Explanatory Writing, Part 2

Domain-specific vocabulary and transitional words are two important parts of explanatory writing. In this lesson, Ms. Ramsey provides her students with a chance to flesh out both using a graphic organizer. Working in pairs, the students consider their topics and the words they could use to enhance their writing.

Things to watch for:

• Teacher modeling in whole-group setting
• Students work in pairs
• Students share their work with the whole group
• Classroom management behaviors: “5 claps,” “grows” used as a way for students to provide feedback to each other

More classroom videos with Ms. Ramsey:

• Explanatory Writing, Part 1
• Inference and Informational Text

Writing Standards

Text Types and Purposes:

• Use appropriate transitions to clarify the relationships among ideas and concepts. (CCSS.ELA-Literacy.W.6.2c)
• Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS.ELA-Literacy.W.6.2d)

Production and Distribution of Writing:

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (CCSS.ELA-Literacy.W.6.4)
• With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 here.) (CCSS.ELA-Literacy.W.6.5)

• Graphic organizer for domain-specific vocabulary and transitional words (PDF)

Strategies that can be used to support this lesson:

• RAFT Writing
• Text Structure