Activities

1. Read a short informative or explanatory text and write four key ideas about the text.
   
   
2. Write a recipe card that includes ingredients and a short explanation for how to prepare the recipe.

3. Write an informative paper that shows how to accomplish a task in two different ways.
   
   
4. Given a mathematical word problem, write an explanatory paper which explains how the problem is solved.

5. After reading about two scientists with similar theories, write a paper explaining the similarities and differences in their theories.
   
   
6. Given a social studies event, write an informative essay which explains the causes and effects of the event.

Answer Key/Rubric

1. Student reads a short informative or explanatory text and writes four key ideas about the text.  Student writes four key ideas from the text.   Ideas are expressed clearly and in complete sentences.  Ideas represent what the text is mostly about.  Student does not include irrelevant or unimportant details.   
   
   
2. Student writes a recipe card that includes ingredients and a short explanation for how to prepare the recipe.  Student understands the format for a recipe card.  Student lists all ingredients first.  Student writes a step-by-step explanation for how to prepare the recipe.  Recipe is sequentially correctly.  Student uses transition words that help the reader follow the recipe directions.  Recipe card is complete, with no steps missing.  Directions are clear and accurate.
   
   
3. Student writes an informative paper that shows how to accomplish a task two different ways.  Student writes a paper that is grade appropriate and makes sense.  Ideas, directions, and concepts are clear and show how to accomplish a task two different ways.  Student provides an introduction.  Student grabs the reader’s attention using a hook and explains the task that will be addressed and that there are more than one way to accomplish this task.  Student uses the first body paragraph to explain how to accomplish the task one way.  Student uses the second body paragraph to explain how to accomplish the task another way.  Student develops the body paragraphs sufficiently, giving clear directions on how to accomplish the tasks.  Student may use step-by-step directions.  Student uses formal language and higher level vocabulary.  Student uses transition words that help the reader understand the relationship between ideas.  Student includes a conclusion that briefly restates the information in the paper.  Student gives the reader something to think about.
   
   
4. Given a mathematical word problem, student writes an explanatory paper which explains how the problem is solved.  Student closely reads the math problem.  Student writes a paper that is grade appropriate and makes sense.  Student provides an introduction.  Student grabs the reader’s attention using a hook and explains the math problem that will be addressed clearly.  Student uses a body paragraph or paragraphs to explain how he is calculating the answer and his mathematically reasoning.  Student includes text features that may assist the reader in understanding the text, such as charts, mathematical calculations, formulas, etc.  Student explains sequentially and in detail.  Student uses formal language and uses math-specific vocabulary.  Student uses transitions that help the reader understand relationships between ideas.  Student includes a conclusion that briefly states his answer to the problem.
   
   
5. After reading about two scientists with similar theories, student writes a paper explaining the similarities and differences in their theories.  Student closely reads information about both scientists.  Student writes a paper that is grade appropriate and makes sense.  Student provides an introduction.  Student includes a hook and gives brief background information on each scientist while introducing the theory of each clearly.  Student has two body paragraphs.  The body paragraphs are organized in a compare and contrast fashion.  For example, the first body paragraph addresses how the theories are alike and the second body paragraph addresses how the theories are different.  Each body paragraph is developed sufficiently with examples, facts or analysis.  Student uses formal language and uses science-specific vocabulary.  Student uses transitions that help the reader understand relationships between ideas.  Student includes a conclusion that briefly states how their theories are similar and different and explains why this matters to the reader.
   
   
6. Given a social studies event, student writes an informative essay which explains the causes and effects of the event.  Student writes a paper that is grade appropriate and makes sense.  Student provides an introduction.  Student incudes a hook, and gives general information about the social studies event.  Student includes two or three body paragraphs.  Body paragraphs are well-developed with specific facts, examples and analysis.  Student uses formal language and content-specific vocabulary.  Student uses transitions that help the reader understand relationships between ideas.  The first body paragraph sufficiently addresses the specific cause or causes of the event.  The remaining body paragraphs sufficiently addresses the effects of the event.  Student includes a conclusion which briefly reminds the reader of the causes and effects of the event and explains why this matters to the reader.