Deanna F. Cross, READ 7140 Summer 2005 Writing Within the Math and Social Studies Curriculum Deanna F. Cross READ 7140

Deanna F. Cross, READ 7140 Summer 2005 Overview of the Writing Process Guides to using the process and grouping students

Deanna F. Cross, READ 7140 Summer 2005 Writing Process Prewriting – “getting ready to write stage” Drafting – “getting ideas down on paper” Revising – “clarifying and refining ideas” Editing – “cleaning up the grammar” Publishing – “sharing with the world”

Deanna F. Cross, READ 7140 Summer 2005 To group, or not to group… Depends on…  Stage of writing  Purpose for writing  Student maturity  Developmental levels  Cultural differences  Linguistic needs

Deanna F. Cross, READ 7140 Summer 2005 Grouping Within Each Stage of Writing Prewriting Purpose: to gather ideas  Whole group – fosters discussion and ideas  Small group – fosters discussion and ideas  Individual – more independent work, could stifle idea generation Drafting Purpose: to write ideas on paper  Whole group – group paper  Small group – group paper  Individual – independent paper

Deanna F. Cross, READ 7140 Summer 2005 Grouping Within Each Stage of Writing Revising Purpose: to increase reader understanding  Whole group – hard to get individualized feedback on individual work, too many people to please  Small group – more apt to receive useful information for revision  Individual – hard to revise own work unless given sufficient amount of time away from it

Deanna F. Cross, READ 7140 Summer 2005 Grouping Within Each Stage of Writing Editing Purpose: to clean up grammatical mistakes  Whole group – generally works well if you are editing a single piece of work  Small group – ideal, allows for another person to look over paper  Individual – difficult to catch own mistakes unless given sufficient time away from work

Deanna F. Cross, READ 7140 Summer 2005 Grouping Within Each Stage of Writing Publishing Purpose: to write a polished copy  Whole group – writes the same piece or creates class book  Small group – writes a group piece or creates group book  Individual – rewrites own work

Deanna F. Cross, READ 7140 Summer 2005 Stages of Development and Writing Expectations for children Reading – Kindergarten vs. Fifth Graders Math – Kindergarten vs. Fifth Graders Writing – Kindergarten vs. Fifth Graders

Deanna F. Cross, READ 7140 Summer 2005 Cultural and Linguistic Differences Expect the same quality of work Discuss differences with whole class Explain your criteria for grading specifically Avoid bias attitudes

Deanna F. Cross, READ 7140 Summer 2005 GA State Writing Test Taken in 3 rd, 5 th, 8 th, and 11 th grades Essay format – imaginative story or personal narrative Assigned topic on testing day Score 1 – 6 (6 = highest score) curriculum/testing/writing.asp curriculum/testing/writing.asp

Deanna F. Cross, READ 7140 Summer 2005 Developmental Stage Scoring Guidelines fro the Georgia Grade 5 Writing Assessment Stage 1 – The Emerging Writer Stage 2 – The Developing Writer Stage 3 – The Focusing Writer Stage 4 – The Experimenting Writer Stage 5 – The Engaging Writer Stage 6 – The Extending Writer

Deanna F. Cross, READ 7140 Summer 2005 Writing Scoring Guides Developed to correlate with the GPS Specific guides for specific topic Older students should be given voice when creating scoring guides Allows students to know exactly what the teacher is looking for

Deanna F. Cross, READ 7140 Summer 2005 Student Self-Assessment Checklists Include guides to let students know what you expect them to do. Let the student be involved in creating the checklist. Makes students take responsibility for their own work.

Deanna F. Cross, READ 7140 Summer 2005 What should you consider before writing…

Deanna F. Cross, READ 7140 Summer 2005 The Student Students’ interest Students’ reading ability Students’ culture Students’ first language Students’ developmental level

Deanna F. Cross, READ 7140 Summer 2005

Sample Characteristics

Deanna F. Cross, READ 7140 Summer 2005 Modeling Writing for Real Purposes Show students that the teacher writes Ideas  When students write, the teacher writes  Teacher chooses meaningful tasks Letter to elected official Persuasive essay to newspaper Narrative text for contest Writer biographies (discuss what paid authors do for a living)

Deanna F. Cross, READ 7140 Summer 2005 Writing within the Curriculum Correspondence Writing & Report Writing

Deanna F. Cross, READ 7140 Summer 2005 Math – Correspondence Writing Introduction to parts of a letter Heading Greeting Body Closing Signature Nike

Deanna F. Cross, READ 7140 Summer 2005 Assignment Students will write a friendly letter describing the steps to solve a math problem. GPS:  M5M1: Students will extend their understanding of area of fundamental geometric plane figures. f. Find the area of a polygon (regular and irregular) by dividing it into squares, rectangles, and/or triangles and find the sum of the areas of those shapes.

Deanna F. Cross, READ 7140 Summer 2005 Social Studies - Report When you write a descriptive report, you concentrate on characteristics, features, and examples.

Deanna F. Cross, READ 7140 Summer 2005 Assignment Students will write a report describing the amendment process GPS:  SS5H6: The student will explain the reasons for America’s involvement in World War II. b. Describe major events in the war in both Europe and the Pacific including Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.

Deanna F. Cross, READ 7140 Summer 2005 Scoring Guides Created from Georgia Performance Standards Gives both Performance Standards and assignment specific topics

Deanna F. Cross, READ 7140 Summer 2005 Sample Scoring Guide

Deanna F. Cross, READ 7140 Summer 2005 Georgia Performance Standards for Writing ELA5W2: The student demonstrates competence in a variety of genres.  The student produces informational writing (e.g., report, procedures, correspondence) Standards a - i