Interdisciplinary Writing Unit: Expository Shantelle Roberson READ 7140 OWA Summer 2008

5 th Grade Level Expository Writing: Bio-Poem Social Studies: Immigration

Georgia 5 th Grade Writing Assessment Description Evaluation of student response Assigned a topic Allowed ~120 minutes to write essay Administered in one day Make-up given the following day Type of Writing : Narrative Informational Persuasive

Teacher’s Instructional Grouping Whole Group – Saves time; promotes active learning – Modeling Individual – Monitor students’ progress – Assessment Small Groups/Partners – Enhances social interactions – Scaffolding

Grouping: Students’ Needs Developmental – Students function independently at their Zone of Proximal development Cultural – Students instructed with visual aids and modeling Linguistic – Students instructed at their language demand

Accommodations/Modifications Developmental Needs: Heterogeneous Grouping Preferential seating Peer tutor Assistive Technology Modified Assignments Short Breaks Cultural/Linguistic Needs: Visual Aids Modeling Peer Tutor Repeated Instruction Word Walls/Banks Scaffolding

The Writing Process

5 Stages of Writing (1) Pre-Writing (2) Drafting (3) Revising (4) Editing (5) Publishing

Prewriting Getting-ready-to-write stage Generate and organize ideas Decide what direction to take Most neglected stage in the writing process At least 70% of writing time Determine~ Topic: Immigrant Group (Jewish) Form: Bio-Poem Audience: Teacher, Classmates Purpose: To Inform

Instructional Procedures Prewriting Modeling – No sentence structure Sentences, spelling, punctuation, etc. – Video Demos Hints about Print Fact Fragment Frenzy Practice – Complete bio-organizer together – Reference materials, including internet

Assessment Bio-Poem Organizer (Individual) Reference materials, including internet Bio-poem Prewriting Scoring Rubric

Drafting Focus on getting ideas on paper Little concern about mechanical aspects of writing Changes may be made in the topic, purpose, or even audience Label paper “Rough Draft” Skip Lines WRITE! WRITE! WRITE! “ROUGH DRAFT” Skip lines Rough Draft X X X X X

Instructional Procedures Drafting Modeling – Information pulled from organizer – Follow poem format/template Practice – Complete template together – Shared pen technique

Assessment Bio-poem template (Individual) Factual Information Bio-poem Draft Scoring Rubric

Revising Clarify/refine your ideas Revising types: ~add ~delete ~rearrange ~substitute Continual process Reread rough draft Writing Group Make revisions w/ different color ink

Instructional Procedures Revising Modeling – Point out revisions Practice – Students paired into writing groups Students share their writing with peers Peers offer comments, suggestions, and ideas Students revise on the basis of the feedback receive from the writing group. – Revise class’ completed rough draft

Assessment Different color revision marks Proofreaders’ marks Bio-poem Revising Scoring Rubric

Editing Put piece into final form Focus on Mechanics ~ Spelling ~ Punctuation ~ Sentence structure ~ Capitalization (Proper Nouns) Use Proofreaders’ marks

Instructional Procedures Editing Modeling – Point out mechanics Practice – Students partner with peer editor Locate mechanical errors Edit on basis of feedback from peer – Edit class’ revised draft Shared pen technique – Use dictionary, thesaurus, other references

Assessment Mechanics Proofreaders’ Marks Editor’s Checklist Bio-poem Editing Scoring Rubric

Proofreaders’ Marks Tompkins, G. E. (2008). Teaching writing: Balancing process and product. Upper Saddle River, New Jersey: Pearson Prentice Hall.

Recopy writing ~ Neatness Final Form: ~ Making books ~ Poetry Tree ~ Author’s Chair Publishing

Instructional Procedure Publishing Practice – Recopy class’ edited draft – Best Handwriting – Display poem on Poetry Tree

Readable Content Illustration Bio-poem Publish Rubric Assessment