Voice in Informational Texts

On Hand: Chameleon, Chameleon by Joy Cowley (2005) or another informational text that demonstrates lively voice.

Mini-Lesson: Read the story cover to cover for the pure enjoyment of the language and suspense. When the book is completed, reread it (this is a very short text; if you've chosen a longer text, you might want to reread it during the next day's mini-lesson). When you reread the book, encourage the students to put their thumbs up whenever they recognize strong voice. Stop and discuss the techniques the author used, such as the following:

·         Fabulous word choice: peaceful, juicy, creeps

·         Interjections: "No food! No food!" "Zap!" "Chew, chew, gulp!"

·         The way the author draws sentences out to create suspense: "Slowly the chameleon climbs down the tree, step . . . by step . . . by step. He stops."

·         Using questions: "Is something hiding there?"

            Help students to understand that all writing, whether it is a story or an informational book or article, should be written with voice.

Extension: Leave a stack of sticky notes in your classroom library on the day of the mini-lesson. Invite students to search for voice in your library's informational texts. Have them mark pages that demonstrate voice. Present those passages at the next day's mini-lesson and allow students the opportunity to tell why they chose these particular places in the text.

Excerpt from No More "I'm Done!" Fostering Independent Writers in the Primary Grades