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Writing Unit Katie Waller

Writing Unit Katie Waller. Grade Level: Second Grade Genre: Expository Writing Content: Social Studies. Georgia Writing Assessment 3 rd Grade. Will be evaluated by teachers using analytic scoring system 4 types of writing will be scored Narrative Response to Literature Persuasive

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Writing Unit Katie Waller

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  1. Writing UnitKatie Waller Grade Level: Second Grade Genre: Expository Writing Content: Social Studies

  2. Georgia Writing Assessment 3rd Grade • Will be evaluated by teachers using analytic scoring system • 4 types of writing will be scored • Narrative • Response to Literature • Persuasive • Informational (Expository) • Collect samples throughout the year to score • Levels of Scoring • Exceeds • Meets • Does Not Meet

  3. Pre-assessment Prompts • The student will be given a blank sheet of white paper and lined paper. The blank will be for ideas and lined will be for writing copy. • They will have 40 minutes to write an expository writing about the day in the life of the principal. • This will be a newspaper article to inform the community about what the Principal does during a regular day!

  4. Prewriting

  5. Grouping Strategies: Teacher’s Instructional Needs • Whole Group Instruction • Students will respond to questions and ask any questions they may have • Teacher will monitor progress and time on task • Use of scaffolding to help the student progress on their own • Independent Practice • Completing the story map using the guide of the teacher

  6. Grouping StrategiesBased on Students Needs • Cultural Issues • 2 Hispanic students seated next to advanced English students • Both students are aware they may have whisper questions and answers • The questions should deal with the content that the Hispanic students do not understand due to cultural differences • Ask neighbor before asking the teacher

  7. Grouping StrategiesBased on Students Needs • Developmental Delayed • Spelling Barrier • Seated next to partner who is an excellent writer and reader • Both students are aware that they may use whisper conversation to help any major spelling issue • The student can read his writing to the teacher if there is any difficulty with being able to evaluate his work

  8. Grouping StrategiesBased on Students Needs • Linguistic Issues • Bilingual Hispanic student • No real effect on learning • Seated – by student who clearly grasps instructions and is an advanced student • Both are aware they can have whisper conversations if needed to help clear up any confusion the student may have

  9. Instructional Procedures • Explanation of Prewriting • Getting Ready to Write • We have chosen the from – Expository • Need to have a clear audience and purpose in order to inform the best • Communicate our information through a newspaper article • To get all of our thoughts and ideas on to paper we will use a Graphic Organizer

  10. Planning for a Newspaper Article: “So You Want to be President?” Name______________________________ Date___________________ Title of Article_______________________________________________ Introduction: Who:_________________________________________________________ What:________________________________________________________________________________________________________________________________________________________________________________________ When:_________________________________________________________ Where: ________________________________________________________ Why:_______________________________________________________________________________________________________________________________________________________________________________________

  11. Body: First, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Next, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Finally, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  12. Conclusion: (Reflect on Entire Event) _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  13. Practice Activity • Student will participate with the teacher in an interactive writing activity. • The class will complete a graphic organizer together on chart paper and students will come up and write on the graphic organizer • The practice topic will be “So You Want to be Governor”

  14. Assessment Activity • Complete graphic organizer individual on the topic of “So You Want to be President” • The students will use a checklist to go along with the graphic organizer to ensure they have completed all necessary • The students work will be assessed using a scoring guide for Expository-prewriting

  15. Planning for a Newspaper Article: “So You Want to be President?” • Expository- Prewriting Checklist • Name_________________________________ Date_______________________ • Title of Article______________________________________________ • _______ Did I write who this is about? • _______ Did I write what this is about? • _______ Did I write when this took place? • _______ Did I write where this took place? • _______ Did I write why I am writing this? (the purpose) • _______ Did I write what must happen first to become President and • include 2 details? • _______ Did I write what must happen next to become President and • include 2 details? • _______ Did I write what the last step to becoming President is and • include 2 details? • _______ Did I write a clear conclusion summing up the process of • becoming President of the United States?

  16. Accommodations/Modifications • Developmental Issues • Spelling Delayed • Clear Model of Expectations • Seated next to excellent reader and writer • Allowed to have whisper conversations with neighbor • Reads papers to peers or teacher if spelling of words are un-readable

  17. Accommodations/Modifications • Linguistic Issues • Hispanic Students (1 Bilingual) • Seated next to advanced students in reading and writing and understand and grasp instructions well • Are allowed to have whisper conversations with neighbor when help is needed • Cultural Issues • From Cuba • Discuss different leaders among different areas of the world

  18. Drafting

  19. Instructional Procedures • Use the completed graphic organizer to create a rough draft • Skip Lines- as a reminder place a “X” on every other line • Remember spelling and punctuation is not important at this stage • Create complete thoughts into full sentences and paragraphs • Get your thoughts on paper

  20. Instructional Procedures:Practice Activity • Create a classroom draft using the classroom created graphic organizer • We will skip lines • Create full sentences using the graphic organizer as a guide • The teacher will write all of the students ideas as they share

  21. Assessment for Drafting • Students will write their own individual draft using their completed graphic organizers • They will use a checklist to be sure they included all necessary aspects in the rough draft • The teacher will use a scoring guide to evaluate their rough draft • They will be reminded to skip lines and include all parts on the graphic organizer

  22. Planning for a Newspaper Article: “So You Want to be President?” • Expository- Drafting Checklist • Name_________________________________________ Date_______________________ • Title of Article______________________________________________ • 1_______ Did I skip lines? • 2_______ Did I describe the 5W’s in the introduction? • 3_______ Did I describe the first step to becoming President with at • least 2 details? • 4_______ Did I describe the next step to becoming President with at • least 2 details? • 5_______ Did I describe the final step to becoming President with at • least 2 details? • 6_______ Did I have a clear conclusion that summed up what the • newspaper article was about? • 7_______ Did I read over my newspaper article after writing?

  23. Revising

  24. Instructional Procedures • Students will follow these steps: • Writer Reads their draft to partner • Listener Complements the writers writing • Writer Asks questions • Listener Answers writers questions • Students will mark on their own writing to add, change, delete, remove, and rearrange where necessary

  25. Assessment for Revising • Students will read over and edit their drafts on their own • Students will then work in pairs to do more editing listening to others advice • Students will: • Add • Delete • Rearrange • Remove • The student will use their check list to help!

  26. Checklist for Revising

  27. Rubric for Revising

  28. Editing

  29. Instructional Procedures • Wait at least a day to look at paper again • They will use proofreaders marks • Students will make corrections using a different color pen • Not red • Students will look for errors such as • Spelling • Punctuation Errors • Capitalization Errors

  30. Students will have these editing marks on their desks. The marks will also be placed in the room.

  31. Assessment for Revising • The students will work independently and in pairs to revise • Student will make corrections and peers will give suggestions to peers. • The students will be working with a new partner • The writer of the paper will be the only one to write on their own paper (just as editing) • The writer will use a different color pen then the one used in editing • Students will follow a checklist to be sure they have me

  32. Checklist for Editing

  33. Rubric for Editing

  34. Publishing

  35. Instructional Procedures • Students will be making a final copy • All corrections will be made from both revising and editing • The student will use their best handwriting and not skip lines on the final draft • Students will finally share their published piece

  36. Assessment of Published Piece • Students will work alone to complete their publishing • Student will use their best handwriting • They should use their checklist to be sure they cover all areas

  37. Checklist for Publishing

  38. Rubric for Publishing

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