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Michelle Albury Interdisciplinary Writing Unit. READ 7140 Summer 2009. First Grade. Genre/Mode: Informational Reports Content Area: Science. Georgia Writing Test (3 rd Grade). Teacher Evaluated Evaluation based on ideas, organization, style, and conventions
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Michelle AlburyInterdisciplinary Writing Unit READ 7140 Summer 2009
First Grade Genre/Mode: Informational Reports Content Area: Science
Georgia Writing Test (3rd Grade) • Teacher Evaluated • Evaluation based on ideas, organization, style, and conventions • Assignments can be related to any content areas in the GPS • Students should be able to include information from other resources
Pre-Assessment Prompt • Students will be given 30 minutes to write about their favorite animal • Verbal Instructions: I want you to write about your favorite animal. Include as much information as you can about the animal. Think about the things that you have learned about this animal in class or through reading. You have 30 minutes.
Instructional Grouping: Teacher’s Needs • Instruction • Whole group • Increase time on task • Allow all students to receive the same information at the same time • All students can participate in discussion and help to clarify content
Instructional Grouping: Teacher’s Needs Contd. • Practice • Whole group • All students will be expected to fill out the same graphic organizer • All students will receive the practice and can offer ideas that may help other students understanding • Seated in groups of four
Instructional Grouping: Teacher’s Needs Contd. • Assessment • Independent • Each student has chosen a different animal to write about • Seated in groups of four to allow students to share ideas
Instructional Grouping: Students’ Developmental Needs • Instruction • Students with developmental delays will sit with students who have average or above-average abilities • Promote scaffolding • Students with ADHD will sit near the front close to calmer students • Promote positive role modeling
Instructional Grouping: Students’ Developmental Needs Contd. • Practice • Groups of four • Arranged to contain students of mixed abilities • Promote scaffolding • Assessment • Groups will remain the same
Instructional Grouping: Students’ Cultural or Linguistic Needs • Instruction • Seated near assigned peer buddies • Provide help with clarifying instructions • Practice and Assessment • Placed in groups with mixed abilities and peer buddies • Provide help with clarifying instructions and word choice/ideas
Informational Writing: Animal Reports • Nonfiction: information is fact, not make believe • Purpose: to share information • Audience: teacher and classmates • Topic: choose an animal • Consider: how it looks, how it moves, how it grows, and basic needs
Stage of Writing: Prewriting • Important stage • Purpose: get thoughts and ideas on paper • No complete sentences! • Complete animal graphic organizers
My Animal: What does it look like? Color: Size: Body Covering: Special Features:
How does it move? What does it need to survive? How does it grow? How long does it take to become an adult? Other fun facts:
Animal Report Prewriting Checklist ______ Name of your animal ______ 3 facts describing how the animal looks ______ 2 words describing how the animal moves ______ 3 basic needs of the animal ______ How long does it take the animal to become an adult? ______ 3 other fun facts about the animal
Accommodations: Differing Stages of Development • Draw the animal first • Then, describe it to the teacher or a peer as they write • Extra assistance during research • Partners may work on an animal together • Lower level information books for research
Accommodations: Differing Cultural or Linguistic Backgrounds • Lower level books • May choose animals from their country • Work with a partner
Stage of Writing Instruction: Drafting • Don’t worry about grammar or spelling • Skip every other line • Use your graphic organizer to help you • Write in complete sentences
Drafting Checklist _______ Name of your animal ______ 3 facts describing how the animal looks ______ 2 words describing how the animal moves ______ 3 basic needs of the animal ______ How long does it take the animal to become an adult? ______ 3 other fun facts about the animal ______ Wrote in complete sentences ______ Skipped every other line
Stage of Writing Instruction: Revising • Add more details • Delete unrelated information • Rearrange the order • Change words (ex. Change big to gigantic) • Don’t worry about spelling or grammar yet • Use our proofreading marks
Animal Report Revising Checklist ______ Reread your entire rough draft ______ Add details/adjectives to describe the animal ______ Change words; adjectives ______ Delete writing that is not on topic ______ Rearrange information so that it makes sense ______ Make changes based on your peer’s suggestions
Stage of Writing Instruction: Editing • Make sure your writing is easy to read! • Reread your draft • Things to look for: • End punctuation • Capitalization • Correct spelling (Use your resources!) • Complete sentences
Editing Checklist ______ _______Capitalization _____ _____End Punctuation _____ _____Commas in a Series _____ _____Spelling _____ _____Complete Sentences
Stage of writing instruction: Publishing • Draw your picture first • Use your draft to write your paragraph • Include all of your changes from revision and editing • Read your work when you are finished • Neat Handwriting!
