Pumpkin Plans, Informational Text Features, and More!!

  

To prepare the students for my observation, I wanted to immerse the students in all things pumpkin. We touched pumpkins on the inside and outside (Cara Carroll & Deanna Jump’s ideas).  We created many anchor charts.

 

Then we focused on informational text features.  I had the students label informational text features.  I did this by scanning pages from a couple of bat themed books.  I then printed and laminated the scans and taped them to chart paper.  Throughout the year, I have been trying to stop and point out text features during read alouds and guided reading.   I created text feature definition cards.  I mounted them on cardstock and laminated them.   Then for a lesson, I read the text feature cards (click here to snag yours for free) and had the students match the cards to the feature.   The completed anchor chart is now on display in the classroom for the students to use as a reference.

The students then worked in pairs to use post its to label the informational text features.  They struggled with “heading” and would often write the actual heading of the book.  This helped me plan my observation lesson.

For my observation lesson, we reviewed the informational text features and completed the anchor chart matching activity for a second time.  Then we applied our pumpkin learning to what we knew about informational texts and created possible headings for our own informational writing pieces on pumpkins.

The students turn-paired-shared the headings they wanted to write about.  Once at their seats,  they filled in their heading on their writing paper.   I walked around and reminded the students to stay focused on the topic of the heading.  I also encouraged the students to add other informational text features to their writing.  I was really impressed with the writing and the application of informational text features.  I am trying to follow Teachers College philosophies and not stifle the kids with spelling and recopying…just let them write.  We can work on grammar and spelling in centers and during mini-lessons.   I am planning mini-lessons and pulling small groups based on the writing issues I notice.  For example, I have many students who need to work on rereading their writing and asking if the sentence makes sense.  I have few students with spacing issues and some that seem ready to work on adding more details or descriptive language.  Check out some of my top writer’s informational pieces from this lesson.

We are still working on our pumpkin informational pieces and I hope that they get to finish them this week, so that we can dive into bats!

Thanks for stopping by!  Also, thank you to all of you who are new fans and old.  I appreciate your support.  Five years on TpT flew by!