Humble ISD 2011-2012 Second Grade – Expository/Explanatory ...

Week 1

Week 2

Week 3

Humble ISD 2011-2012 Second Grade ? Expository/Explanatory - Unit of Study

Immersion-Doing the work of writers

Immersion-Doing the work of writers

Planning Calendar Immersion-Doing the work of

writers

Immersion-Doing the work of writers

Immersion-Doing the work of writers

What is expository writing?

Idea Development

Idea Development Choosing Mentor Text

Idea Development

Idea Development

Idea Development

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Organization Create a graphic organizer

Organization Using Text Features

Organization Using Text Features

Organization Using Text Structures

Organization Using Text Structures

Organization Beginnings

Resources: Nonfiction Craft Lessons by Fletcher and Portalupi; Nonfiction Writing: Procedures and Reports by Lucy Calkins

Organization Writing a lead

Resources: Nonfiction Craft Lessons by Fletcher and Portalupi; Nonfiction Writing: Procedures and Reports by Lucy Calkins

Word Choice

Resource: Primarily Writing by Resource: Primarily Writing by

Rickards and Hawes

Rickards and Hawes

Idea Development Details

Idea Development Details

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Resource: Nonfiction Writing: Resource: Nonfiction Craft

Procedures and Reports by

Lessons by Fletcher and

Lucy Calkins

Portalupi

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Voice

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Voice

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Revision

Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Revision Writing a conclusion Resource: Nonfiction Craft Lessons by Fletcher and Portalupi

Editing

Publishing

Publishing

Publishing

Reflection

Celebration

Week 4

Week 5

Week 6

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Humble ISD 2011-2012 Second Grade ? Expository/Explanatory - Unit of Study

Big Ideas/Enduring Understandings Genre Characteristics/Attributes Expository writing is written differently than

narrative and poetry. Uses facts to explain or describe. Includes different structures such as

descriptions, sequencing, cause/effect, compare/ contrast, problem/solution. Uses descriptive words. Includes text features such as but not limited to diagrams, maps and captions.

Craft Reflects author's voice. Uses a variety of sentence beginnings. Uses supporting details that are clear, concise

and focused on the selected topic. Includes interesting words choice, and text

features to enhance writing. Contains brainstorming ideas for pre-writings

such as but not limited to webbings or lists. Uses strong leads and conclusions. Expository writers create text features that add

appeal and clarify the meaning of their writing.

Essential Questions

How will I choose a topic that is important to me and I know a lot about? How can I identify nonfiction writing?

What important facts will I use in my writing?

What can I read that is like what I want to write?

What nonfiction text features will I use to support my writing?

How will I use mentor text to guide my writing?

How can I use voice to bring life to my writing?

What descriptive words can I use that paints a picture for my reader?

Who is my audience and what is my purpose?

What will I learn from reading and talking about my writing with others?

Writing Process Expository writing includes brainstorming an

authority list and webs to organize the structure of the piece. Expository writers re-read their writing often. Expository writers revise and edit their writing. Expository writers publish and share their writing with others.

How will I use an enticing title or setting to engage my reader?

What conventions will I use in my writing?

How can I revise and edit my writing?

How will I publish and share my work with others?

TEKS 17C,D,E, 18A 19A 21Avii,B 22A,B 22Ci-iii 23A,Bi-iv,C,D,E,F

ELPS 5A,C,D,E,F,G 3C 1B

Resources Professional Books

Nonfiction Writing: Procedures and Reports by Lucy Calkins

Nonfiction Craft Lessons by Fletcher and Portalupi

Nonfiction Mentor Text by Dorfman and Cappelli

Primarily Writing by Rickards and Hawes

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Humble ISD 2011-2012 Second Grade ? Expository/Explanatory - Unit of Study

When composing nonfiction, writers often have more than one purpose in a given text. What young writers always need to be aware of is who their audience is and what information they are trying to convey. Keeping these things in mind will enable them to make wise decisions about what information they should include and help them avoid simply writing down everything that comes to mind. We need to help children discover that they can write for the purpose of instruction, the purpose of scientific explanation-why something happens, or to simply describe. As teachers, we must help students discover what the types of nonfiction writing look like and the structures and features that competent writers use when writing for specific purposes. Students need to be introduced to the different purposes of writing. They need to know how to plan, compose, revise, and publish text types apart from narrative. (Stead; Is That a Fact?)

About the Unit: This unit of study is designed to help students with the challenge of learning to write well within an expository structure. As teachers, we must highlight the essential moves a good writer makes, and show all students that these moves are within their reach. Children will profit by our scaffolding and support. This unit will develop a repertoire of strategies for collecting ideas, idea development, organization, word choice and voice. Finally, we will help students write rough drafts and do lots of revision and editing while learning as much as possible about logical thought. Considerations: Create many opportunities for students to hear and read quality nonfiction, encourage small-group and partner exploration of nonfiction, and offer plenty of nonfiction choices during independent reading time. Exposure and immersion encourages students to enjoy nonfiction, observe what authors do, and envision possibilities for their own writing. Establish a nonfiction writing display with a variety of examples of expository texts- magazines, newspaper articles, and books. As students produce nonfiction texts of their own, add them to the display. Daily Newsflash Set aside time each day to read and discuss a high-interest news article. Consider displaying the article using the document camera so that the students can see the text in addition to hearing it. ( is a great source of high-interest articles written for children.)

Mentor Texts Before we can write expository texts well, we must first read, study, and name what we notice about nonfiction texts. Through daily read-alouds during the immersion stage, students will gain exposure to nonfiction texts that may be revisited and used as models of good writing during this unit. Students spend the first part of this unit reading, noticing, and sharing their observations about nonfiction writing. Take your time reading each story, noticing and embracing your reactions to the text. What strikes you while you are reading? What questions do you have? Do you notice stories, paragraphs, sentences, or words that illustrate important aspects of writing? Are there word combinations that delight your senses? How did the author do that? What elements make this an expository text?

When choosing a mentor text, consider the following: o Is this text an example of the kind of writing students will do? o Does this text help students envision possibilities to emulate in their own writing? o Is this text a good example of what I'm teaching into? o The topic is one the kids can relate to and will spark ideas for their own writing. o The text is well written and provides many opportunities to teach the qualities of good writing. o Can this text be read in one read aloud? o Try to find a variety of topics (beyond animals) to show children the many possibilities of nonfiction writing. o Use your literacy library and choose some leveled texts. These are familiar books for your students, plus your team members can each have a copy. o Include a magazine when choosing expository mentor texts. Big Backyard and National Geographic Explorer are usually easy to find, have many nonfiction features and serve as good models.

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TIME TO TEACH Mini-Lesson

10 to 15 minutes

TIME TO PRACTICE Work & Practice Time

30 to 40 minutes TIME TO SHARE Sharing and Celebrating

5 to 10 minutes

Humble ISD 2011-2012 Second Grade ? Expository/Explanatory - Unit of Study

FRAMEWORK FOR WRITING WORKSHOP Ongoing demonstrations are necessary to ensure that students have ideas for writing, expectations for quality, and an understanding of the elements the genre so ongoing demonstrations are necessary to ensure that students have ideas for writing, expectations for quality, and an understanding of the elements the genre so they apply them to their own work, and the knowledge and confidence to write independently.

Demonstrations/modeling may involve one or more of the following, or any combination of these, depending on your purposes: Students are gathered up close and on the floor. The way we start the workshop should set the tone for the rest of that block of time. New focus lesson on one aspect of the genre. Teacher thinking aloud and writing in front of students, modeling what the students are expected to do. Reviewing a previous lesson from the previous day or days before. Sharing a piece of children's writing that supports the lesson or work we've been doing in the genre. Reading and discussing a genre and its characteristics. Reviewing workshop routines or ways to use materials. Independent writing: time for children to think, write, and talk about their writing either with classmates or with the teacher in individual

conferences or guided writing groups.

At the end of the workshop, children gather to share their work. Typically, children who share are the ones the teacher has had individual conferences with that particular day. These children share the teaching points and teach the class what they learned.

Students may share completed work with peers.

Independent Work: Explain to students that when it's time for independent writing, the first thing they should do is reread a little bit of what you already wrote the day before. Then you have two choices. You can keep writing on the same piece or you can start a new piece. If you want to continue with the same piece, just write the date in the margin. Model this on chart paper. Have a poster ready to remind students what they need to do.

Conferencing: Affirming Writers' Efforts

Circulate the room, stopping to briefly talk with students. The following are typical comments: Why did you choose this topic? Tell me the story. What is the important part you want to focus on? Capture and celebrate the writing "gems." Listen and look for writing "gems"-those words or phrases that are especially powerful. When a child says or writes one, may

stop and draw everyone's attention to what the writer has done well. This should continue every day.

Assessment: What students/teacher will complete as documentation of growth

What We Know About Writing ______ (genre) chart (pre-and post study)

Student work samples from beginning, middle, and end of study with anecdotal notes

Rough and final draft work

Reflection

End of unit rubric

Writing Workshop Structure During Immersion

(Framework is ONLY for Immersion)

25 minutes for reading aloud and discussion

Read mentor texts to the class. Stop periodically to share thoughts, observations, or inquiries about text.

15 minutes independent or small group work

Optional activities can be done at the meeting area or students' desks.

10 minutes for a share

Share work that was done or ideas that were discussed.

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Humble ISD 2011-2012 Second Grade ? Expository/Explanatory - Unit of Study

Suggestions for Mentor Text

Descriptive: Seeds by Kay Robins Earth: Our Planet in Space by Seymore Simon (Most books by Seymour Simone are appropriate.) Super Storms by Seymour Simon Apples by Gail Gibbons Frogs by Gail Gibbons The Earth by Megan Duhamel Butterfly Life Cycle by Jeff Bauer Cool Houses by Vanessa Marchetti Orangutans by Vanessa Marchetti Farm Animals True or False by Melvin and Gilda Berger Amazing Snakes by Alexandra Parsons Box Turtle at Long Pond by William T. George Bugs by Nancy Winslow Parker and Joan Richards Wright Century Farm: One Hundred Years on a Family Farm by Cris Peterson An Egg is an Egg by Nicki Weiss Feathers for Lunch by Lois Ehlert The Freshwater Alphabet Book by Jerry Pallotta I Want to Be an Astronaut by Byron Barton If You Find a Rock by Peggy Christian Kids at Work: Lewis Hine and the Crusade Against Child Labor by Russell Freedman The Magic School Bus books by Joanna Cole My Map Book by Sara Fanelli One More River to Cross: An African American Photograph Album by Walter Dean Myers One Small Square by Donald M. Silver Sierra by Diane Siebert Voices of the Wild by Jonathan London Whales by Deborah Hodge Who Hoots? by Katie Davis Other descriptive topics to consider: The purpose for a product (such as a backpack), Healthy choices, biographies, etc.

Compare/Contrast: Magnetic and Nonmagnetic by A. Royston

Sequence: Skyscraper: From the Ground Up by S.E. Goodman Problem/Solution topics to consider: Recycling, Oil Spills, Bullying, Making friends, conflict resolution, etc. All About Owls or All About Rattlesnakes, by Jim Arnosky Sunshine Makes the Seasons by F.M. Branley Exploding Ants: Amazing Facts About How Animals Adapt by Joanne Settel Bats! Strange and Wonderful by Laurence Pringle Are You a Snail? by Judy Allen The Sun is My Favorite Star by Frank Asch The Honey Makers by Gail Gibbons Sea Turtles by Gail Gibbons (Most books by Gail Gibbons are appropriate) The Pet Tarantula by Marie Gibson Wolves by Seymour Simon (good selection for teaching voice) An Elephant Grows Up by Anastasia Suen A Harbor Seal Pup Grows Up by Joan Hewett Caves by Stephen Kramer

Magazines Time for Kids Planet Earth Scholastic News Weekly Readers Highlights National Geographic for Kids Scholastic Readers Articles: Penguins in Motion, Swimming Underwater, Rock Secrets (Resource)

Spanish Nonfiction: All the Colors We Are/Todos los colores de nuestra piel by Katie Kissinger Dolphins/Delfines by Kathleen Pohl Las patas del flamenco by Emma Romeu Mariposas/Butterflies by Jason Cooper Sea Horses/Caballitos de mar by Valerie J. Weber Those Mean Nasty Dirty Downright Disgusting But...Invisible Germs/Esos

disagradables detestables sucios completamente asquerosos pero...invisibles g?rmenes by Judith Anne Rice

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Humble ISD 2011-2012 Second Grade ? Expository/Explanatory - Unit of Study

WEEK ONE: IMMERSION Point out that nonfiction texts have unique features and structures.

Immersion- Doing the work of writers. The immersion process will run over the course of the first week. You will continue to return to mentor texts throughout the unit of study. Elementary students should gradually become aware of the structures and language of expository text. Look for opportunities during this week to notice/discuss the structures found in expository text. You may find authors using more than one structure within one text to clarify their writing. It will be important to make students aware (not teach during this time) of these structures and why the author may have used them. For example: Students may be writing a piece about what makes a good pet. Part of their piece make compare/contrast dogs/cats or dogs/hamsters and how that impacts whether or not they make a good pet or sequencing giving the pet a bath, etc. (Be sure to mark and add to chart.) where these organizational patterns are noticed, and refer back to them during the unit. Common organizational patterns of expository text include:

Description -- features or characteristics of the topic are described. Some examples may be provided. Sequence -- events or items are listed or ordered chronologically. Comparison -- the subject or topic is compared and contrasted with other things or events. Cause and Effect -- the author explains the cause of an event and the result. Problem and Solution -- a problem is presented and solutions are proposed.

Mini-Lesson-Introduce new genre Asking/charting with students: Before we begin, what do you already know about Expository/Nonfiction writing? (It is okay if they

do not have much to share.) This is a pre-assessment to inform our instruction.

(Sample Chart that you will make with the students as you read

1. Today we are going to learn how expository writers tell about the world in different ways. Then

and look at the mentor texts.)

we will practice telling about the world as expository writers. This week, we will study some

amazing authors and what they teach us through their writing. Ts select 1 or 2 expository pieces to read aloud. 2. 1st reading, Teacher holds up or places book covers on the document camera. What do you notice about the books I am holding up? Turn and talk to your writing partner. What are you thinking? (Elicit answers.) Read the text (or excerpts from longer text.) Also, introduce articles, going through the same process. 3. 2nd reading. Listen & look carefully as I read this piece/excerpt again. What do you notice that the writer has done? With the children, begin to name what they notice. I'm noticing... As the children begin to name what they have discovered, chart the discovery on chart paper. Try to help them name their discoveries in more specific language. 4. Notice that headings help the reader locate information and tell the reader what a particular

Expository Writing Characteristics

Even the hard books have lots of pictures. We can learn a lot from the pictures, even when the words

are hard Some pictures are photographs and some are drawings.

The words are easy to understand. Things in the pictures are labeled. Some books show you the insides of things or animals. Writers focus on a topic they know and care a lot about. Some books have a table of contents.

section will be about. Pictures, diagrams, and charts help the reader better understand important

ideas. Captions, labels, and fun facts give even more information. Based on the needs of the class, the teacher may choose to highlight specific features and discuss

them in more depth.

5. Begin a topics' list of ideas as you go through the week. Discuss why the author may have chosen this topic and who the audience might be.

Independent Work/Share 6. The children will pair up, examine and discuss different mentor texts, and will begin to notice the structures and unique features of the genre. Give students sticky notes to

mark what they notice. 7. Call students back together to share and reflect on what they learned. What did you notice? Did anyone notice anything we could add to our chart? 8. Instead of normal conferencing, be prepared to gather clusters of children together and help them notice and understand what was noticed and discussed with the mentor text. Throughout the week teacher and students will continue to follow the steps above, looking over published books/texts noticing decisions the authors of those books made. Students may not be able to read all the texts, but they'll still be able to notice text features etc.

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WEEK TWO: IDEA DEVELOPMENT

Idea Development- Students should have opportunities to orally express ideas and understandings before being expected to convey information in writing.

Mini-Lesson 1. Teacher will list some of the titles/topics of books read during week one (or refer

to topic list started last week.) Point out how many authors write about things they know. Tell students that authors of non-fiction are experts in their field. 2. Let students know that they are going to begin writing their own expository piece. 3. Ask students to turn and talk about a topic that they know something about (ex. Dogs, Cats, Pets, Bicycle, Skateboard, Baseball, Football.) Teacher guides the class in making an Expert Topic List chart. 4. Oral brainstorming of topics before students begin to write ensures that most students will get started quickly and easily with their own writing. 5. Students turn and share with their writing partner topics they are "experts" in/know a lot about and might put on their own list. 6. Model how to "get inside" their big topics and narrow the focus. Instead of writing everything they know about ____ (topic) they can narrow the focus by choosing a smaller topic "inside" the bigger topic. 7. Consider creating a set of "steps" to model this strategy. (Example: On step one or the bottom step, write the big topic idea-(Pets) explaining this topic is too big and there is too much to say. Whittle it down, making this overwhelming topic smaller and smaller as you go. Step two-different kinds of pets. Still too big. Step threedogs or cats or hamsters as pets, etc.) Getting better but isn't there something more specific you could write about? 8. Then brainstorm everything you know about ____ as a pet or everything you need to take care of a hamster or bird, or how to train a dog etc. 9. Encourage students to do the same with their own topics.

Independent Work 10. Students will create their own topic list. For those students who don't yet have an

idea to write about (usually just a few students) walk around and briefly conferences with them to help them get started. Each day before writing, ask several students to talk in detail about what they think they might like to write about. 11. With the whole class listening in, talk with the students, asking them questions. Example:

Who knows what they are going to write about...? What do you want to say about...? How could you begin...?

Share 12. Students pair up and discuss the ideas and topics that they like/dislike, thinking

about what they will write about.

Idea Development- Some students will be ready to start writing within a day, while others may need more time to plan and organize their work. Teacher will begin writing an expository piece that can be added/referred to throughout this unit.

Mini-Lesson 1. Teacher models/thinks aloud, creating own focused list. Your thinking aloud

and writing will model and inspire students to make their own list. 2. Reiterate what a mentor text is and how the students can/will use a mentor text

to help them write. Model the process of choosing mentor books. "I want to write a piece like that." 3. With the students create a list of the qualities of a good mentor expository text. 4. Teacher models/thinking aloud choosing a mentor text to model writing from. Take the students through the specific points for choosing the mentor text.

Choosing an Expository Mentor Text

-You love it! -It is interesting to you!

It has: -a strong lead -supporting details that relate to

the topic -good word choice -strong conclusion

-transitions -text features

Independent Work 5. If students have not chosen their topic from the lesson yesterday, students will

finish their lists and choose their topics before choosing a mentor text. 6. Give students the opportunity to look through the mentor texts as they choose a

text to model their writing from. 7. How will students access their mentor/chosen expository books? Students can

mark or copy. (The teacher can make a copy for students if they have chosen an article.) T conferences with students, guiding them in choosing a mentor text (I want to write a piece like that.)

Share 8. Students volunteer to share their topic/idea list with the class, as well as the

mentor text they chose and tell why.

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Humble ISD 2011-2012 Second Grade ? Expository/Explanatory - Unit of Study

WEEK TWO: Continued (adapted from Nonfiction Craft Lessons)

Idea Development- Students should have opportunities to orally express ideas and understandings before being expected to convey information in writing. Consider making a draft book to help students organize their facts/writing. Staple together six to eight half sheets of unlined paper. Ask students to write on one side of the page only when working on early drafts. The format makes it easy to cluster related facts on the same page. The mentor text you chose from the day before will be used in this lesson.

Mini-Lesson 1. Sometimes it's helpful to imagine your topic as a finished book before

you even start to write. You can use a draft book to help you do this. This is what it looks like. These pages help you collect information that belongs together, and separate what doesn't. (Example used for this lesson: writing an information book about our school.) If I were writing information book about ________ (teacher topic started yesterday) I might sit with my empty draft book and imagine what it could look like when it's all finished. 2. The last two days, we have talked about how to choose a big topic we are "experts" in and then how to get inside that big idea with smaller more focused topics. Remind them of the example you modeled earlier in the week. We also learned how to choose a mentor text to model our writing from. Let's think about using what we have learned to write a piece together about our school. One way to make sure our topic is focused, to get inside the big idea of writing about our school, is to think about who our audience is going to be. Who might need information about our school and what would they need to know? (Possible answers: a new student, parents, etc.) Let's choose a new 2nd grader to our school as our possible audience. 3. Discuss what they would need/want to know (the principals names, specials, recess rules, etc.) Model listing these sub-topics and how this could become the Table of Contents or sections in your book depending on the mentor text chosen. 4. Model for students by turning page by page and talking aloud about what information you might put on each page. 5. If you are ready to begin writing about your topic, you might try using a draft book to imagine how the information will be organized. Talk it through with a writing partner just as we did. Don't forget to jot notes on the Post-its so you will have a map to follow as you get going.

Independent Work 6. Students will begin writing their drafts. Conference with students,

making sure their topics aren't too big, they know enough about their topics to be "experts," and they can tell who their audience might be.

Share 7. Choose 2 or 3 students to share their topics and audience.

Idea Development ?Organization Creating a Table of Contents will help students organize their informational writing.

Mini-Lesson 1. Yesterday we planned together how we might write a book

for new 2nd graders to our school using our draft book to help us organize our information. We talked about what we could put on a Table of Contents page. Let's take a closer look. 2. Let's look at the book______ (title chosen earlier as the mentor text you are using.) 3. We open the book and see the title page. But the second page has this heading: Contents. This is called the table of contents. What do you think this is for? Discuss. A table of contents shows how the information is organized into chapters. If I want to know____, I'll turn to the ____chapter. If I want to know____, I'll go to this chapter on page ____. 4. Let's say you're writing about (choose one of the student's topics then talk about your own topic. What chapters might I (or student's name) use to organize (topic) information? 5. Write in the table of contents for your own topic in your draft book. Model/think aloud using your own topic, planning out (using sticky notes) your draft. 6. As I'm planning this out, I'm going to write down one or two words on a Post-It note just like we did yesterday and stick it to each blank page of my draft book. These Post-its will help me remember what will go on each page. Model putting your own Post-its on each page. (Prepare ahead to save time.) Now I'll have a map to guide me as I write. 7. The teacher will need to add text to the draft book to be used in another lesson. Keep the text basic so you will be able to model going back and adding more facts/details throughout the unit.

Independent Work 8. You could write a table of contents, too. It doesn't have to be

longer than three or four chapters. It's a great way to organize what you're writing about, for you and for your readers. Remember to think about your audience. If you're going to add a table of contents page, try to imagine what sections you will have. After students have written out a draft of their contents page, they will continue their writing.

Share 9. Choose 2 or 3 students to share their topics, audience, and

table of contents.

Idea Development

Mini-Lesson- Anticipating reader's questions 1. Sometimes we have a burning question: Why

don't puppies open their eyes when they are born? Or what causes a tornado? We read books to find answers to those questions. When you write an information book, you need to give your readers answers to their questions about what you are writing about. 2. In one classroom, a boy name Ross wanted to write a teaching book about how you get honey from a beehive. He had learned about this because his grandfather had beehives on his farm. Before he started writing his teaching book, he sat in the author's chair and told the other kids what he was going to write about. The kids had tons of questions: Were the boys noisy? Was it dangerous? What did you wear so you wouldn't get stung? Did the stuff in the hive look different from regular honey? 3. Later, when Ross wrote his teaching book, he remembered the questions all the kids asked him. In his book, he tried to answer their questions. (It is probably even more effective to use a similar example from one of your own students who shared his/her area of expertise with classmates.) 4. Many of you are writing teaching books. As you write, try to imagine that you are sitting in the author's chair, answering questions about what you are writing about. What questions would the other kids have? 5. Get together with one person and ask your partner to help you brainstorm questions readers might have about your topic.

Independent Work 6. Partners brainstorm/share their questions with

each other, and then continue their writing. Conference with students, helping them think of questions their audience might have.

Share 7. Choose 2 or 3 students to share a place where they

thought of a question their audience might have and added more information to their draft.

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