NONFICTION

NOTEBOOKS
Book Study by Cynthia Andrews, Lorena Burke,
Kevin English, and Amy Watkins
Making Nonfiction Notebooks Work in MS and HS
Values process over product
Resource for students to house a variety of strategies when writing gets tough
Safe place for brainstorming and trying out possibilities
Way to look at growth and reflect
Allows for genre immersion
Helps students write better first drafts, enabling a less painful revision process
Student notebook time provides time to confer with students
CHAPTER 1: WRITER'S NOTEBOOKS:
AN INFORMATIONAL TWIST
CCSS.ELA-Literacy.CCRA.W.7
Conduct short as well as more sustained research projects based
on focused questions, demonstrating understanding of the
subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8
Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.

Chapter 2: Strategies to Explore Topics
In order for my students to get a
sense of all the different topics and
ways they can write, they need to
take time to read (17).


Strategy: They Did What? p. 17
Topic Legs p. 19

They Did What? Strategy
1. Read an informational
text and record title and
author.
2. Take notes about what
you notice.
3. Share with whole group.
4. Compile a list.
Students may make lists,
write sentences, record
quotes.
Teacher helps categorize
noticings.
Writers read.and notice.

Strategy
Writers.
Steps Students Follow: Tips and such:
subheading got my interest
about meerkats- dolphins
like a dictionary
picture with an explanation
true and false statements
subheadings and paragraphs
comparing and contrasting
serious
funny
Different structure
Different topics
Different formats

Different organizational styles



Different styles

They Did What? Strategy
Writers think about the different angles from
which they can write about the same topic.
Topic Legs Strategy
1. Make an expert list. Share.
2. Make a box with legs for
each topic.
3. Brainstorm different aspects
of the main idea.
Writers think about the different angles from which they
can write about the same topic.
dolphins
get caught in
nets and stuff
theyre really
smart
Sea World
Chapter 3: Strategies to Gather Information
Going through a confirmation process
allows students not only to confirm what
they know, but also to form new questions
about what they really dont know (31).

Its time to lift their writing from all about
to angled and focused pieces (32)

Strategy: All About p. 32
Better Questions p. 35
Writers write all they know about their topic, and
then they look for what they dont know.
1. Write for x minutes, and
as fast as you can, jot down
everything you know about
your topic. You dont have
to explain it.
2. Reread it.
3. Turn to your neighbor
and tell them one surprise.
4. Reread your entry
silently and take notes on
your thoughts.
All About Strategy
Writers reread to launch new thinking.
Avoid a set format of research
questions because it teaches kids to
do one kind of report for one teacher.

Helps students realize there is more
to know about the topic theyve
chosen.

1. Reread your notes.
2. Identify the gaps. What
lingering questions do you have
about your topic?
3. Turn and share the questions
youre going to research.
4. Listen to your partners
questions.

Better Questions Strategy
Chapter 4: Predrafting Strategies
If our students can take the time to use
one or two predrafting strategies, their
drafts may be more organized and more
in line with what they want to do for a
final piece (53).


Strategy: Topic Change-Up p. 54
Possible formats
Newspaper article
Advice column
Annotated top ten list
Picture book
Change Up Strategy
1. Students write in an
assigned organizational style
or format for x minutes.
2. Teacher announces a new
style or format and students
continue writing but in the new
style or format. Students do
not stop writing or start over.
Writers of all ages need to plan, talk, rearrange, plan again,
and talk some more before they actually write.
Use once kids have their topic
and main idea decided.
Helps find the energy in the
topic.
She suggests using 5 formats
and 2 or 3 organizational
styles.

Chapter 5: Strategies to Craft Informational Pieces
We can help our students become better
writers by stretching their thinking and
having them ask, How do other writers do
this kind of writing? (page 71)

Strategy: Six Word Summary (page 75)

Six Word Summary
Can write multiple 6 word
summaries
Can be written on a 3 x 5 card and
used as an exit slip. It can help
with formative assessment.
Students can then tape the card
into their notebooks for later use.
Writers recompose what they learn.
1. Reread your notebook
entries.
2. Summarize your
important ideas in exactly
6 words.
Chapter 5: Strategies to Craft Informational Pieces
Use comparisons to everyday things, catchy phrases with rhyme or
alliteration to catch the the readers attention, include colors and
small details you dont want readers to miss. (page 73)
Action, Meet the Character(s), Set the Scene, What its Not, Ask a
Question. Use mentor texts to discuss with students how to create
a quality beginning statement. (page 80)

Painting pictures in readers minds with words. (page 81)

Show and not tell. Visualizing a detailed picture (page 87)

Using text features (graphs, pictures, charts) with captions can
help a writer communicate more effectively with the reader.
Creating Images

Finding the Right Beginning

Careful Word Choice

Writing in Slow Motion

Over the Shoulder Writing
Chapter 6: Assessment
Summative

Shows work over time (2-3 weeks).
Development of writing
Revisions

Things to assess about the Notebook
(Rubric, page 100)
Thoughtfulness
Frequency
Flexibility

Note: The author suggests that you may decide to
only assess for one of the above named categories.

Formative

Daily

Shows progress toward writing
Prewriting ideas
Allows for the process of
writing
Chapter 6: Assessment
Assessing the notebook should be a celebration of what
students are trying in their writing. Its a time when Im
looking at the possibilities for each writer and trying to
figure out how to get him or her there. Its about
accomplishing small steps toward becoming a better
writer and a better teacher of writing.
Aimee Buckner, Nonfiction Notebooks (124)