Informative/Explanatory Writing Prompt

Common Core Standards

Informative/Explanatory Writing Prompt

Teacher Version
Grade / 6 / Title/Subject / Energy Exchange Ecosystem

The following sections are included in this Teacher Version:

• Prompt

• Process: Day 1 and 2

• Teacher Directions for Scoring Rubric

Prompt

On Day 1 students will engage in a shared reading and note-taking activity using two informative texts to learn about anEnergy Exchange Ecosystem. After the group activity, they will be directed to plan, and begin to draft an informative writing piece about an Energy Exchange Ecosystem utilizing the information they read in the texts as well as notes they took during the shared lesson. On Day 2 students will finish their drafts, revise and edit their writing, and if they choose, produce a final copy.

Process

DAY 1: Shared Reading and Note-taking: Up to 40 minutes

Step 1: Connect to Background Knowledge ~ 5 minutes

Provide an introduction to the classroom activity by indicating that after this activity, students will be writing an essay focused on the topic of Energy Exchange Ecosystem. Ask students to share orally what they might know about Energy Exchange Ecosystem. Possible questions could include:

“What is an ecosystem? What are examples of ecosystems? What lives in an ecosystem? How do these living things survive? What part does the sun play in an ecosystem?

For active engagement encourage pair or group sharing, before sharing out with whole group.

Step 2: Accessing the Text ~ 35 minutes

Explain: “Now we will read two sources about Energy Exchange Ecosystem.” Read both sources, pointing out important facts and features (pictures, captions, etc.) Use ONLY the sources provided in this prompt packet.
Lead a whole class discussion about the sources, during which students generate a key word list, list the “gist” next to each paragraph, highlight important words/phrases, or participate in pictorial narrative input (large teacher-created drawing with labels).
Think-Pair-Share: “Tell your partner what you learned about Energy Exchange Ecosystem.” Make sure both partners have time to share with each other.

Step 3: Clarify Expectations for the Writing Task: ~ 5 minutes

Explain: “In a few minutes you will have a chance to look at the sources, plan, and write a draft to explain to me what you learned about Energy Exchange Ecosystem. Tomorrow you will have a chance to change and edit your work from today to write a final revision.”

Review the student directions and checklist for the writing assignment and give each student a sheet of blank paper for planning and lined paper for writing.

Teacher Version
Grade / 6 / Title/Subject / Energy Exchange Ecosystem
Process continued

Planning and Drafting Writing: up to 40 minutes

Step4: Clarify Expectations for the Writing Task: ~ 5 minutes

Tell students to begin planning their writing on the blank sheet of paper. You can remind them of planning strategies you have taught in your classroom such as outlining, lists, webs, or drawing. Don’t provide a plan yourself, just remind them of the strategies for planning.

After 10 minutes suggest to students that they begin writing their drafts.

Collect all materials from Day 1 after the 40 minutes total is complete.

DAY 2: Up to 60 minutes

Allow students to access the sources, their notes, the classroom activity charts/key word lists, and their draft.
Students read the prompt and their draft from Day 1 to make revisions.
Students edit and write final revision of essay. Provide additional lined paper for revisions and final copies as needed. Students may have time to create a final copy, or may revise and edit from their draft as time allows.
At teacher discretion, students may use word processing for draft or revision as long as spelling and grammar correction tools have been disabled.
Inform students when 15 minutes remain.
Collect all student writing materials.

Teacher Directions for Scoring Rubric:

Student responses to Part 2 will be scored using the Common Core based Informative/Explanatory WritingRubric. A score will be given in each of the three rubric categories. For grades 3-6, student revisions will bescored.

Each student’s final scores should indicate a 1, 2, 3, or 4 in each of the three categories (no partial scores suchas 2.5, 3+, etc.). A score of 3 or 4 in each category is considered a passing score and a total of 8 points orhigher out of 12 total is considered a passing overall score.

The score for each of the three categories will be entered for each student into Illuminate.

Grade / 6 / Informative/Explanatory Writing Rubric
Level / WRITING / ORGANIZATION
and FOCUS / LANGUAGE CONVENTIONS / WITH GUIDANCE and SUPPORT
FROM ADULTS
4
Exceeds / Meets Level 3
Introduces a topic clearly, and previews what is to follow
Establishes and maintains a formal style
Uses vivid and descriptive language that support genre / Meets Level 3
Paper is well-developed with smooth transitions and indentations / Meets Level 3
Ensures that pronouns are in the proper case (subjective, objective, or possessive). (CCSS 1a)*
Uses all pronouns, including intensive pronouns correctly (CCSS L 1b)*
Recognizes and corrects vague pronouns (i.e., ones with unclear or ambiguous antecedents (CCSS L 1d)*
Uses correct punctuation (parentheses, dashes, hyphens or brackets) (CCSS L2a)*
Spells correctly (CCSS L 2b) / Level of guidance and support from adults before writing:
Check off what was done before the student wrote the piece being scored.
Discussion
Read aloud or shared reading
Drawing
Vocabulary word bank
Shared or interactive writing
Graphic organizer
Language frames
3
Meets / Paper examines a topic and conveys ideas, concepts, and information through the selection, organizations and analysis of relevant content (CCSS 2)*
Introduces a topic clearly, organizes ideas, concepts and information using definitions, classifications, comparison/contrast, cause and effect (CCSS 2a)*
Includes headings, graphics (tables, charts, graphs), and/or multimedia, when useful to aiding comprehension (CCSS 2a)*
Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples (CCSS 2b)*
Uses appropriate transitions to clarify the relationships among ideas and concepts (CCSS 2c)*
Uses precise language and domain-specific vocabulary to inform about or explain the topic (CCSS 2d)*
Provide a concluding statement or section that follows from the information or explanation presented (CCSS 2e)*
Uses various sources to gather information about the topic (internet, media, speakers, books, newspapers, and magazines)
Notes are organized, used, and information is shared in own words
Provides a list of source / Includes well-developed supporting facts and details
Uses transition words to move the reader from one detail to the next
Clearly planned writing with graphic organizer, rough draft or notes
Document is neat and legible / Uses a variation of simple, compound, complex, and compound-complex sentences for meaning and interest (CCSS L 3a)*
Use effective coordination and subordination of ideas to express complete thoughts
Uses indefinite pronouns and present perfect, past perfect, and future perfect verb tenses
Ensures that verbs agree with compound subjects
Uses colons after the salutation in business letters, and lists when applicable
Uses semicolon to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences
Uses correct capitalization
Spells frequently misspelled words correctly (their, there, they’re, by, buy, bye)
2
Almost Meets / Describes some aspects of topic, but lacks topic sentence
Includes few facts & details for focus
Draws information from one source
Notes are not organized or not used / Includes simple supporting details that follow a logical order
Graphic organizer, rough draft or notes are complete / Contains some run-on sentences
Uses some simple or compound sentences
Uses propositional phrases, appositives, dependent and independent clauses, transitions or conjunctions incorrectly
Uses verbs that are often misused (lie/lay, sit/set, rise/raise) incorrectly
Uses a colon to introduce a list, when applicable
Contains some punctuation errors
Contains some capitalization errors
Contains some spelling errors
1
Does Not Meet / Limited information on topic
Includes little to no facts for focus
No outside sources / Disjointed ideas
Organization not well planned
No evidence of graphic organizer, rough draft or notes / Contains run-on sentences
Contains many punctuation errors
Contains many capitalization errors
Contains many spelling errors
Student Version
Grade / 6 / Title/Subject / Energy Exchange Ecosystem

Student Prompt:

As you think about what you just read, write a multiparagraph

essay to explain to your teacher what you learned about energy exchange in an ecosystem.

Writing Tips:

Be sure to introduce the topic and group related factstogether.

Use facts from the two sources to develop your ideas.

You may want to include definitions and illustrations tohelp your teacher clearly understand what youlearned.

End with a conclusion.

Reminders:

You can look at the two sources and your key word listto help you with your writing.

You might begin by making a plan or drawing agraphic organizer help you with your thinking.

Do not copy sentences from the sources.

Step 1: Plan

Plan: review the texts and your notes

Make a plan on the blank paper for your writing.

Step 2: Draft

Write a topic sentence with your main idea.

Write sentences with facts and details.

Group information together as you write.

Write a concluding sentence or paragraph.

Common Core Standards

Informative/Explanatory Writing Prompt

Student Version
Grade / 6 / Title/Subject / Energy Exchange Ecosystem

Step 3: Reread and Revise

Reread your writing and revise:

Does it make sense?

Have you used science words from the text?

Is there missing information you want to add?

Step 4: Edit

Reread your writing and revise:

Capitals at the beginning of sentences

Capitals for proper nouns

Punctuation: (end points) . ! ?

Commas , quotation marks “ ”

Spelling

Complete Sentences

Step 5: Final Draft

Recopy and fix your mistakes.

Make sure to leave spaces between your words.

Use your neatest handwriting.

Student Version
Grade / 6 / Title/Subject / Energy Exchange Ecosystem

Common Core Standards

Informative/Explanatory Writing Prompt

Student Reading Text
Grade / 6 / Title/Subject / Energy Exchange Ecosystem

Common Core Standards

Informative/Explanatory Writing Prompt

Student Reading Text
Grade / 6 / Title/Subject / Energy Exchange Ecosystem

Student Reading Text
Grade / 6 / Title/Subject / Energy Exchange Ecosystem
Student Reading Text
Grade / 6 / Title/Subject / Energy Exchange Ecosystem

Student Reading Text
Grade / 6 / Title/Subject / Energy Exchange Ecosystem