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Katy Roberson Interdisciplinary Writing Unit

Katy Roberson Interdisciplinary Writing Unit. READ 7140 Summer 2011. UNIT. Grade level: 2 nd grade Genre: Expository/Informational Form: Informational Report Content Area: Science Topic: Life cycles of animals-mammals, amphibians, and birds. Pre-Assessment:. Instructions:

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Katy Roberson Interdisciplinary Writing Unit

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  1. Katy RobersonInterdisciplinary Writing Unit READ 7140 Summer 2011

  2. UNIT • Grade level: 2nd grade • Genre: Expository/Informational • Form: Informational Report • Content Area: Science • Topic: Life cycles of animals-mammals, amphibians, and birds

  3. Pre-Assessment: • Instructions: 1. Students will be given the following materials: • Sheet of paper with prompt • Lined paper • Pencils- sharpened with erasers 2. Teacher will read the prompt and instructions to the class. 3. Prompt will be displayed on SMARTTM Board.

  4. Pre-Assessment Prompt: • The teacher will say, "Think about your favorite subject in school. I want you to write a 2-3 paragraph report on why that subject is your favorite. Before you begin writing, consider what it is you like about that subject. Think about interesting things you have learned or done in that subject. Please give an much information as possible explaining why that subject is your favorite.” • You will be given 35 minutes to writing assignment. If you need paper or pencils, raise your hand, and I will bring you more materials.

  5. Instructional Grouping (Teacher needs) • Instruction • Whole group • Instruction delivered to all students at one time • Efficient/quick • Classroom management- increased time on task • Student’s responses can be monitored for scaffolding. • Easier to clarify content

  6. Instructional Grouping (Teacher needs) • Practice • Whole group • Efficient/quick • Increased time on task • Student’s responses can be monitored for scaffolding. • All students fill out the same graphic organizer • All students practice as a group • Students can offer ideas that may help others understand

  7. Instructional Grouping (Teacher needs) • Assessment: • Individual • Determine who needs more scaffolding • Determine who needs advanced instruction • Teacher can assist students on an individual basis.

  8. Instructional Grouping (student needs) • Developmental needs: • Paired with another student with higher functioning levels. • Cultural or linguistic needs: • Paired with another student who speaks Spanish fluently, and can assist student with completion of tasks.

  9. Prewriting First stage of the writing process

  10. Prewriting • Genre: Expository/Informational • Information is factual • Purpose- to inform • Form: Report • 2-3 paragraph paper • Beginning (introduction) • Middle (main part) • End (conclusion)

  11. Prewriting • First stage • You choose the following: • Topic- What you write about (familiar) • Purpose- to inform (why) • Audience- Who (teachers, parents, classmates) • Collect ideas • Graphic organizer

  12. accommodations/modifications: • Different levels of developmental : • Pictures of the life cycle of a duck • A peer-recorder or dictator • A list of vocabulary words • Pencil grip • Modified graphic organizer that provides more space and bigger print. • Increase time

  13. accommodations/modifications: • Different cultural and linguistic needs: • Work with a partner who speaks Spanish • Graphic organizer in native language • Modified graphic organizer that provides more space and bigger print.

  14. Drafting Second stage of the writing process

  15. Drafting • Second stage • “Rough” draft • Use graphic organizer to make sentences • New ideas welcome! • Skip lines • Spelling and grammar not important • Neatness does not count

  16. Revising Third stage of the writing process

  17. Revising • Third stage • Re-read draft first • Add information • Delete unnecessary information • Rearrange the order • Use proofreader's marks • Spelling and grammar still not important

  18. Editing Fourth stage of the writing process

  19. Editing • Fourth stage • Reread draft with partner • Partner gives ideas on changes to make • Use editor’s markers • Important! (LOOK FOR) • Spelling • Punctuation (commas, ending marks) • Capitalization (sentences, proper nouns) • Complete sentences • Subject/verb agreement (singular/singular)

  20. Publishing Fifth stage of the writing process

  21. Publishing • Final stage • Neatness is expected! • Rewrite draft • Include your revision and editing corrections • Publish report – book • Share report with class in author’s chair

  22. References: • Bergey, M. (2009). The Writing Process. Retrieved from Kid Friendly Resources: http://writing-for- kids.com/writing_process.html • Georgia Project for Assistive Technology. (n.d.). Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modification, and assistive technology solutions. Retrieved from www.gpat.org • Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. • Tompkins, G.E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper Saddle River, NJ: Prentice Hall

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