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An informational report documents, organizes, and stores factual information on a topic. As its name suggests, the general purpose of an informational report is to inform the reader. A report is an example of nonfiction writing called expository writing. We write expository pieces when we wish to explain something, present information, give directions, or describe a process.

In grade four, students should be able to write informational reports that do the following:

 include facts and examples.

 present important details in a logical order.

A step-by-step lesson on how to write an explanatory essay is located in Storytown, Harcourt School Publishers, 2008, pp. 48-51 (Theme 3, pp.T79- T93).

Materials Needed:

Storytown Student Textbook: Suggested text Mountains by Seymour Simon. (optional) The story is located in Storytown, Harcourt School Publishers, 2008 on pp. 316-329 (ppT117-125)

Chart Paper KWL Chart*

Student Note Taking Forms*

Student Revision Checklists—Reports* Peer Conferencing Rules*

Sample Introductions* Sample Conclusions*

Student Editing Checklists* Book Layout and Publishing* *See Appendix

PREWRITING: GETTING STARTED

Modeling and Guided Practice

Prewriting is the planning stage of the writing process. It may include reading, drawing, observing, discussing, jot listing, and webbing. Basically, prewriting is the thinking process, thinking about what to write and how to organize it. Developing writers should be encouraged to spend adequate time in the prewriting stage.

1. During a discussion,

• Display and discuss an informational report that has been written by either a professional or a student writer. Have students talk about different reports that they have written.

• Allow students to brainstorm ideas and come up with a good definition of an informational report.

2. After the discussion, inform students that an informational report

below.) Discuss what information goes in each part, using examples from student reports.

INFORMATIONAL REPORT (Expository)

INTRODUCTION Introduces the topic, telling what

the report is about

BODY Contains subtopics that include main

ideas,

details, examples, and/or evidence CONCLUSION

Usually summarizes or rounds off Contains subtopics that include main ideas,

3. Compare a report to a story. Place the parts of a story beside those of a

report. (See example below.) As a class, have students discuss the differences between a report and a story.

STORY (Narrative)

BEGINNING Pulls the reader into the story by

introducing the main characters and setting

MIDDLE Introduces a problem/conflict and

develops

the plot by telling the events of the story in

order

END Brings the story to closure by solving

the problem/conflict

4. Inform students that they will be writing an informational report using

the story Mountains by Seymour Simon (optional). The story is located in Storytown, Harcourt School Publishers, 2008 on pp. 316-329 (pp T117-125). They will use the writing process to write their reports. They will share their reports with their teacher, other students at the school, and perhaps parents and other adults as well.

5. Begin a K-W-L Chart. (See Appendix) Ask students what they already

know mountains and list their responses under the “K” (Know) column of the chart. Then ask students what they want to find out about mountains, and list these responses under the “W” (Want to Know) column of the chart.

6. Have students read Mountains located in Storytown, Harcourt School Publishers, 2008 (optional) on pp. 316-329 (ppT117-T125). If your students have already read this story, you may wish to simply review the story in a discussion with your students and/or have them read it again independently. You might also have students read about mountains and erosion in their Science textbooks.

7. Ask students what they learned about mountains. List the responses

PROMPT: Use the information from the selection to write an informational report about mountains.

8. In order to gain information on their topic, tell students they will take

notes while rereading the story Mountains as well as information in their Science textbook. They will use a note taking form (See Appendix) to help them organize their information. Display it on chart paper.

TOPIC Mountains

HEIGHT OF MOUNTAINS

HOW MOUNTAINS FORM

EROSION AND WEATHERING

Think aloud: “On the note taking form, notice that the topic “Mountains” has been broken into three subtopics. When you take notes, you must only write the most important supporting details. It is not important to write in complete sentences when taking notes, instead write your information in short phrases.”

9. Tell students that they can form questions using the headings on the note

taking form. The answers to these questions will be included in their notes. Model how you would turn headings into questions:

• Height of Mountains

√ How high are mountains around the world? • How Mountains Form

√ What are the different ways mountains can form? • Erosion and Weathering

√ How are mountains affected by erosion and weathering?

Tip: If taking notes is a first experience for your students, you may wish to display the questions on chart paper so students can refer to them while taking their own notes.

10. Explain to students that paraphrasing, i.e., putting the writer’s

information in their own words, is an important part of report writing.

• Define plagiarism and why students should not copy an author’s exact words.

• For the purpose of this report, students should not copy the exact words from the reading text, but should paraphrase the author’s words.

• Model how paraphrasing can be done, using some of the above questions. • Tell students that their notes should be written in short phrases and/or clauses, not sentences.

• Model how students should write their notes on the note taking form.

Think aloud: “Look at page 318 in the Storytown book. The heading on this page is the same as our first subtopic. We will find information about the

height of mountains in this section. Here is an important fact from this section:

Mount Everest in the Himalayas is the highest mountain above sea level in the world, 29,028 feet. That’s five and a half miles above sea level, taller than the world’s twenty-six tallest skyscrapers stacked one atop another. I can paraphrase this important fact by writing this on my note taking form: highest mountain- Mount Everest in the Himalayas, 29,028 feet”

11. Distribute note taking forms to students and allow students time to

complete them. Tell students they will use their notes when they write their reports.

12. Individual students may need teacher conferencing during this

prewriting stage. Students may wish to share their notes with a peer for feedback. After teacher and peer conferencing, allow time for students to make changes to their notes.

DRAFTING: GETTING IT DOWN

During the drafting stage, writers get their thoughts down on paper. Drafting allows students to develop their ideas into sentences and

paragraphs. During drafting, students should not be too concerned about spelling and other conventional skills. They will have time to correct errors later. Because of the recursive nature of the writing process, it is often advisable to insert mini-lessons at points where students are having difficulty.

TIP: During drafting, tell students that writing on every other line will make it easier to revise later on.

DRAFTING

Tell students that they will now use their prewriting to help them write their reports. Refer them to the three main parts of a report listed on chart paper and review the components of each. Point out to students that their purpose in writing this report is to learn how to find and organize information. They will share their information with classmates and their teacher.

Inform students that it is important to consider their audience as they write. They should be sure that they are making the information clear for their readers. In addition, they will want to make their report interesting and enjoyable for the audience to read.

ORGANIZATION