2014-15 - Expository Writing/DBQ Form B Benchmark 2 - Teacher Guide for K-8
Dysart Unified School District
Teacher Directions & Guide
for the Interactive
Expository/DBQ Form B Benchmark
K-8
OVERVIEW: The Common Core Standards call for students to write using evidence from reading; therefore, each writing benchmark will include text, graphics, and/or multi-media for students to think through and to use as a model for their writing.
Common Core Appendix A, Informational/Explanatory Writing states:
Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and prècis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains.
Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification.
Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence.
Common Core Anchor Standards for Expository*
W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
*Please check your grade-level standards for more specific wording.
General Directions
Students will write an expository piece that is grade appropriate in length (see below). Teachers should:
· tell students that they will be given support throughout the process so they can do their best.
· interact with students during the reading and document analysis process.
· probably read most of the selections to the students before discussion in the primary grades
· have students read independently most of the time in the upper grades, but they should also encourage close reading strategies which call for multiple reads and promote discussions.
· promote speaking and listening which can be conducted between partners and among member of the larger groups with the teacher. It is strongly suggested that students are directed to use the Speaking and Listening Rubrics included in each student packet during every discussion.
At no time is it appropriate for the teacher to hand out this packet asking students to read and write quietly and independently. The DBQ/writing benchmark is an interactive process.
Guidelines and Information:
· All work on the writing benchmark/DBQ must be done in class.
· All resources here including the articles, videos, photos or stories should be read and discussed in class. The teacher may read all selections with the class. The ultimate goal is to improve student reading, however, so as students are able, they should read the selections themselves. Partner work is a good way to begin with older readers. Close reading strategies are of paramount importance.
· Teacher may add background information activities and encourage outside research time on the prompt topic. Students should be encouraged to share outside research with the class.
· Each resource has questions accompanying it which should be answered by the students in class. Teachers can decide whether to do this whole class, in small groups or in pairs. Every student, however, should have an opportunity to ask questions and understand the resources. Discussion is a VERY important component of this process.
· Teachers may provide guidance and organizational instruction as needed during the rough draft process.
· During the revising and editing process, teachers should no longer be involved with student work to a great extent. Individual student questions about correctness in editing can be answered at the teacher’s discretion. Also, teachers may choose to use alternate peer revision and editing strategies and tools.
· For the expository essay, Grades 1-2 students will write a paragraph; grade 3 students will write 3 paragraphs and grades 4-8 students will write 5-paragraph essays.
· Students will cite sources per Common Core State Standards, W.8:
o K-2 students will use evidence from sources provided.
o Grade 3-4 students will cite by indicating (Document A) or (Document B) or (Audio/Video) within the document.
o Grade 4-5 students will cite as above but should also include a list at the end of their papers of all the documents used in the paper.
o Grade 6-8 students should use the proper MLA format for citing sources and include a Works Cited or Bibliography page.
· The final expository piece will be written ONLY on the composition paper (at the end of the packet) in pencil (through 5th grade) OR blue or black ink.
· Please check out the two videos on the district website for a quick look at the process:
https://video.dysart.org/Videos/Video.aspx?v=311
https://video.dysart.org/Videos/Video.aspx?v=63
and incorporating quotes: https://www.youtube.com/watch?v=68vm-y1IzYQ
The writing process:
· The only portion of the DBQ where the students must work alone is the final drafting phase. However, teachers should have taught the process for when and how to cite sources prior to initiating final draft.
· During the writing process, students MAY create citations from Citelighter orother online citation resources that they have found to make sure their citations are properly formattedon their final draft work cited/bibliographies. (Teachers, of course, may help students with these online programs.)
· The drafting portion of the DBQ should include peer input and review. (See above.) Please encourage students to review work with others to revise and edit their work in the drafting portion; however, students should also understand that the final version is their responsibility and should be proofread one final time.
· Finally, the copies of theDBQ's may not be sent home with students, but they MAY do additional research on the topic at home for use in the essay.
Strategies to Share with Students for Success:
· Underline/highlight directional and specific topic words in the prompt. It is important that you fully understand what it is you are responding to. (Role, Audience, Format, Topic)
· Each document is important. With every document, realize that you need to analyze and identify the importance of that document so you can respond appropriately to the prompt. You will use and cite evidence from these documents in your writing.
· Use the right column of the document pages to pose questions, take notes, point out ideas, and organize information.
· Use summary questions at the bottom to respond to the prompt with the information from the document or the writer’s style. Keep the prompt in mind. What is the important evidence?
· When reading documents, use reading strategies to help you understand. These should include: slow down, write notes, highlight, reread, pose questions, visualize, look for patterns, use punctuation to your advantage, summarize.
· Before drafting, review all requirements of the written response by reading the rubric.
Criteria for final draft:
· clear and legible writing
· cite references – use and cite attached documents to support writing
· use pencil or blue/black ink (Grades K-5); use only blue or black ink (Grades 6-8)
· complete on time
To submit the final draft:
1. Take the cover page off the front of the packet and the final draft from the back of the packet.
2. Staple the cover page to just the final draft.
Suggested Timeline and Protocol for Primary Teachers – Expository
Day 1-2 / Day 3-4 / Day 5-61. Preview the benchmark with students
· Distribute test materials (may also display on projector)
· Explain procedures
· Share criteria for final:
o Best handwriting
o On topic
· Review expectations using the Six-Traits Rubric for Beginning Writers.
o Focus ONLY on the “5” column
· Read and discuss “Strategies for Success.”
2. Exercise 1: Read and analyze the topic, prompt, and “think about.”
· All students should be able to explain what the prompt asks.
· Students may discuss what evidence would be helpful in writing to the prompt.
· Set a purpose for reading. “What are you looking for in the sources?”
· How do they relate to each other?
3. Exercise 2: Analyze “documents”
· Sources should be read/analyzed whole group and discussed
· Students should take notes during class discussion
· Students should respond to all questions for each document in complete sentences or pictures
· Students must participate in discussions of their findings and can make further notes
o USE “Listening & Speaking Rubric”
*All work must be done in class. GRADES K-5 / 1. Exercise 3: Brainstorm/ Pre-planning
· Students review the prompt and their notes
· Students brainstorm what details from the reading might be helpful
· Students brainstorm supporting facts.
2. Exercise 4: Complete the graphic organizers
· Students should note details and the meaning of those details.
· Student should demonstrate organization that would translate to a rough draft: main idea about the topic, facts about the topic, an ending.
3. Exercise 5: Rough draft
· Addresses the prompt
· Formatted properly for informative/explanatory writing (letter)
o Name a topic, supply some facts about the topic, and provide a sense of closure.
· Use pre-writing to guide their writing
/ 1. Exercise 6: Peer-review
· Students utilize the peer-review guide to provide feedback to a classmate
· Students should be checking for one, clear topic, facts about the topic and a sense of closure
2. Exercise 7: Self-review and Edit
· Students use Informative/Explanatory Revision Checklist and Editing Checklist
· Students may refer back to the Six-Traits Rubric to improve their story
3. Exercise 8: Final Draft
· Students will use final draft paper provided by teacher
· Student writing should be neat and legible
4. Presentation - Optional
· Students may present their writing piece to the class
· This may be Day 7
Suggested Timeline and Protocol for Upper Elementary Teachers – Expository
Day 1-2 / Day 3-4 / Day 5-64. PREVIEW the benchmark with students
· Distribute test materials (may also display on the projector)
· Explain procedures
· Share criteria for final:
o clear and legible writing
o use pencil or blue/black ink
o complete on time
· Review expectations on the Holistic rubric.
o Focus ONLY on the Exceeds column.
· Read and discuss “Strategies for Success.”
5. EXERCISE 1: Read and analyze the topic, prompt, and “think about.”
· All students should be able to explain what the prompt asks.
· Students may discuss what type of texts and evidence would be helpful in writing to the prompt.
· Set a purpose for reading. “What will you be looking for in the sources?”
6. EXERCISE 2: Analyze source texts
· Sources may be read/analyzed whole group, small group, pairs, or individually.
· Students should take notes to be used in class discussion.
· Students should respond to all questions for each document/video in complete sentences.
· Students must participate in discussions of their findings and can make further notes.
o USE the “Listening and Speaking Rubric”
*All work must be done in class. GRADES K-5; grades 6-8 may take reading documents home, but all final writing must be done in class.* / 4. EXERCISE 3: Brainstorm/ Pre-planning
· Students review the prompt and their notes
· Students brainstorm which facts or ideas will be best to use to inform.
· Students brainstorm the introduction, body, conclusion.
· The teacher should check that each student has an acceptable planner.
5. EXERCISE 4: Complete the graphic organizer
· Students should note details and the meaning of those details.
· Student should demonstrate organization that would translate to a rough draft: main idea about the topic, facts about the topic, citations, explanation of the details, and an ending.
6. EXERCISE 5: Rough draft
· Addresses the prompt
· Formatted properly for a 3-paragraph essay
· Includes citations
/ 5. EXERCISE 6: Peer-review
· Students utilize the peer-review guide to provide feedback to a classmate
· Students mark on their partner’s rough draft with colored pencils/highlighters
· Students should be checking for elements from the organizational planners.
6. EXERCISE 7: Self-review and Editing
· Students use the Informative Revision Checklist and Editing Checklist.
· Students use the holistic rubric to improve their paper to an “exceeds” score.
7. EXERCISE 8: Final Draft
· Students will use the included final draft paper writing in pencil or BLUE/BLACK ink.
· Student writing should be clear and legible
· This may be Day 7.
6-TRAITS OF WRITING – PRIMARY RUBRIC – K-2