Persuasive Writing A PowerPoint presentation by: Holly Browning READ 7140: Methods of Teaching Writing

Persuasive Writing  Grade level: Kindergarten  Genre: Persuasive  Content Area Connection: Social Studies

Georgia Writing Assessment  Administered in grades 3, 5, 8, and 11  3 rd grade scored on narrative, persuasive, informational, and response to literature  3 rd grade teachers assess using rubrics  3 domains assessed: ideas, organization, and style

Pre-assessment Writing Prompt  Materials: writing paper, pencils without erasers, and crayons for each child  Draw a picture of your favorite toy.  Using words, tell your friend why he or she should get that toy.

Vocabulary Terms  developmental spelling – an attempt by beginning spellers to spell a word when the standard spelling is unknown; it involves using whatever knowledge of sounds or visual patterns the writer has.  guided writing – children engage in writing a variety of texts. Teacher guides the process and provides instruction through mini-lessons and conferences.  independent writing – children write their own pieces, including (in addition to stories and informational pieces) retellings, labeling, speech balloons, lists, etc.

Vocabulary Terms (continued)  interactive writing – teacher and children compose messages and stories that are written using a “shared pen” technique that involves children in the writing  persuasive writing – writing for the purpose of trying to convince people to agree with you  shared writing – teacher and children work together to compose messages and stories; the teacher supports the process as a scribe

Georgia Performance Standards  Writing ELAKW1 The student begins to understand the principles of writing. a. Writes or dictates to describe familiar persons, places, objects, or experiences. b. Uses drawings, letters, and phonetically spelled words to create meaning. c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words. d. Uses left-to-right pattern of writing. Content area: SSKCG1 The student will demonstrate an understanding of good citizenship. b. Explain why rules should be followed.

Grouping Options  Instructional Grouping Practice – whole group Assessment – individual  Developmental, Cultural, and Linguistic Needs Speech Low Socioeconomic

Accommodations/Modifications  Stages of Development Unlined paper Large pencils  Cultural and Linguistic Backgrounds Speech Low socioeconomic

Day 1: Persuasive Writing using Interactive Writing  Instructional Procedures Use interactive writing Complete the graphic organizer as a class Students complete their own graphic organizer

Name ______________________________________ Rules Graphic Organizer What is the rule? Why is this rule a good rule? Reason 1: Reason 2: Reason 3: Browning, H. Rules graphic organizer. Unpublished graphic organizer, Valdosta State University, Valdosta GA. (copies for students needed)

Day 1: Persuasive Writing using Interactive Writing  Assessment Students complete graphic organizer Students use checklist Teacher assesses using rubric

Name__________________________________ Rules Graphic Organizer Checklist Did I write a rule? Is reason 1 a good reason why this is a good rule? Is reason 2 a good reason why this is a good rule? Is reason 3 a good reason why this is a good rule? Browning, H. Rules graphic organizer checklist. Unpublished checklist, Valdosta State University, Valdosta GA. (copies for students needed)

Name__________________________________ Rules Graphic Organizer Rubric Did I write a rule? The student chose a rule from the classroom. The student did not choose a rule from the classroom. Is reason 1 a good reason why this is a good rule? The student gave a valid reason for having the rule. The student did not give a valid reason for having the rule. Is reason 2 a good reason why this is a good rule? The student gave a valid reason for having the rule. The student did not give a valid reason for having the rule. Is reason 3 a good reason why this is a good rule? The student gave a valid reason for having the rule. The student did not give a valid reason for having the rule. Writes name all letters made correctly and in order all letters were not formed correctly and/or letters were out of order Uses left to right directionality Does not use left to right directionality

Day 2: Persuasive Writing Using Shared Writing  Instructional Procedures Use shared writing to write a letter Use information from graphic organizer to create letter

Dear Mrs. Browning’s Class, One rule that we have in our class is __________ _____________________________________ _____________________________________. _____________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Your friend,

Day 2: Persuasive Writing Using Shared Writing  Assessment Students use information from their graphic organizer to write letter Students use checklist Teacher assesses using rubric

Name___________________________________________________ Student Checklist ____________________________________ Did I state my rule to finish the first sentence? Did I write reason 1 in a complete sentence? Did I write reason 2 in a complete sentence? Did I write reason 3 in a complete sentence? Did I write my name at the bottom?

Teacher Scoring Guide Did I state my rule to finish the first sentence? The student stated the rule to finish the first sentence. The student did not state the rule to finish the first sentence. Did I write reason 1 in a complete sentence? The student wrote reason 1 in a complete sentence. The student did not write reason 1 in a complete sentence. Did I write reason 2 in a complete sentence? The student wrote reason 2 in a complete sentence. The student did not write reason 2 in a complete sentence. Did I write reason 3 in a complete sentence? The student wrote reason 3 in a complete sentence. The student did not write reason 3 in a complete sentence. Did I write my name at the bottom? all letters made correctly and in order all letters were not formed correctly and/or letters were out of order Uses left to right directionality Does not use left to right directionality

Day 3: Persuasive Writing Using Shared Writing  Instructional Procedures Use shared writing to make a chart of laws in the community Students choose one law to draw a picture of and label

Name ______________________________________ Laws in Our Community Browning, H. (2007) Laws shared writing chart. Unpublished chart, Valdosta State University, Valdosta GA.

Day 3: Persuasive Writing Using Shared Writing  Assessment Students draw a picture of a community law and label the picture Students use checklist Teacher assesses using rubric

Name _______________________________________________ Student Checklist - Laws Did I write my name? YesNo Did I choose a different law? YesNo Does my illustration match my law? YesNo Does my label match my illustration? YesNo

Teacher Checklist – Laws Did I write my name? Name is correct, letters in order Letters are not in order and/or not formed correctly Did I choose a different law? Chose a different law Did not choose a different law Does my illustration match my law? Illustration matches law Illustration does not match law Does my label match my illustration? Label matches illustration Label does not match illustration

Day 4: Persuasive Writing Using Interactive Writing  Instructional Procedures Complete graphic organizer using interactive writing Students complete individually

Rules Graphic Organizer What is the rule? Why is this rule a good rule? Reason 1: Reason 2: Reason 3:

Day 4: Persuasive Writing Using Interactive Writing  Assessment Complete graphic organizer Students use checklist Teachers use scoring guide to asses

Rules Graphic Organizer Rubric Did I write a law? Is reason 1 a good reason why this is a good law? Is reason 2 a good reason why this is a good law? Is reason 3 a good reason why this is a good law?

Did I write a law? The student chose a rule from the shared writing chart. The student did not choose a law from the shared writing chart. Is reason 1 a good reason why this is a good law? The student gave a valid reason for having the rule. The student did not give a valid reason for having the rule. Is reason 2 a good reason why this is a good law? The student gave a valid reason for having the rule. The student did not give a valid reason for having the rule. Is reason 3 a good reason why this is a good law? The student gave a valid reason for having the rule. The student did not give a valid reason for having the rule. Writes name all letters made correctly and in order all letters were not formed correctly and/or letters were out of order Uses left to right directionality Does not use left to right directionality

Day 5: Persuasive Writing Using Shared Writing  Instructional Procedures Complete graphic letter template using shared writing Students complete individually

Dear Community Member, One law that we have in our community is ______ _____________________________________ _____________________________________. _____________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Your friend,

Day 5: Persuasive Writing Using Shared Writing  Assessment Complete letter template Students use checklist Teacher use scoring guide to assess

Name___________________________________________________ Student Checklist ____________________________________ Did I state my rule to finish the first sentence? Did I write reason 1 in a complete sentence? Did I write reason 2 in a complete sentence? Did I write reason 3 in a complete sentence? Did I write my name at the bottom?

Teacher Scoring Guide Did I state my rule to finish the first sentence? The student stated the rule to finish the first sentence. The student did not state the rule to finish the first sentence. Did I write reason 1 in a complete sentence? The student wrote reason 1 in a complete sentence. The student did not write reason 1 in a complete sentence. Did I write reason 2 in a complete sentence? The student wrote reason 2 in a complete sentence. The student did not write reason 2 in a complete sentence. Did I write reason 3 in a complete sentence? The student wrote reason 3 in a complete sentence. The student did not write reason 3 in a complete sentence. Did I write my name at the bottom? all letters made correctly and in order all letters were not formed correctly and/or letters were out of order Uses left to right directionality Does not use left to right directionality