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31 Writing Classroom Reports

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Write on Track

Writing Classroom Reports

Start-Up Activity

Take a "Stand-Up Poll." Say to your students, "I want you to stand up when I name something you care about." Then list the topics on this page: "Dolphins." After students stand, tell them to sit before the next category. "Spiders." Continue with the other topics: "Volcanoes." "Tornadoes." "Space." "Holidays." "Books."

Afterward, have all students sit and say, "What else do you care about that I haven't mentioned? Raise your hand, and when I call on you, stand up and say what you care about."

After students share their ideas, tell them that writing a report is an effective way to learn even more about topics that are important to them.

Think About It

“Life is abundant, and life is beautiful. And it's a good place that we're all in, you know, on this earth, if we take care of it.”

—Alice Walker

You are viewing: 31 Writing Classroom Reports

30 Making Bookmarks
32 Writing Summaries

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State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.3.2

CCSS.ELA-LITERACY.W.3.2.A

CCSS.ELA-LITERACY.W.3.2.B

CCSS.ELA-LITERACY.W.3.4

CCSS.ELA-LITERACY.W.3.5

CCSS.ELA-LITERACY.W.3.7

CCSS.ELA-LITERACY.W.3.2.C

CCSS.ELA-LITERACY.W.3.2.D

CCSS.ELA-LITERACY.W.3.8

CCSS.ELA-LITERACY.W.3.6

CCSS.ELA-LITERACY.RI.3.1

CCSS.ELA-LITERACY.RI.3.2

CCSS.ELA-LITERACY.RI.3.3

Page 160 from Write on Track

Writing a Report

Provide students a general subject area that you have been studying. Then ask them to write down specific topics that interest them in that subject area. Help them realize they don't have to know all about their topics. They just need to be interested enough to learn more.

After students choose an interesting topic, have them write as many questions as they can think of about the topic. They can write their questions on paper, cards, or a gathering grid. (See page 162.)

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Page 161 from Write on Track

Writing a Report (Continued)

Encourage your students to find two or more sources of information about their topics. Have them read the sources listed on this page and select at least two.

As students study about their topics, have them write answers and source information beside the questions on their note cards, in their notebooks, or in their gathering grids. Tell them that if their reading brings up new questions, they should add them along with answers.

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Page 162 from Write on Track

Gathering Grid

Use this page to help students create a gathering grid to guide their research. They can do so digitally with the download, or they can draw one by hand.

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Page 163 from Write on Track

Writing a Draft

Once students complete their research, present to them the tips and examples for writing a strong beginning, middle, and ending. Then give them the time to create their first drafts.

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Page 164 from Write on Track

Revising, Editing, & Proofreading

After students complete the first drafts of their reports, lead them through the "Revising" material on this page. Have them use the questions to improve their work. Also, have peer reviewers use the same questions to read and respond to the reports.

Once revisions are complete, present the "Editing and Proofreading" material on this page. Students should check spelling, capitalization, and punctuation. Have them create a clean final copy, like the one shown on page 165.

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Page 165 from Write on Track

Sample Classroom Report

Have volunteers read each paragraph from the sample classroom report. Then lead a discussion about this report:

  • How does the writer make you interested in the subject?
  • How does the writer make you interested in details reported about the subject?
  • How could you apply these same strategies to your own report?

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