Daily Do Now (p. 194) Student Writing Model

Academic Writing ANALYZING TEXT ELEMENTS

MARK & DISCUSS ELEMENTS Mark the informative text elements and discuss them with your partner.

1. Put brackets around the thesis statement. The thesis statement is .

2. Draw a box around three transition words or phrases. One transition (word/phrase) is . Another transition (word/phrase) is .

3. Underline three important details. One important detail is .

4. Label three pieces of evidence that develop the topic with the letter E. One piece of evidence that develops the topic is .

5. Star four precise topic words and check four high-utility academic words. An example of a (precise topic word/high-utility academic word) is .

Academic Writing TypeAn informative text examines a topic and conveys ideas and information without including personal opinions.

A. The introduction identifies the topic and contains a thesis statement that tells what the writer will explain.

B. Important details develop the topic with text evidence. Evidence can include facts, statistics, examples, and quotations.

C. The conclusion follows from the information presented and explains the topic’s importance.

D. Transition words or phrases connect ideas and show relationships.

Student Writing Model

ANALYZE TEXT STRUCTURERead this student model to analyze the elements of an informative essay.

A

C

Recent studies on adolescent interaction indicate that the technology

of texting is profoundly changing the way teens communicate. B ecause cell

phones are common among teens, researchers have noticed specific practices

that texters rely on to communicate quickly and to develop ties with others.

One clear result of texting is the growing use of improper grammar.

Due to texting’s rapid-fire nature, teens often omit punctuation (Fisher 56).

In cont rast to other f orms of communication, texting is less formal.

Another consequence of texting is that many teens use it to donate to

charities . Accord ing to Ni eman Journalis m Lab, about one in five people ages

18–29 use text donations (49). Perhaps the most significant outcome is that

texting allows people to write more li ke they speak. For example, texters do

not have to consider capitalization or punctuation (Fisher 56).

These findings sugge st that t exting is altering communication in ways

that are dramatic and so metimes alarming.

B1

B2

LESSON

ANALYZE TEXT STRUCTUREIntroduce the Academic Writing Type• Routine 11: Student Writing Model (p. T88) Have

students discuss the types of informative texts they write in different classes: In class, we write informative texts to . (e.g., In science class, we write informative texts to explain the results of lab experiments.)

• Echo-read the academic writing type description and guide students to underline key phrases.

Read the Student Writing Model• Tell students that you will analyze an informative text

to understand the elements.

• Display and read aloud the student model using Oral Cloze and Partner Cloze.

EXPANDING (p. 110H)

MARK & DISCUSS ELEMENTSTeach and Discuss Elements of an Informative Text• As you introduce each element and marking task,

assign the relevant frame and facilitate discussion. Model the process with the first task and frame by reading a model response. Have partners (A/B) take turns listening and responding.

• Ask partners (A/B) to stand and report a response with each frame. Direct students to listen attentively and mark any missed elements.

• Reread the thesis statement and guide students to put brackets around it.

• Explain that transitions like Because create cohesion. Have students draw a box around Because and at least two more transition words or phrases.

• Remind students that an informative text reports the most important details about a topic. Have students underline three important details.

• Have students mark three pieces of evidence with the letter E. The fact that teens often omit punctuation is evidence that develops the idea that texting leads to improper grammar, so put a capital letter E before teens often omit.

• Point out that the writer did not copy sentences, but included precise words from the text. Have students star interaction and three more precise topic words.

• Note that the student included high-utility academic words, such as communicate. Have students check communicate and three more high-utility academic words.

BRIDGING (p. 110H)

EXPANDING (p. 110H)

(counseling) Emilia went to after she was caught .

Daily Do Now (p. 194)

Recent studies on adolescent interaction indicate that the technology


not have to consider capitalization or punctuation (Fisher 56).




texting allows people to write more li ke they speak. For example, texters do



phones are common among teens, researchers have noticed specific practices




EDue to texting’s rapid-fire nature, teens often omit punctuation (Fisher 56). EDue to texting’s rapid-fire nature, teens often omit punctuation (Fisher 56).

Echarities . Accord ing to Ni eman Journalis m Lab, about one in five people ages Echarities . Accord ing to Ni eman Journalis m Lab, about one in five people ages

E


130 Issue 5

E3DIA_TEPE_I05_130-135_WR.indd 130 2/11/16 3:29 PM

FRONTLOADING LANGUAGEInformative Text

Language for Quantity & Frequency

USE PRECISE LANGUAGERewrite each pair of simple sentences as a complex sentence, using the reason, quantity, and frequency words in parentheses.

Simple Sentences: Nancy Lublin established the Crisis Text Line. Teens began texting about their problems.

Complex Sentence: Nancy Lublin established the Crisis Text Line because some teens began occasionally texting about their problems.

1. Teens use informal language in texts. Parents worry about teens’ writing skills. (due to, nearly all, frequently)

2. Texting mimics the way people speak. We use proper grammar in texts. (since, most, rarely)

3. Teens have strong informal writing abilities. Teens use textisms. (as a result of, many, regularly)

4. Teens prefer texting. Texting is more direct. (because, some, always)

Reason (Why?)

Quantity (How many?)

Frequency (How often?)

Examples

because

since

due to

as a result of

none

few

some

several

many

most

nearly all

every

never

rarely

occasionally

regularly

frequently

usually

constantly

always

Most teens send texts rather than call, since they can frequently text while doing something else.

As a result of the popularity of texting, many charities now regularly raise money through text donations.

Teens constantly use “textisms” because they allow some teens to express themselves quickly and accurately.

Teach the Language Skill• Explain that certain words describe quantity and

frequency. Adjectives, such as some or several, answer the question “How many?” Adverbs, such as never or regularly, answer the question “How often?” These precise words can help you be more specific as you write informative texts.

• Point out that the quantity words are arranged in order from less to more. Explain that the frequency words are arranged from less frequent to more frequent. Be careful when using words at the extremes, such as none, every, never, and always. Make sure there aren’t any exceptions that would make your writing inaccurate.

• Direct students’ attention to the examples. Notice that the quantity words describe people or things. Notice that many of the frequency words end in –ly and describe actions. These adverbs can also describe adjectives or other adverbs.

Practice Writing Complex Sentences• Read aloud the sample simple sentences and

complex sentence. Explain that a complex sentence includes an independent clause that could stand on its own as a simple sentence as well as one or more dependent clauses. A dependent clause cannot stand on its own as a sentence and often begins with a word such as because, since, or that. Point out the bolded words that indicate reason, quantity, and frequency in the example complex sentence.

• Read aloud item 1. Model how to use the precise words in parentheses to combine the simple sentences into a complex sentence. The reason word is usually going to be at the beginning of a dependent clause. I’m going to make the information in the first sentence my dependent clause using due to. I need to follow the preposition to with a noun phrase, so I can write the informal language. Direct students to record your model complex sentence.

• Read aloud item 2. Direct partners to collaborate to write a complex sentence.

• Direct partners (A/B) to report out to the class: We wrote the complex sentence .

• Repeat with items 3 and 4.

• Use Complex Sentences (HMH Teacher Central) for additional practice.

BRIDGING (p. 110H)

USE PRECISE LANGUAGE

(crisis) My sister acted like was a major , but she recovered quickly.


Due to the informal language that teens frequently use in texts, nearly all parents worry about

teens’ writing skills.

Many teens have strong informal writing abilities as a result of regularly using textisms.

Since texting mimics the way most people speak, we rarely use proper grammar

in texts.

Some teens always prefer texting because it is a more direct form of communication.

Texting 131


Academic Writing FRONTLOADING CONVENTIONS

Using Homophones CorrectlyCommonly Used Homophones

to/too/two

to: in the direction of

too: also; very

two: the number between 1 and 3

there/their/they’re

there: at or in a place

their: belonging to the m

they’re: contraction for they are

who’s/whose

who’s: contraction for who is

whose: belonging to whom

it’s/its

it’s: contraction for it is

its: belonging to it

Recent studies on adolescent technology use indicate that 96% of young

adults own a cell phone, and their using them to communicate in a variety of ways.

Researchers have found that teens are using cell phones too text, play games,

post updates to there social networks, and keep up with whose doing what in the

world. They also use cell phones for making calls, but not nearly as much as they

do for texting.

One clear impact of smartphone use is that its reducing the amount of

time that teens once had for self-contemplation. Perhaps young adults think

two much time for reflection is negative because studies have shown that

teens would prefer Internet access to having a car.

These findings lead researchers to observe that their is a sense of

freedom for teens who’s primary form of communication is a phone.

IDENTIFY HOMOPHONESCircle the homophone errors. Write the correct word above.

WRITE HOMOPHONESChoose the correct homophones to complete each sentence.

1. Many teens feel anxious if (there/their/they’re) away from

(there/ their/they’re) smartphones for too long.

2. Teens (who’s/whose) writing skills are strong are likely to code

switch easily between formal and informal writing.

3. Some worry that (to/too/two) much texting is distracting.

4. Crisis Text Line plans to share (it’s/its) data with the public.

5. A teen (who’s/whose) in distress can text privately.

LESSON

IDENTIFY HOMOPHONESTeach the Conventions Skill• Explain that homophones are

words that sound the same but have different spellings and meanings. Display and discuss the examples knows and nose. Writers need to make sure they use the correct homophones so that readers can follow their ideas easily.

• Read aloud the examples from the chart. Use each homophone in a sentence.

Practice Analyzing a Model• Read aloud the model informative text using

Oral Cloze.

• Point out that the author of the passage made several homophone errors. Tell students that they will need to circle the errors and write the correct homophone above. In the first sentence I see that the writer used their but it doesn’t show ownership. The writer means “they are using them,” so write t-h-e-y-apostrophe-r-e above their.

• Ask partners to switch off reading the passage sentence by sentence, circling and correcting any homophone errors.

• Preselect students to identify particular errors.

• For additional practice, have partners review their arguments from Issue 4. Ask them to read each other’s writing and identify any homophone errors.

BRIDGING (p. 110H)

EXPANDING (p. 110H)

WRITE HOMOPHONESApply Skill to Academic Writing• Read aloud sentence 1. I could say “Many teens

feel anxious if they are away from their phones,” so let’s write the contraction they’re in the first blank. The smartphones belong to the teens, so let’s write the possessive their in the second blank.

• Direct partners to refer to the chart to help them complete each sentence with the correct homophones.

• Briefly have students report out to the class: We selected the homophone spelled .

(informal) conversations don’t make me nervous, but I get flustered when .


adults own a cell phone, and their using them to communicate in a variety of ways.

Researchers have found that teens are using cell phones too text, play games,


two much time for reflection is negative because studies have shown that

they’reRecent studies on adolescent technology use indicate that 96% of young

they’reRecent studies on adolescent technology use indicate that 96% of young

they’rethey’re

who’sResearchers have found that teens are using cell phones too text, play games,




toadults own a cell phone, and their using them to communicate in a variety of ways.

toadults own a cell phone, and their using them to communicate in a variety of ways.

theirResearchers have found that teens are using cell phones too text, play games,

theirResearchers have found that teens are using cell phones too text, play games,

One clear impact of smartphone use is that its reducing the amount of it’s

tootime that teens once had for self-contemplation. Perhaps young adults think tootime that teens once had for self-contemplation. Perhaps young adults think

These findings lead researchers to observe that their is a sense of there

freedom for teens who’s primary form of communication is a phone.whose

These findings lead researchers to observe that their is a sense of whose

These findings lead researchers to observe that their is a sense of


they’re

their

whose

too

its

who’s

132 Issue 5


PLANNING TO WRITEInformative Text

Transitions to Clarify Relationships Examples

Cause/Effect

On e (impact/consequence) of is .

An other (effect/result) of is .

Because , .

Due to , .

Compare/Contrast

Similarly, .

However, .

In contrast to , .

Unlike , .

One impact of changing technology is that more teens text every day than talk on their phones every day.

Due to new forms of communication, local 911 services are changing the ways people can report emergencies.

Similarly, the use of “LOL” to show empathy rather than mean someone is actually laughing shows that texting is creating a new language.

In contrast to the long history of spoken language, using writing to communicate is a much more recent development.

Organize an Informative Text

IDENTIFY TRANSITIONSReview the transitions that writers use to clarify relationships. Then complete each sentence below with an appropriate transition.

1. so many teens texted about problems, Lublin

started the Crisis Text Line.

2. that teens can contact the hotline 24/7.

3. teens most want someone to listen to them.

PLAN KEY IDEAS & DETAILSWrite a thesis statement that tells what you will explain about the topic.

Recent studies on adolescent interaction that technology

is changing the ways teens communicate.

List three important details to develop the topic with text evidence.

1.

2.

3.

(citation verb: suggest, indicate, demonstrate)

(adverb: dramatically, profoundly, significantly)

Prompt How is texting affecting the way we communicate? Write an informative text that provides important details to develop the topic.

Teach the Language Skill• Explain that transitions help the reader follow

an informative text. Use transitions to clarify relationships between ideas. Some transitions show cause-and-effect relationships, and some transitions help you compare or contrast ideas.

• Direct students’ attention to the commas after some transition phrases in the chart. Use a comma after a transition if a sentence can otherwise stand on its own without the phrase.

Practice Choosing Transitions• Read aloud the first sentence and model how to use

the chart to choose a transition. This sentence is structured using cause and effect. I need a cause and effect transition, so I’ll use Because.

• Reread the sentence aloud. Have students copy the transition and read the sentences chorally.

• Ask partners to collaborate to complete the remaining two sentences.

• Direct partners (A/B) to report out to the class: We selected the transition .

IDENTIFY TRANSITIONS

Guide Note-Taking• Routine 12: Planning to Write

(p. T90) Model how to write a thesis statement. Have students choose a citation verb and an adverb to complete the thesis statement. Then read it aloud chorally.

• Guide students to review the Data File, texts, and multimedia to identify and paraphrase important text details. Use a gradual-release model: I do (the first one), We do (the next one), You do (the final one).

• Detail 1: Reread the section “Building Bonds” from Text 1 using Oral Cloze. One important detail is that “textisms” make teens’ writing more informal. Display the detail and have students record it in the outline, including a citation with the author’s last name and the page number.

• Detail 2: Direct partners to choose a section of a text and reread it using Partner Cloze. Have them discuss important information and agree on a detail to record. Remind students to also reference their Text Notes (pp. 117, 119, 121, 125, 129).

• Detail 3: Have students review texts independently, reference Text Notes, and determine an important detail. Direct partners to compare details: I decided that one important detail is . Then have students record a detail.

BRIDGING (p. 110H)

EXPANDING (p. 110H)

PLAN KEY IDEAS & DETAILS

(convenience) One of the main of texting is that you can .


Because

suggest

drastically

Another effect of texting is

Because texting is such a rapid form of communication, teens use “textisms” that make their writing

more informal (Smith 52–53).

Teens in trouble can now text crisis hotlines to help them deal with their problems (Kaufman 58).

When teens text, they can also complete other activities at the same time (Smith 51).

However,

Texting 133


Academic Writing WRITING A DRAFT

WRITE A RESEARCH PAPERUse the frame to write an introduction, important details, and conclusion.

A

B1

C

Prompt How is texting affecting the way we communicate? Write an informative text that provides important details to develop the topic.

Write an Informative Text

B2

Recent studies on adolescent interaction that

technology is changing the way teens communicate.

Because cell phones are among teens, researchers

have noticed practices that teens rely on to

communicate with others.

One clear of texting is the growing use

of

the rapid-fire nature of texting, teens

often

when they text

other forms of communication, this practice may

make texting seem (more/less)

An other consequence of

texting instead of face-to-face communication is that

many teens

According to

this results in

Perhaps the most practice researchers

have observed is that texting has become a way for young people

to

For example, young people can

These findings that texting is

communication in ways that are

and

(citation verb: suggest, indicate, demonstrate)

(adverb: drastically, profoundly, significantly)

(adjective: common, widespread, prevalent)

(adjective: specific, particular, predictable)

(adverb: quickly, competently, effectively)

(noun: result, consequence, impact, outcome)

(noun phrase)

(transition to clarify relationships)

(present-tense verb: leave out words, omit punctuation, use shortcuts)

(citation)

(transition to clarify relationships)

(adjective: casual, scholarly, formal)

(adjective: positive, negative, remarkable, surprising)

(adjective: consistent, chronic, daily, obsessive)

(present-tense verb: interact, donate, express, seek)

(title of text or name of source)

(evidence from text)

(adjective: significant, impressive, dramatic)

(base verb: donate, write, speak, reach out, seek)

(evidence from text)

(citation verb: prove, demonstrate, indicate)

(verb + –ing: changing, affecting, altering)

(adjective: impressive, dramatic, significant, widespread) (adjective: beneficial, alarming, serious, worrisome)

LESSON

WRITE A RESEARCH PAPERIntroduce the Writing Assignment• Routine 13: Writing a Draft (p. T92) Read the

writing prompt aloud to clarify the assignment.

• Display the writing frame and point out key features.

• Explain the purpose of the small text in parentheses. Notice the text in parentheses. This text describes the parts of the informative text.

Write the Introduction• Read aloud the frame for the introduction.

• Model how to use the notes (p. 133) to transfer the thesis statement to Section A of the writing frame.

• Guide students to complete the cause-and-effect sentence that follows the thesis statement.

Write Detail Sentences• Remind students that detail sentences provide

important details to develop the topic.

• Model how to complete the first and second detail sentences. Then guide students to complete all detail sentences. Explain that the detail sentences should appear in an order that makes sense. You might want to start with the most important or interesting idea or you could save it for last.

• Guide students to add citations to their research papers by adding the author’s last name and the page number in parentheses.

Construct a Conclusion• Guide students to complete the conclusion that

restates the thesis statement. In an informative text, the conclusion often restates the thesis statement. It reminds readers of the information presented in the text and the importance of the topic.

Read the Informative Text• Read aloud the sample draft of an informative text

and model how to replace everyday words using the precise synonyms from the word banks (pp. 117, 119, 121, 125, 129). We can use the precise words we identified to make our informative texts stronger.

Write a Draft• Provide time for students to write their own

informative texts in response to the prompt on a computer or separate sheet of paper.

• Direct students to use the Multimedia Research Planner (HMH Teacher Central) to research graphics or multimedia that support their informative texts.

• Direct partners (A/B) to take turns read ing their informative texts. Then guide them to identify everyday words and replace them with precise words.

BRIDGING (p. 110H)

EXPANDING (p. 110H)

(connect) Some people use social media to with people .


suggest

drastically

prevalent

particular

expressively

informal writing in daily life.

include “textisms”

(Sm ith 52–53).

Unlike

less scholarly.

reach out to a counselor when they are having a crisis.

take advantage of services like Crisis Text Line to receive

demonstrate

altering

significant serious.

controversial

consistent

interact with friends while enjoying other distractions.

impressive

the magazine article “luv 2 txt,”

teens like Jenny Kreps being able to communicate more often because texting

impact

doesn’t require “undivided attention” (Smith 51).

confidential help and find local support groups (Kaufman 57–58).

As a result of

134 Issue 5


ASSESSING & REVISINGInformative Text

CHECK & EDITUse this checklist to proofread and edit your informative text.

□ Did you capitalize text titles and proper nouns?

□ Did you format citations correctly?

□ Did you use homophones correctly?

□ Is each sentence complete?

□ Are all words spelled correctly?

Rate Your Informative Text

REFLECT & REVISERecord specific priorities and suggestions to help you and your partner revise.

(Partner) Positive Feedback: You did an effective job of (using/including/explaining)

(Partner) Suggestion: Your informative text will be stronger if you (include/improve/

explain)

(Self) Priority 1: I will revise my informative text so that it (includes/develops/explains)

(Self) Priority 2: I also need to (add/revise/check)

ASSESS YOUR DRAFTMark the elements in your informative text.

1. Put brackets around the thesis statement.

2. Draw a box around three transition words or phrases.

3. Underline three important details.

4. Label three pieces of evidence that develop the topic with the letter E.

5. Star four precise topic words and check four high-utility academic words.

Rate your informative text. Then have a partner rate it.

1. Does the introduction contain a thesis statement that tells what you will explain about the topic?

Self ① ② ③ ④

Partner ① ② ③ ④

2. Do the important details develop the topic with text evidence, including facts, statistics, examples, or quotations?

Self ① ② ③ ④


3. Did you use transitions to show relationships and connect ideas?Self ① ② ③ ④


4. Did you include precise topic words and high-utility academic words?Self ① ② ③ ④


5. Does the conclusion sum up and restate the thesis about the topic?Self ① ② ③ ④


Scoring Guide① Insufficient② Developing③ Sufficient④ Exemplary

LESSON

Self- and Peer AssessInformative Texts• Routine 14: Peer Feedback (p. T94) If students

wrote their paragraphs electronically, have them print their drafts. Review elements of an informative text and have students mark them in their drafts.

• Review the Scoring Guide criteria and what constitutes a score of 1–4.

• Distribute the Student Writing Sample: Informative Text (HMH Teacher Central) and read it using Oral Cloze. Guide students in using the Scoring Guide to rate each element.

• Have students silently read their informative texts and circle ratings to self-assess.

• Direct partners to exchange books, read their partners’ paragraphs, and circle ratings in their partners’ books.

BRIDGING (p. 110H)

EXPANDING (p. 110H)

ASSESS YOUR DRAFT

Discuss Feedback• Remind partners to give positive feedback before

making a suggestion for revision.

• Model how to give feedback. You might say, “You did an effective job of telling what you are going to explain in your thesis statement. Your informative text will be stronger if you include more text evidence, such as facts and quotations. Do you have any questions?”

• Guide students to use frames to write positive feedback and a suggestion in their partners’ books.

• Have pairs return books and have partners clarify feedback using frames: What precisely do you mean by ?In other words, you think that .

• Allow students to revise their informative texts, focusing on areas with the lowest ratings.

REFLECT & REVISE

Complete a Proofreading Checklist• Ask students to review each item in the checklist and

reread their informative texts to proofread and edit.

Write a Final Draft• Support students as they revise their drafts. Have

students publish their work through a school blog or website. Encourage ongoing interaction and collaboration.

• Score student informative texts using the Informative Text Writing Rubric (HMH Teacher Central) and provide feedback for students to review.

BRIDGING (p. 110H)

EXPANDING (p. 110H)

CHECK & EDIT

(constructive) When I give feedback, I always try to .


Texting 135


Daily Do Now (p. 194) Student Writing Model

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