anna schroeter interdisciplinary writing unit
Skip this Video
Download Presentation
Anna Schroeter Interdisciplinary Writing Unit

Loading in 2 Seconds...

play fullscreen
1 / 36

Anna Schroeter Interdisciplinary Writing Unit - PowerPoint PPT Presentation

  • Uploaded on

Anna Schroeter Interdisciplinary Writing Unit. READ 7140 Summer 2011. First Grade. Genre/Form- Informational /All About Report Content Area: Science. Pre-Assessment Prompt.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Anna Schroeter Interdisciplinary Writing Unit' - jenis

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
first grade

First Grade

Genre/Form- Informational /All About Report

Content Area: Science

pre assessment prompt
Pre-Assessment Prompt

Today, class I want you to write me a story that is all about you. I want you to include as much as you can about yourself . Don’t forget to include what you look like, what you like to eat, and what you like to do. You can include where you live as well. Be as detailed as possible. You will have thirty minutes to complete this so don’t rush. You may begin after all materials have been passed out.

instructional grouping teacher s needs
Instructional grouping:Teacher’s Needs
  • Instruction
    • Whole group
    • Allows students to receive the same amount of information together
    • Students questions get answered
    • Individual attention can be given where needed.
instructional grouping teacher s needs1
Instructional Grouping:Teacher’s Needs
  • Practice
    • Whole group
    • Every child completes the same task (with the exception of accommodations)
    • Examples will be shown to everyone to ensure the same instruction
    • Children can discuss the examples with classmates
instructional grouping teacher s needs2
Instructional Grouping:Teacher’s Needs
  • Assessment
    • Independent
    • Students have the chance to show what they have learned
    • Students will work at their own pace
    • Multiple days will be provided if needed.
instructional grouping students
Instructional Grouping:Students
  • Instruction
    • Students who have development delays will be in desk groups with above-average students.
  • Practice
    • Small groups
    • Ability grouping to help with differing abilities
    • Scaffolding
instructional grouping students1
Instructional Grouping:Students
  • Assessment
    • Groups will be constantly changed
    • Final product will be done individually
    • Instructions will be clarified when necessary
georgia writing test
Georgia Writing Test
  • Analytic scoring rubrics
  • Teacher Evaluated
  • Teachers collect writing samples by providing many opportunities for students to produce the various types of writing throughout the year
  • For each student in the class, teachers should assemble multiple samples of writing that have been collected from a variety of classroom writing activities.
informational writing
Informational Writing
  • Based on facts
  • Audience – teacher, parents, classmates
  • Purpose – to inform the reader
  • You will be writing about plants
    • What it looks like
    • Needs
    • Creates
    • Grows

Stage 1

stage of writing prewriting
Stage of Writing: Prewriting
  • Important stage
  • Fill out the graphic organizer
  • During this stage thoughts get placed on paper
  • There are no complete sentences
  • Words or phrases only
graphic organizer
Graphic Organizer
  • Supporting Facts
  • ______________________
  • ______________________
  • ______________________
  • Supporting Facts
  • ______________________
  • ______________________
  • ______________________
  • Conclusion
  • ______________________
  • ______________________
  • ______________________
  • Supporting Facts
  • ______________________
  • ______________________
  • ______________________
  • Prewriting Checklist

Name:__________________________ Date:______________

____ Identified the purpose

____ Identified the audience

____ Gave three characteristics

____ Detail 1 – Gave three supporting details

____ Detail 2 – Gave three supporting details

____ Detail 3 – Gave three supporting details

____ Restated the main idea in the conclusion

Signature: _____________________ Date: _________________

accommodations modifications
  • Step by step directions can be provided to students who need it
  • Paired with partners when researching
  • Students can sit closer to the board if they have trouble concentrating
  • Include two supporting details instead of three
instructional grouping cultural linguistic needs
Instructional Grouping:Cultural/Linguistic Needs
  • Instruction
    • Located near students that are above average
    • Instruction can be given in writing in the child’s first language
    • Instructions clarified
  • Practice and Assessment
    • Located near students that are above average
    • Ability grouping

Stage 2


As a class we will crate a draft based off of the information that is on the graphic organizer. We will not be focusing on spelling. Please raise your hand if you want to add a sentence. Feel free to discuss with your table mates if the sentence you want to add would make sense.

stage of writing drafting
Stage of Writing: Drafting
  • Where you put ideas down on paper
  • Spelling is not important
  • No erasing is allowed
  • Errors are allowed
  • Complete sentences are necessary
  • Use information from graphic organizer
  • Focus on what your writing about and stick to that topic


____ Skipped lines

____Introduction includes supporting facts

____ Paragraph one includes three supporting facts

____ Paragraph two includes three supporting facts

____ Paragraph 3 includes three supporting facts

___ Conclusion restates the three main ideas

___ Complete sentences were used

Signature__________________ Date _________________


Stage 3

stage of writing revising
Stage of writing: Revising
  • Use correct proofreading marks
  • Make marks using a colored pencil/marker
  • Move sentences/paragraphs
  • Re-arrange sentences/paragraphs
  • Add information
  • Delete information
  • Use better vocabulary words
  • Spelling, grammar and punctuation are not important

Revising Checklist

Name______________________ Date__________________

____ Additions were made in the correct places

____ Sentences, phrases, and/or words were deleted

____ Rearrangements were made

____ Color was used to make corrections

____ NO corrections were made to spelling, grammar, and/or punctuation.

Signature_____________________ Date______________


Stage 4

stage of writing editing
Stage of writing: Editing
  • Use proper proofreading marks
  • Use a different color than your revision marks
  • Make corrections to
    • Capitalization
    • Punctuation
    • Spelling
    • Grammar


____ Checked to make sure that all sentences were compete

____ Corrected all found misspelled words

____ Checked for proper punctuation at the end of each sentence

____ Checked to ensure that comma’s were used correctly

____ Capitalized all words at the beginning of the sentence

____ Capitalized all proper nouns

____ Used proper editing marks

Signature ________________________ Date ______________


Stage 5

(Final Stage)

stage of writing publishing
Stage of Writing:Publishing
  • Final stage
  • Re-read your draft one more time
  • Write a final piece
  • Make the revision and editing checkmarks
  • Re-read your final piece when finished
  • Use your best handwriting


____ Introduction includes details

____ Paragraph 1 includes 3 supporting details

____ Paragraph 2 includes 3 supporting details

____Paragraph 3 includes 3 supporting details

____ Conclusion restates main points

____ No punctuation errors

____ No capitalization errors

____ No spelling errors

Signature _____________________ Date ______________

  • Tompkins, G.E. (2008). Teaching writing: Balancing process and product (5th ed.) Upper Saddle River, NJ: Prentice Hall 
  • Schroeter, A. (2011). All about plants graphic organizer. Unpublished manuscript. Valdosta State University, Valdosta, GA 
  • Schroeter, A. (2011). Informational Prewriting Grading Rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. 
  • Schroeter, A. (2011). Informational writing revising checklist. Unpublished checklist. Valdosta State University, Valdosta GA.
  • Schroeter, A. (2011). Modified from Root, T. Expository Revising Scoring Guide. Valdosta, GA: Valdosta State University. Retrieved from
  • Schroeter, A. (2011). Informational writing editing checklist. Unpublished checklist. Valdosta State University, Valdosta, GA 
  • Schroeter, A. (2011). Informational writing editing rubric. Unpublished rubric. Valdosta State University, Valdosta, GA
  • Schroeter, A. (2011). Informational writing publishing checklist. Unpublished checklist. Valdosta State University, Valdosta, GA
  • Schroeter, A. (2011). Informational writing publishing rubric. Unpublished rubric. Valdosta State University, Valdosta GA