Presentation Transcript

1. Courtney WalkerInterdisciplinary Writing Unit

   READ 7140 Summer 2011

2. Second GradeGenre/Form: Informational/ReportContent Area: Social StudiesTopic: Flint River

3. Pre-assessment prompt Materials: Blank Paper Wide-rule paper Two #2 pencils Timer Topic: Students will write about their favorite TV show. Time: 45 minutes
4. Pre-assessment prompt (contd.) Directions: Pass out blank paper. Pass out two #2 pencils (Teacher says) Please write down a few of your favorite TV shows. Give the students a few minutes to write down their ideas. (Teacher says) Please choose only one of your favorite TV shows to write about. Pass out wide-ruled paper to each student. After passing out the pencils and paper, give the following directions: (Teacher says) Now that you have chosen your favorite TV show, you are going to write an informational report about your favorite TV show. (Teacher says) If you find mistakes, cross through them and write the correction. (Teacher says) Please feel free to use both pieces of paper if needed. If you need more paper, raise your hand and I will come to your desk. (Teacher says) Do not get out of your seats during the writing. (Teacher says) If you have any questions, raise your hand and I will come to your desk. (Teacher says) You now have 45 minutes to write your informational report about your favorite TV show. (Teacher says) You may now begin writing. Set the timer for 45 minutes Circulate the room to make sure students are on task If students finish early, they can reread over their paper. When the timer goes off, collect papers and writing utensils.

5. prewriting

6. Instructional grouping: Teacher's Needs Instruction Whole group Allows teacher to deliver information at the same time Increases time on task Teacher facilitates class discussions and answers questions.
7. Instructional grouping: Teacher's Needs Practice Whole group Allows teacher to clarify confusion Reduces the amount of time spent on repeated questions Teacher facilitates class discussions and answers questions.
8. Instructional grouping: Teacher's Needs Assessment Individually Note: During the revising and editing stages, students will do peer-to-peer grouping. Teacher assesses students strengths and weaknesses. Monitors student progress Teacher reflects upon assessment practices. Teacher sees how well the students critique their peers work.
9. Instructional Grouping: Students’ Developmental Needs Instruction Whole group Students learn from their peers. Students share thoughts and ideas. Allows interaction between different developmental levels
10. Instructional Grouping: Students’ Developmental Needs Practice Whole group Students learn from their peers. Students share thoughts and ideas. Allows interaction between different developmental levels
11. Instructional Grouping: Students’ Developmental Needs Assessment Individually Note: During the revising and editing stages, students will do peer-to-peer grouping. Students see areas of improvement. Allows students to ask questions and give compliments Post-It Notes serve as a great reference.
12. Instructional Grouping: Students’ Cultural or Linguistic Needs Instruction and Practice Whole group Students share ideas and thoughts in native language. Allows students to feel comfortable in classroom environment Students see the correct use of grammar and syntax. Allows students to succeed in all characteristics
13. Instructional Grouping: Students’ Cultural or Linguistic Needs Assessment Individually Note: During the revising and editing stages, students will do peer-to-peer grouping. Students can use necessary accommodations more effectively. Allows students to revisit ideas and feel confident about their decisions and purpose for writing Allows students to answer and ask questions
14. Informational Writing: Flint River Reports Purpose: to share information Audience: teacher and classmates Topic: Flint River Consider: features, facts, details, and location
15. First Stage of Writing: Prewriting Generate and organize thoughts and ideas Graphic organizers are filled out Use words or incomplete sentences
16. Graphic Organizer Introduction Detail 1: Detail 2: Detail 3: Paragraph 1 Detail 1: Detail 2: Detail 3: Paragraph 2 Detail 1: Detail 2: Detail 3: Paragraph 3 Detail 1: Detail 2: Detail 3: Conclusion Detail 1: Detail 2: Detail 3: Name: ____________________________________ Date:___________________________
17. Checklist for prewriting Name:__________________________ Circle the cone to make sure you have included all of the following items. Gave three details in the introductory paragraph. Paragraph 1 – gave the main point and three supporting details. Paragraph 2 – gave the main point and three supporting details. Paragraph 3 – gave the main point and three supporting details. Restated the main topic and subtopics in the conclusion.
18. Informational Prewriting Grading Rubric
19. Accommodations Differing Developmental Levels provided with opportunities to listen to a book being read Teacher will read aloud all written text. Differing cultural and linguistic backgrounds Conferring

20. Drafting

21. Second Stage of writing: Drafting Ideas from graphic organizer are written down on paper. Do not worry about grammar, spelling, or punctuation during this stage Skip lines Write in complete sentences
22. Name:______________________________ Date:______________________________ Introductory Paragraph ______ I have included a topic sentence. ______ I have included 3 details. Body Paragraphs Paragraph 1 _______ I have included a topic sentence. ________I have included 3 details. Paragraph 2 _______I have included a topic sentence. _______I have included 3 details. Paragraph 3 _______I have included a topic sentence. _______I have included 3 details. Closing Paragraph _______I have restated the main points. _______I have provided a sense of closure. ______My facts are organized and supported. Drafting Checklist
23. Drafting Rubric for Informational Report

24. Revising

25. Third Stage of writing: Revising Add Delete Rearrange Substitute information Do not worry about spelling, punctuation, or grammar
26. My Revision Checklist Name:____________________________ ___ Are all my revisions written in green pen? ___ Are my main ideas supported with details? ___ Have I used examples in each of the paragraphs? ___ Are there any words or phrases that could be deleted? ___ Are there any places where I can add details or information? ___ Are there any areas that could be rearranged to make my paper better? What part of the paper do you like best? Why? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ What part of the paper do you like least? Why? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ What parts of my paper could use some improvements? Why? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
27. Expository Revising Scoring Guide

28. Editing

29. Fourth Stage of Writing: Editing Reread your paper Correct grammar, punctuation, and spelling errors Use proofreading marks
30. Name:______________________________ Date:__________________________________ I used correct punctuation at the end of sentences. I capitalized proper nouns in sentences. I begin each sentence with a capital letter. My Editing Checklist I made sure all paragraphs are indented. I use correct spelling and commas appropriately.
31. Editing Rubric for Informational Writing

32. Publishing

33. Fifth stage of writing: publishing Use neat handwriting Include all corrections Reread paper Share with an audience
34. Name:______________________________ Date:________________________________ Directions: Please check all that apply. ______ I have used my very best handwriting. ______ I have made all the corrections from the editing and revising stages. ______I have reread my published piece. ______My thoughts are organized. ______I have included information that supports each idea. ______I have few errors in punctuation and capitalization. Publishing Checklist
35. Publishing Rubric for Informational Writing
36. References Blue pens Brown, F., Smith S. (2011). The Flint River: A Recreational Guidebook to the Flint River (Georgia) and Environs. CI Publishing. ELMO Eather, J. (2011). Writing fun. Retrieved from http://www.writingfun.com/writingfun2010.html Georgia Department of Education. Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modifications, and assistive technology solutions. Retrieved from http://www.gpat.org. Green pens Morris, S. (2004- 2011). Flint River. The new Georgia encyclopedia. Retrieved May 23, 2011, from http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3266 Pencils Post-It Notes Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. SMARTBoard™ SpanishDict. (n.d.). Retrieved from http://www.spanishdict.com/ Tompkins, G.E. 92008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson Prentice Hall. Walker, C. (2011). Checklist for prewriting. Unpublished checklist. Valdosta State University, Valdosta, GA. Walker, C. (2001) Drafting checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Walker, C. (2011). Drafting rubric for informational report. Unpublished manuscript. Valdosta State University, Valdosta, GA.
37. References Walker, C. (2001). Editing rubric for informational writing. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Walker, C. (2011). Ice cream cone graphic organizer. Unpublished graphic organizer. Valdosta State University, Valdosta, Ga. (copies for each student) Walker, C. (2011). Informational prewriting grading rubric. Unpublished checklist. Valdosta State University, Valdosta, GA. Walker, C. (2011) Modified from Kidd, L. (2007). Expository revising scoring guide. Retrieved May 5, 2008 from http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm Walker, C. (2011). Modified from The center for applied research in education (1993). Revision checklist. Retrieved from http://www.teachervision.fen.com/tv/printables/0876289723_72.pdf Walker, C. (2011). My editing checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Walker, C. (2011). Prewriting graphic organizer. Unpublished graphic organizer. Valdosta State University, Valdosta, Ga. (copies for each student) Walker, C. (2011). Publishing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Walker, C. (2001). Publishing rubric for informational writing. Unpublished Manuscript. Valdosta State University, Valdosta, GA.