English Language Arts and Reading.2.12.B

The student is expected to

compose informational texts, including procedural texts and reports; and

composition strand teks talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

Use the following rubric to monitor students’ progress towards mastering this SE. This SE should be assessed both while students are developing drafts and after students have completed their drafts.

Sample rubric:

  1. The student is unable to dictate or compose informational texts, including procedural texts and reports. The student may not be able to stay on topic.
  2. The student is able to dictate or compose informational texts, including procedural texts and reports, with extensive assistance and prompting by the teacher.
  3. The student is able to dictate or compose informational texts, including procedural texts and reports, with some assistance and prompting by the teacher.
  4. The student is able to dictate or compose informational texts, including procedural texts and reports, independently.
Informational texts are texts that present information in order to explain, clarify, and/or educate. In second grade, these could include procedural texts, magazines, newspapers, menus, nonfiction books, pamphlets, and textbooks. Students' informational writing should have a clear central idea, or focus, with supporting details, an introduction and conclusion, and an evident organizational pattern.
Procedural texts are a type of informational text written with the intent to explain the steps in a procedure or process (e.g., recipes, how-to guides, instruction manuals, etc.).
a text that provides an account on a particular issue or topic after observation, reading, experimentation, or formal research

Research

Donovan, C. A & Smolkin, L. A. (2011). Supporting informational writing in the elementary grades. The Reading Teacher, 64(6), 406–416. Retrieved from https://www.jstor.org/stable/41203424

Summary: As students progress from kindergarten to fifth grade, their writing of informational reports will grow in competence and sophistication if teachers adopt a varied, purposeful instructional framework. This article provides a continuum of development of students' informational writing.