Activities

1. List the reasons for informative/explanatory writing and give an example for each.
   
   
2. Make a four-page Frayer Model booklet with the terms definition, classification, compare/contrast and cause and effect. 

3.  Given an informative topic and text, create and use a graphic organizer to organize the information using the strategy of classification.
   
   
4.  Using a given science or social text, identify the strategies used by the author to introduce and present the topic.

5. Given an informative/explanatory topic, introduce the topic for the intended audience.  Use more than one strategy to assist in presenting the introduction such as definition, classification, compare/contrast, and cause/effect.  Use graphics such as pictures, charts or other text features when appropriate to aid in conveying information.
   
   
6. Generate informative/explanatory topics that could be effectively presented using definition, classification, compare/contrast and cause/effect.  Explain why each strategy or strategies are selected for each topic.

Answer Key/Rubric

1. Student lists the reasons for informative/explanatory writing and gives an example for each.  Student understands that the primary purpose for informative/explanatory writing is to increase the understanding of the intended audience.  Student correctly lists the reasons for informative/explanatory writing and gives an example of each.  Student understands that informative/explanatory writers use what they already know and research primary and secondary sources for further information they may need to complete writing.  Student understands that this writing conveys accurate information.  Student understands this writing focuses on telling how or why.  Informative/explanatory writing:

• Provides new knowledge (How to groom a horse.)
• Explains a process or procedure (Explanation of photosynthesis)
• Explores or develops a concept (How technology from ancient Egypt influences the world today today.)

2. Student makes a four-page Frayer Model booklet with the terms definition, classification, compare/contrast and cause and effect.  Student understands this booklet contains strategies authors use to present and convey informative or explanatory information.  Student understands these strategies are often seen in textbooks.  Each page contains the correct definition of the word, correct examples, correct non-examples and correct characteristics of each word.
   
   
3. Given an informative topic and text, student creates and uses a graphic organizer to organize the information using the strategy of classification.  Student closely reads text.  Student sorts or divides information, people, objects, or ideas into groups that share the same characteristics.  Student correctly sorts information into meaningful groups.  Classification is accurate.  Student creates a graphic organizer that shows classified information in a visual form.  Student may make a concept web, a T-chart, hierarchy chart, etc.  Information and classification is correct on graphic organizer.
   
   
4. Using a given science or social text, student identifies the strategies used by the author to introduce and present the topic.  Student closely reads and examines a portion of a science or social text.  Student identifies how the topic is introduced and presented.  Student understands that informative and explanatory topics often use definition, classification, compare/contrast and cause and effect to present information.  Student correctly identifies how information is presented.  Student understands:

• Definition-gives the meaning of the term and explains it further
• Classification-sorts information into groups that share similar characteristics
• Compare/Contrast-Shows similarities and differences between ideas, objects, concepts, etc.
• Cause/Effect-Cause tells why something happened.  Effect is the result of the cause.  The cause can have more than one effect.  Cause and effect explain the relationship between actions and events.

5. Given an informative/explanatory topic, student introduces the topic for the intended audience.  Student uses more than one strategy to assist in presenting the introduction such as definition, classification, compare/contrast, and cause/effect.  Student understands that informative and explanatory topics often use definition, classification, compare/contrast and cause and effect to present information.  Student understands the intended audience is the group he is writing for.  Student correctly identifies the intended audience he is writing for and writes for this audience.  Student selects strategies that are effective in presenting and conveying the topic.  Student selects meaningful graphics or other text features when appropriate to aid in reader comprehension.  Student understands and uses the following strategies appropriately:

• Definition-gives the meaning of the term and may explain it further
• Classification-sorts information into groups that share similar characteristics
• Compare/Contrast-Shows similarities and differences between ideas, objects, concepts, etc.
• Cause/Effect-Cause tells why something happened.  Effect is the result of the cause.  The cause can have more than one effect.  Cause and effect explain the relationship between actions and events

     Student’s introduction contains adequate information and strategies that convey the information effectively. 

6. Student generates informative/explanatory topics that could be effectively presented using definition, classification, compare/contrast and cause/effect.  Student explains why each strategy or strategies are selected for each topic.  Student correctly generates a list of informative or explanatory topics.  Student understands that the primary purpose for informative/explanatory writing is to increase the understanding of the intended audience.  Student understands that informative/explanatory writers use what they already know and research primary and secondary sources for further information they may need to complete writing.  Student understands that this writing conveys accurate information.  Student understands this writing focuses on telling how or why.   Student understands that informative/explanatory writing:

• Provides new knowledge (How to groom a horse.)
• Explains a process or procedure (Explanation of photosynthesis)
• Explores or develops a concept (How technology from ancient Egypt influences the world today today.)

     Student gives a logical explanation for why each topic generated would be suited toward the selected strategy
     or strategies.  Student understands:

• Definition-gives the meaning of the term and explains it further
• Classification-sorts information into groups that share similar characteristics
• Compare/Contrast-Shows similarities and differences between ideas, objects, concepts, etc.
• Cause/Effect-Cause tells why something happened.  Effect is the result of the cause.  The cause can have more than one effect.  Cause and effect explain the relationship between actions and events

     For example: