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My Rationale for Choosing Informational Texts, (Based on Hebert et al., 2018)

“Informational texts support students in making sense of the world by providing accurate, verifiable, and relevant knowledge about real-life topics.”

“Explicit instruction in informational text structures helps students comprehend, organize, and communicate complex ideas more effectively.”

“Students are expected to understand and create informational texts in science and social studies to build and demonstrate content knowledge.”

Works Cited (MLA 9)

Hebert, Michael, et al. “Writing Informational Text Using Provided Information and Text Structures: An Intervention for Upper Elementary Struggling Writers.” Reading and Writing, vol. 31, no. 9, 2018, pp. 2165–2190. https://doi.org/10.1007/s11145-018-9841-x

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Students will write a well-structured informational report about a water-related topic using scientific vocabulary, cause-effect transitions, and a labeled diagram.

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Stage 1 – Desired Results (Wiggins & McTighe, 2005)

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Stage 1 – Desired Results (Wiggins & McTighe, 2005)

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BC ELA & Science outcomes, language objectives (Sedita, Beacco)

Understanding Goals:

Students will learn how to communicate scientific knowledge using formal, academic writing.

Students will understand how language choices (e.g., transitions, vocabulary, structure) affect clarity in nonfiction.

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Focus Text Type: Informational Science Report

Disciplinary Focus: Science (Water Systems)

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Science 5 Big Ideas: Water moves through the environment and affects weather and climate.

Science Competencies: Observe, infer, communicate using visuals and scientific terms.

ELA Competencies: Create purposeful texts using features like headings, diagrams, and transitions; revise for clarity.

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Language Objectives (Sedita, 2018; Beacco et al., 2016)

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Language Objectives (Sedita, 2018; Beacco et al., 2016)

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Use academic and scientific vocabulary

Build clear, coherent sentences

Structure writing using genre features

Communicate ideas through labeled diagrams

Integrate oral rehearsal, partner talk, and writing supports

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Water cycle, precipitation, evaporation, and related systems

Approach: Backward Design (Wiggins & McTighe, 2005)

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Rubric Criteria

(linked to BC Curriculum + research):

Report structure and organization (Shanahan, 2019)

Use of science vocabulary (Sedita, 2018)

Cause-effect transitions (Zwiers, 2019)

Diagram with labels (BC Science 5; Sedita, 2018)

Clarity and grammar (Zwiers, 2019).

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Assessment will be based on these clearly defined criteria, supported by scaffolded instruction and peer/teacher feedback.

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Stage 3: Plan Learning Experiences and Instruction

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Stage 3: Plan Learning Experiences and Instruction

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CLICK HERE

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Please CLICK to provide feedback. Thank you!

Heather