Grade 2 - Writing - All-About
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Unit Summary:
This ELA all-about unit is taught within writing workshop. Students will generate ideas for an all-about book by discussing the purpose of the book, collectingideas, and using conversation to craft and support their topic statement. Skills and content are taught as mini-lessons within the writing workshop structure.
Students take what they learn in each mini-lesson and try it in their own expository writing. The classroom teacher confers with students about their writing process.
 Collaboration & Communication |
Creativity & Innovation |
Critical Thinking & Problem Solving |
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Research & Information Fluency |
Social & Emotional Intelligence |
1. What will students know and be able to do?
Standards:
| W.2.2 - | Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. |
| W.2.5 - | With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. |
| W.2.6 - | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |
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2. How will we – and they – know?
Authentic Performance Task:
Common Benchmark Assessment:
Answer the following questions:
• How is non-fiction different from fiction?
• What are some features of non-fiction texts that help writers communicate information?
Student Self-Assessment and Reflection:
• How have I changed as a writer?
• What did I do well on this piece?
• What would I like to do better?
Students should score a 3 or 4 using the PCSD District Writing Rubric.
3. What learning activities will students participate in?
Learning Activities:
Suggested Sequence of Instructional Strategies/ Learning Experiences
Pre-Assessment
Answer the following questions: How is non-fiction the same as or different
from fiction? What are some of the features of non-fiction text?
• What is an all about book?
Study published “All About” books to learn about the features of nonfiction.
Make a class list of features that “All About” books have: Title, Table of Contents,
Heading/Chapters, and Diagrams.
• Trying on a topic: creating a table of contents (3 days)
Day 1
o Review list of All About features with class.
o Share topic ideas of those who have one.
o Model “trying on a topic” (whole group).
Day 2
o Practice/model trying on a topic using a student selected topic (whole group).
o Model creating table of contents.
o Students continue to select topic and begin drafting Table of Contents.
Day 3
o Continue working on table of contents; early finishers should begin drafting a
cover page.
o Teacher assessment/check of students’ table of contents before moving on.
• Note taking
Model planning strategies using graphic organizers such as webbing/mapping, 4
square, “Stop & Jot”.
• Texts that teach
Provide mentor texts specific to students’ topics to collect more information and
details.
Continue note-taking
Making labeled diagrams
Writing a “Parts of a thing” chapter or creating a labeled diagram.
Share an example of a diagram and model how to create one.
• Writing introductions and conclusions
Day 1
o Teach several phrases to help create effective introductions.
o Share samples of effective introductions.
Day 2
o Teach several phrases to help create effective conclusions.
o Share samples of effective conclusions.
• Putting it all together (2 days)
Model organizing your information: including all of the features, introduction,and conclusion.
• Peer revision: learning from each other’s writing
Model revision techniques using student sample.
Have students work with a partner to review.
• Revising: revisiting the features of an All About Book
Using the created list of features for an All About book, review students’ writing.
• Revising: fitting information into writing
Model how to determine what information is excess or in the incorrect place.
Allow students to reread and revise their text.
• Editing for final copy
Teach various strategies to spell words.
Peer edit for capitalization and punctuation.
• Publish: write the final copy
Students work on writing the final copy of their “All About” book to publish.
• Celebration: celebrating nonfiction writing
Resources/References
Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 7
Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 8
The Conferring Handbook by Lucy Calkins Pages 67-69
Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 11
Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 10
Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 12
Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 12
Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 13
Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 14
The Conferring Handbook by Lucy Calkins Pages 70-75
Units of Study for Primary Writing:Nonfiction Writing – Procedures and Reports by Lucy Calkins Session 15
Opportunities for Differentiation
Raise the challenge level by having students select a unique topic and incorporate more text
features like a glossary, bold text and/or captions.
• Provide greater scaffolding for struggling writers by using structured templates for organization, sequencing, format, etc.
• Provide a scribe for note-taking/publishing or allow for keyboarding.
Discipline Specific Considerations:
Vocabulary – Specialized and High Frequency
Writing Workshop – designated time to learn about and practice writing.
Drafting – a rough/preliminary copy.
Revising – revisiting a piece of writing and using strategies to make it better.
Peer Revision – learning from each others’ writings.
Editing – to make ready to publish by correcting conventions.
Publishing – to issue to public.
Topic – the subject of the book.
All About Book – a non-fiction book about a specific topic.
Nonfiction – factual text.
Text Features – features of the text (ie. subheadings, diagrams, glossary).
Title – the name of the book.
Sections/Chapters – the main divisions of a book.
Table of Contents – a list of chapter and the pages they start on.
Diagram – labeled picture.
Expository – non-fiction.
Glossary – definitions of key words.
Caption – words that describe pictures or diagrams.
Bold Text – key words in the text.
