Previously I posted how I modeled researching and taking notes. If you didn't see that post, you can find it at
Diving Into Research.
Here is a picture of the notes my students helped me take about walruses.
After modeling how to take notes, my students did their own research about an ocean animal of their choice. If you didn't see that post, you can find it at
Research Continued.
I saved our notes about walruses, so I could model how to write a nonfiction book.
I introduce how to write a nonfiction book by following the work of Debbie Rickards. She is the author of
Primarily Writing: A Practical Guide for Teachers of Young Children. it is one of the best books I've read about teaching writing to young children. I have mentioned this book before. You can find my post at
Student Writing Folders.
First, we began by creating a Table of Contents.
We left off the page numbers, but we will go back and fill them in when we are finished with our books.
Then I modeled reading through my notes on the yellow post-its, from the Yes! and New Facts side of our RAN chart, and writing sentences about what a walrus looks like. We also put a heading at the top of our page. Here is what I modeled writing, but it continued onto the backside of this page. I didn't take a picture of the back. Sorry!
Next week, we will go back and add diagrams and illustrations.
Below are some samples of their work in progress. I was taking pictures as they were working, so please understand that these are not their finished products. They have not revised or edited their work yet.
The next day, I always model rereading the page I wrote the day before and revising my work. Then I continued by modeling how to read my notes on pink post-its and write about what walruses eat.
Below are some pictures of my students at work writing about what their ocean animal eats.
In this photograph, you can see the students looking at their notes on pink post-its and writing. Their notes are stored in their RAN charts.
Then I modeled how to read my notes on green post-its and write about what a walrus can do. We revised this the next day to say "Walruses are mammals so they have live births."
Samples of student work.
Finally, I modeled reading my notes on blue post-its to write about where or how a walrus lives.
Samples of student work.
When I conferenced with this student, I questioned him about his research.
An octopus can live 465 million years? Hmmm!
This is the back side of a page.
I have tried to conference with nearly every student each day over their pages. I had them reread their work to "cross-check" and make sure it sounds right and makes sense. They also revised each page.
Next week, we will begin adding an index, and a diagram, illustrations, a title page, and a cover.
Nonfiction Writing will need to be continued...
Another post coming soon!
