Grade 3 Unit 2 The Art of Information Writing Bend 1 Organizing Information Bend 2 Reaching to Write Well Bend 3 Moving Toward Publication, Moving Toward Readers Bend 4 Transferring Learning from Long Projects to Short Ones

Administer On Demand Pre-Assessment Bend 1: Session 2: The Power of Organizing and Session 3: New Structures leads to New Session 4: Layering the Bricks of Session 1: Teaching others as a way to Reorganizing Thinking Information ➢ Prime the Pump Learning Goal: Writers brainstorm Learning Goal: By considering different Learning Goal: Good writers take all the several different ways to organize their Learning Goal: Information writers organizational structures, good writers information have have and layer those information writing. Writers structure organize information as they write, like allow themselves to think of a topic in pieces, one on top of the other, to subtopics and explain that doing this is organizing for teaching a course.. new ways. Writers try to structure their teacher their readers as much as they an important part of planning. writing in various ways instead of settling can about their topic. Teaching Point: “Writers of information immediately on one way. Teaching Point: “ Information writers are teachers. When you write an Teaching Point: “Today you will write often make plans for how to organize information book, you are teaching a unit Teaching Point: “Writers try different and write a lot. The book you will be their information writing. They make of study on your topic, and it helps to organizational structures on for size. They making is a lot like a brick wall, only the one plan, then they think about a rehearse by actually teaching real explore a few different structures, noting bricks are pieces of information. You different possible plan, and keep doing students, watching to see which how those structures affect the way they write information books by taking those this over and over. Each plan includes a information especially matters to them.” think about a topic.” chunks of information, your bricks and different way to divide a topic into then lay pieces of information alongside parts.” ➢ ➢ Teaching Moves Chart Table of Contents Outline each other.” ➢ Sample Throwaway Draft ➢ Exploring Cause and Effect ➢ Table of Contents ➢ Student Sample Expert Topic ➢ Sample Cause and Effect Reproducible ➢ Sample of Different Structures ➢ Anchor Chart Strong Table of ➢ Exploring Similarities and Contents Differences ➢ Student Sample Table of Contents ➢ Table of Content Attempt Session 5: Organizing Matters in Texts Bend 2: Session 7: Making Connections within Session 8: Balancing Facts and Ideas from Session 9: Researching Facts and Large and small Session 6: Studying Mentor Texts in a and across Chapters the Start Ensuring Text Accuracy Search for Elaboration Strategies Learning Goal: Good writers use Learning Goal: Good writers connect Learning Goal: Good writers balance Learning Goal: Good writers are organizational skills for their tables of their information in their chapters using interesting facts with engaging style. They Learning Goal: Good writers have researchers. They use resources for contents that help them plan their different transitional strategies and implement revision strategies that chapters as well. various strategies to develop their encompass both structure and word finding more information to enhance phrases. They look to a mentor text for informational book. They use mentor choice that will enhance their voices in their informational books. ideas about how best to transition in Teaching Point: “Everything you have texts as a way to learn more about their drafts. their own informational books. learned about organizing a table of elaboration and help them apply these Teaching Point: “Writers don’t just write, contents applies also to the work of ideas. write, write all the stuff from their brains. organizing any chapter or any Teaching Point: “Writing chapters is like Teaching Point: “When writers write Real writers are researchers. Writers information text you write. Whenever making paper chains. Writers know that Teaching Point: “ Then informational information books, they try to interest often leave the page in search of the you write an information text, start by each chapter needs to connect to the writers revise, they often consider ways their readers love fascinating facts, and perfect fact or the perfect example.” making a miniature table of contents- chapter before it. Actually, each even if it’s just in your mind.” they can add more, or elaborate. they love ideas, too. Writers make sure paragraph connects to the one before it Information writers can learn to their writing contains both facts and ➢ Sample Response as well. There are two secrets to this. ➢ Informational Checklist elaborate by studying mentor texts, ideas.” First, the order needs to make sense. ➢ Anchor Chart- Organizing taking note of all the different kinds of Informational Text Second, the author uses transitional ➢ Sample Chapter ➢ Strong Table of Contents information that writers use to teach words like because and also to glue ➢ Sample Chapter Chart readers about subtopics.” parts of the text together.” ➢ Student Sample Draft ➢ Sample Organized Table of ➢ Sample Draft ➢ Checklist Contents ➢ Sample Draft ➢ Sample Lead

Session 10: Reusing and Recycling in the Session 11: Creating Introductions Bend 3: Session 13: Putting oneself in Readers’ Session 14: Using Text Features Makes it Revision Process through Researching Mentor Session 12: Taking Stock and Setting Shoes to Clear up Confusion easier for Readers to Learn Goals Learning Goal: Good writers have Learning Goal: Good writers enhance Learning Goal: Good Writers revise, they Learning Goal: Good writers use an Learning Goal: Good Writers review revision strategies for clearing up their informational writing with look back at what’ve already done, inquiry process that asks them to their information writing using a confusion in their work, including appropriate text features. making sure they are carrying over all consider introduction strategies of checklist and then plan for revisions. imagining a different perspective and role they have learned into their new writing. mentor text. playing with a partner.. Teaching Point: “Information writers Teaching Point: “Information writers think, “ Will that text feature help Teaching Point: “When writers learn Teaching Point: “Writers notice what stop, before they are completely done Teaching Point: “Writers know that readers?” and they only include the one something new about information mentor authors do when writing with their pieces, to take stock. They eventually other people will read their that will really help readers. They think reread what they’ve done so far and writing, so writers prepare for that by what the text is mostly about, and that writing, they go back into a chapter they powerful introductions for information think about any guidelines, checklists, or rereading their pieces very carefully, helps them decide what should be wrote earlier and use tiny Post Its or writing. Then they try to apply those mentor texts, asking, “What’s working looking for places that are confusing or popped out or highlighted.“ marginal notes to add this or that to your strategies to their own writing.” already?” and “What do I still want to undeveloped. Writers then revise to make draft. This sort of work is not really ➢ Sample Introduction do to make this as strong as possible?” sure that the writing will reach all ➢ Common Text Features Chart revision, that’s just fixing up an almost readers.“ ➢ Student Sample perfect draft. To revise, you need to have ➢ Sample Notes for Revision ➢ Sample Chapter the courage to try a chapter over again, ➢ Sample Small Moment or to write the first or last half again.”

Session 15: Fact-Checking through Session 16: Punctuating with Paragraphs Bend 4: Session 18: Revising from Self Session 19: Crafting Speeches, Articles, Rapid Research Session 17: Plan Content-Area Writing, Assessments or Brochures Using Information Writing Learning Goal: Good writers keep a Drawing on Knowledge from across the Skills Learning Goal: Good writers research to close eye on the way they use Unit Learning Goal: Good writers need to make sure that all the facts in their paragraphs, they edit as they write. compare their plans for their drafts, Learning Goal: Good writers transfer the writing are correct. Learning Goal: Good writers transfer the reminding themselves of different skills they used to write their Learning Goal: good writers go back to Teaching Point: “Information writers skills they have learned in this unit to strategies to revise either the original plan informational books to other sorts of revise any incorrect facts. edit with a laser focus on one of the most plan and draft for a content-specific or the writing. informational writing quickly or on the important organizing structures: the informational text. run. Teaching Point: “When information paragraph. Writers look at the paragraph Teaching Point: “Nonfiction writers Learning Goal: Good Writers reimagine writers get close to the end of their as the most powerful punctuation there Teaching Point: “Writers move on to assess their own writing to see what the text they have already written as a projects, it’s important that they check is. Paragraphs separate not just words other subject areas, writers don’t just works and what doesn’t work. One way speech, a brochure, or an article. the major facts that they've included to into sentences, but also whole group of leave their writing skills at the door. they do this is by thinking, “Did I do what I make sure they are as accurate as sentences into topics.” Writers carry those skills with them set out to do?”. They reread to see Teaching Point: “Information writers use possible. They scan their own drafts for when they become scientists, whether the draft matches the plan for it- their skills at structuring and elaborating, facts that feel as if they might be shaky ➢ Sample Article anthropologists, and mathematicians. and if it doesn’t they decide whether the introducing and closing, to create all and then quickly look to another source ➢ Sample Chapter Specifically, writers make sure they use plan it does follow works or whether the sorts of information texts.” or two to confirm these facts are true. If ➢ Sample Published Piece what they know about planning well- piece needs to be rewritten.” they aren’t the writer revises those facts. organized information texts, whether ➢ Sample Speech they are writing a book in writing ➢ Sample Plan ➢ Sample Article workshop or writing an article or a ➢ Sample Conclusion ➢ Sample First Draft paper or a feature article in the social ➢ Sample Glossary studies classroom.” ➢ Sample Revised Introduction ➢ Sample Self Assessment ➢ Table of Contents Chart ➢ Sample Table of Contents

Session 20: Brining All You Know to Every Session 21: A Final Celebration: Using Administer ON DEMAND Post Pro Knowledge about Nonfiction Writing to Assessment Teach Younger Students Learning Goal: Good writers draw on all ➢ Sample on Demand Piece they know to finish up their projects. ➢ Sample on Demand Piece Learning Goal: Good writers teach each ➢ Sample on Demand Piece Teaching Point: “Writers draw on other about their topics, sharing with an ➢ Sample on Demand Piece everything they know to make their work audience all the knowledge and expertise the best it can be.” they have gained.

➢ Compare/Contrast Structure ➢ Sample Final Expert Piece Sample ➢ Sample Final Expert Piece ➢ Sample Draft ➢ Sample Final Expert Piece ➢ Sample Revised Draft ➢ Sample Final Expert Piece ➢ Sample Final Expert Piece