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Informative/Explanatory Teaching Guide – Grade 4 SVUSD Language Arts Committee Meeting - May 8, 2012

Informative/Explanatory

" Teach non-fiction genre techniques noting information, vocabulary, charts, maps, etc.

" Seek non-fiction materials in Treasures including the Read Aloud Anthology such as The Gift from France (about the Statue of Liberty), Leveled Readers, paired selections, and other non-Treasures materials

" Must read from Unit 5 A Walk in the Desert, National Parks, At Home in the Coral Reef

Related Literature to Consider

" TBD

Sample Topics to Introduce Informative/Explanatory Writing " Anything from Science and Social Studies textbooks and Wonders books

Teacher’s Resource Book (green)

" Anchor Papers, pages 195 – 198

Pre-writing Suggestions " Thinking Maps

• Bubble Maps • Tree Map

" Outline

Lesson Plan Suggestions: Treasures " Teacher Resource Book, p. 206 – 207 " TE, Unit 6, p. 741G - Expository Research Report " Textbook - Life and Times of the Ant

Snakes My Brother Martin Cesar Chavez

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Sonoma Valley Unified School District 10.18.12

4th Grade Writing Prompt – Informative/Explanatory Write a multiple paragraph paper about one of the three articles from Treasures listed below. Clearly state the topic and para-phrase what you have learned. Be sure to include facts, details and information from the selection.

"A Walk in the Desert" by Rebecca L. Johnson, p. 547 "National Parks" from Time for Kids, p. 598 "At Home in the Coral Reef" by Katy Muzik, p. 615

PLAN EDIT

Before you write: __ Read the prompt carefully so you understand what is being asked. __ Consider the topic, task and audience. __ Think about what you want to write. __ Use your notes and/or a Thinking Map to organize your thoughts.

After you write: __ Did you support your ideas with specific details? __ Check for capitalization, spelling, sentence structure and punctuation.

WRITE PUBLISH

As you write: __ Maintain a clear and consistent focus. __ Include specific details, facts, quotations or other information that relates to your topic. __ Use different types of sentences. __ Use vocabulary that is specific, lively and accurate. __ Organize your writing by including an introduction, body and conclusion. __ Use transition words.

Before you turn in: __ Did you use your best handwriting? __ Reread your final draft. __ Is your text three or more paragraphs?

___________________________________________________________ Students: PLEASE DO NOT WRITE IN THIS SECTION!

Student: ________________________________ Teacher: _________________________

Reader Content Style Mechanics Scorer Total 1 2

Totals:

Grade 4 Writing Rubric – Informative/Expository

Sonoma Valley Unified School District 8.8.12

PILOTCONTENT STYLE MECHANICS

4 ! clearly states a main idea that relates to topic or text including title and author if appropriate

! organization is clear! develops and clearly supports a topic using relevant details,

facts, explanations, definitions, quotations or other information or related examples

! provides a well-worded conclusion that relates to the topic or text

! uses precise and paraphrased language and domain-specific vocabulary to inform about or explain the topic! links ideas using words and phrases such as another, for

example, also, because! uses accurate and descriptive language that encourages

readers’ interest and shows writer’s enthusiasm! uses a variety of compound and complex sentences

! is free or almost free of errors in capitalization, spelling, punctuation! demonstrates command of the

conventions of standard English grammar including correct verb tenses! is easy to read and is written

legibly using complete sentences

3 ! states a main idea that relates to topic or text including title and author if appropriate

! organization is mostly clear! develops a topic with details, facts, explanations, definitions,

quotations or other information or related examples ! provides a conclusion that relates to the topic or text

! uses paraphrased language and vocabulary to explain the topic! links some ideas using words and phrases such as another,

for example, also, because! uses some accurate and descriptive language that

encourages readers’ interest and shows writer’s enthusiasm! uses some variety in sentence structures

! has minor errors in capitalization, spelling and punctuation that do not confuse the reader! demonstrates mostly correct use

of standard English grammar with few verb errors! is mostly easy to read and written

legibly using complete sentences

2 ! attempts to state a main idea; details may be unclear or missing! organization is attempted but unclear; gives little related

information! attempts to develop a topic but provides little support with

facts, details, quotations or other information and examples related to the topic

! provides a weak or unrelated conclusion

! some information is copied rather than paraphrased to explain the topic

! exhibits little linking of ideas using words and phrases such as another, for example, also, because! uses little or inaccurate descriptive language to encourage

readers’ interest; shows little writer’s enthusiasm! lacks variety in sentence structure; sentences may be hard

to follow

! has frequent errors in capitalization, spelling and punctuation that con- fuse the reader ! has many subject and verb errors! is readable but handwriting is

distracting; may include run-on sentences

1 ! lacks a main idea; shares little information! little or no logical organization! includes few or no facts! lacks a conclusion

! includes disjointed ideas and copied information! lacks ideas; does not reference information from the topic or

text! lacks details; may include inaccurate or confusing language! lacks sentence structure; sentences may be

incomprehensible

! has many serious errors in cap- italization, spelling and punctuation! has many grammatical errors! is difficult to read because of poor

or illegible handwriting; may include sentence fragments

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195Anchor Papers Unit 6 • Research Report 195

Anchor PapersResearch Report Score: 1 Point

Hummingbirdsby Tracy W.

The bee hummingbird weights less than a penny. The smallest bird in the world. Not all hummingbirds are that small. They are intresting. A hummingbird can move its wings faster than the eye. The wings make a humming noyse. It got its name. I think it’s a good name. The hummingbird can hover in midair. The hummingbird can fly straight up. Straight down. Backwards. It is the only bird in the world that can. Flying takes lots of energy. They feed on nectar. They get it in flowers. They drink sugar water from hummingbird fieders. The bird dosent need to perch on a plant or feeder as it eats. Hummingbirds are amazing!

Ideas and Content / Genre The writer does not summarize information about the topic, and writes opinions rather than facts.

Organization and Focus The report lacks a clear beginning, the details are disorganized, and the report ends abruptly with no conclusion.

Voice The writer shows little knowledge or involvement with the topic, and does not con-vey a personal voice or style.

Word Choice The writer rarely uses exact language, and does not include transition words. Some words are so vague that the meaning is unclear.

Sentence Structure / Fluency The writer constructs incomplete, rambling sentences. Unnecessary words clutter the text, making it difficult to read.

Conventions Errors in spelling, capitaliza-tion, punctuation, and usage interfere with readability and comprehension.

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196 Anchor PapersUnit 6 • Research Report

Anchor PapersResearch Report Score: 2 Points

Ideas and Content / Genre The writer attempts to convey information about a topic but includes too little support.

Organization and Focus The introduction lacks a main idea, but paragraphs are mostly on topic. The writer attempts to draw a conclusion.

Voice The writer demonstrates familiarity with the topic but is not fully involved. The writing does not reflect a unique perspective.

Word Choice The writer occasionally uses specific vocabulary, but relies mostly on pas-sive and mundane language. The use of transition words is lacking.

Sentence Structure / Fluency The sen-tences are limited in length and pattern. Unnecessary words make some sentences sound awkward.

Conventions The writer makes enough noticeable errors to interfere with a smooth reading of the report.

Pluto, No Longer a Planetby Martin M.

For a long time, people thought there were nine planets. Then a group of scientist decided that Pluto is just a dwarf planet. Scientists say dwarfs are made up of different materials of true planets. It is rock and ice like the Moon. Not a gas or earth-type planet. Thats how they clasify the other true planets. Second, is the small size of Pluto. There are moons bigger than Pluto. A planet has to be a certain size. That helped them decide Pluto is not a planet. Where Pluto is found, it is the furthest in our Solar System. It is in the Kuiper Belt named after Gerard Kuiper. Knowing these facts about Pluto can help people see why Pluto is not a true planet. One day science will discover more planets.

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197Anchor Papers Unit 6 • Research Report 197

Anchor PapersResearch Report Score: 3 Points

Ideas and Content / Genre The writer intro-duces a main idea and supports it with details from a variety of sources.

Organization and Focus The writer intro-duces the topic, supports the main idea in each paragraph, and draws a conclusion.

Voice The writer shows involvement in and knowledge of the topic, and attempts to convey a personal tone.

Word Choice The writer includes some specific vocabulary related to the topic and achieves connections through transition words.

Sentence Structure / Fluency The writer crafts careful, easy-to-read sentences with a variety of lengths.

Conventions Small errors in spelling, capital-ization, punctuation, and usage do not inter-fere with reading.

Why the Dinosaurs Disappearedby Leigh N.

Billions of years ago, dinosaurs roamed the earth. They were the mightiest creatures on our planet. So what happened to the dinosaurs? There are different ideas about why dinosaurs disappeared. Some experts believe that a huge comet or meteor hit Earth about 65 million years ago. This would stir up a huge amount of dust. The dust could make the land very cold. This change in climate could have killed off the main animals, the dinosaurs. Another thing that could have changed the climate was the erupshon of volcanoes, this happened at around the same time. This would have put a lot of poisonus matter into the air. It could have killed off many life forms. Others say that extinction, that means life forms dying out, is always happening. After all, other life forms died out the same time the dinosaurs disappeared. Certain changes in the envirment made it hard for some animals to survive. Dinosaurs are cold-blooded animals. It might be that the animals that did survived were warm-blooded, this helped them to adapt to the changes on earth. Finally, some scientists believe that it was germs that killed the dinosaurs. If their systems couldn’t fight off the germs. It would have killed them off. Scientists do not agree on this subject. With so many different views, we will hear about the mystery of the dinosaurs for many years.

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198 Anchor PapersUnit 6 • Research Report

Anchor PapersResearch Report Score: 4 Points

Ideas and Content / Genre The writer con-veys a main idea supported by well-researched information with many details.

Organization and Focus An inviting intro-duction and careful transitions move the reader along. The writer draws a new and thoughtful conclusion.

Voice The writer shows originality in thought and a thorough knowledge of the topic. The personal tone encourages interest.

Word Choice The writer carefully chooses accurate and precise language to convey information, and transition words are used effectively.

Sentence Structure / Fluency The writer crafts fluid simple and complex sentences that facilitate understanding.

Conventions The writer is skilled in most writing conventions. There are few spelling, grammar, or mechanical errors.

Batsby Emmy K.

The bat, which lives on all continents except Antarctica, is one of the world’s most amazing animals. It is also among the most misunderstood. Bats fly, but they are not birds. Bats are mammals. In fact, bats are the only mammals that really fly. Like other mammals, bats have hair. Unlike birds, which hatch from eggs, bats are born alive. They feed on milk from their mothers. In spite of all the saying “blind as a bat,” bats aren’t blind at all. Most see very well, even though they depend on their ears more than their eyes. Bats make high-pitched noises that humans can’t hear. When these sounds hit something, an echo bounces back. Bats use echoes to help them find food and avoid flying into objects. Many people worry that bats are harmful because they carry rabies. But bats are no more likely to get rabies than any other mammal. Actually, bats are quite helpful. One way bats help is by eating insects that can cause disease or that harm farm crops. Some bats eat half their weight in mosquitoes in a single night! A final contribution comes from bat waste. People in many parts of the world use it as fertilizer. Learning more about these flying mammals will help humans appreciate these interesting and important animals.

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206 Theme Project Checklists

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207Theme Project Checklists

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