Emily Clark

2nd Grade Informational Writing Module

https://clark-infowritingmodule.weebly.com/
1. Instructional Objectives:

Given nonfiction texts in a school setting, students will select a topic of interest, research that

topic, organize their gathered information, draft an informational writing piece, revise their

writing, edit their writing, and publish their writing.

Given nonfiction texts at appropriate levels for research in a school setting, students will write an

informative text in which they introduce a topic, use facts and definitions to develop points, and

provide a concluding statement or section.

2. Assessment Descriptions:

The assessments consist of two quizzes and a final summative assessment of the students’

completed informational writing pieces using a rubric.

The two quizzes are a Research Quiz and a Revising and Editing Quiz. The Research

Quiz was made in Quizziz and assesses the students’ ability to use nonfiction text features in

order to research a topic. The Revising and Editing Quiz tests how well students are able to

group information together, as well as their command of various grade-appropriate grammar

skills.

The on-grade level rubric for the students’ informational writing addresses four areas:

ideas, organization, style, and conventions. I also have a modified rubric for my English

Language Learners that instead focuses on linguistic complexity, vocabulary, language control,

and conventions. For this rubric, linguistic complexity counts twice.

3. Assessment Data:

Research Quiz Results

Question 1 Question 2 Question 3 Question 4 Question 5

Student Score
Responses Responses Responses Responses Responses
Student A C A A C A 100
Student B C A A C C 80
Student C C A B C C 60
Student D C B C C A 60

Revising and Editing Quiz Results

Question 1 Question 2 Question 3 Question 4 Question 5

Student Score
Responses Responses Responses Responses Responses
Student A B A C C A 100
Student B B A C A A 80
Student C B A A C A 80
Student D B A A A A 60

Informational Writing Rubric Results

Student Category 1 Category 2 Category 3 Category 4 Grade

Student A 4/4 4/4 4/4 3.5/4 98
Student B 4/4 4/4 4/4 4/4 100
Student C 4/4 4/4 4/4 3/4 83
Student D 4/4 4/4 4/4 3.5/4 98

4. Assessment Data Analysis:

For the Research Quiz, there is a mean of 75, maximum of 100, and minimum of 60. For

the Revising and Editing Quiz, there is a mean of 80, maximum of 100, and minimum of 60.

After reviewing the questions of both quizzes, the questions seem to be worded clearly, but this

data is in line with what I’ve seen throughout the year. The students are slightly stronger with

mechanics than with researching information and using text features. There are many nonfiction
text features that students are responsible for mastering in second grade, while grammar and

punctuation is more focused, concentrating on capitalization, punctuating the ends of sentences,

and using commas correctly.

For the writing piece, there is a mean of 94.75, maximum of 100, and minimum of 83.

Most of the points that were taken off were for Category 4, which is Conventions. While this

may seem contrary to the quiz data, seventy-five percent of my class are English Language

Learners, so many of them sometimes struggle with spelling and subject-verb agreement. If this

interferes with the meaning of their writing, points have to be taken off, according to the rubric.

5. Field Notes:

3/24/20

 One student couldn’t find where to post on Edmodo. I asked if he put in the class code. I

also adjusted the wording slightly in the directions under the “Plan” tab. It turns out I

need to “Accept” students into my class.

 Another asked where he could find the topic, so I told him he could pick the topic.

3/25/20

 One student had trouble playing the Digital Citizenship video, but it was working. It told

him maybe it was just slow and to make sure he has Flash player turned on. If not, I told

him to skip and come back to it later.

3/27/20
  Two students turned in a picture of handwritten writing rather than using digital tools.

 Students seem confused as to how to turn in their writing using Assignment dropbox.

 Only one student has used the Edmodo discussions and done the quiz so far. I hope to

see more by the end of the week.

4/6/20

 I extended the due date since many students are still not finished.

 A student struggling but did not clarify why. She only asked if she could pick the topic.

4/10/20

 Students were confused about how to submit their final writing pieces.

4/14/20

 Some students are trying to turn their writing into the discussion board. I am closing the

discussion board.

6. Evaluation Rubric from Peer

Content Module Review for Emily Clark

Peer Reviewer: Lauren Caslen Review Date:
Unacceptable (1 Point) Acceptable (2 Points) Target (3 Points) Points
Content curation tool is linked to the 1. Content curation tool is Must have all of these criteria:
online course. OR embedded (not linked) in the online 1. Content curation is embedded (not
Curated ResourcesModule 4

 Content curation tool selected
from the article “17 of the Best
Content Curation Tools” and
links to a minimum of 4 unique
web resources. OR
 Many duplicate web sites
included. OR
 Tool selected was not from the
content curation list. OR
 Resources do not match the
instructional objectives. OR
 Most resources are not age-
course. AND
2. Content curation tool selected
from the article “17 of the Best
Content Curation Tools” and links to
a minimum of 6 unique web
resources.
BUT Also…
 One duplicate web site included.
OR
Resources do not exactly
match the instructional
objectives. OR
linked) in the online course.
2. Content curation tool selected from
the article “17 of the Best Content
Curation Tools” and links to a
minimum of 8 unique web resources
(do not select more than one from a
single domain name.)
3. Resources match the instructional
objectives, are high-quality and age 2
appropriate.
4. ALL links are active.
5. Annotations are descriptive and
 appropriate. OR
 More than one link is not
active. OR
 Annotations are
missing/incomplete.
Online Module does not include any
social media. OR
Module 6– Social Media and DiscussionsModule 5
 Social media is not effectively
integrated. OR
 Social media links are not
active. OR
 Course does not contain

sufficient discussions. OR
Discussions do not match
course objectives.
Course rubric does not
contain sufficient levels. OR
Communication
 Course rubric does not contain
criteria that align with content.
OR
Assessment – Rubrics and Quizzes
 Quiz does not measure the
stated objectives. OR
 Quiz contains grammatical
and/or spelling errors. OR
 Quiz is not created using an
online tool (ie. Quizlet or
Google Forms).
1.Online Module does not show
Diversity and AccessibilityModule 8
evidence or has limited evidence of
meeting the needs of diverse
learners.
Content and 1. Much of the instructional
Organization content I needed to complete
the content module was
missing. OR
2. I couldn’t access the site on
the first try. OR
3. I had to request access on 3 or
more embedded content
and/or links. OR
4. Navigating through the course
 Some resources are not age-
appropriate. OR
 One of the links is not active.
OR
 Annotations are complete but
some simply provide a content
summary.
1.Online Module contains at least
two different social media apps.
AND
2. All links to social media are
active. AND
3. Social media is integrated into the
course content in a meaningful way.
AND
4. Course contains at least two
discussions. AND
5. Discussions match content. AND
6. At least one discussion post is
created using a social media format.
1.Course rubrics contain
levels that are well defined. AND
2.Course rubric contains
at least two levels of student
performance. AND
3.Rubric criterion align
with overall content. AND
4.Quiz questions match
instructional objectives. AND
5.Quizzes are
grammatically correct and do not
contain any misspellings. AND
6.Quiz is created using an online
tool such as Quizlet or Google
Forms.
1.Online Module utilizes 3+
elements of Universal Design for
Learning. AND
2. Online Module offers some
evidence of Differentiated
Instruction. AND
3. Online Module shows evidence of
some accessibility adaptations. AND
4. Links to (2+) assistive technology
resources provided.
1. Most of the instructional
content I needed to complete
the content module was
present. AND
2. I could access the site on the
first try. I had to request access
on no more than 2 embedded
content and/or links. AND
3. It was easy for work through
the course most of the time.
qualitative.
6. Annotations are age-appropriate to
guide learners to use of the
resources.
Must have all of these criteria:
1.Online Module contains 2 or
more different social media apps.
2.All links to social media are active.
3.Social media is effectively integrated
into the course content in a
meaningful way.
4. Course contains multiple (>2)
discussions. 3
5. Clear match between the
discussion question and the
instructional objectives.
6. Discussion focuses on higher level
thinking.
7. At least two discussions are posted
using a social media format (ie.
Facebook, Pinterest, Twitter, etc).
Must have all of these criteria:
1.Course rubric contains
levels that are well defined and fit the
learning target.
2. Course rubric contains 3
or more levels to distinguish between
student performance.
3. Rubric criteria directly
align with the activity it is intended to 3
assess.
4. Quiz questions match
instructional objectives.
5. All multiple choice
questions have at least 3-4 response
options; No True/False questions.
6. Quizzes are
grammatically correct and do not
contain any misspellings.
7.Quizzes are created using an online
tool such as Quizlet or Google Forms.
Must have all of these criteria:
1. Online Module clearly utilizes
Universal Design for Learning
(6+ checkpoints).
2. Online Module utilizes
Differentiated Instruction as
3
evidenced by differentiated
assignments.
3. Online Module includes specific
accessibility and/or assistive
technology resources.
4. Multiple (4+) assistive technology
resources are linked to.
Must have all of these criteria:
1. All of the instructional content I
needed to complete the content
module was present.
2. I could access the site and all
embedded content and links on
the first try.
3. It was easy to work through the
course. I knew what to do next.
 was confusing OR it was hard AND 4. There is no extraneous or
to find things OR there is a lot 4. There is some extraneous placeholder content on the site. 2
of extraneous content on the content on the site, but it 5. The site is well designed and
site. OR wasn’t distracting or confusing. visually appealing. All text is
5. The text on the site is hard to AND legible.
read. OR 5. The site is well designed and 6. There were no grammatical,
6. There are multiple visually appealing. All text is punctuation or spelling errors.
grammatical, punctuation or legible. AND
spelling errors. 6. There are one or two
grammatical, punctuation or
spelling errors.
Total Score
13
Peer Reviewer Comments:
Emily, I thought your list of resources were great and perfect for your lesson. While your annotations were also perfect for explaining a
summary of the resource, I think they could have possibly been a little more “kid-friendly” for your second graders. Other than that, great job
with pulling together these resources. I think the ones you gathered will really help your students.
-I love the way you put together your discussions for your students. I thought everything flowed really well and it was really easy to follow. I was
not able to access the PebbleGo page (as you said I probably wouldn’t be able to), however, the Edmodo discussion questions and the
organization of this page was great!
-The quiz you created in Edmodo was perfect for your objectives (even though I got one wrong…simple mistake. LOL). The rubric you created
also tied everything in together and aligned everything to the students’ performance and what they were expected to complete. Great job on this
module!
-I like the fact that you gave your students several ways to write (Microsoft Word, Class Blog, Google Classroom). On this same page, you
included the Informational Writing Checklist in English and Spanish which is wonderful for our ESOL students. I love the “talk typer” and the
read aloud resource. Perhaps my favorite thing on this page, however, is the reminder to keep it friendly when giving feedback – “2 stars and 1
wish” – this is so neat!
-All in all, this was a great online content module. There were a couple of grammatical mistakes (i.e. the video on the first page “different” –
“difference”). I enjoyed working my way through the pages as it was very easy to do and I believe a second grader could find his or her way
around the site as needed. I think you did a great job finding resources that aligned with your objectives and your quizzes, discussion
questions, and overall appeal of your modules were very well put together. Great job!

7. Additional Information

After making corrections and finalizing the Informational Writing Module, it was

implemented during Digital Learning Days due to COVID-19. I was not able to observe the

students while they were working and had to rely on question and comment posts through means

of a discussion board and parent communications. Students were allowed to work through the

module at their own pace, although I did provide a suggested pacing schedule for the week.

On the first day, many students seemed confused about how to use the discussion board

and the majority of class commented on what they learned from the Digital Citizenship and

Writing Process videos, since this is what they were used to doing for other online assignments. I

posted yet more directions to clarify. However, it soon became apparent that the directions were

not being read thoroughly, something that commonly takes place with this group of second

graders.
 On the second day, two students’ parents inquired if the students were supposed to pick a

topic, which was stated in the module. One student had trouble finding where to post on

Edmodo. I adjusted the wording in the module directions, and I also discovered that sometimes I

needed to “Accept” them even if they used the class access code. I went ahead and accepted the

ones that had sent a request, but it seems like that would be the point of a class access code.

On the third day, one student had trouble playing the Digital Citizenship video. It was

working, but I suggested it may either just be slow to load, or to make sure that Flash Player was

being used. I suggested that he try the video again later. Students were skipping the discussions

and quizzes, so I had to send out reminders for them to make sure they did these tasks.

By the end of the week, submissions of final writing pieces started coming in. Two

students did not use the digital tools to publish their writing, but rather took a picture of

handwritten writing. Three students were confused on how to turn in their assignments using the

Assignment Dropbox, so I also allowed them to turn it in through Google Drive/G Suite. Two of

the three eventually were able to share their writing with me this way. Some tried to write about

informational books on the discussion board, which I had to close to prevent confusion. Apart

from these, I did end up getting some well-written, digitally-published writing pieces.

8. Evaluation Rubric for Peer

Content Module Review for Rachel McTier

Peer Reviewer: Emily Clark Review Date: April 8, 2020
Unacceptable (1 Point) Acceptable (2 Points) Target (3 Points) Points
Content curation tool is linked to the 1. Content curation tool is Must have all of these criteria:
online course. OR embedded (not linked) in the online 1. Content curation is embedded (not 3
Curated ResourcesModule 4

 Content curation tool selected
from the article “17 of the Best
Content Curation Tools” and
links to a minimum of 4 unique
web resources. OR
 Many duplicate web sites
included. OR
 Tool selected was not from the
content curation list. OR
 Resources do not match the
course. AND
2. Content curation tool selected
from the article “17 of the Best
Content Curation Tools” and links to
a minimum of 6 unique web
resources.
BUT Also…
 One duplicate web site included.
OR
Resources do not exactly
linked) in the online course.
2. Content curation tool selected from
the article “17 of the Best Content
Curation Tools” and links to a
minimum of 8 unique web resources
(do not select more than one from a
single domain name.)
3. Resources match the instructional
objectives, are high-quality and age
appropriate.
 instructional objectives. OR
 Most resources are not age-
appropriate. OR
 More than one link is not
active. OR
 Annotations are
missing/incomplete.
Online Module does not include any
social media. OR
Module 6– Social Media and DiscussionsModule 5
 Social media is not effectively
integrated. OR
 Social media links are not
active. OR
 Course does not contain
sufficient discussions. OR
 Discussions do not match
course objectives.
Course rubric does not
contain sufficient levels. OR
Communication
 Course rubric does not contain
criteria that align with content.
OR
Assessment – Rubrics and Quizzes
 Quiz does not measure the
stated objectives. OR
 Quiz contains grammatical
and/or spelling errors. OR
 assess.
Quiz is not created using an
online tool (ie. Quizlet or
Google Forms).
1.Online Module does not show
Diversity and AccessibilityModule 8
evidence or has limited evidence of
meeting the needs of diverse
learners.
Content and 7. Much of the instructional
Organization content I needed to complete
the content module was
missing. OR
8. I couldn’t access the site on
the first try. OR
9. I had to request access on 3 or
match the instructional
objectives. OR
 Some resources are not age-
appropriate. OR
 One of the links is not active.
OR
 Annotations are complete but
some simply provide a content
summary.
1.Online Module contains at least
two different social media apps.
AND
2. All links to social media are
active. AND
3. Social media is integrated into the
course content in a meaningful way.
AND
4. Course contains at least two
discussions. AND
5. Discussions match content. AND
6. At least one discussion post is
created using a social media format.
1.Course rubrics contain
levels that are well defined. AND
2.Course rubric contains
at least two levels of student
performance. AND
3.Rubric criterion align
with overall content. AND
4.Quiz questions match
instructional objectives. AND
5.Quizzes are
grammatically correct and do not
contain any misspellings. AND
6.Quiz is created using an online
tool such as Quizlet or Google
Forms.
1.Online Module utilizes 3+
elements of Universal Design for
Learning. AND
2. Online Module offers some
evidence of Differentiated
Instruction. AND
3. Online Module shows evidence of
some accessibility adaptations. AND
4. Links to (2+) assistive technology
resources provided.
7. Most of the instructional
content I needed to complete
the content module was
present. AND
8. I could access the site on the
first try. I had to request access
on no more than 2 embedded
4. ALL links are active.
5. Annotations are descriptive and
qualitative.
6. Annotations are age-appropriate to
guide learners to use of the
resources.
Must have all of these criteria:
1.Online Module contains 2 or
more different social media apps.
2.All links to social media are active.
3.Social media is effectively integrated
into the course content in a
meaningful way.
4. Course contains multiple (>2)
discussions.
5. Clear match between the
3
discussion question and the
instructional objectives.
6. Discussion focuses on higher level
thinking.
7. At least two discussions are posted
using a social media format (ie.
Facebook, Pinterest, Twitter, etc).
Must have all of these criteria:
1.Course rubric contains
levels that are well defined and fit the
learning target.
2. Course rubric contains 3
or more levels to distinguish between
student performance.
3. Rubric criteria directly
align with the activity it is intended to
4. Quiz questions match 1
instructional objectives.
5. All multiple choice
questions have at least 3-4 response
options; No True/False questions.
6. Quizzes are
grammatically correct and do not
contain any misspellings.
7.Quizzes are created using an online
tool such as Quizlet or Google Forms.
Must have all of these criteria:
5. Online Module clearly utilizes
Universal Design for Learning
(6+ checkpoints).
6. Online Module utilizes
Differentiated Instruction as
evidenced by differentiated
assignments.
3
7. Online Module includes specific
accessibility and/or assistive
technology resources.
8. Multiple (4+) assistive
technology resources are linked
to.
Must have all of these criteria:
2
7. All of the instructional content I
needed to complete the content
module was present.
8. I could access the site and all
embedded content and links on
 more embedded content content and/or links. AND the first try.
and/or links. OR 9. It was easy for work through 9. It was easy to work through the
10. Navigating through the course the course most of the time. course. I knew what to do next.
was confusing OR it was hard AND 10. There is no extraneous or
to find things OR there is a lot 10. There is some extraneous placeholder content on the site.
of extraneous content on the content on the site, but it 11. The site is well designed and
site. OR wasn’t distracting or confusing. visually appealing. All text is
11. The text on the site is hard to AND legible.
read. OR 11. The site is well designed and 12. There were no grammatical,
12. There are multiple visually appealing. All text is punctuation or spelling errors.
grammatical, punctuation or legible. AND
spelling errors. 12. There are one or two
grammatical, punctuation or
spelling errors.
Total Score 12/15
Peer Reviewer Comments:
 Your module was very well-organized, descriptive, and student-friendly! Your introduction video was helpful in explaining the steps to get
started. You numbered everything so it’s easy to know the order to complete each task. The activities were engaging, and they gradually
built on one another to help students become successful at typing.
 The content curation was great! There were lots of engaging activities to help students with different aspects of typing.
 The accessibility features throughout were helpful. You used a variety of videos, pictures, and audio to make your content accessible to
everyone.

Here are just a couple of things you may want to fix:

 Assessments: I wasn’t able to see the rubrics. It looked like there was a place for them, but they didn’t come up. There was a very minor
grammatical error in one of the quizzes: (Good posture isn’t important, how we sit doesn’t bother use too much.)
 Broken Links: There was a Curation Resources link on the Student Center page, but I got an error message when I tried it. The page itself
pulled up fine though. There was also an embedded video for the pre-tests wouldn’t play. It said the creator wouldn’t allow playing from
other websites.