The final chapter offers ideas on how best to celebrate this writing and extend this learning across the curriculum. . We have written many opinion papers and persuasive papers where the students have been asked to use their opinion and support their opinion with facts. In the previous lesson, we learned about the differences between fact and opinion and practiced identifying both fact and opinion in text. I will try to make it clear that it's okay to form an opinion after reading.
However, when writing an informative piece, we simply need to keep that opinion out of the writing. We are now in the 4th quarter of school and the students are much quicker than they were at the first of the year. It also gives the students a tool for organizing their thoughts. I call this mini conferencing. A Quick Guide to Teaching Informational Writing, Grade 2 is part of the Workshop Help Desk series. The reason I chose this article, is because I know the article will cause the reader to form an opinion about whether or not milk should be taken from the school lunch menu.
We will read the article together as a class. In this lesson, we will read a text that is likely to invoke an opinion from the students. I have included a video in the resources on how to have the students make a four square graphic organizer from a blank piece of paper. Addressing the heightened emphasis on reading and writing informational texts in the Common Core State Standards and on state tests, this unit of study guides you through the entire writing process. After considering how to plan and prepare an informational writing unit that builds on young writers? If you have not heard of it, I would highly encourage you to check it out. About the Workshop Help Desk series The Workshop Help Desk series is designed for teachers who believe in workshop teaching and who have already rolled up their sleeves enough to have encountered the predictable challenges.
The students get very good at knowing the format and being able to fill in the four square graphic organizer by the end of the year. The reason we have focused so closely on this method, is that it works well with multiple types of writing. When we finish reading the article, I will ask the students how many of them have an opinion about whether or not milk should be taken from our school lunch menu. I have noticed while reading summaries and informative essays written by the students, that many students have a hard time separating opinion from the written information in the text. Have the students fill out the graphic organizer the first day and then write the essay the second day. I love to conference with the students on their writing but don't always have time. Their studies have found that milk may not be the best source of calcium.
I will allow the students the remainder of the time to complete their essays. However, when the students are asked to write a summary of the text or an informational piece, they often include their own opinion statements where only information gathered from the text should be present. I will then allow them to make changes to their essays before they turn them in. We are preparing for the end of level writing test which will require the students to type an essay onto the computer. Marika Paez Wiesen offers a framework that will help you harness this energy and implement an informational writing unit of study that thoughtfully addresses the wide range of learners typically found in a second grade classroom. If you are teaching this lesson at the beginning of the year or your students do not have much experience with the four square method, I would recommend splitting this lesson into two parts.
Ensuing chapters explore ways to elaborate on and revise these chapters with an eye towards addressing conventions and using features common to nonfiction texts. As we read, I will ask the students to highlight information that would be important to include in an informative essay. This method allows me to quickly meet with each student as the finish. After the students have finished, we will take the essays into the computer lab and type them up. As the students complete their essays, I will read through them quickly, giving each student complements on the things they did well as well as ways they could improve it if they choose to.
To begin this lesson, we will review fact vs. We will then write an informative essay while trying to keep our opinions separate from the information we are reporting. I will review the scoring rubric with the students before they begin writing so they are aware of what it is I am looking for when I grade their essays. Once the students have completed their four square graphic organizers, they will turn the notes into a five paragraph informative essay. .
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