Grade Four - Columbus City Schools

Transcription

Writing Portfolio Lesson
Grade: 4
Quarter 1: Informative/Explanatory
Strands:
Topics:
Writing: W.4.2, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9, W.4.10
Writing:
Language: L.4.1, L.4.2, L.4.3, L.4.4, L.4.5, L.4.6
Time Frame: 7-10 days
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Language:
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Standard Statements:
Content Elaborations:
Writing:
Writers use a repertoire of strategies to craft Text Types and develop
Purposes. Using these strategies, they make decisions about content based
on the format and purposes for which they are writing. Writers select
structures, precise language, tone and style to communicate a point of view
and/or purpose to their audience. They use writing as a tool for thinking
through issues, solving problems, constructing questions, conveying
information, and expressing or critiquing real or imagined experiences. Their
ideas are best fostered in a literate environment, filled with books of all genres
and multiple writing resources (i.e., dictionaries, thesauruses, pens, pencils,
images, technology for drafting and producing text). An informational report
documents, organizes, and stores factual information on a topic. As its name
suggests, the general purpose of an informational report is to inform the reader.
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Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single setting.
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and
provide a list of sources.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Write routinely over extended time frames and shorter time frames for a range
of discipline-specific tasks, purposes, and audiences.
Grade 4 Writing Portfolio Lesson: Informative/Explanatory
Columbus City Schools
June 2012
Language:
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Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 4 reading and content, choosing flexibly from a range
of strategies.
Demonstrate an understanding of figurative language, word relationships, and
nuances in word meanings.
Acquire and use accurately grade-appropriate conversational, general
academic, and domain-specific words and phrases, including those that signal
precise actions, emotions, or states of being and that are basic to a particular
topic.
In the next grade band, student writers are expected to produce writing in
a more formal style that reflects a deep, conceptual understanding of the
genre and its characteristics. Students are also expected to continue
development of a cohesive writing style that reflects a full range of the
writing process and an authentic independent or collaborative use of
technology to enhance and extend that writing, while using the skills of
paraphrasing to present research that has been gathered and evaluated
for accuracy in response to specific works of literature or to address a
particular topic. In addition, students are expected to write routinely over
extended time frames and shorter time frames for a range of tasks,
purposes and audiences.
Writing Prompt: After researching mountains, write an informative/explanatory report. You will gather information about
mountains from nonfiction and reference books, as well as from other sources. You will organize your information and
present your findings in a written report. Support your writing with evidence from your research.
Materials and Resources:
Storytown Student Textbook: Suggested text Mountains by Seymour Simon. (optional Storytown, Theme 3, Lesson 12)
Online resource: www.thinkcentral.com
Chart Paper
KWL Chart*
Student Note Taking Forms*
Student Revision Checklists—Reports*
Student Editing Checklists*
*See Appendix
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Lesson Instructions:
Prewriting: Getting Started
Prewriting is the planning stage of the writing process. It may include reading, drawing, observing, discussing, jot listing, and
webbing. Basically, prewriting is the thinking process, thinking about what to write and how to organize it. Developing writers should
be encouraged to spend adequate time in the prewriting stage.
During a discussion
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Display and discuss an informational report that has been written by either a professional or a student writer. Have students talk
about different reports that they have written.
Allow students to brainstorm ideas and come up with a good definition of an informational report.
After the discussion
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Inform students that an informational report consists of three main parts. List the parts on chart paper. Discuss what information
goes in each part, using examples from student reports.
Compare a report to a story. Place the parts of a story beside those of a report. As a class, have students discuss the
differences between a report and a story.
Inform students that they will be writing an informational report using the story Mountains by Seymour Simon (optional). The
story is located in Storytown, Harcourt School Publishers, 2008 on pp. 316-329 (pp. T117-125). They will use the writing
process to write their reports. They will share their reports with their teacher, other students at the school, and perhaps parents
and other adults as well.
Begin a K-W-L Chart. (See Appendix.) Ask students what they already know about mountains and list their responses under the
“K” (Know) column of the chart. Then ask students what they want to find out about mountains, and list these responses under
the “W” (Want to Know) column of the chart.
Have students read Mountains located in Storytown, Theme 3, Lesson 12. If your students have already read this story, you
may wish to simply review the story in a discussion with your students and/or have them read it again independently. You might
also have students read about mountains and erosion in their science textbooks.
Ask students what they learned about mountains. List the responses under the “L” (Learned) column of the K-W-L chart.
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In order to gain information on their topic, tell students they will take notes while rereading the story Mountains as well as
information in their science textbook. They will use a note taking form (See Appendix.) to help them organize their information.
Display it on chart paper.
• Tell students that they can form questions using the headings on the note taking form. The answers to these questions will be
included in their notes. Model how you would turn headings into questions:
Height of Mountains - How high are mountains around the world?
How Mountains Form - What are the different ways mountains can form?
Erosion and Weathering - What is erosion? What is weathering? How are mountains affected by erosion and weathering?
Tip: If taking notes is a first experience for your students, you may wish to display the questions on chart paper
so students can refer to them while taking their own notes.
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Explain to students that paraphrasing, i.e., putting the writer’s information in their own words, is an important part of report
writing. Define plagiarism and why students should not copy an author’s exact words. For the purpose of this report, students
should not copy the exact words from the reading text, but should paraphrase the author’s words. Model how paraphrasing can
be done, using some of the above questions. Tell students that their notes should be written in short phrases and/or clauses,
not sentences.
Model how students should write their notes on the note taking form. Distribute note taking forms to students and allow students
time to complete them. Tell students they will use their notes when they write their reports. Individual students may need
teacher conferencing during this prewriting stage. Students may wish to share their notes with a peer for feedback. After
teacher and peer conferencing, allow time for students to make changes to their notes.
Writing Prompt: After researching mountains, write an informative/explanatory report. You will gather information about
mountains from nonfiction and reference books, as well as from other sources. You will organize your information and
Drafting: Getting It Down
During the drafting stage, writers get their thoughts down on paper. Drafting allows students to develop their ideas into sentences.
During drafting, students should not be too concerned about spelling and other conventional skills. They will have time to correct
errors later.
TIP: During drafting, tell students that writing on every other line will make it easier to revise later on.
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DRAFTING
• Tell students that they will now use their prewriting to help them write their reports. Refer them to the three main parts of a
report listed on chart paper and review the components of each. Point out to students that their purpose in writing this report is
to learn how to find and organize information. They will share their information with classmates and their teacher.
• Inform students that it is important to consider their audience as they write. They should be sure that they are making the
information clear for their readers. In addition, they will want to make their report interesting and enjoyable for the audience to
read.
INTRODUCTION
• Talk with students about how they would incorporate the information from their notes into the three main parts of a report. Tell
students that the first paragraph will tell the reader what the report is about. Ask students to think about the introduction they will
write. Tell them that the introduction should do these things:
Explain the purpose for writing the report.
State the main ideas that follow.
Get the reader interested.
• Point out how the author of Mountains introduced the topic.
BODY
• Students will probably have the most difficulty drafting the body of the report. Students should write three more paragraphs
using the information from the three subtopics. Tell students that the note headings are the subtopics for their report. In writing
about each subtopic, they will need to include the following:
A topic sentence which includes a main idea about the subtopic
Details that explain more about the topic sentence
Details that include facts, examples, and/or evidence
• Model how you could write a paragraph on one of the subtopics, using a think aloud as you write.
CONCLUSION
• Inform students that the closing often summarizes the information presented in the report, or it restates the main idea. Model
how you might write a conclusion.
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WHILE STUDENTS ARE DRAFTING
• Give students the opportunity to begin drafting their reports. Circulate and provide assistance to individual students. If students
are having difficulty making the transition from prewriting to drafting, it may be advisable to insert a mini-lesson at points where
students are having difficulty. Allow time for students to complete their rough drafts. Individual students may need teacher or
peer conferencing during this part of the process. Students may need assistance in identifying details, examples, and evidence.
Some will need a reminder about using their own words, not the words straight from the text.
Revising: Taking a Fresh Look
During revision, students go back to their own writing to “view it again” as readers as well as writers. They can make changes to the
draft that will expand, develop, clarify, and improve the content. While some revisions have already occurred during the process,
most revising takes place after the drafting stage.
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Review the importance of revision. Explain that since writers already understand what they are trying to say, it is often difficult
for them to see where their writing is unclear.
Be sure students are familiar with some revising techniques. If not, the teacher should model the following revision strategies:
Skipping lines in their drafts will enable students to make changes and additions more easily.
Students should not take time to erase on drafts. Instead, they should cross out unwanted words and use a carat (^) to
add words and phrases.
If students need to add longer passages to their drafts, they may cut the draft apart and use transparent tape to insert
the passages where they belong.
Have students reread their reports and use the checklist in the appendix to help them revise their writing. (See Appendix.)
TIP: Observe your students during peer conferencing. Take note of appropriate conference behaviors as you observe. After peer
conferences, share your observations with the class. Praise specific behaviors to reinforce them. Discuss appropriate ways to handle
problem situations.
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Editing: Getting It Right
During the editing stage of the writing process, students make changes to make their writing as error-free as possible. Editing
focuses on the mechanics (sentence structure, usage, punctuation, capitalization, and spelling), and should not be taught in
isolation from the writing process. Students will not comprehend the skill unless they apply it to their own writing.
EDITING THE INFORMATIVE/EXPLANATORY TEXT
• To demonstrate comprehension of editing skills, students must apply them when writing. Focus on one or two new editing skills
at a time, and have students edit for those particular skills. Some editing skills apply to particular kinds of writing.
• Review with students the purpose for editing to make writing easier for an audience to read. (Students should have had
previous experience in editing for correct end marks and capital letters. Review these skills with students and have them edit
their reports. You may wish to use the editing checklist in the appendix.)
Tip: If a new skill is being introduced, the teacher should use a mini-lesson
to model it.
Publishing: Going Public
The publishing stage of the writing process involves students writing a final draft of their writing to be read and enjoyed by others.
When students recopy their work, they should pay particular attention to their revisions and editing changes. Final drafts should be
neatly written and as error-free as possible.
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Have students share their reports by reading them to peers, parents, and other adults.
Book layout and publishing ideas can be found in the appendix.
Students may wish to make replicas of mountains using clay, Play-Doh, or salt and flour. Dioramas depicting the process of
erosion can also be completed. These projects can be done independently or in small groups.
Published copies of reports may be displayed in the classroom and hallways, or they may become parts of the
classroom/school libraries. These copies might be displayed for a parent night or a visit from another class. Student authors
could talk about their reports and explain their projects.
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Students might wish to combine their reports into a class book which might be kept in the classroom or the school library.
Interested students might want to expand their nonfiction reports into fictional writings. As a class, in groups, or individually, they
might wish to create characters and write stories that use the mountains as a setting. Details from their reports might be the
basis for interesting story conflicts.
TIP: This lesson on writing an informational report might easily be expanded to include library or Internet research
on this or other topics which students find interesting.
Assessment
Use the Columbus Rubric for Writing to evaluate each student’s writing product from this lesson. Highlighting specific information in
each column of the rubric will assist teachers in providing valuable feedback on writing strengths and areas of improvement to
the student during writing conferences. The rubric should be attached to the student’s paper with identifying information and scores.
Place the student’s writing in the Student Writing Portfolio. See the writing portfolio folder for complete instructions.
You may wish to use additional developmental or trait rubrics for writing or the assessment rubrics included in the Storytown language
arts series to evaluate other pieces of student writing.
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SUGGESTED INFORMATIVE/EXPLANATORY REPORT PROMPTS
The social studies and science texts offer many opportunities for possible prompts on informational writing.
Examples of fourth grade social studies prompts are listed below:
1. Write a report tracking Ohio’s journey to statehood.
2. Write a report on the Great Depression. Include how World War II helped to rebuild Ohio’s economy.
3. Write a report on one of the immigrant groups of people that settled in Ohio.
4. Write a report on one of the famous statesmen from Ohio.
5. Write a report on one of the following kinds of government:
• Local government
• State government
• National government
Other topics for informational reports should come from student choice and interest.
NOTE: Many of the topics listed here, as well as others in the social studies and science texts, might easily be expanded to include
library or Internet research on topics which students find interesting.
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APPENDIX
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Name _____________________________________________________
KWL CHART
What I Know
What I Want to Know
What I Learned
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Name ____________________________________
Note Taking Form
TOPIC: Mountains
Height of Mountains
How Mountains Form
Erosion and Weathering
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Name_____________________________
REVISION CHECKLIST: INFORMATIVE/EXPLANATORY REPORT
__________ The first few sentences of my report introduce my topic.
__________ My report contains information on three subtopics.
__________ I used a topic sentence to introduce each subtopic.
__________ I included details, examples, and/or evidence for each
subtopic.
__________ My last few sentences summarize the information and
conclude my report.
__________ My report is written in my own words.
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Name_______________________________
EDITING CHECKLIST
____________ I used correct punctuation at the end of my
sentences.
__________ I capitalized the first word in all my sentences.
__________ I capitalized all proper nouns.
__________ I tried to spell all words correctly.
June 2012
Grade: 4
Quarter 2: Opinion Writing
Strands:
Topics:
Writing:
Language: L.4.1, L.4.2, L.4.3, L.4.4, L.4.5, L.4.6
Range of Writing
Language:
Writing:
Student writers use a variety of Text Types and Purposes when composing
text. They learn that writing isn’t just a way to demonstrate knowledge, but also
a way to provide greater content understanding. Student writers use writing as
a tool for thinking through issues, solving problems, investigating questions,
conveying and critiquing information, and expressing real or imagined
experiences. The best writers understand the connection between reading and
writing and flourish in print environments in which a variety of text types are
evident. Learning and practicing a variety of organizational writing patterns
encourages critical thinking and fosters the understanding that writing is a
process as well as a product. Opinion writing provides students the opportunity
to write their beliefs. They will learn that words matter, decide which ideas will
be presented, and support those ideas with evidence from the text.
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
Produce clear and coherent writing in which the development and organization and are
appropriate to task, purpose, and audience.
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one page in
a single sitting.
Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
Recall information from experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Grade 4 Writing Portfolio Lesson: Opinion Writing
June 2012
Language:
of strategies.
Demonstrate understanding of figurative language, word relationships, and
nuances in word meaning.
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases, including those that signal precise actions,
emotions, or states of being and that are basic to a particular topic.
Writing Prompt: After reading Fire Storm by Jean Craighead George, write an opinion piece answering the following
question: Do you think Axel and his aunt and uncle made the right decision by moving to the burned out campsite? Support
your point of view with evidence from the text.
For and Against Opinion T-chart*
Student copies of For and Against T-chart*
Teacher copy of Fact and Opinion Chart*
Student copies of Fact and Opinion Chart *
Student Writing Paper
Revising Checklists*
Editing Checklists*
Storytown text: Fire Storm by Jean Craighead George (Theme 3, lesson 13) (Online resource: www.thinkcentral.com)
*See Appendix
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Building Background/Accessing Prior Knowledge
Review/re-read Fire Storm by Jean Craighead George.
Tell students that they will be writing an opinion piece and using evidence from the story to support their point of view. They will
share their writing with other students, their teacher, and their parents.
Writing Prompt: After reading Fire Storm by Jean Craighead George, write an opinion piece answering the following
question: Do you think Axel and his aunt and uncle made the right decision by moving to the burned out campsite?
Support your point of view with evidence from the text.
Teacher Modeling: Forming an Opinion
Teacher discusses with students what it means to have an opinion.
Ask students opinion questions such as: “Which is better: Coke or Mt. Dew?”; “Which is safer: canoeing or swimming?”; “Which
is more dangerous: camping in a burned out campsite or moving on?”
Discuss with students that they not only form an opinion, but they have to support it. (Emphasize that everyone can have an
opinion. But the opinion is strengthened when it is supported by evidence).
Select one of the questions discussed and model completing For or Against chart (appendix) to allow students to support their
opinions.
Display completed chart.
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Guided Practice:
Have students work with a partner to Think, Pair, and Share their opinion whether camping in a burned out campsite or moving
on is more dangerous.
Use chart provided in appendix to record students’ opinions of how safe they feel they would be. (You may complete this as a
class or have students work with a partner.)
Collect charts or have students store them in their writing folders.
Independent Practice:
Revisit Fire Storm by Jean Craighead George.
Distribute For or Against chart (appendix) for students to complete independently.
Individual conferencing may be necessary to assist students.
Collect charts or have students store them in their writing folders.
Teacher Modeling: Writing an Opinion
Refer to and discuss class created For and Against chart.
Teacher models using the information from the chart to form an opinion. (Think aloud while forming an opinion.)
Next, model writing the opinion and using information to complete the Fact and Opinion chart as supporting details.
Guided/Independent Practice
Distribute or have students take out the T-charts regarding camping in a burned out campsite. Tell students that the T-chart will
help them in making some decisions on what to include when they write their opinion piece.
Students work independently completing their new Fact and Opinion chart. They will use this to form their own opinion for their
paper. The facts will be their supporting details.
Have students share their opinion pieces with their partners.
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errors later.
Tell students that they will use their chart to help them write their opinion.
Point out that the purpose in writing the opinion is to learn how to write their beliefs and support their beliefs with evidence.
They will share their writing with their classmates and teachers.
When working with these young writers, it is important that drafting is modeled by the teacher first. When showing your students
how to draft, verbalize your thoughts aloud so students know what you are thinking as you write. In this way, students are
shown how to draft while learning that they need to think critically about what they write as they go along.
DRAFTING THE OPINION
Explain to students that they are going to begin drafting their opinion pieces. They will use their Fact and Opinion charts to help them
write.
Teacher Modeling
Display the class opinion piece.
Tell students that the first couple sentences of the opinion piece should introduce the text they are writing about and state an
opinion.
Remind students to use linking words and phrases to connect their opinion and reasons.
Finally, reinforce that all opinion pieces must have a concluding statement or section.
Guided/Independent Practice
Have students use their Fact and Opinion charts (appendix) to write their opinion pieces. .
Individual students will need assistance and conferencing in writing opinion pieces.
After conferencing, allow time for students to make changes.
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Teacher Modeling: Revising the Opinion Piece
Students should not take time to erase on drafts. Instead, they should cross out unwanted words and use a carat (^) to add
words and phrases.
If students need to add longer passages to their drafts, they may cut the draft apart and use transparent tape to insert the
passages where they belong.
Independent Practice
Have students reread their opinion pieces and use the checklist that follows to help them revise their writing. (See Appendix.)
Assign each student a revising partner. Allow time for each writer to revise the opinions using the top part of the checklist. Have
students meet with their revising partners and follow the steps on the bottom part of the checklist.
Allow time for each writer to make changes to his/her draft copy.
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EDITING THE OPINION PIECE
To demonstrate comprehension of editing skills, students must apply them when writing. Focus on one or two new editing skills at a
time, and have students edit for those particular skills. Some editing skills apply to particular kinds of writing.
Teacher Modeling
Review with students the purpose for editing (to make writing easier for an audience to read).
Students should have had previous experience in editing for correct end marks and capital letters for proper nouns and the
beginnings of sentences.
Review these skills with students and have them edit their opinion pieces.
You may wish to use an editing checklist. (See Appendix.)
Assign each student an editing partner.
Allow time for each writer to edit his/her opinion pieces using the top part of the checklist.
Have students meet with their editing partners and follow the steps on the bottom part of the checklist.
Allow time for each writer to make final corrections to his/her draft copy.
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Have students share their opinion pieces by reading them to peers, parents, and other adults.
Published copies of opinion pieces may be displayed in the classroom and hallways, or they may become parts of the
could talk about their opinion pieces and explain the process they used to reach their opinions.
Students might wish to combine their writing into a class book which might be kept in the classroom or the school library.
See appendix for handout on book layout and publishing.
Assessment
each column of the rubric will assist teachers in providing valuable feedback on writing strengths and areas of improvement to the
student during writing conferences. The rubric should be attached to the student’s paper with identifying information and scores. Place
the student’s writing in the Student Writing Portfolio. See the writing portfolio folder for complete instructions. You may wish to use
developmental continuums for writing or the assessment rubrics included in the Storytown language arts series to evaluate other
pieces of student writing.
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APPENDIX
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Name __________________
For and Against Chart
For
Against
`
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Name __________________
Fact and Opinion Chart
My opinion is:
Fact
Opinion
(supporting statements from the text)
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Name_____________________________
REVISING CHECKLIST: OPINION PIECE
Writing to Explain a Point of View
On Your Own: Reread what you wrote.
_____ My writing includes the topic or text I am writing about.
_____ I stated an opinion about the topic or text.
_____ I provided reasons to support my opinion.
_____ I linked my opinion and reasons using words and phrases.
_____ My writing has a concluding statement or section related to the opinion presented.
With a Partner: Follow these steps:
_____ Tell your partner what you wanted your writing to do.
_____ Read your writing to your partner.
_____ Have your partner summarize it. (Tell back.)
_____ Discuss ways to make your writing clearer.
_____ Thank your partner for helping you.
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Name _________________________
EDITING CHECKLIST: Opinion Piece
On Your Own: Reread what you wrote. Ask yourself these questions. Make corrections on your draft copy.
Circle any places where you need help.
_____ Did I use correct capitalization?
_____ Did I use correct punctuation?
_____ Did I spell grade appropriate words correctly consulting references as needed?
_____ Did I choose words and phrases to convey my idea?
With a Partner: Follow these steps. Be sure to look at each place where you circled something.
_____ Have your partner proofread your letter.
_____ Discuss and make corrections.
_____ Get help on spelling any words you have circled.
_____ Get help on any capitalization and punctuation errors you have circled.
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BOOK LAYOUT AND PUBLISHING
Divide the class into groups of 3-5 students. Give each group several library books to examine. Ask students
to look for the different kinds of information authors include in their books.
Bring groups back together, and compile information in a class list containing data such as title, author’s
name, copyright name, place of publication, dedication, etc. Point out where each type of information is
generally located.
Students should plan how they want their published books to look. They should decide what size and kind of
paper to use, and how they want their writing to appear on the page. (This page-by-page model is called a
layout or dummy.)
Next, students need to plan their title page, copyright page, cover, etc. They may need to make decisions
about picture placement as well.
After students make layout decisions, they may type their text or recopy it on the selected paper. Books may
be assembled by stapling, sewing, gluing, etc. Students will enjoy seeing their books displayed in the
classroom or the school library.
June 2012
Grade: 4
Quarter 3: Narrative Writing
Strands:
Topics:
Writing:
Language: L.4.1, L.4.2, L.4.3, L.4.4, L.4.5, L.4.6
Range of Writing
Language:
Writing:
text. They learn that writing isn’t just a way to demonstrate knowledge, but also
a way to provide greater content understanding. Student writers use writing as
a tool for thinking through issues, solving problems, investigating questions,
conveying and critiquing information, and expressing real or imagined
experiences. The best writers understand the connection between reading and
writing and flourish in print environments in which a variety of text types are
evident. Learning and practicing a variety of organizational writing patterns
encourages critical thinking and fosters the understanding that writing is a
process as well as a product. A narrative tells a story or recounts an event or
sequence of events. The story may be a true story (personal experience
narrative), or one that is not true but is created in the writer’s imagination
(fictional narrative). Generally, the purpose of a narrative is to entertain the
reader.
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Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
With guidance and support from adults, use technology including the internet to produce
and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command to keyboarding skills to type a minimum of one page in a single
sitting.
Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Write routinely over extended time frames and shorter time frames for a range of
discipline-specific tasks, purposes, and audiences.
Grade 4 Writing Portfolio Lesson: Narrative Writing
June 2012
Language:
•
•
•
•
•
•
of strategies.
Demonstrate an understanding of word relationships and nuances in word
meanings.
Acquire and use accurately grade-appropriate conversational, general
academic and domain-specific words and phrases, including those that signal
precise actions, emotions, or states of being, and that are basic to a particular
topic.
Writing Prompt: Write a true story about something that has happened to you. Your story may be about an experience in
your life that was funny, happy, embarrassing, scary, or sad, etc.
Chart paper
Student webs*
Story Map*
Revising Checklist: Narrative*
Peer Conference Rules*
Editing Checklist: Narrative*
Book Layout and Publishing
*See appendix.
June 2012
•
•
•
During a discussion, define a narrative; distinguish between a personal experience narrative (a true story) and a fictional
narrative (a made-up story). List some stories and/or books that students have recently read that are narratives.
After the discussion, review the major elements of a narrative (characters, setting, plot, problem/solution), referring to the
specific stories and books that students have recently read.
Inform students they will be writing a personal experience narrative using the writing process. They will share their narratives
with other students.
Writing Prompt: Write a true story about something that has happened to you. Your story may be about an experience in
your life that was funny, happy, embarrassing, scary, or sad, etc.
Teacher Modeling:
• Teacher discusses the prompt with students, and engages them in a brainstorming session on choosing a life experience to
write about.
• Using the web, allow students to give ideas for topics.
• Share the prompt with students, and engage them in a brainstorming session on choosing a special place to write about.
• Model how you would go about choosing a topic.
• Display completed web.
Guided Practice:
•
Have students decide on a topic (a life experience) to write about. The experience may be one that is listed on the web or one
that is not.
June 2012
Grade: 4
Strands:
Topics:
Writing:
Language: L.4.1, L.4.2, L.4.3, L.4.4, L.4.5, L.4.6
Range of Writing
Language:
Writing:
text. They learn that writing isn’t just a way to demonstrate knowledge, but
also a way to provide greater content understanding. Student writers use
writing as a tool for thinking through issues, solving problems, investigating
questions, conveying and critiquing information, and expressing real or
imagined experiences. The best writers understand the connection between
reading and writing and flourish in print environments in which a variety of text
types are evident. Learning and practicing a variety of organizational writing
patterns encourages critical thinking and fosters the understanding that writing
is a process as well as a product. An informational report documents,
organizes, and stores factual information on a topic. As its name suggests, the
general purpose of an informational report is to inform the reader.
With some guidance and support from adults, use technology including the
internet to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes and categorize information, and provide a
list of sources.
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
June 2012
Language:
of strategies.
Demonstrate understanding of figurative language, word relationships and
Acquire and use accurately grade-appropriate conversational, general academic
and domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being and that are basic to a particular topic.
In the next grade band, student writers are expected to produce writing
in a more formal style that reflects a deep, conceptual understanding of
the genre and its characteristics. Students are also expected to continue
Writing Prompt: After researching a topic that interests you, write an informative report. You will gather information about
your topic from nonfiction and reference books, as well as from other sources. You will organize your information and
Nonfiction books
Reference books
Index cards
GO6 (Storytown Resources- www.thinkcentral.com )
Web graphic organizer*
Planning My Research Report: Clustering*
Planning My Research Report: Note Taking*
Revising Checklist: Informational Report*
Editing Checklist: Report*
Book Layout and Publishing*
Storytown texts: Lesson 27, Lesson 28 (optional)
*See appendix.
June 2012
Display and talk about different nonfiction selections/books available in the classroom library or in the Storytown series. Make
sure students understand the differences between fiction and nonfiction selections. Have students identify the topic of each
nonfiction selection.
Allow time for students to talk about nonfiction selections or books that they have recently read. These selections may come
from their reading texts or from independent reading. Assist students in identifying the topics of each selection.
Have students tell the things they liked about these nonfiction selections. List responses on a chart and save for future use.
Tell students that they will be writing an informational report. They will choose a topic that interests them. They will share their
reports with other students, their teacher, and their parents.
Shared Writing: Choosing a Topic
Share the prompt with students and engage them in a brainstorming session on choosing a topic to write about. Student
responses can be recorded using a class web (appendix). Let students know that they can research topics that are not only
appropriate for school but also useful for real life situations at home. For example, a student may be getting a new pet at home
and wishes to get information on a breed of dog, cat, etc. Make sure the brainstorming list includes some real life topics.
Give students index cards and tell them to jot down some topics that interest them.
The topics may or may not be on the class web. Limit the number of topics that students may list (perhaps no more than
five).You will need to jot down some ideas of your own for the purpose of modeling throughout the lesson.
Write these questions on the board/chart paper. Tell students that the answers to these three questions will help them in
choosing a topic. Will the topic be interesting to write about? Will there be enough information about the topic? Will there be too
much information about the topic?
June 2012
Teacher Modeling: Narrowing the Focus
Share your list of topics with students. List them on the chart. Using the three questions listed on the chart/board, model how
you would narrow your choice of topics to one. Use a think aloud while modeling how to narrow the focus.
Continue to model how you would make decisions on narrowing the focus until you have made a final choice of a topic.
Take your class to the school or public library. Have students take their index cards with their list of possible topics. Direct
students to the nonfiction section of the library. Point out different nonfiction books and topics that could be explored. Remind
students of the questions they should consider in choosing a topic. Allow time for students to browse through the nonfiction
books for the purpose of narrowing their list of topics or perhaps finding a new topic that is more interesting to them. Provide
assistance to students in answering questions, etc.
Guided Practice
Choose one student’s list of topics and share it with the class on the overhead projector. Ask the class to help you narrow this
student’s choice of topics. Ask them if he/she has an interesting topic to write about. Can he/she find enough information about
this topic? Will there be too much information about this topic?
Have each student share his/her list of topics with a partner. Tell them to use the same criteria you modeled to narrow their
choice of topics. Will it be interesting to write about? Can I find enough information about the topic? Will there be too much
information about the topic? Give partners time to help each other narrow their choices of topics to one.
Individual conferencing may be necessary to assist students in choosing a topic.
Teacher Modeling: Tapping Prior Knowledge
Tell students that they probably already know some things about their topics. Let them know they can use a web (appendix) to
list the facts they already know.
Model how you would go about completing a web to access what you know about your topic. Use a think aloud as you write.
Show students how to note thoughts on the web using key words and phrases.
June 2012
Guided Practice
Allow time for students to discuss what they know about their topic. Let them share this information with a partner.
Have each student complete a web listing facts she/he knows about the chosen topic. Distribute blank webs to students. (See
appendix.) Have students write the topic in the middle of the web. Tell students to write what they know about the topic on the
spokes of the web. Encourage them to use words and phrases, not sentences. Assist students in completing their webs.
Tell students that it is always important to consider their reader when making decisions about what they should include in their
writing. They will want to include information that would be interesting to the reader. They need to consider what the reader
might already know about the topic.
Have each student share his/her web with a partner. Ask the partner what information would be interesting to him/her as a
reader. Tell students to put an “X” on those facts on their web. Tell the student he/she will want to include these facts in his/her
report. Ask the partner what he/she thinks students already know about the topic. Have partners suggest to the writer that,
perhaps, they might want to cross out some of the facts that they think the reader might already know.
Tell students that the webs will help them in making some decisions on what to include when they write their reports. Collect
webs or have students store them in their writing folders.
GATHERING INFORMATION
Teacher Modeling: Brainstorming Questions
Inform students that they will need to think about the things they want to know about their topic. Point out that they can list some
questions that they want to have answered when they do their research.
Model how you would list some questions to guide you in doing your research for your topic. Use the graphic organizer
“Planning My Research Report: Clustering” to list your questions. (See appendix.)
Guided Practice
Pick one of the topics that a student has chosen. Ask the class to help you create a list of questions that would guide this
student’s research.
Distribute a “Planning My Research Report: Clustering” organizer to each student. (See appendix.)
Review directions and allow time for each student to complete the organizer.
Have students share with a partner for feedback.
Tell students they will use these questions to guide them when they take notes on their topics.
June 2012
Teacher Modeling: Choosing Books
Let students know that now that they have chosen a topic, listed facts that they know about their topics, and thought about
questions they want to have answered, they are ready to begin choosing books to research their topic.
Take students to the school library or collect a variety of books for use in the classroom.
Model how you would go about choosing nonfiction books for the report you will model. Show students how to use the tables of
contents and the indexes of the books to see if they have information on the topic.
Let students know that in addition to the books in the classroom/school library, they can use books from the public library as
well as magazines, CDs, and the Internet to find information on their topic. Point out to students that they will take notes from
these sources. They will use these notes when they write their reports.
Provide assistance to students in choosing books that they will use to get information on their topics.
Teacher Modeling: Taking Notes
Let students know that they will use the questions on their clustering organizer to guide them in finding specific information
about their topic. They can use a “Planning My Research Report: Note Taking” form to take notes that will answer these
questions. (See appendix.)
Model how you would use one of the note taking forms to answer one of your questions on your clustering organizer. Point out
that you are using some of your own words in taking notes.
Tell students they will use a note taking form for each question on their clustering organizer. Let students know that if they find
other interesting information they want to include, they can write it on a note taking form.
Point out that notes need to be brief; they are to include only the important words.
Guided Practice
Allow sufficient time for students to complete their note taking. Conference with individual students and provide assistance
when needed.
Teacher Modeling: Organizing Notes
Model how you would go about organizing your notes, putting them in the order that you think that you will write them in your
report.
Use a think aloud on how you would decide what notes should come first, what facts might go together, and what information
you still want to add.
Number your notes as you would want them to occur in your report.
June 2012
Guided Practice
Allow time for students to organize their notes as they want them to appear in their report following the same procedures you
modeled.
Let students do a note review with their peers. If needed, help students add or delete facts.
Collect notes or have students store them in their writing folders.
Tell students they will use their notes when they write their reports.
Individual students will need teacher guidance and much support during this prewriting stage.
errors later.
Tell students that they will use their webs and their notes to help them write their reports.
Point out that the purpose in writing the report is to learn how to find and organize information. They will share the information
with their classmates and their teachers.
Inform students that it is important to consider their audience as they write their report. They will want to make sure that the
information is clear to the reader. In addition, they will want to make the report interesting by including details and descriptions
that are interesting, too. Refer to the chart where students told the things they liked about nonfiction writing. Tell students to
keep these things in mind as they write their reports.
When a plan is in place, students are ready to draft their reports. Some fourth grade students may have a well-developed plan
and be able to begin drafting their reports. If this is the case, allow these students to write their draft copy without interruption.
June 2012
DRAFTING THE REPORT
Explain to students that they are going to begin drafting their reports. They will use their webs and notes to help them write.
Teacher Modeling: Writing an Introduction
Display your web that includes the facts that you already know about your topic.
Tell students that the first paragraph of the report should tell what it is about. Model how you might use some of the information
from your web to write an introduction for your report.
Guided Practice
Have students use their webs to write a beginning for their reports.
Tell students that a beginning of a report is called an introduction.
Let students share their introductions with a partner or small group.
Ask the partner if the introduction would catch his/her attention as a reader.
Individual students will need assistance and conferencing to write an introduction for their reports. After conferencing, allow time
for students to make changes.
Teacher Modeling: Writing the Body of the Report
Tell students they will use their notes to help them write the middle of their reports. Point out that the middle part of a report is
called the body.
Model how you would go about expanding your notes into sentences and paragraphs that will make up the body of your report.
Use a think aloud as you write.
Focus on creating paragraphs with topic sentences and supporting sentences. Include details, examples and/or evidence to
support the facts.
Point out indentation at the beginning of each paragraph.
Guided Practice
Have students use their notes to write the body of their reports.
Provide assistance as students expand their notes into sentences and paragraphs that tell about their topics.
June 2012
Teacher Modeling: Writing a Conclusion
Select some nonfiction books and read aloud the last few sentences of the book. Discuss how these authors ended their books.
Tell students that the ending of a report is called the conclusion.
Model how you might write a conclusion for your report.
Focus on common conclusions such as summarizing the most important information or restating the main point that you want to
make about the topic.
Guided Practice
Assist students in writing a paragraph to conclude their reports.
Allow time for students to read their reports to a partner. Ask partners to give feedback on whether or not the conclusion is a
satisfying one.
Individual students will need your assistance and support during the drafting process.
Teacher Modeling: Revising the Report
words and phrases.
June 2012
Have students reread their reports and use the revision checklist to help them revise their writing. (See appendix.)
Assign each student a revising partner. Allow time for each writer have his/her report revised by his/her partner.
EDITING THE INFORMATIONAL REPORT
Teacher Modeling
Review these skills with students and have them edit their reports.
You may wish to use an editing checklist. (See appendix.)
Allow time for each writer to edit his/her report using the top part of the checklist.
Have students meet with their editing partners and follow the steps on the bottom part of the checklist. (Note: Students may
need to be reminded of the rules for peer conferencing. See appendix.)
June 2012
Guided Practice
Have each student include a cover page with his/her name and a catchy title. Let them illustrate the cover page.
Tell students they will need to add one more page to their report which will be a simple list of the resources where they got their
information for their reports.
Point out that they can use the bottom part of their “Planning My Research Report: Note Taking” to compile a list of their
resources.
The resource page may be written as follows:
Resources
Title (Books, etc.)
Author
could talk about their reports and explain the process they used to research their topics.
Ideas for formal publishing can be found in the appendix. (See appendix for “Book Layout and Publishing.”)
Assessment
June 2012
Suggested Informational Report Prompts
The social studies and science texts offer many opportunities for possible prompts on informational writing. Examples of fourth grade
social studies prompts are listed below:
Write a report tracking Ohio’s journey to statehood.
Write a report on the Great Depression. Include how World War II helped to rebuild Ohio’s economy.
Write a report on one of the immigrant groups of people that settled in Ohio.
Write a report on one of the famous statesmen from Ohio.
Write a report on one of the following kinds of government:
o Local government
o State government
o National government
June 2012
APPENDIX
June 2012
____________________________
June 2012
Name_________________________
Planning My Research Report: Clustering
Use this cluster organizer for planning your report. Write your topic in the middle of the cluster. What would you like to know about your
topic? Write these questions in the circles. You can add other circles if you need them.
Topic:
_________
_
June 2012
Name____________________________
Planning My Research Report: Note Taking
[You will need to complete one of these forms for each question (circle) on your clustering organizer.]
My topic: ______________________________________________________________
Here is one question I will answer.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Notes:
The book I used is ______________________________________________________
Author________________________________________________________________
June 2012
Name_____________________________
REVISING CHECKLIST: Informational Report
_____ The first few sentences of my report introduce my topic.
_____ My report contains information on three subtopics.
_____ I used a topic sentence to introduce each subtopic.
_____ I included details, examples, and/or evidence for each subtopic.
_____ My last few sentences summarize the information and conclude my report.
_____ My report is written in my own words.
June 2012
Peer Conference Rules
When you need a peer conference:
1. Choose 1 or 2 peers to meet with you.
2. Share your writing.
3. Talk quietly.
4. Listen respectfully to all ideas.
5. Thank your peer partners.
6. Summarize your conferences and revise by yourself.
Adapted from The Reading-Writing Workshop: Getting Started by Norma R. Jackson with Paula L. Pillow, 1992
June 2012
Name _________________________
EDITING CHECKLIST: REPORT
_____ I used correct punctuation at the end of my sentences.
_____ I capitalized the first word in all my sentences.
_____ I capitalized all proper nouns.
_____ I tried to spell all words correctly.
_____ Have your partner proofread your report.
June 2012
generally located.
layout or dummy.)
June 2012
Grade: 4
Strands:
Topics:
Writing:
Language: L.4.1, L.4.2, L.4.3, L.4.4, L.4.5, L.4.6
Range of Writing
Language:
Writing:
text. They learn that writing isn’t just a way to demonstrate knowledge, but
also a way to provide greater content understanding. Student writers use
writing as a tool for thinking through issues, solving problems, investigating
questions, conveying and critiquing information, and expressing real or
imagined experiences. The best writers understand the connection between
reading and writing and flourish in print environments in which a variety of text
types are evident. Learning and practicing a variety of organizational writing
patterns encourages critical thinking and fosters the understanding that writing
is a process as well as a product. An informational report documents,
organizes, and stores factual information on a topic. As its name suggests, the
general purpose of an informational report is to inform the reader.
With some guidance and support from adults, use technology including the
internet to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes and categorize information, and provide a
list of sources.
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
June 2012
Language:
of strategies.
Demonstrate understanding of figurative language, word relationships and
Acquire and use accurately grade-appropriate conversational, general academic
and domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being and that are basic to a particular topic.
In the next grade band, student writers are expected to produce writing
in a more formal style that reflects a deep, conceptual understanding of
the genre and its characteristics. Students are also expected to continue
Nonfiction books
Reference books
Index cards
GO6 (Storytown Resources- www.thinkcentral.com )
Web graphic organizer*
Planning My Research Report: Clustering*
Planning My Research Report: Note Taking*
Revising Checklist: Informational Report*
Editing Checklist: Report*
Book Layout and Publishing*
Storytown texts: Lesson 27, Lesson 28 (optional)
*See appendix.
June 2012
Display and talk about different nonfiction selections/books available in the classroom library or in the Storytown series. Make
sure students understand the differences between fiction and nonfiction selections. Have students identify the topic of each
nonfiction selection.
Allow time for students to talk about nonfiction selections or books that they have recently read. These selections may come
from their reading texts or from independent reading. Assist students in identifying the topics of each selection.
Have students tell the things they liked about these nonfiction selections. List responses on a chart and save for future use.
Tell students that they will be writing an informational report. They will choose a topic that interests them. They will share their
reports with other students, their teacher, and their parents.
Shared Writing: Choosing a Topic
Share the prompt with students and engage them in a brainstorming session on choosing a topic to write about. Student
responses can be recorded using a class web (appendix). Let students know that they can research topics that are not only
appropriate for school but also useful for real life situations at home. For example, a student may be getting a new pet at home
and wishes to get information on a breed of dog, cat, etc. Make sure the brainstorming list includes some real life topics.
Give students index cards and tell them to jot down some topics that interest them.
The topics may or may not be on the class web. Limit the number of topics that students may list (perhaps no more than
five).You will need to jot down some ideas of your own for the purpose of modeling throughout the lesson.
Write these questions on the board/chart paper. Tell students that the answers to these three questions will help them in
choosing a topic. Will the topic be interesting to write about? Will there be enough information about the topic? Will there be too
much information about the topic?
June 2012
Teacher Modeling: Narrowing the Focus
Share your list of topics with students. List them on the chart. Using the three questions listed on the chart/board, model how
you would narrow your choice of topics to one. Use a think aloud while modeling how to narrow the focus.
Continue to model how you would make decisions on narrowing the focus until you have made a final choice of a topic.
Take your class to the school or public library. Have students take their index cards with their list of possible topics. Direct
students to the nonfiction section of the library. Point out different nonfiction books and topics that could be explored. Remind
students of the questions they should consider in choosing a topic. Allow time for students to browse through the nonfiction
books for the purpose of narrowing their list of topics or perhaps finding a new topic that is more interesting to them. Provide
assistance to students in answering questions, etc.
Guided Practice
Choose one student’s list of topics and share it with the class on the overhead projector. Ask the class to help you narrow this
student’s choice of topics. Ask them if he/she has an interesting topic to write about. Can he/she find enough information about
this topic? Will there be too much information about this topic?
Have each student share his/her list of topics with a partner. Tell them to use the same criteria you modeled to narrow their
choice of topics. Will it be interesting to write about? Can I find enough information about the topic? Will there be too much
information about the topic? Give partners time to help each other narrow their choices of topics to one.
Individual conferencing may be necessary to assist students in choosing a topic.
Teacher Modeling: Tapping Prior Knowledge
Tell students that they probably already know some things about their topics. Let them know they can use a web (appendix) to
list the facts they already know.
Model how you would go about completing a web to access what you know about your topic. Use a think aloud as you write.
Show students how to note thoughts on the web using key words and phrases.
June 2012
Guided Practice
Allow time for students to discuss what they know about their topic. Let them share this information with a partner.
Have each student complete a web listing facts she/he knows about the chosen topic. Distribute blank webs to students. (See
appendix.) Have students write the topic in the middle of the web. Tell students to write what they know about the topic on the
spokes of the web. Encourage them to use words and phrases, not sentences. Assist students in completing their webs.
Tell students that it is always important to consider their reader when making decisions about what they should include in their
writing. They will want to include information that would be interesting to the reader. They need to consider what the reader
might already know about the topic.
Have each student share his/her web with a partner. Ask the partner what information would be interesting to him/her as a
reader. Tell students to put an “X” on those facts on their web. Tell the student he/she will want to include these facts in his/her
report. Ask the partner what he/she thinks students already know about the topic. Have partners suggest to the writer that,
perhaps, they might want to cross out some of the facts that they think the reader might already know.
Tell students that the webs will help them in making some decisions on what to include when they write their reports. Collect
webs or have students store them in their writing folders.
GATHERING INFORMATION
Teacher Modeling: Brainstorming Questions
Inform students that they will need to think about the things they want to know about their topic. Point out that they can list some
questions that they want to have answered when they do their research.
Model how you would list some questions to guide you in doing your research for your topic. Use the graphic organizer
“Planning My Research Report: Clustering” to list your questions. (See appendix.)
Guided Practice
Pick one of the topics that a student has chosen. Ask the class to help you create a list of questions that would guide this
student’s research.
Distribute a “Planning My Research Report: Clustering” organizer to each student. (See appendix.)
Review directions and allow time for each student to complete the organizer.
Have students share with a partner for feedback.
Tell students they will use these questions to guide them when they take notes on their topics.
June 2012
Teacher Modeling: Choosing Books
Let students know that now that they have chosen a topic, listed facts that they know about their topics, and thought about
questions they want to have answered, they are ready to begin choosing books to research their topic.
Take students to the school library or collect a variety of books for use in the classroom.
Model how you would go about choosing nonfiction books for the report you will model. Show students how to use the tables of
contents and the indexes of the books to see if they have information on the topic.
Let students know that in addition to the books in the classroom/school library, they can use books from the public library as
well as magazines, CDs, and the Internet to find information on their topic. Point out to students that they will take notes from
these sources. They will use these notes when they write their reports.
Provide assistance to students in choosing books that they will use to get information on their topics.
Teacher Modeling: Taking Notes
Let students know that they will use the questions on their clustering organizer to guide them in finding specific information
about their topic. They can use a “Planning My Research Report: Note Taking” form to take notes that will answer these
questions. (See appendix.)
Model how you would use one of the note taking forms to answer one of your questions on your clustering organizer. Point out
that you are using some of your own words in taking notes.
Tell students they will use a note taking form for each question on their clustering organizer. Let students know that if they find
other interesting information they want to include, they can write it on a note taking form.
Point out that notes need to be brief; they are to include only the important words.
Guided Practice
Allow sufficient time for students to complete their note taking. Conference with individual students and provide assistance
when needed.
Teacher Modeling: Organizing Notes
Model how you would go about organizing your notes, putting them in the order that you think that you will write them in your
report.
Use a think aloud on how you would decide what notes should come first, what facts might go together, and what information
you still want to add.
Number your notes as you would want them to occur in your report.
June 2012
Guided Practice
Allow time for students to organize their notes as they want them to appear in their report following the same procedures you
modeled.
Let students do a note review with their peers. If needed, help students add or delete facts.
Collect notes or have students store them in their writing folders.
Tell students they will use their notes when they write their reports.
Individual students will need teacher guidance and much support during this prewriting stage.
errors later.
Tell students that they will use their webs and their notes to help them write their reports.
Point out that the purpose in writing the report is to learn how to find and organize information. They will share the information
with their classmates and their teachers.
Inform students that it is important to consider their audience as they write their report. They will want to make sure that the
information is clear to the reader. In addition, they will want to make the report interesting by including details and descriptions
that are interesting, too. Refer to the chart where students told the things they liked about nonfiction writing. Tell students to
keep these things in mind as they write their reports.
When a plan is in place, students are ready to draft their reports. Some fourth grade students may have a well-developed plan
and be able to begin drafting their reports. If this is the case, allow these students to write their draft copy without interruption.
June 2012
DRAFTING THE REPORT
Explain to students that they are going to begin drafting their reports. They will use their webs and notes to help them write.
Teacher Modeling: Writing an Introduction
Display your web that includes the facts that you already know about your topic.
Tell students that the first paragraph of the report should tell what it is about. Model how you might use some of the information
from your web to write an introduction for your report.
Guided Practice
Have students use their webs to write a beginning for their reports.
Tell students that a beginning of a report is called an introduction.
Let students share their introductions with a partner or small group.
Ask the partner if the introduction would catch his/her attention as a reader.
Individual students will need assistance and conferencing to write an introduction for their reports. After conferencing, allow time
for students to make changes.
Teacher Modeling: Writing the Body of the Report
Tell students they will use their notes to help them write the middle of their reports. Point out that the middle part of a report is
called the body.
Model how you would go about expanding your notes into sentences and paragraphs that will make up the body of your report.
Use a think aloud as you write.
Focus on creating paragraphs with topic sentences and supporting sentences. Include details, examples and/or evidence to
support the facts.
Point out indentation at the beginning of each paragraph.
Guided Practice
Have students use their notes to write the body of their reports.
Provide assistance as students expand their notes into sentences and paragraphs that tell about their topics.
June 2012
Teacher Modeling: Writing a Conclusion
Select some nonfiction books and read aloud the last few sentences of the book. Discuss how these authors ended their books.
Tell students that the ending of a report is called the conclusion.
Model how you might write a conclusion for your report.
Focus on common conclusions such as summarizing the most important information or restating the main point that you want to
make about the topic.
Guided Practice
Assist students in writing a paragraph to conclude their reports.
Allow time for students to read their reports to a partner. Ask partners to give feedback on whether or not the conclusion is a
satisfying one.
Individual students will need your assistance and support during the drafting process.
Teacher Modeling: Revising the Report
words and phrases.
June 2012
Have students reread their reports and use the revision checklist to help them revise their writing. (See appendix.)
Assign each student a revising partner. Allow time for each writer have his/her report revised by his/her partner.
EDITING THE INFORMATIONAL REPORT
Teacher Modeling
Review these skills with students and have them edit their reports.
You may wish to use an editing checklist. (See appendix.)
Allow time for each writer to edit his/her report using the top part of the checklist.
Have students meet with their editing partners and follow the steps on the bottom part of the checklist. (Note: Students may
need to be reminded of the rules for peer conferencing. See appendix.)
June 2012
Guided Practice
Have each student include a cover page with his/her name and a catchy title. Let them illustrate the cover page.
Tell students they will need to add one more page to their report which will be a simple list of the resources where they got their
information for their reports.
Point out that they can use the bottom part of their “Planning My Research Report: Note Taking” to compile a list of their
resources.
The resource page may be written as follows:
Resources
Title (Books, etc.)
Author
could talk about their reports and explain the process they used to research their topics.
Ideas for formal publishing can be found in the appendix. (See appendix for “Book Layout and Publishing.”)
Assessment
June 2012
Suggested Informational Report Prompts
The social studies and science texts offer many opportunities for possible prompts on informational writing. Examples of fourth grade
social studies prompts are listed below:
Write a report tracking Ohio’s journey to statehood.
Write a report on the Great Depression. Include how World War II helped to rebuild Ohio’s economy.
Write a report on one of the immigrant groups of people that settled in Ohio.
Write a report on one of the famous statesmen from Ohio.
Write a report on one of the following kinds of government:
o Local government
o State government
o National government
June 2012
APPENDIX
June 2012
____________________________
June 2012
Name_________________________
Planning My Research Report: Clustering
Use this cluster organizer for planning your report. Write your topic in the middle of the cluster. What would you like to know about your
topic? Write these questions in the circles. You can add other circles if you need them.
Topic:
_________
_
June 2012
Name____________________________
Planning My Research Report: Note Taking
[You will need to complete one of these forms for each question (circle) on your clustering organizer.]
My topic: ______________________________________________________________
Here is one question I will answer.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Notes:
The book I used is ______________________________________________________
Author________________________________________________________________
June 2012
Name_____________________________
REVISING CHECKLIST: Informational Report
_____ The first few sentences of my report introduce my topic.
_____ My report contains information on three subtopics.
_____ I used a topic sentence to introduce each subtopic.
_____ I included details, examples, and/or evidence for each subtopic.
_____ My last few sentences summarize the information and conclude my report.
_____ My report is written in my own words.
June 2012
Peer Conference Rules
When you need a peer conference:
1. Choose 1 or 2 peers to meet with you.
2. Share your writing.
3. Talk quietly.
4. Listen respectfully to all ideas.
5. Thank your peer partners.
6. Summarize your conferences and revise by yourself.
Adapted from The Reading-Writing Workshop: Getting Started by Norma R. Jackson with Paula L. Pillow, 1992
June 2012
Name _________________________
EDITING CHECKLIST: REPORT
_____ I used correct punctuation at the end of my sentences.
_____ I capitalized the first word in all my sentences.
_____ I capitalized all proper nouns.
_____ I tried to spell all words correctly.
_____ Have your partner proofread your report.
June 2012
generally located.
layout or dummy.)
June 2012

Grade Four - Columbus City Schools

Transcription

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