ࡱ>  `5bjbjAA 4l#y#y=-"8tlO*mmmGOIOIOIOIOIOIO,QT^uOmmmmmuO)O)))mRGO)mGO))2cH#M d(jI.3OO0O%J U) U\#M)#MmmmuOuO)mmmO Ummmmmmmmm :    Grade 3 Unit Overview The Art of Information Writing Focus Teaching PointsOrally rehearsing for writing by teaching others about selected topics Organizing information to teach others Brainstorming different ways to organize subtopics Thinking about topics in new ways by considering different organizational structures Using a Table of Contents as an outline for writing and for planning chapters Building fluency, stamina and speed in writing while drafting Studying mentor texts in a search for elaboration strategies Using transitional strategies and phrases to connect information Using revising strategies that encompass both structure and word choice to enhance voice in authors drafts Balancing facts with ideas Fact checking through rapid research and to develop expert topics further Reworking entire chunks, sections or chapters to make writing our best Creating introductions through researching mentor authors Using a checklist to take stock and set goals Clearing up confusions in our texts Using text features to enhance information writing Punctuating with paragraphs Writing a second informational text using a content-specific topic Using a self-assessment to revise either the original plan or the writing Crafting speeches, articles or brochures using information writing skills Celebrating through teaching othersKey CCSS StandardsWriting Standards (W) 2, 2a, 2b, 2c, 4, 5, 6, 7, 8, 10 Language Standards (L) 1,1a-I, 2, 2a-g, 3, 3a-b, 4, 4a-d, 5, 5a-c, 6Bends in the RoadOrganizing information Reaching to write well Moving toward publication, moving toward readers Transferring learning from long projects to short ones Recommended Professional Resource(s) to Guide InstructionThe Art of Information Writing from Units of Study in Opinion, Information and Narrative Writing, Grade 3 by Lucy Calkins and M. Colleen Cruz (2015). Resources to support the unit at  HYPERLINK "http://www.heinemann.com" heinemann.comRecommended Anchor/Mentor TextsUse any nonfiction book that you can study with your students to help them write their own nonfiction texts. You may have some from your reading unit that you want to use for writing purposes: various ways to organize texts, ways to highlight particular types of information (both visually and in print), ways to present an angle on a topic, etc. Be sure that students see plenty of text in these nonfiction texts so that their own books are not a series of diagrams, charts, and illustrations with labels. It will be important to show how visual presentations of the information complement, rather than restate, the text near them. Some recommendations of texts that would support the teaching in this unit: Deadliest Animals, National Geographic DK Readers Books by favorite nonfiction authors such as Seymour Simon, Gail Gibbons Current event articles in periodicals such as Time for Kids  HYPERLINK "http://www.storiaschool.com" Storia selections which you can project for the whole class (e.g. Cats vs. Dogs through National Geographic Kids) See students samples of writing both on  HYPERLINK "heinemann.com" heinemann.com and on pages 160-181 of the unit to use as mentor texts.Tips to ConsiderWe highly recommend you begin your planning by reading the Welcome to the Unit section on pages vi-x. These introductions help you to understand the unit as a whole, provide suggestions for how to prepare for the unit and describe how this unit fits in more broadly with the writing curriculum. Before beginning the unit, it is useful to administer an  HYPERLINK "http://ppsgrade3.weebly.com/assessment3.html" on-demand information writing prompt to determine what students can already do as nonfiction writers. This year, you will find students entering third grade with a strong knowledge base for writing nonfiction from grades 1 and 2. This is a good year to lift the expectations for your students nonfiction writing, since next year, students will come in with even more experience with nonfiction writing than in the past. Your baseline assessment will help you with this. For the first time this year, students will focus on one book for the majority of the unit. Because this book will contain smaller chapters within, students will have the opportunity to think longer and deeper about a topic. Each section of the book will require planning, organizing, and revising. This book should be on a topic that students already know well; a topic with which they have a good deal of knowledge and experience. This is not a report on a topic researched this month. Rather, each student will have a topic they can select from the many areas in which they feel they have expertise. The rationale in teaching students to write nonfiction with a topic of personal expertise is similar to that of allowing students to select their own topics for personal narrative: this frees the children up to focus on the genre, on how to organize the information they know so well, to allow the young authors to look at this content they know so well from different angles, to consider the message behind the book, to manipulate the way in which the information is presented to determine the best way to teach the reader. If they first have to build the knowledge base, the work with the genre becomes secondary. In the last bend in the unit, and later in the year, students will have an opportunity to apply this knowledge of the genre to a topic they also research or study in the content areas. Students need only a day or so to generate personal expert topics and then to pick the topic with which they would like to work. Encourage students to think about those topics with which they have had repeated experience (e.g. gymnastics because they have been attending a gymnastics class for years rather than ice skating because they went once). Pay special attention to lessons that help children teach aloud their topics to prepare for writing. For example, you will find discussion of this oral rehearsal in Session 1 and in the Conferring and Small-Group Work and Mid-Workshop Teaching sections of this session. This anchor chart shows how these conversations can be focused and supportive:  HYPERLINK "http://ppsgrade3.weebly.com/anchor-charts6.html" Anchor Charts Once students have identified their expert topics, the first part of the unit focuses on helping students develop and organize their ideas before drafting. Students begin to draft relatively early in the unitSession IVso be sure that you make the most of the early sessions for brainstorming and planning, but then move out of the notebooks for drafting. The Dear Teacher letter on page 31 explains this shift to drafting. Writing the Table of Contents will then help students plan for their topic, organizing and categorizing the information from the start, then revising these Tables of Contents after studying mentor texts. This time spent writing and revising the Table of Contents will be well worth it, since it will support a great deal of thinking about the information, making the drafting of each section more attainable and making the content slightly different, rather than redundant, in each section. See these new anchor charts to support this stage as well:  HYPERLINK "http://ppsgrade3.weebly.com/anchor-charts2.html" Anchor Charts The bulk of this unit teaches children how to elaborate more in their writing; final books should have plenty of text, text that shows evidence of the elaboration strategies students already know and that you have taught throughout the unit. Once each students Table of Contents is in good shape (and of course, may still be revised later!), students will write long about each chapter that is on their Table of Contents. We also recommend that students begin by starting with sections that they know well. They do not need to write the sections in the order of the Table of Contents. We find that providing this level of decision-making proves to be motivating. At this stage, teaching children how to elaborate in meaningful ways will be critical. We encourage you to review Bend II, particularly Session 6, in The Art of Information Writing on how to teach children to elaborate. You will find explicit strategies that help children move from writing single sentences to twin sentences, and from writing facts to elaborating by writing ideas. This level of elaboration is an essential leap for grade 3 writers. Another important element to information writing is thinking about the best way to teach the reader. Perhaps there is a chapter that has a how-to component. In this case, the writer would want to focus on providing information in a clearly organized sequence, possibly with accompanying pictures or diagrams. Maybe a section includes a persuasive element (such as the importance of wearing a bike helmet) or perhaps there is a chapter that includes a map. The goal is for your writers to think first about what they want to convey and then to think about the best way to reach ones audience. In other words, using different text features is not the purposeconveying information effectively is. Studying mentor texts will help students understand different ways to share information in the text. Revising may also include teaching students to revise by gathering more information or artifacts. Perhaps they will interview someone (at home or at school) to gather a bit more information about a difficult-to-write chapter. You may also teach your writers to conduct rapid research to gather additional information on their topics or check for accuracy. For example, is there data to support helmet use of bicyclists? At what age do most professional gymnasts begin training? Which types of fish are most common off of the Cape? In the last part of the unit, teach children to prepare for publishing by editing for clarity, including writing in clearly organized paragraphs as appropriate.Materials and ResourcesEach child: Writers Notebook (preferably hard bound composition book that students personalize) divided into sections, such as: Writing Ideas (e.g. lists for generating seed ideas); Try It! (for minilesson exercises), Writing (this section can be labeled by genre or unit to house all entries students write in a particular unit and from which students can select ideas to draft longer outside of the notebook) Writing folder for drafts and any reference materials (e.g. high frequency words) Teacher: Writers Notebook for modeling Teacher-generated writing for modeling Anchor charts, co-constructed with students, that support brainstorming, generating seed ideas, revision and editing strategiesAssessmentUse information writing rubrics and Learning Progressions to assess progress of students drafts and to identify next steps for instruction:  HYPERLINK "http://ppsgrade3.weebly.com/information.html" http://ppsgrade3.weebly.com/information.html Conference Notes Student notebooks and foldersCelebrationsProvide an opportunity for children to share one published piece during a Writers Celebration or Publishing Party. For example, consider pairing your third graders with another younger group of students who are also doing informational writing. Then your third graders can PRESENT their bookshighlighting certain sections or parts as an opportunity to practice using PVLEGS in a supportive environment. 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