This is a standards map for the concept of writing informative/explanatory texts. It is specific to Standard 2 of the Text Types and Purposes Anchor in the Writing standards of the CCSS ELA standards.
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
|
1 - Use (Drawing, dictating, writing)
6 - Compose (Informative/explanatory texts)
1 - Name (Writing topic)
1 - Supply (Topic information)
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1 - I can use a combination of drawing, dictating, and writing.
6 - I can compose informative/explanatory texts
1 - I can name what I am writing about.
1 - I can supply some information about the topic.
|
A. Organizing helps readers understand and stay focused on the topic.
B. Including a combination of drawings, dictating and writing can enhance informative writing and clarify tougher concepts.
C. Readers use topic information to tap into what they already know; our brains relate new information to known information.
|
A.1 Why do I organize informational writing?
B.1 How do I supply information about a topic?
C.1 Why do I supply information about a topic I am presenting?
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Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Write (Texts)
1 - Name (Topic)
2 - Supply (Facts)
3 - Provide (Closure)
|
1 - I can write informative/explanatory texts.
1 - I can name topics facts
2 - I can supply facts.
3 - I can provide closure.
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A. Giving specific facts or answers to questions about a topic helps keep the writing on subject.
B. Closure leaves readers with final thoughts to ponder and reinforce what has been read.
|
A.1 How do I stay on topic when explaining something?
B.1 Why include closure in a paper?
|
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative Texts
Sentences
|
4 - Write (Informative /explanatory texts)
2 - Introduce (Topic)
2 - Use (Facts)
2 - Use (Definitions)
3 - Develop (Points)
4 - Provide (Concluding statement, section)
|
4 - I can write informative/explanatory texts.
2 - I can introduce a topic.
2 - I can use facts to support the main ideas.
2 - I can use definitions to support the main idea.
3 - I can develop points.
4 - I can provide a conclusion.
|
A. Good writing uses important details to support the main idea.
B. An idea becomes stronger with sufficient information to support it.
C. Definitions provide clarification of terms used.
|
A.1 Why do I need details?
B.1 How can we thoroughly explain our ideas?
C.1 Why is a definition useful in explanatory text?
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Write informative / explanatory texts to examine a topic and convey ideas and information clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Linking Words/Phrases [c]
|
1 - Write (Informative / explanatory texts)
2 - Introduce (Topic and group related information [a])
2 - Include (Illustrations useful ascomprehension aid [a])
1 - Develop (Topic with facts [b])
1 - Develop (Topic with definitions [b])
1 - Develop (Topic with details [b])
3 - Use (Linking words, phrases [c])
2 - Provide (Concluding statement, section [d])
|
1 - I can write informative / explanatory texts to examine a topic and convey ideas and information clearly.
1 - I can introduce a topic and group related information together. [a]
2 - I can include illustrations when useful to aiding comprehension. [a]
1 - I can develop the topic with facts. [b]
1 - I can develop the topic with definitions. [b]
1 - I can develop the topic with details. [b]
1 - I can use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
1 - I can provide a concluding statement or section.
|
A. In English writing, we introduce a topic, group related information together and conclude.
B. Informative text needs facts, definitions and details.
C. Linking words and phrases connect ideas with categories of information.
D. Adding pictures creates a connection or extension of understanding the topic if presented effectively.
|
A.1 How is English writing generally organized?
B.1 How do I develop an informative or explanatory text?
C.1 How might I signal a new category of information?
D.1 How do I use pictures to enhance my writing?
|
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Aiding Comprehension
Topic
Ideas Linked
|
4 - Write (Informative texts)
2 - Introduce (topic)
1 - 4 Group (related information)
1 - Include (formatting)
3 - Develop (topic)
2 - Link (ideas)
1 - Use (precise language and domain-specific vocabulary)
3 - Provide (concluding statement or section)
|
4 - I can write informative/explanatory texts to examine a topic.
4 - I can write informative/explanatory texts to convey ideas and information clearly.
2 - I can introduce a topic clearly. [a]
4 - I can group related information in paragraphs and sections. [a]
1 - I can include formatting (e.g., headings)when useful to aid in comprehension.
3 - I can develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [b]
1 - I can link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [c]
1 - I can use precise language and domain-specific vocabulary to inform about or explain the topic. [d]
1 - I can provide a concluding statement or section related to the information or explanation presented. [e]
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A. Informative essays represent facts leading to logical conclusions, but not necessarily influencing the reader.
B. Some vocabulary is more precise or differs from context to context.
C. Definitions and quotations provide the context and perspective for clarification in explanations.
D. Introductions and conclusions have similar purposes in presenting what is to be discussed and in assuring the reader has understood.
E. By correctly using paragraphs, headings and supports, I help the reader locate my main points.
|
A.1 What is the purpose of an informative essay?
B.1 Why is specific vocabulary used in some contexts?
C.1 Why are definitions and quotations important?
D.1 How might the introduction and conclusion be similar?
E.1 How can I organize effectively?
|
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Topic [b]
Ideas [c]
Topic [d]
Conclusion [d]
|
3 - Write (Informative / explanatory text)
3 - Introduce (Topic [a])
3 - Provide (General observation and focus [a])
2 - Group (Information [a])
3 - Include (Formatting [a])
3 - Include (Illustrations [a])
3 - Include (Multimedia [a])
2 - Develop (Topic [b])
2 - Link (Ideas [c])
2 - Use (Language and domain-specific vocabulary [d])
2 - Explain (Topic [d])
4 - Provide (Concluding statement or section [e])
|
1 - I can write informative / explanatory texts to examine a topic.
1 - I can write informative / explanatory texts to convey ideas and information clearly.
3 - I can introduce a topic clearly through my writing. [a]
3 - I can, through writing, through my writing. [a]
2 - I can group related information logically, through my writing. [a]
3 - I can include formatting (e.g. headings) to may writing to aid comprehension. [a]
3 - I can include illustrations to may writing to aid comprehension. [a]
3 - I can include multimedia to may writing to aid comprehension. [a]
2 - I can develop a topic with facts. [b]
2 - I can develop a topic with definitions. [b]
2 - I can develop a topic with concrete details. [b]
2 - I can develop a topic with quotations. [b]
2 - I can develop a topic with information and examples. [b]
2 - I can link ideas within and across categories of information using words, phrases, and clauses. [c]
2 - I can use precise language and domain-specific vocabulary to inform. [d]
2 - I can explain a topic through my writing. [d]
2 - I can provide a concluding statement or section related to information or explanation presented. [e]
|
A. The informative essay is a representation of facts leading to a logical conclusion that does not influence the reader.
B. Readers expect to find quality solutions when reading explanatory texts.
C. Readers want to quickly reach the main points.
D. Facts, definitions, details, quotations, examples and other relevant information help answer readers' questions.
E Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
F. Domain vocabulary sources and thesauruses help writers convey precise explanations.
G. Conclusions provide readers a final thought or spur further research, transitioning readers from the literature back to their own world.
|
A.1 What is the purpose of an informative essay?
B.1 How do I decide what is relevant content?
C.1 How do organization and presentation support writing?
D.1 Why must my topic be carefully developed?
E.1 Why is some writing hard to follow?
F.1 How do I locate precise vocabulary?
G.1 Why are conclusions necessary?
|
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Relevant Content
Strategies
Relationships
|
4 - Write (Informative/explanatory texts)
3 - Introduce (Topic [a])
3 - Use (Strategies [a])
2 - Use (Formatting [a])
6 - Develop (Topic [b])
3 - Use (Appropriate transitions [c])
3 - Use (Precise language [d])
2 - Establish (Formal style [e])
2 - Maintain (Formal style [e])
6 - Provide (Concluding statement [f])
|
1 - I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
3 - I can introduce a topic; organize ideas, concepts, and information when writing informative/explanatory texts. [a]
3 - I can use strategies such as definition, classification, comparison/contrast, and cause/effect when writing informative/explanatory texts.
2 - I can use formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension when writing informative/explanatory texts. [a]
6 - I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [b]
3 - I can use appropriate transitions to clarify relationships among ideas and concepts. [c]
3 - I can use precise language and domain-specific vocabulary to inform about and explain a topic. [d]
2 - I can maintain a formal style when writing informative/explanatory texts. [e]
6 - I can provide a concluding statement or section that is based on information from my writing.
|
A Relevance can be supported by elaborating through using reasons, well-chosen and specific details, examples, and/or anecdotes to support ideas.
B. Readers expect to quickly find quality solutions and main points when reading explanatory texts.
C. Facts, definitions, details, quotations, examples and other relevant information help answer readers' questions.
D. Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
E. Domain vocabulary sources and thesauruses help writers convey precise explanations.
F. Formal writing is so clear the reader needs no further explanation.
G. Conclusions transition readers from writing back to their world with a final thought to spur further research.
|
A.1 How do I decide what is relevant content?
B.1 How do organization and presentation support writing?
C.1 Why must my topic be carefully developed?
D.1 Why is some writing hard to follow?
E.1 How do I locate precise vocabulary?
F.1 How do I write formally?
G.1 Why are conclusions necessary?
|
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Relevant Content
|
4 - Write (Informative/explanatory texts)
3 - Introduce (Topic [a])
1 - Preview (Following writing [a])
4 - Organize (Ideas, concepts, information [a])
3 - Use (Strategies [a])
1 - include (Formatting [a])
1 - Include (Graphics [a])
1 - Include (Multimedia [a])
4 - Develop (Topic [b])
3 - Use (Transitions [c])
4 - Create (Cohesion [c])
4 - Clarify (Relationships [c])
3 - Use (Precise language, domain-)
3 - Establish (Formal style [e])
3 - Maintain (Formal style [e])
2 - Provide (Concluding statement or section [f])
6 - Support (Information [f])
|
4 - I can write informative/explanatory texts to examine a topic through the selection, organization, and analysis of relevant content.
3 - I can write informative/explanatory texts to convey ideas through the selection, organization, and analysis of relevant content.
1 - I can write informative/explanatory texts to convey concepts through the selection, organization, and analysis of relevant content.
1 - I can write informative/explanatory texts to convey information through the selection, organization, and analysis of relevant content.
3 - I can introduce a topic clearly. [a]
1 - I can preview what is to follow. [a]
4 - I can organize ideas, concepts, and information. [a]
3 - I can use strategies such as definition, classification, comparison/contrast, and cause/effect. [a]
1 - I can include formatting (e.g., headings. [a]
1 - I can include graphics ( e.g., charts, tables). [a]
1 - I can include multimedia when useful to aiding comprehension. [a]
4 - I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [b]
3 - I can use appropriate transitions. [c]
4 - I can create cohesion [c]
4 - I can clarify the relationships among ideas and concepts. [c]
3 - I can use precise language and domain-specific vocabulary to inform about or explain the topic. [d]
3 - I can establish formal style. [e]
3 - I can maintain formal style. [e]
2 - I can provide a concluding statement or section. [f]
6 - I can support the information or explanation presented. [f]
|
A. Readers expect to find quality solutions when reading explanatory texts.
B. Readers want to quickly reach the main points.
C. Facts, definitions, details, quotations, examples and other relevant information help answer readers' questions.
D. Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
E. Domain vocabulary sources and thesauruses help writers convey precise explanations.
F. Formal writing is so clear the reader needs no further explanation.
G. Conclusions provide readers a final thought or spur further research.
|
A.1 How do I decide what is relevant content?
B.1 How do organization and presentation support writing?
C.1 Why must my topic be carefully developed?
D.1 Why is some writing hard to follow?
E.1 How do I locate precise vocabulary?
F.1 How do I write formally?
G.1 Why are conclusions necessary?
|
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Relevant Content
|
4 - Write (Informative/explanatory texts)
3 - Introduce (Topic [a])
1 - Preview (Following writing[a])
4 - Organize (Ideas, concepts, information [a])
3 - Use (Strategies [a])
1 - include (Formatting [a])
1 - Include (Graphics [a])
1 - Include (Multimedia [a])
4 - Develop (Topic [b])
3 - Use (Transitions [c])
4 - Create (Cohesion [c])
4 - Clarify (Relationships [c])
3 - Use (Precise language, domain-)
3 - Establish (Formal style [e])
3 - Maintain (Formal style [e])
2 - Provide (Concluding statement or section [f])
6 - Support (Information [f])
|
4 - I can write informative/explanatory texts to examine a topic through the selection, organization, and analysis of relevant content.
3 - I can write informative/explanatory texts to convey ideas through the selection, organization, and analysis of relevant content.
1 - I can write informative/explanatory texts to convey concepts through the selection, organization, and analysis of relevant content.
1 - I can write informative/explanatory texts to convey information through the selection, organization, and analysis of relevant content.
3 - I can introduce a topic clearly. [a]
1 - I can preview what is to follow. [a]
4 - I can organize ideas, concepts, and information. [a]
3 - I can use strategies such as definition, classification, comparison/contrast, and cause/effect. [a]
1 - I can include formatting (e.g., headings. [a]
1 - I can include graphics ( e.g., charts, tables). [a]
1 - I can include multimedia when useful to aiding comprehension. [a]
4 - I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [b]
3 - I can use appropriate transitions. [c]
4 - I can create cohesion [c]
4 - I can clarify the relationships among ideas and concepts. [c]
3 - I can use precise language and domain-specific vocabulary to inform about or explain the topic. [d]
3 - I can establish formal style. [e]
3 - I can maintain formal style. [e]
2 - I can provide a concluding statement or section. [f]
6 - I can support the information or explanation presented. [f]
|
A. Readers expect to find quality solutions when reading explanatory texts.
B. Readers want to quickly reach the main points.
C. Facts, definitions, details, quotations, examples and other relevant information help answer readers' questions.
D. Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
E. Domain vocabulary sources and thesauruses help writers convey precise explanations.
F. Formal writing is so clear the reader needs no further explanation.
G. Conclusions provide readers a final thought or spur further research and transition readers from the world of a writing back to their own world.
|
A.1 How do I decide what is relevant content?
B.1 How do organization and presentation support writing?
C.1 Why must my topic be carefully developed?
D.1 Why is some writing hard to follow?
E.1 How do I locate precise vocabulary?
F.1 How do I write formally?
G.1 Why are conclusions necessary?
|
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Content
Topic
Major sections of text
|
3 - Write (Informative/explanatory texts)
4 - Introduce (Topic [a])
4 - Organize (Complex ideas, concepts, and information [a])
6 - Include (Formatting, graphics, multimedia [a])
3 - Develop (Topic [b])
3 - Use (Appropriate and varied transitions [c])
3 - Use (Precise language, domain-specific vocabulary, and techniques [d])
1 - Establish (Formal style and objective tone [e])
1 - Maintain (Formal style and objective tone [e])
6 - Provide (Concluding statement [f])
|
3 - I can write informative/explanatory texts to examine complex ideas, concepts, and information clearly and accurately through the effective selection of content.
3 - I can write informative/explanatory texts to examine complex ideas, concepts, and information clearly and accurately through the effective organization of content.
3 - I can write informative/explanatory texts to examine complex ideas, concepts, and information clearly and accurately through the effective analysis of content.
3 - I can write informative/explanatory texts to convey complex ideas, concepts, and information clearly and accurately through the effective selection of content.
3 - I can write informative/explanatory texts to convey complex ideas, concepts, and information clearly and accurately through the effective organization of content.
3 - I can write informative/explanatory texts to convey complex ideas, concepts, and information clearly and accurately through the effective analysis of content.
4 - I can introduce a topic. [a]
4 - I can organize complex ideas, concepts, and information to make important connections and distinctions. [a]
6 - I can include formatting (e.g., headings), graphics (e.g. figures, tables), and multimedia within my writing when useful to aid comprehension. [a]
3 - I can develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
3 - I can use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
3 - I can use precise language and domain-specific vocabulary to manage the complexity of the topic.
1 - I can establish a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
1 - I can maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
6 - I can provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic.
|
A. Facts, definitions, - details, quotations, examples and other relevant information help answer readers' questions.
B. Readers expect to quickly find quality solutions when reading explanatory texts.
C. If a writing lacks key points and supports, it will not present the intended message.
D. Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
E. Domain vocabulary sources and thesauruses help writers convey precise explanations.
F. Formal writing is so clear the reader needs no further explanation.
G. Conclusions provide readers a final thought or spur further research, transitioning readers from the world of a writing back to their own world.
|
A.1 How do I decide what is relevant content?
B.1 How do organization and presentation support writing?
C.1 Why must my topic be carefully developed?
D.1 Why is some writing hard to follow?
E.1 How do I locate precise vocabulary?
F.1 How do I write formally?
G.1 Why are conclusions necessary?
|
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Content
Topic
Major sections of text
|
3 - Write (Informative/explanatory texts)
2 - Select (Content)
4 - Organize (Content)
4 - Analyze (Content)
1 - Introduce (Topic [a])
4 - Organize (Complex ideas, concepts, and information [a])
2 - Include [Use] (Formatting, graphics, and multimedia [a])
3 - Develop (Topic [b])
2 - Select (Most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples [b])
3 - Use (Appropriate and varied transitions and syntax [c])
6 - Create (Cohesion [c])
6 - Clarify (Relationships [c])
3 - Use (Precise language, domain-specific vocabulary, and techniques [d])
6 - Manage [Assemble] (Complexity of a topic [d])
1 - Establish (Formal style and objective tone [e])
1 - Maintain (Formal style and objective tone [e])
6 - Provide (concluding statement [f])
|
3 - I can write informative/explanatory texts to examine complex ideas, concepts, and information clearly and accurately through effective selection.
2 - I can select content while writing informative/explanatory text.
2 - I can organize content while writing informative/explanatory text.
2 - I can analyze content while writing informative/explanatory text.
1 - I can introduce a topic. [a]
4 - I can organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole text. [a]
3 - I can include [use] formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [a]
3 - I can develop the topic thoroughly appropriate to the audience’s knowledge of the topic. [b]
2 - I can select the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. [b]
3 - I can use appropriate and varied transitions and syntax to link the major sections of the text. [c]
3 - I can create cohesion within written text. [c]
2 - I can clarify the relationships among complex ideas and concepts. [c]
3 - I can use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. [d]
6 - I can manage the complexity of topic using precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy. [d]
1 - I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [e]
6 - I can provide a concluding statement or section that follows from and supports the information or explanation presented. [f]
|
A. Relevance can be supported by elaborating through using reasons, well-chosen and specific details, examples, and/or anecdotes to support ideas.
B. Readers expect to find quality solutions when reading explanatory texts.
C. Readers want to quickly reach the main points.
D. Facts, definitions, details, quotations, examples and other relevant information help answer readers' questions.
E. Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
F. Domain vocabulary sources and thesauruses help writers convey precise explanations.
G. Formal writing is so clear the reader needs no further explanation.
H. Conclusions provide readers a final thought or spur further research.
|
A.1 How do I decide what is relevant content?
B.1 How do I decide what is relevant content?
C.1 How do organization and presentation support writing?
D.1 Why must my topic be carefully developed?
E.1 Why is some writing hard to follow?
F.1 How do I locate precise vocabulary?
G.1 How do I write formally?
H.1 Why are conclusions necessary?
|
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