Guide
Name
Organizing Information for Writing and Representing
Description
Organizing information can be thought of as a preparatory step for writing and representing. The ability to organize ideas and information is dependent on skills and strategies such as analyzing, sorting, classifying/categorizing, comparing, and sequencing. Various types of writing frames may be used to provide students with scaffolds with which to organize information in meaningful ways. Spreadsheets and data bases may also be used to organize information and data Resources: Business Letter Components blm/ela/g/blcomponents TI Character Poem blm/ela/g/elablm47 SBLM Components of Request-for-Information Letter blm/ela/3/lettercomponents SBLM Explanation Planner blm/ela/g/success109 SBLM Information Frame Sample support/ela/g/infoframe TI Organizational Patterns of Paragraphs blm/g/ela/parapattern TI SI Sandwich (Paragraph) Frame support/ela/5/sandwich.html SI Sequential Paragraph Form blm/ela/g/elablm25 SBLM Student Sample: Paragraph Concept Frame support/ela/5/paracf.html TI The Block Format blm/ela/6/grade6p292 TI The Daily News - Hot Off the Press! W-5 Chart blm/ela/g/elablm67 SBLM The Modified-Block Format, blm/ela/6/grade6p294a TI The Semi-Block Format blm/ela/6/grade6p294b TI What Organizer to Use When link to support/ela/g/whenorgwha TI SI Writing Frames Samples /ela/8/grade8p310 TI
Purposes
- [Statement] To quicken the pace of the activity ask students to prepare their "numbered heads" response within a given timeframe. [Cluster] - [Statement] To demonstrate ability to gather, assess, select, and process information (Gather and Make Sense of Information- Cluster 3.2): Students use organizational patterns of oral, visual, and written texts to construct meaning. [Cluster] Cluster 3.2- Gather and Make Sense - [Statement] To demonstrate ability to organize, record, and assess information (Inquiry- Cluster 3.3): Students use an organizational frame to organize and record their ideas as narrative, compare/contrast, cause/effect, description, lab report etc. [Cluster] Cluster 3.3- Inquiry - [Statement] To demonstrate ability to generate and organize ideas (Composing: Writing/Speaking/Representing- Cluster 4.1): Students choose an organizational frame appropriate to their audience and purpose. [Cluster] Cluster 4.1- Composing: Writing /Speaking/ Representing
Specific Learning Outcomes LICT Descriptors How To Do
- Choose texts that feature organizational patterns you want students to understand such as main idea and supporting details, description, compare/contrast, cause/effect, poetry, story, lab report, etc. Model how to read and code the text using signal and transition words and a system of symbols: main idea, supporting details, compare/contrast, cause/effect, sequence, chronological order, etc. Have students read and code a given text. Discuss their answers as a class. Model how to organize ideas and Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
information for writing using the chosen organizational pattern. With student input compose a text which encompasses the chosen organizational pattern. Before composing, discuss the purpose for writing and the needs of the audience for whom it is intended. Follow the writing process to complete the task. When students are able to differentiate among several organizational patterns, have them choose an appropriate organizational pattern for their purpose and intended audience. Students follow the writing process to complete the writing or representing task. Related Information
Writing Process Link to Have students keep a record of the organizational patterns they have used and encourage them to expand their choice of patterns.
Variations
Cause/Effect Compare/Contrast link to file Descriptive Writing link to file Explanation Planner link to file Expository Writing- link to file Narrative Writing link to file Paragraph Frame link to file Persuasive Writing link to file Problem/Solution Pyramid Diagram link to file Science Lab Report Sequential (e.g., pattern 1: problem, steps/events, solution/outcome; pattern 2: goal, steps/events, results/outcome) Spreadsheet/Database link to file Story Boards link to file Story Maps link to file
Assessment / Think Abouts
With student input, develop criteria for the various organizational patterns they are expected to use. Criteria Setting link to fileConstructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.doc Observe students and collect work samples which demonstrate students' coding of organizational patterns within texts.Checklist to Assess Student's Ability to Select and Process Information blm/ela/g/elablm45 TBLM Have students self-assess their own work by comparing it to the criteria.Self-Assessment link to file Have students reflect on their choice of organizational patterns in relation to the needs of their audience and their purposes for speaking, writing, and representing.Reflection link to file
References Keywords
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -