Informational WritingAll About Books leading to a Featured Article
(3rd Grade – approx. a 4 week study)
Materials and Resources:
Nonfiction Craft Lessons: Teaching Information Writing K-8 by Portalupi and Fletcher
The week prior to this study immerse students to the nonfiction genre through Interactive Read Alouds, workstations activities, small group work, and Independent–level reading. Continue this immersion throughout the entire genre study.
Nonfiction big books
Weekly Reader, Time for Kids, Highlights, National Geographic
Days 1 and 2:
Day 4 - 8:
Show overhead of several pieces of children’s work from previous years or other classrooms. (If you don’t have any, save pieces your kids are doing this year for the next time you teach this. If you don’t have student samples, use additional published books to give more examples.) Make a few kids famous by sharing examples they have transferred into their own pieces from the day’s mini –lesson
Day 9:Do the first page of the book, the introductory page. Talk about the need to provide the reader with background information. Remind them what it takes to have a good beginning and a grabber lead. How do you get the audiences attention? Be sure students tell what their book is going to be about in this introductory page.
Share some good introduction pages and do your own for your book. They do that page.
They can add any other pages they want. They may want to have a glossary or table of contents or an author’s page. They may want to add more information pages.
When they are finished writing, pages should be assembled and numbered before making a table of contents page. Model that for students. This is a time that the students can do things they have seen other authors do.
Day 11 - 12:
Revisit the list you developed at the beginning of the nonfiction study and have the students do the same from their notebooks. Possibly adding to their lists. Have students circle three things that they would be interested in developing into a featured article. Sharing on this day might be a “whip” share with students telling their possible topics. Have students begin narrow in one and determine possible focuses of their piece inside their notebooks.
Day 15 - 16:
Day 17 & 18:Work on lead page and conclusion page the same way. Make a sheet for each one. Show sample text and discuss how the lead should grab the attention of the reader. It should also tell what the article is going to be about.
Do the same with the conclusion. Show them some endings and model one for them. Write an ending that brings closure to the article. The ending should finalize what they have been saying in the article.
Select a day to celebrate their work – invite parents, principal, other staff members:
Prior to the celebration have students select from their featured article or their All About Book to share during the celebration.
You can have the students do a celebration by reading other papers in their class. Put the papers on their desks. Beside each paper put a “review sheet”. Their name should be on the top. Show them how the review sheet works. Talk about appropriate things to write. Discuss with students that they will have to read fast in order to have an adequate amount of time to construct and write their review. They will then move to the chair beside them and review that article or All About Book. They will read it and write a review. After a pre-set amount of time, they will then move to the next desk. The review can be added to the article when finished.
Make sure it is clear that writing featured articles or All About Books is something that they can continue to do in workshop. They may have other topics they would like to explore and write about. They now have the tools to do that.
*** Each day remember to take time to SHARE!