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2-3-W-2

Page history last edited by Danielle Calvin 5 years, 6 months ago

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

 

WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

2.3.W.2 INFORMATIVE Students will write facts about a subject and include a main idea with supporting details.

Student Actions 

Teacher Actions 

  • Students will establish a main idea for an informative text.
  • Students will organize information and use text features, when appropriate, to support the topic. 
  • Students will select details that appropriately support the development of the topic to support the main idea of an informative text. 
  • Students will include an introduction and a closing statement.
  • Teachers provide examples of informative texts that clearly establish a main idea.
  • Teachers discuss and model how to establish a main idea for an informative text.
  • Teachers provide opportunities for students to establish a main idea for an informative text.
  • Teachers monitor and provide opportunities for students to receive feedback as students are writing informative  pieces that establish a main idea for an informative text.
  • Teachers provide examples of informative texts, pointing out and discussing text features that support the topic.
  • Teachers model how to organize information and use text features to support the topic in informative writing.
  • Teachers discuss and model how to organize information and use text features to support the topic in informative writing.
  • Teachers provide opportunities for students to organize information and use text features to support the topic in informative writing.
  • Teachers monitor and provide opportunities for students to receive feedback as students are writing informative  pieces that organize information and use text features to support the topic.
  • Teachers provide examples of informative texts, pointing out and discussing details that appropriately support the development of the topic to support the main idea.
  • Teachers model how to select details that appropriately support the development of the topic to support the main idea when writing.
  • Teachers provide opportunities for students to select details that appropriately support the development of the topic to support the main idea in informative writing.
  • Teachers monitor and provide opportunities for students to receive feedback as students are writing informative  pieces with details that appropriately support the development of the topic to support the main idea.
  • Teachers provide examples of informative texts that clearly establish an introduction and a closing statement.
  • Teachers discuss and model how to include an introduction in an informative writing.
  • Teachers discuss and model how to include a closing statement in an informative writing.
  • Teachers provide opportunities for students to write introductions and closing statements in informative writings.
  • Teachers monitor and provide opportunities for students to receive feedback as students are writing informative  pieces with introductions and closing statements.
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Supporting Resource

Teacher Insights

OK ELA Frameworks: Informational Writing Literacy Progression (webpage)
  • Informative writing is factual writing about a nonfiction topic. The main goal of informational writing is to increase knowledge by providing straightforward information on a topic.

  • Students are building on skills from first grade. In first grade students wrote in response to a shared text. In second students must include a main idea with supporting details.

    • For practice, teachers could lead the class in deciding on a subject and main idea. Then students could each write their own supporting details for the main idea.

  • To be successful with this standard, students must understand the difference between fact and opinion.

  • Introduce students to simple rubrics or checklists. It is helpful to use the OSDE rubric for 5th grade writing and adapt for age appropriateness.

    • Teachers choose 1-3 skills to focus on for a piece of writing and not overwhelm students with a long list at this beginning stage.  

  • Example prompt: Write a paragraph that describes your favorite animal.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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