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About Ezra Jack Keats | degrummondcollection

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Benjamin Katz and Augusta Podgainy were born in Warsaw, Poland. However, they did not meet until they had both emigrated to the United States. Continuing the Polish custom, their wedding was arranged by a matchmaker. After the marriage, the two settled in the Jewish quarter of Brooklyn, New York. In…

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Teaching Point:
Informational writers draw on all they know to make their work the best it can be.

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers can use their skills at structuring and elaborating, introducing and closing, to create all sorts of informational texts.

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Readers celebrate the end of the unit by making a monument to their nonfiction life.

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Tackling Tricky Words:

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Common Text Feature Chart:

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers assess their own writing to see what works and what doesn’t work. One way they do this is by thinking, “Did I do what I set out to do?” They reread to see whether the draft matches the plan for it – and if it doesn’t,       they decide whether the plan it does follows worked or whether the piece needs to be re-written.

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Teaching Point:
Self-assessment is the way you become your own coach. Readers think about what they are doing well and how they can get stronger and then coach themselves to keep doing that work.

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Summarizing Non-Fiction:

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Teaching Point:
Information writers move onto other subject areas, writers don’t just leave their writing skills at the door. Writers carry those skills with them when they become scientists, anthropologists, and mathematicians. Specifically, writers make sure that they use what they know about planning well organized informational texts, whether they are writing a book in writing workshop or writing an article or a paper or a feature article in the social studies classroom.

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Teaching Point:
Readers, when reading a hybrid text, readers always think to themselves, "What mind-work does this part of the text want me to do?" The parts that are narrative signal for readers to read them like stories, and the parts that are expository signal for readers to read, collecting main ideas and supporting details.

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Units of Study Virtual Learning Resources - Video

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Rev Up Your Minds for Non-Fiction:

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers edit with laser focus on one of the most important organizational structures: the paragraph. Writers look at the paragraph as the most powerful punctuation there is. Paragraphs separate not just words into sentences, but also whole groups of sentences into topics.

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Teaching Point:
Readers use strategies they've developed for reading biographies on any text that is narrative nonfiction. They read books about the life of a lobster, or about colonists coming to Plymouth, just as they read stories, thinking about the main characters trains, wants, and struggles.

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Narrative Fiction Questions to Ask

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers get close to the end of their projects, it is important that they check the major facts that they’ve included to make sure that they are as accurate as possible. (Revise as needed)

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Teaching Point:
Today I  want to teach you that in narrative nonfiction, sometimes the author doesn't come right out and tell you the main idea. But for it to be a well-written story, there is a main idea, or you could say, a reason to tell the story. Sometimes it helps to ask, "What did the main subject learn?"

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Units of Study Virtual Learning Resources - Video

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Story Elements Anchor Chart

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers think, “Will that text feature help readers?” and they only include one that will really help readers. They think what the text is mostly about, and that helps them decide what should be popped out or highlighted.

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Readers, as your a reading your Biographies, think about how you read using different lenses.

Choose a Biography Non-fiction book from the Virtual Class Library or Epic Read and for at least 30 minutes.

Complete this assignment by adding a YELLOW post-it under your name:

Stop and jot when your brain is full.

Create boxes and bullets teaching others about what you just read.

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Teaching Point:
Readers of narrative nonfiction read through different lenses. One of those lenses, of course, is the lens of story. Narrative nonfiction is still nonfiction, which means it is meant to teach. So another lens through which readers of narrative nonfiction view texts is the lens of reading-to-learn information.

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Units of Study Virtual Learning Resources - Video

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Self-Check: Bringing Writing to Life

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers know that eventually other people will read their writing, so writers prepare for that by re-reading their pieces very carefully, looking for places that are confusing or underdeveloped. Writers revise to make sure that the writing will reach their readers.

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Writers, today you will be setting a goal for yourself. Think about where  you are in the writing process and use your checklist to work on in your writing piece.

Complete this assignment by adding a BLUE post-it under your name:

Look at the check list. Look through the different skills.

Look through your Informational writing, look for areas that need work.

On a post-it, create a new goal to work on in your writing.

When you are finished, go back to your, go to your Google Drive

Find your Information Writing Notebook

Continue drafting your stories and adding more details.

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Readers, today you will continue reading your Biography book. We are going to tackle reading tricky words in our Narrative Non-Fiction Books.

Choose a Biography Non-fiction book from the Virtual Class Library or Epic Read and for at least 30 minutes.

Complete this assignment by adding a PINK post-it under your name:

Stop and jot when your brain is full.

Find 3 tricky words from your story.

Choose one of the strategies from Readers Climb the Hurdle Anchor Chart, and On a post-it, which strategy you used to figure out the meaning of the word.

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Teaching Point:
Readers, today I  want to teach you that Nonfiction readers keep a careful balance. They don't stop in their tracks every time they come across a hard word, but they do stop to figure out tricky parts when they begin to get confused or lose meaning.

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Units of Study Virtual Learning Resources - Video

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Balancing Fact with Idea example:

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers stop, before they are completely done with their pieces, to take stock. They re-read what they’ve done so far and think about guidelines, checklists, or mentor texts, asking, “What’s working already?” And “What do I still want to do to make this as strong as possible?”

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Go to your Google Drive

Find your Information Writing Notebook

Re-read your chapters.

Revise and create an introduction paragraph/sentence to hook readers.

Use the anchor charts with ideas how to create a powerful introduction.

Continue revising the rest of your chapters, including as many details and information as you can.

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Readers, today we will summarize Narrative Non-Fiction by discussing story elements that relate to why this person is famous.

Choose a Biography Non-fiction book from the Virtual Class Library or Epic. Read for at least 30 minutes.

Complete this assignment by adding a BLUE post-it under your name:

Stop and jot when your brain is full.

Use your fiction skills to read this Narrative Non-Fiction

Summarize your big idea in your story.

What are some important text details that connect to why this person is famous?

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Teaching Point:
Readers read a true story about a person or an event in history, they usually know from the start why the person or event is famous. They know LeBron James is famous for basketball. They know the end of the story. This clues readers into the details that will turn out to be important because they relate to the climactic ending.

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers ask…”What do our mentor authors do when writing powerful introductions for information writing?”, Once we figure out the answer to that question we can ask, “How can we apply those strategies to our own introductions?”

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Go to your Google Drive

Find your Information Writing Notebook

Re-read your chapters.

Continue adding information as you research more on your topic.

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Readers, today you will be reading a Biography and growing ideas about your stories.

Choose a Biography Non-fiction book from the Virtual Class Library, Epic, or Myon. Read for at least 30 minutes.

Complete this assignment by adding a GREEN post-it under your name:

Use your fiction skills to read this Narrative Non-Fiction.

Stop and Jot the story elements (use the Story Elements anchor chart)

On a post-it, try growing an idea showing how certain parts of the story connect.

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Teaching Point:
Readers, today I  want to teach you that just as anglers use different hooks for different fish, readers use different ways of reading depending on if a nonfiction text is an expository text or a story. Readers of nonfiction stories use their knowledge of how stories go to organize their understanding of the text.

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No Video

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Expository Text Anchor Chart

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers, I’m noticing that when you learn something new about information writing,  you often go back to a chapter you wrote earlier and use tiny post-its or marginal notes to add that to your draft. That sort of work is not really revision. – that’s fixing up am almost perfect draft. To revise you need to have the courage to try a chapter over again or to write the first or last half again.

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Go to your Google Drive

Find your Information Writing Notebook

Re-read your chapters.

Research your topic to find additional information to add facts to your story.

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Readers, today you will be teaching you viewers what you have learned.

Choose a Non-fiction book from the Virtual Class Library, Epic, or Myon. Read for at least 30 minutes.

Complete this assignment by adding a YELLOW post-it under your name:

As you are reading, stop and jot when you brain is full.

Add a video or audio teaching what you have learned (you can use your hand organizer/main idea and supporting details to help you stay organized. Look in the Session 4 toolkit.)

When growing an idea, use the prompts on the Talking and Thinking chart prompts to use as a guide when teaching our viewers about your topic.

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Teaching Point:
Readers, today I  want to teach you that learning to talk really well about texts has a lot to do with learning how to think about texts. In the end, what readers really do when they think about their text is they have a conversation in their own mind.

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Units of Study Virtual Learning Resources - Video

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Unit 2: Information Reading Goal Sheet

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Author's Craft Moves

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
Information writers don’t just write, write, write all the stuff from their brains. Real writers are research. Writers often leave the page in search of the perfect fact or perfect example

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Go to your Google Drive

Find your Information Writing Notebook

Re-read your chapters.

Find facts you have written, add some ideas (your thoughts or opinion).  Here is an example:

The smallest part of the brain is called the amygdala.  It is about the size of a walnut (these are all facts).

Even though it is small, it does a very important job (this is an idea because it's my opinion that it's important).

It helps us look at faces and know how people are feeling.  This part controls the emotions we feel (these are all facts).

Without our amygdala, we would have a hard time being a good friend (this is an idea because its my opinion that we wouldn't be a good friend)!

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Readers, today you will be looking at your books from the Author's perspective.

Choose a Non-fiction book from the Virtual Class Library, Epic, or Myon. Read for at least 30 minutes.

Complete this assignment by adding a PINK post-it under your name:

Stop and jot about the Authors's opinion and state whether you agree with the Author or not

Stop and jot using the 'Responding to Text Prompts Anchor Chart'

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Teaching Point:
Readers, today I  want to teach you that when reading informational texts, skilled readers talk back to the author's ideas about a topic just like they might talk back to a character's ideas about something, or to a parent's ideas about something. Sometimes a reader says, "I  see what you are saying, but I  see things differently"

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Units of Study Virtual Learning Resources - Video

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Revising the Main Idea as you read on:

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A STRONG Table of Contents:  Having a Logical Structure

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Units of Study Virtual Learning Resources - Video

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Teaching Point:
When information writers write information books, you try to interest your reader. Readers love fascinating facts, and they love ideas, too. Writers make sure they contains both facts and ideas.

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Go to your Google Drive

Find your Information Writing Notebook

Re-read your paragraphs. Try using TRANSITIONAL WORD to connect your paragraphs together. (Use the Transition Words chart on Slide (page ) 5 of your digital writing notebook.

USE PURPLE FONT FOR YOUR TRANSITIONAL WORDS

If you don't have paragraphs, try breaking up your writing into sections that are about the same topic/idea

Watch the video below if you need help breaking your writing into paragraphs and connecting them using transition words.

Also try connecting CHAPTERS by using TRANSITIONAL. WORDS.

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Today, you will be GROWING IDEAS by responding to non-fiction texts.

Complete this assignment by adding a BLUE post-it under your name:

Stop and jot on a post it when your brain is full.

Respond by using these prompts:

This part makes me envision...

This makes me think that…

This reminds me of…because…

This is all about…

The weird part is…because…

I think it’s important to notice…

I have a different opinions.  I think….but I also think…

I used to think…but now im realizing…

You are probably wondering…. I think the answer might be…

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Teaching Point:
Readers, today I  want to teach you that readers read differently knowing they're going to be in conversations later. They read, holding conversations in their minds.

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Units of Study Virtual Learning Resources - Video

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How to teach well using Main Idea and Supporting Details

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Video 2

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Teaching Point:
Information writers learn that writing chapters is like making paper chains. Writers know that each chapter needs to connect to the chapter before it. Actually, each paragraph connects to the one before it as well. First, the order needs to make sense. And second, the author uses transitional words like because, and also to glue parts of the text together.

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REVISE CHAPTERS BY ADDING MORE INFORMATION USING CRAFT MOVES

Go to your Google Drive

Find your Information Writing Notebook

Look over your chapter drafts

Revise by using AUTHOR'S CRAFT MOVES to teach your readers more information

Type your revisions in blue

Watch the video below on how to revise by adding a vignette (small story) using blue text color

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Readers, remember YOU are what makes a text boring or fascinating. What's most important is not what you think about but that you think.

Choose a Non-fiction book from the Virtual Class Library, Epic, or Myon.

Complete this assignment by adding a GREEN post-it under your name:

Use the anchor chart  below 'Non-Fiction Readers Don't Forget To...'

Jot down your thoughts, your questions, and ideas you have grown from your books.

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Teaching Point:
Readers, today I  want to teach you that to a very large extent, the difference between a boring text and a fascinating text is not the text itself; it is the person reading it. To be a fabulous Nonfiction reader, you need to be the kind of person who finds the world to be a fascinating place.

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Units of Study Virtual Learning Resources - Video

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Hand organizer for Main Idea/Supporting details or also known as Boxes and Bullets:

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Drafting with Craft Moves Authors Use:

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Video 1

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Teaching Point:
Information writers revise, they often considers ways they can add more, or elaborate. Information writers can learn to elaborate by studying mentor texts, taking note of all the different kinds of information that writers use to teach readers about subtopics.