Informative Writing · My Toy Let me tell you about my toy. It is a beach ball. I got my beach ball...

Informative Writing

for 1st and 2nd Grade

Created by Lisa

Lilienthal

© Lisa Lilienthal 2012

About this Packet Included are 2 informative writing projects with:

ü  informative writing poster ü  lesson plans

ü  literature connections ü  graphic organizers

ü  example filled-in graphic organizers ü  example rough drafts ü  example revised drafts

ü  editing poster ü  grading rubric

ü  extra graphic organizer & ü  publishing pages ü  feedback cards

One writing project could be used as a

guided writing activity and the

other could be used as an independent writing assessment.

Include technology by publishing with

a word processing

program and illustrating

with a graphics program.


Informative Writing

ü  tells about a person, place, thing, event, or idea.

ü  has a topic sentence. ü  has sentences that give

facts, details, examples, or explanations.

ü  has a conclusion.


ü  tells about a person, place, thing, event, or idea.

ü  has a topic sentence. ü  has sentences that give

facts, details, examples, or explanations.

ü  has a conclusion.


Informative Writing

My Toy


Informative Writing

Informative Writing Lesson Plans

Day 1

§  Read Too Many Toys by David Shannon to activate prior knowledge.

§  Have students think about one of their favorite toys. Where/when/how did they get it, what does it looks like, and what do they do with it?

§  Students then orally share information about their toy with partners or a small group.

§  Have students draw an illustration of their toy.


CCSS 1st Grade: W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 2nd Grade: 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.

Day 2 §  Draw a graphic organizer on the board

and share an example of a toy with students:

What does it look like?

What do you do with it?

Where/when did you get it? Who gave it to you?

My Toy

-at the beach -colorful -bounce it -from my mom -round -throw it

§  List students’ responses on the organizer. §  Introduce the prewriting graphic organizer

paper. Show a toy. It (could be a real toy, a picture, or an illustration). Demonstrate filling in the graphic organizer.

§  Students then fill in their own graphic organizer.


Day 3

§  Have students share their graphic organizers and pictures with partners or small groups. Share some good student examples with the class.

§  Demonstrate using the example graphic organizer to write a rough draft. Pay special attention to turning the information in the middle boxes into sentences.

§  Have students share their rough drafts with partners or small groups.

Day 4

§  Introduce the idea of revising.

Demonstrate revising the rough draft by adding more details and varying sentences.

§  Introduce the editing checklist. §  Have students revise and edit their rough

drafts. §  Conduct individual and/or peer revising/

editing conferences.


Day 5

§  Students publish their writing. There are blank pages included for writing and illustrating.

§  Students could publish their writing on Microsoft Word and add clipart or they could use a graphics program like Kid Pix or Wixie to create their own computer illustration.

Extension

§  Students could present their writing orally. The class could use the feedback cards to write compliments or questions for the presenters. Another idea is to have individual students rotate to a few other students’ desks to read their stories. They can use the feedback cards to leave a compliment or question for the writer.


d d

Topic Sentences:

Let me tell you about my toy. It is a _________________________________________.

Where/when

did you get it? Who gave it to you?

________________________

________________________

________________________


_________________________

_________________________

_________________________

Name: ________________________________________

Prewriting Graphic Organizer

Closing Sentence:

I’m glad I have my

_____________________________________________________!


_________________________

_________________________

_________________________

d


d d

Topic Sentences:

Let me tell you about my toy.

It is a beach ball .

Where/when

did you get it? Who gave it to you?

~at the beach ~last summer ~from my mom


~colorful ~round

~striped

Closing Sentence:

I’m glad I have my

beach ball !


~bounce it ~throw it

~float with it

d


Example Name: ________________________________________


My Toy

Let me tell you about my toy. It is a beach ball. I got my beach ball last summer at the beach. My mom gave it to me. It is round, colorful, and striped. I bounce it, throw it, and float in the water with it. I’m glad I have my beach ball!

Rough Draft Example


My Toy

Let me tell you about my toy. It is a beach ball. I got my beach ball last summer when my family went on vacation to Newport Beach. My mom bought it for me as a surprise. My beach ball is round and has colorful stripes all over it. I like to bounce and throw my ball. I can even float with it in the water. I’m glad I have my beach ball!

Revised Draft Example


My Toy

Let me tell you about my toy it is a beach ball. I got my beach ball last summer when my Family went on vacation to newport Beach. My mom bought it for me as a surprise. My bech ball is round and has colorful stripes all over it. i like to bounce and throw my ball. I can even flot with it in the water. I’m glad I have my beach ball

Example Draft for Editing


My Toy

Let me tell you about my toy. It is a beach ball. I got my beach ball last summer when my family went on vacation to Newport Beach. My mom bought it for me as a surprise. My beach ball is round and has colorful stripes all over it. I like to bounce and throw my ball. I can even float with it in the water. I’m glad I have my beach ball!

Example Draft for Editing ;KEY


Feedback Cards


I liked _________ __________________

__________________

_______________

I liked _________ __________________

__________________

_______________

I have a question.

__________________

__________________

_______________

I liked _________ __________________

__________________

_______________

I have a question.

__________________

__________________

_______________

I have a question.

__________________

__________________

_______________

Feedback Cards


My Robot


Informative Writing

Informative Writing

Lesson Plans

Day 1 •  Read My Robot by Eve Bunting to

activate prior knowledge. •  Have students imagine that they have

their own robot. Where/how did they get it, what does it look like, and what does it do for them?

•  Students then orally share information about the robot with partners or a small group.

•  Have students draw an illustration of their robot.


CCSS 1st Grade: W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 2nd Grade: 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.

Day 2 •  Draw a graphic organizer on the board and

share an example of an imaginary robot with students:


What does it do for you?

Where/how did you get it?

My Robot

-from a store -Japan

-yellow and pink -my size

-washes my car -does laundry

•  List some students’ responses on the graphic organizer.

•  Introduce the prewriting graphic organizer paper. Show a picture of a robot. Demonstrate filling in the graphic organizer about the robot.

•  Have students fill in their own graphic organizer.


Day 3

•  Have students share their graphic organizers and pictures with partners or small groups. Share some good student examples with the class.

•  Demonstrate using the example graphic organizer to write a rough draft. Pay special attention to turning the information in the middle boxes into sentences.

•  Have students share their rough drafts with partners or small groups.

Day 4

•  Introduce the idea of revising. Demonstrate revising the rough draft by adding more details and varying sentences.

•  Introduce the editing checklist. •  Have students revise and edit their rough

drafts. •  Conduct individual and/or peer revising/

editing conferences.


Day 5

•  Students publish their writing. There are blank pages included for writing and illustrating.

•  Students could publish their writing on Microsoft Word and add clipart or they could use a graphics program like Kid Pix or Wixie to create their own computer illustration.

Extension

•  Students could present their writing orally. The class could use the feedback cards to write compliments or questions for the presenters. Another idea is to have individual students rotate to a few other students’ desks to read their stories. They can use the feedback cards to leave a compliment or question for the writer.


d d

Topic Sentences:

I have my own robot! ________ name is __________________ .

Where/how

did you get it?

________________________

________________________

________________________

What does it

look like?

_________________________

_________________________

_________________________

Closing Sentence:

I hope_________________________________________.

What does it do

for you?

_________________________

_________________________

_________________________

d


Name: ________________________________________


d d

Topic Sentences:

I have my own robot! Her name is Rosie .

Where/how

did you get it?

~ a store ~ Tokyo ~ Japan

What does it

look like?

~pink and green ~ my size ~ shiny

Closing Sentence:

I hope I will always have my robot .

What does it do

for you?

~ washes my car ~ does laundry ~ shops for groceries

d


Example Name: ________________________________________


Rough Draft Example

My Robot

I have my own robot! Her name is Rosie. I got her at a store in Tokyo, Japan. She is pink and green, shiny, and my size. She washes my car, does my laundry, and shops for my groceries. I hope I will always have my robot.


My Robot I have my own robot! Her name is Rosie and I’m going to tell you all about her. I got Rosie at a store in Tokyo, Japan when I was on vacation. Rosie is pink and green, shiny, and just my size. I love it when Rosie washes my car every Saturday. She also does my laundry and shops for my groceries. I hope I will always have my robot.

Revised Draft Example


My Robot I have my own robot! her name is Rosie and I’m goin to tell you all about her. I got Rosie at a store in Tokyo, japan when I was on vacation Rosie is pink and green, shiny and just my size. I love it when rosie washes my car evry saturday. She also does my laundry and shops for my groceries I hop i will always have my robot.

Example Draft for Editing


My Robot I have my own robot! Her name is Rosie and I’m going to tell you all about her. I got Rosie at a store in Tokyo, Japan when I was on vacation. Rosie is pink and green, shiny, and just my size. I love it when Rosie washes my car every Saturday. She also does my laundry and shops for my groceries. I hope I will always have my robot.

Example Draft for Editing KEY


Feedback Cards


I liked _________ __________________

__________________

_______________

I liked _________ __________________

__________________

_______________

I have a question.

__________________

__________________

_______________

I liked _________ __________________

__________________

_______________

I have a question.

__________________

__________________

_______________

I have a question.

__________________

__________________

_______________

Feedback Cards


Editing

Capitalization ü  Beginning of sentence: The dog is big. ü  Names: His name is Spot. ü  The word I: I love him. Punctuation ü  End of sentence: . ! ? Look at that baseball team.

They are really good! Do you play baseball?

ü  Commas when listing: , I have a bat, ball, and glove.

Grammar ü  Sentences make sense: He are is going to school.

Spelling ü  Words are spelled correctly:

She is a nice gril girl.


Informative Writing Rubric

4~Exceeds Standards This writing exceeds

grade level standards. It is above average. All or most of the following are shown.

3~Meets Standards This writing meets

grade level standards. It is satisfactory. All

or most of the following are shown.

2~Approaches Standards

This writing approaches grade level standards. It is unsatisfactory. All or most of the following are shown.

1~Emerging/Developing This writing is below

grade level standards. It is unsatisfactory. All or most of the following are shown.

IDEA

S ORGANI

ZATION

VOIC

E CONV

ENTIONS

Insightfully develops the topic;; shapes

ideas with relevant details.

Clearly focuses and develops the

topic;; explains ideas with details.

Begins to focus and develop the topic;; uses

few relevant details.

Mentions the topic;; uses unclear or irrelevant details.

Links ideas using smooth transitions to support good organizational

structure.

Uses vivid and expressive

language;; uses varied

sentences that flow smoothly.

Shows advanced

command of capitalization, punctuation, grammar, and

spelling.

Begins with a topic

sentence, organizes

ideas logically, and provides a

conclusion.

Shows some organization but may lack

logic and coherence;;; introduction

and conclusion may be present.

Has little or no

organization;; reads as a list

of random thoughts.

Uses precise language, and

sensory details;; uses

varied sentences

that mostly flow smoothly.

Uses simple words and

language;; uses similar

sentences that don’t always flow smoothly.

Uses unclear or repetitive words;; uses simplistic or incomplete sentences.

Shows basic command of

capitalization, punctuation, grammar, and

spelling.

Shows inconsistent

use of capitalization, punctuation, grammar, and

spelling.

Shows consistent misuse of

capitalization, punctuation, grammar, and

spelling.


d d

Topic Sentence:

Detail

________________________

________________________

________________________

________________________

Closing Sentence:

d


Detail

________________________

________________________

________________________

________________________

Detail

________________________

________________________

________________________

________________________

Name: ________________________________________


Thank you very much for purchasing my Informative Writing Packet! I appreciate your business. Please leave feedback for me on my TPT page. I’d love to

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Happy Writing! Lisa Lilienthal

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Informative Writing · My Toy Let me tell you about my toy. It is a beach ball. I got my beach ball...

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