Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher

Unit 1 Grade: 3 rd Genre: Expository Writing Content area: Social Studies Topic: Americans who expanded people’s rights and freedoms in a democracy

Georgia Writing Test-3 rd Grade Evaluates student writing Genres included: Narrative, Informational, Persuasive, and Response to literature Assesses using four domains: ideas, organization, style, and conventions

Pre-assessment Prompt Purpose: To evaluate how much the students already know about this genre and the writing process Two prompts provided: –Think about the most important person in your life. Explain why you feel the way you do and why this person is the most important person. –If you could go anywhere in the world, where would it be and why?

Prewriting

Grouping Options Whole grouping Small grouping Individual grouping

Explanation of Grouping Options Based on Student Needs Developmental –Whole grouping Beneficial because everyone is exposed to same material Able to hear all questions asked and answers Eliminates time off-task

Explanation of Grouping Options Based on Student Needs Developmental –Small grouping Able to receive guidance from peers Explanations put on their level of thinking

Explanation of Grouping Options Based on Student Needs Developmental –Individual grouping Allows time to get thoughts together Provides time to get organizer ready

Explanation of Grouping Options Based on Student Needs Cultural –Whole grouping Allows them to see it is okay to speak out and ask questions Hears answers to all questions asked

Explanation of Grouping Options Based on Student Needs Cultural –Small grouping Receive guidance from peers

Explanation of Grouping Options Based on Student Needs Cultural –Individual grouping Provides time to think and to put individual ideas on paper

Explanation of Grouping Options Based on Student Needs Linguistic –Whole grouping Able to listen in on other questions asked Can ask questions for clarification

Explanation of Grouping Options Based on Student Needs Linguistic –Small grouping Can receive clarification from peers Able to receive extra instruction

Explanation of Grouping Options Based on Student Needs Linguistic –Individual grouping Allows time to reflect on learning Allows time for them to receive individual instruction

Accommodations and Modifications: Students from differing stages of development Accommodations –Lower level students with higher level students –Seating in front of class for visually impaired

Accommodations and Modifications: Students from differing stages of development Modifications –Two points for lower level students –Four of five points for higher level students –Large print graphic organizer for visually impaired

Accommodations and Modifications: Students from Differing Cultural and Linguistic Backgrounds Linguistic Will receive extra instruction for understanding Pairing with fluent English speaker

Accommodations and Modifications: Students from Differing Cultural and Linguistic Backgrounds Cultural Will receive extra instruction about important American figures

Drafting

Instructional Procedures Genre of writing instruction –Expository writing –Used to inform –Will be writing a biography –Can choose from: Paul Revere, Frederick Douglass, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Thurgood Marshall, Lyndon B. Johnson, and Cesar Chavez

Stage of Writing Instruction Drafting Second step in writing process Put thoughts from graphic organizer on paper Skip every other line No corrections right now

Modeling Complete a draft together using graphic organizer Write introduction Write body using three points Write conclusion

Practice Activity Shared writing Complete draft together on Susan B. Anthony

Assessment Activity Complete draft of chosen person individually Use graphic organizer as a guide

Assessment Students use checklist 3rd Grade Drafting Checklist: Informational Name:_______________________________ _________ ____My name is on my paper. ____My paper is labeled “Draft”. ____I have a title on my paper. ____I have written an introduction. ____I used complete sentences. ____Every other line is skipped with an X on every other line. ____I have written a conclusion. Fletcher, J. (2007). 3rd Grade Drafting Checklist: Informational. Unpublished document, Valdosta State University, GA.

Assessment Teacher evaluates using scoring guide Components of scoring guide are: name on paper, label, title, introduction, sentences, sentence order, proper format, and conclusion Scoring guide can be found by clicking the link: scoring guidescoring guide

Revising

Instructional Procedures: Stage of Writing Instruction Revising –Clarify ideas –Reread through draft, share draft with group, revise using group’s feedback –Involves: adding, deleting, substituting, and moving text

Modeling Revise draft using transparency Class advises changes Teacher assists with changes

Practice Activity Shared writing Look at model and tell what add, delete, substitute or move around

Assessment Activity Get into groups of four Read paper to group Group suggests revisions Separate and make revisions Read through paper again

Assessment Students will use a checklist to evaluate work Checklist can be found by clicking on link: checklistchecklist

Assessment Teacher will use a scoring guide to evaluate student work Scoring guide can be found by clicking link: scoring guidescoring guide

Editing

Instructional Procedures: Stage of Writing Editing –Puts writing in final form –Involves correcting mechanical errors –Will work with a partner to edit paper –Use correct proofreaders’ marks

Modeling Use revised transparency Make changes as a class Teacher will guide

Practice Activity Shared writing Go through model to find mechanical errors Students will name errors, teacher will make corrections

Assessment Activity Editing your paper Editing your partner’s paper Use checklist to guide

Assessment Students will use checklist to guide them Checklist can be found by clicking link: editing checklistediting checklist

Assessment Teacher will assess editing stage using a scoring guide Scoring guide can be found by clicking link: editing scoring guideediting scoring guide

Publishing

Instructional Procedures: Stage of Writing Publishing –Writing is in final form –Should be in best handwriting with all corrections made –Will present published piece to class –Will share sitting in author’s chair

Modeling Students will view model on transparency Will see correct handwriting Will see that all corrections were made

Practice Activity Shared writing Students will look at editing transparency and tell what needs to be changed Should recommend handwriting and any error changes

Assessment Activity Students will publish paper Will present paper to class Will place papers in “Published Works Book”

Assessment Students will evaluate own published draft using checklist Checklist can be found by clicking link: publishing checklistpublishing checklist

Assessment Teacher will evaluate student work using a scoring guide Scoring guide can be found by clicking link: publishing scoring guidepublishing scoring guide