Overview of Interdisciplinary Writing Unit for Informational and Persuasive Writing By Laura Poss Valdosta State University READ 7140 Summer 2006

Georgia Writing Test  Taken in the 3 rd Grade  Different Genres  Six Stages of a Writer  5 Stages

Third Grade Test  Scored by the six stages of writing  Scoring based on content, personal expression, and surface features.  Students need a wide variety of writing samples in portfolio.

Six Stages of a Writer  The Emerging Writer  The Developing Writer  The Focusing Writer  The Experimenting Writer  The Engaging Writer  The Extending Writer

Six Stages Continued  Third Grade Students should be writing at the Engaging Stage- topic well developed, clear beginning, middle, and end, audience awareness, varied language and sentences, and errors that do no interfere with readers understanding or

Six Stages Continued  Third Grade Students should be writing at the Extending Writer- topic elaborated with details, organization that sustains purpose and moves reader, audience awareness, varied sentence patterns, creative and novel language, errors that do not interfere with reader’s understanding

Stages of the Writing Process  Prewriting- get ready to write  Drafting- writing ideas into sentences  Revising- add details  Editing- check for grammatical errors  Publishing-making it neat and sharing

Unit One: Informational Writing

Unit 1  Grade Level: 2 nd  Genre/Mode of Writing: Informational: Comparing and Contrasting  Content Area Connection: Social Studies

Informational Writing  Compare and Contrast Used to explain how two or more things are alike or different.

Informational Writing  Content Area Connection SS2H1 The student will read about and describe the lives of historical figures in Georgia history.  b. Describe how everyday life of these historical figures is similar and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).

Informational Writing Pre-assessment  After discussing the pilgrims, the students are to: Get out pencil and paper Write a compare and contrast essay on how the pilgrims lived compared to how we live today.

Grouping Options: Teachers Instructional Needs  Prewriting, Drafting, Publishing Whole group- emphasizing direct instruction, this is a quick and easy way for the entire class to participate and ask questions (practice activity), increases time on task behavior Individual- this way I can see what the students actually understand about prewriting

 Revising and Editing: Whole group- emphasizing direct instruction, this is a quick and easy way for the entire class to participate and ask questions (practice activity), increases time on task behavior Partners- this will allow someone else to look at the paper and help catch errors and mistakes as well as suggestions for improvement. Grouping Options: Teachers Instructional Needs

Grouping Options: Students Needs  Deaf/Hard of Hearing: Use of an interpreter will be provided and in full view of student  English as a Second Language: Placed next to students that know the language fairly well, and are able to use media to help with language difficulties

Grouping Options: Students Needs  Learning Disabled: Placed around the room where they are able to receive help from peer or teacher when needed as well as any technology.  Emotional Behavior Disorder: Are arranged so that they are sitting next to someone they work well with  As with all students monitor to make any changes you deem necessary.

Prewriting  Stage in which we get ready to write  Brainstorm  Consider: Audience Form  Use Graphic Organizer

Prewriting  Practice Student’s pick topic and brainstorm together about the idea using a shared writing technique  Assessment Students are to complete own graphic organizer: Compare and Contrast lifestyle of Sequoyah and now

Name__________________________________ Date_______________________ Checklist for Compare and Contrast Graphic Organizer ___1. Is my name on the paper? ___2. Is today’s date on the paper? ___3. Do I have a topic? ___4. Are my concepts complete? ___5. Do I have at least three reasons why they are alike? __1, __2, __3 ___6. Do I have at least three reasons why they are different? __1, __2, __3 ___7. Under the differences did I include how they are different? I need at least a two-word explanation. __1, __2, __3 Poss, L. (2006) Prewriting Checklist. Unpublished manuscript. Valdosta. State University, Ga.

Accommodations/Modifications  Provide support  Use of word processors for poor writers  Use of drawing for students to gather thoughts

Drafting  Write ideas on paper  Focus on content  Skip lines for later use  Write on only front of paper

Drafting  Practice Using the shared writing graphic organizer the students and teacher will compile a draft  Using their own graphic organizer, the students are to compile a draft

Accommodations/Modifications  English as a Second Language Provide clarification of any questions  Deaf/Hard of Hearing Interpreter

Accommodations/Modifications  Learning Disabled Provide assistance Use of word processor Another transcriber  Emotional Behavior Disorder Sit them next to someone they work well with Monitor behavior

Revising  Work by yourself or with a partner  Add, Delete, Rearrange information  Use proofreading marks for revising

Revising  Practice Activity Students will revise the shared pen draft. They will use all of the revising skills we learned  Assessment Activity Students will work with partners to revise their own draft- make sure they use proofreading marks, and read and write on their own paper

Name __________________________ Date_______________ Checklist for Revising Stage ___1. Did I add details? ___2. Did I delete details? ___3. Did I move details around? ___4. Did I use the proper proofreading marks? ___5. Did I read my paper to my partner? ___6. Am I the only one that wrote on my paper? ___7. Did we talk about the likes____ and ___dislikes of my paper? Poss, L. (2006) Revising Checklist. Unpublished manuscript. Valdosta. State University, Ga.

Accommodations/Modifications  English as a Second Language Provide clarification of any questions English/Spanish dictionary  Deaf/Hard of Hearing Interpreter

Accommodations/Modifications  Learning Disabled Provide assistance Use of word processor Another transcriber  Emotional Behavior Disorder Sit them next to someone they work well with Monitor behavior

Editing  Correct punctuation, spelling, capitalization  Read slowly word by word looking for mistakes  Use proofreading marks

Editing  Practice Activity To be done in pairs Work with a different partner to look for mistakes in the class paper  Assessment Activity In pairs look for mistakes in your paper Read each word slowly Correct anything you see

Name______________________ Date______________ Checklist for Editing Stage ___1. All words spelled correctly ___2. All sentences have ending punctuation ___3. All words that are proper nouns capitalized ___4. Did I use the proofreading marks correctly? ___5. Did I read it to my partner slowly? ___6. Did I offer suggestions? ___7. Did I write the suggestions down that I wanted to use? ___8. Did I write in a different color pen? Poss, L. (2006) Editing checklist. Unpublished manuscript. Valdosta. State University, Ga.

Accommodations/Modifications  English as a Second Language Provide clarification of any questions English/Spanish dictionary  Deaf/Hard of Hearing Interpreter

Accommodations/Modifications  Learning Disabled Provide assistance Use of word processor Another transcriber  Emotional Behavior Disorder Sit them next to someone they work well with Monitor behavior

Publishing  Rewriting your work  Make it neat and clean  Don’t skip lines  Add/delete information from revising and editing

Publishing  Practice Activity Have the students take turns writing out the class paper you have written. Practice neat handwriting skills  Assessment The students will complete their own paper by writing a clean copy. When finished, they may share their work

Accommodations/Modifications  English as a Second Language Provide clarification of any questions  Deaf/Hard of Hearing Interpreter

Accommodations/Modifications  Learning Disabled Provide assistance Use of word processor Another transcriber  Emotional Behavior Disorder Sit them next to someone they work well with Monitor behavior

Unit 2 Response to Literature Persuasive Writing

Unit 2  Grade Level: 2 nd  Genre/Mode of Writing: Response to Literature: Persuasive Writing Persuasive Letters  Content Area Connection: Language Arts/ Literature

Persuasive Writing  Persuasive Letters Winning someone your viewpoint or cause Written to real audiences and mailed Use reason, character, emotion Statistics, cause-effect relationships

Persuasive Writing  Content Area Connection ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student  h. Makes connections between text and/or personal experiences.  o. Recognizes the author’s purpose

Persuasive Writing Pre-assessment  The students are to use a pencil and notebook paper.  Write a persuasive letter to their parents to persuade them to buy a toy the student thinks he can’t live without.

Grouping Options: Teachers Instructional Needs  Prewriting, Drafting, Publishing Whole group- emphasizing direct instruction, this is a quick and easy way for the entire class to participate and ask questions (practice activity), increases time on task behavior Individual- this way I can see what the students actually understand about prewriting

Grouping Options: Students Needs  Deaf/Hard of Hearing: Use of an interpreter will be provided and in full view of student  English as a Second Language: Placed next to students that know the language fairly well, and are able to use media to help with language difficulties

Grouping Options: Students Needs  Learning Disabled: Placed around the room where they are able to receive help from peer or teacher when needed as well as any technology.  Emotional Behavior Disorder: Are arranged so that they are sitting next to someone they work well with  As with all students monitor to make any changes you deem necessary.

Prewriting  Stage in which we get ready to write  Brainstorm  Consider: Audience Form  Use Graphic Organizer

Prewriting  Practice Student’s brainstorm together about persuading the principal to buy a class pet using a shared writing technique  Assessment Students are to complete own graphic organizer: Persuading the “thing” in Green Eggs and Ham to eat the green eggs and ham.

Heading Greeting Body Closing Signature Nike Cross, D. (2005) Friendly letter man. Valdosta State University, Ga. Heading (name, address, city, state, zip code) Greeting (Dear ___________,) Body (see other graphic organizer) Closing (Sincerely or Thank you _______) Signature (sign your name)

Accommodations/Modifications  Provide support  Use of word processors for poor writers  Use of drawing for students to gather thoughts

Drafting  Write ideas on paper  Focus on content  Skip lines for later use  Write on only front of paper

Drafting  Practice Using the shared writing graphic organizer the students and teacher will compile a draft  Assessment Using their own graphic organizer, the students are to compile a draft

Accommodations/Modifications  English as a Second Language Provide clarification of any questions  Deaf/Hard of Hearing Interpreter

Accommodations/Modifications  Learning Disabled Provide assistance Use of word processor Another transcriber  Emotional Behavior Disorder Sit them next to someone they work well with Monitor behavior

Revising  Work by yourself, then with a partner  Add, Delete, Rearrange information  Use proofreading marks for revising

Revising  Practice Activity Students will revise the shared pen draft. They will use all of the revising skills we learned  Assessment Activity Students will work with partners to revise their own draft- make sure they use proofreading marks, and read and write on their own paper

Accommodations/Modifications  English as a Second Language Provide clarification of any questions English/Spanish dictionary  Deaf/Hard of Hearing Interpreter

Accommodations/Modifications  Learning Disabled Provide assistance Use of word processor Another transcriber  Emotional Behavior Disorder Sit them next to someone they work well with Monitor behavior

Editing  Correct punctuation, spelling, capitalization  Read slowly word by word looking for mistakes  Use proofreading marks

Editing  Practice Activity To be done in pairs Work with a different partner to look for mistakes in the class paper  Assessment Activity In pairs look for mistakes in your paper Read each word slowly Correct anything you see

Accommodations/Modifications  English as a Second Language Provide clarification of any questions English/Spanish dictionary  Deaf/Hard of Hearing Interpreter

Accommodations/Modifications  Learning Disabled Provide assistance Use of word processor Another transcriber  Emotional Behavior Disorder Sit them next to someone they work well with Monitor behavior

Publishing  Rewriting your work  Make it neat and clean  Don’t skip lines  Add/delete information from revising and editing

Publishing  Practice Activity Have the students take turns writing out the class paper you have written. Practice neat handwriting skills  Assessment The students will complete their own paper by writing a clean copy. When finished, they may share their work

Accommodations/Modifications  English as a Second Language Provide clarification of any questions  Deaf/Hard of Hearing Interpreter

Accommodations/Modifications  Learning Disabled Provide assistance Use of word processor Another transcriber  Emotional Behavior Disorder Sit them next to someone they work well with Monitor behavior