LA.8.W.2 Informative/Explanatory Writing, Grade 8

Informative Writing

Differentiated across the Multi-grade Classroom

By Deborah Judson, NAD Small School Teacher

Introduction

***********

An informative paper is one that tries to get others to understand something.

Timing

******

1 day to 1 month

This lesson can be taught in one class period with students reading a model of

informative writing and then writing their own. However, if you do that, you may want to

reduce the number of elements in the grading rubric to a number the students can learn in

one class period. It can probably be most effective if you teach 1 or 2 elements of

informative writing at a time, adding them to the elements you have already taught.

That way you move from simple to complex. After they have most of the elements

learned, you can start incorporating it across the curriculum, so they can see how

informative writing is used in other arenas beyond English class. For example, most of

their textbooks are informative writing. Personally, I prefer to repeat this lesson 2-4 times

a week for a month, until my class is fluent in informative writing.

Find a Model

************

Students will write better if they have a good model to look at when they are writing.

Some good sources include news articles. You can look at local news. Or you can find

national news articles at differentiated reading levels at News ELA online. ReadWorks

and Reading A-Z also offer a lot of examples of informative writing.

Tiering

*******

If you have students that need extra help, Read Write Think has a student interactive page

that helps students organize their informational essay. For younger students, you could

use the Sandwich graphic organizer. To challenge the gifted students, you could add

additional elements to increase the complexity or ask them to create work that meets the

standard of a higher grade level.

1

LA.1.W.2 Informative/Explanatory Writing, Grade 1

Key Learning: Write informative/explanatory texts that name a topic, include facts about the topic, and provide some sense

of closure (W.1.2)

Common Core: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and

provide some sense of closure.

6 Traits - Organization Rubric

Directions: Write about ________________________________.

Include the following:

1. Introduction

2. Facts

3. Closure

Rubric

3

2

1

Introduction

The introduction is made

of a clear sentence.

There is no introduction.

Facts

More than 2 fact

sentences

The conclusion is a clear

sentence.

The introduction can be

identified, but may not be

a clear sentence.

1 fact sentence

The conclusion can be

identified, but may not be

a clear sentence.

There is no conclusion.

Conclusion

0 fact sentences

2

LA.2.W.2 Informative/Explanatory Writing, Grade 2

Key Learning: Write informative/explanatory texts that introduce a topic, use facts to develop the topic, and provide a

concluding statement (W.2.2)

Common Core: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop

points, and provide a concluding statement or section.

6 Traits - Organization Rubric

Directions: Write about ________________________________.

Include the following:

1. Introduction

2. Supporting details

3. Conclusion

Rubric

3

Introduction

The introduction is made

of a clear sentence.

Supporting

Details

Conclusion

More than 3 detail

sentences.

The conclusion is a clear

sentence.

2

1

The introduction can be

identified, but may not

be a clear sentence.

2 or 3 detail sentences

There is no introduction

The conclusion can be

identified, but may not

be a clear sentence.

There is no conclusion

0 or 1 fact detail

sentences.

3

LA.3.W.2 Informative/Explanatory Writing, Grade 3

Key Learning: Write informative/explanatory texts to examine a topic and convey ideas and information that include: an

introduction, supporting details (e.g., facts, definitions), linking words and phrases (e.g., also, another, and, more, but),

illustrations when useful, and a conclusion (W.3.2)

Common Core: Write 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.

6 Traits - Organization Rubric

Directions: Write about ________________________________.

Include the following elements in the appropriate place(s) in your paper:

1. Introduction

2. Organization

3. Illustrations

4. Supporting details

5. Linking words and phrases

6. Conclusion

7. Edit conventions

4

Rubric: Informative Writing, Grade 3

Introduction

Organization

3

2

The introduction is

inviting, drawing the

reader in.

Details are grouped

logically and presented in

a logical sequence.

The introduction can be

identified, but may not

draw the reader in.

Details are sometimes

grouped logically or

organized in a logical

sequence.

A person can see the

connection between the

illustration and the text,

but the illustrations

don't aid comprehension.

Sometimes there is too

much or too little

elaboration.

Illustrations

Illustrations aid in

comprehension.

Supporting

Details

Facts, definitions, &

details are elaborated on

enough to make the idea

clear.

Thoughtful transitions

clearly connect ideas.

Linking

Words and

Phrases

Conclusion

Conventions

The conclusion satisfies

the reader and makes a

good resolution.

Spelling, capitalization,

punctuation, and grammar

errors are rare.

Transitions sometimes

work, but sometimes are

unclear.

1

There is no introduction.

Random grouping and

sequencing make things

unclear.

There is no connection

between the illustration

and the text.

There is not enough

elaboration or the

elaboration is not

connected.

Transitions are confusing

or not there at all.

The conclusion may leave

some things unclear.

There is no conclusion.

Spelling, capitalization,

punctuation, and

grammar are accurate

enough to understand

the meaning.

Spelling, capitalization,

punctuation, or grammar

errors are frequent enough

to make the writing unclear.

5

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