teacher chapter draft to modeling paragraphing. Session 9 Teacher structure examples pros cons cause effect compare contrast. Session 11 Paragraph from teacher writing with a partner sentence in mind to add. Session 12 Teacher draft that elaborates the setting. Session 13 Teacher draft with numbers names and examples. Session 14 Teacher draft that elaborates through physical description. Session 15 Teacher draft with areas ready to insert quotations. Session 17 Teacher draft to use for process journey checklist. Session 18 Teacher draft with places in mind to add define topic specific words. Session 19 Teacher draft student sample or class shared book to add text features. Session 20 Teacher draft with areas in mind to insert text features. Session 21 Teacher draft with sentences in mind to write in a particular pattern. Session 22 Teacher draft with areas ready to insert transition words and phrases. Session 23 Teacher written introduction,Session 24 Teacher written conclusion. Session 25 Teacher or student sample to box and mark. Session 26 Teacher or student draft to modeling editing work. Resource and Materials,Writer s Notebooks, Writing Folders or file folders for students to put in multiple draft pages. Boxes Bullets Template,Web Chart Template,Flow Chart Template.
Paper Drafting Templates,Rehearsing and Planning Bookmark. Ways to Elaborate and Say More Details in Information Writing Bookmark. How Do You Want to Teach Handout, Studying Sentence Patterns Through Mentor Text Handout. Table of Contents Template,Class Shared Book Started in Immersion Phase. Copyright 2010 2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Writing Unit of Study,5th Grade Information Unit, Chart paper poster board or blank big books for anchor charts. Green blue and red markers pens pencils for Box It Activity. Celebration Activity Select Celebration Idea before starting the unit Celebration idea suggestions are provided in Session 28 but. any celebration may be used Explain to student early on how their work will be shared at the end of the unit This should motivate. them to do their personal best Collect plan and develop resources and materials needed for the event. Professional Resources, Anderson J 2005 Mechanically Inclined Building grammar usage and style into writer s workshop Portland ME.
book and others tend to go how it is organized by topics how the text teaches through facts various text features as bold face captions photographs etc It is not the intent to use the book so students learn a lot about wolves

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