Post on 26-May-2020
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.
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
Informative Writing
My Toy
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
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?
________________________
________________________
________________________
What does it look like?
_________________________
_________________________
_________________________
Name: ________________________________________
Prewriting Graphic Organizer
Closing Sentence:
I’m glad I have my
_____________________________________________________!
What do you do with it?
_________________________
_________________________
_________________________
d
© Lisa Lilienthal 2012
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
What does it look like?
~colorful ~round
~striped
Closing Sentence:
I’m glad I have my
beach ball !
What do you do with it?
~bounce it ~throw it
~float with it
d
© Lisa Lilienthal 2012
Example Name: ________________________________________
Prewriting Graphic Organizer
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
© Lisa Lilienthal 2012
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
© Lisa Lilienthal 2012
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
© Lisa Lilienthal 2012
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
© Lisa Lilienthal 2012
Feedback Cards
© Lisa Lilienthal 2012
I liked _________ __________________
__________________
_______________
I liked _________ __________________
__________________
_______________
I have a question.
__________________
__________________
_______________
I liked _________ __________________
__________________
_______________
I have a question.
__________________
__________________
_______________
I have a question.
__________________
__________________
_______________
Feedback Cards
© Lisa Lilienthal 2012
My Robot
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
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 look like?
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.
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
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
© Lisa Lilienthal 2012
Name: ________________________________________
Prewriting Graphic Organizer
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
© Lisa Lilienthal 2012
Example Name: ________________________________________
Prewriting Graphic Organizer
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.
© Lisa Lilienthal 2012
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
© Lisa Lilienthal 2012
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
© Lisa Lilienthal 2012
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
© Lisa Lilienthal 2012
Feedback Cards
© Lisa Lilienthal 2012
I liked _________ __________________
__________________
_______________
I liked _________ __________________
__________________
_______________
I have a question.
__________________
__________________
_______________
I liked _________ __________________
__________________
_______________
I have a question.
__________________
__________________
_______________
I have a question.
__________________
__________________
_______________
Feedback Cards
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
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.
© Lisa Lilienthal 2012
d d
Topic Sentence:
Detail
________________________
________________________
________________________
________________________
Closing Sentence:
d
© Lisa Lilienthal 2012
Detail
________________________
________________________
________________________
________________________
Detail
________________________
________________________
________________________
________________________
Name: ________________________________________
Prewriting Graphic Organizer
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
know what you think! Check out my store.
http://www.teacherspayteachers.com/Store/Lisa-Lilienthal I have many other writing activities and great
freebies you might like.
Happy Writing! Lisa Lilienthal
Graphics & Fonts: www.traceeorman.com