Interdisciplinary Writing Unit Presentation READ 7140 Niesi Ashe

Introduction Grade Level: 2 nd Genre: Informational Content area connection: Science- life cycles of frogs, chickens and butterflies

Georgia Writing Assessment Types of writing covered in 3 rd grade assessment: - Narrative - Informational - Persuasive - Response to Literature

Georgia Writing Assessment, cont. Writing of each type scored by teachers using analytic scoring rubric Teachers collect samples of writing throughout school year No order in which genres must be taught Assessment samples should reflect best work students are able to do independently

Pre-assessment Prompt 1.Students, today I am going to place two choices on the overhead. I want you to choose one of the prompts and write a response. Prompt 1: What did you do this weekend? Write a paper telling about one thing that you did this weekend. Include as many details as you can. Prompt 2: What is your favorite food? Write a paper telling your friend what you favorite food is and why.

Pre-assessment Prompt, cont. 2.Allow students minutes to write a response. 3.Do not give explicit directions, just allow students to write. 4.Place papers in students writing portfolio under the informational section. Writing an information paper about oneself ensures that the child has enough information to write a paper and students always enjoy telling about themselves. Comparing the pre-assessment to the final documents at the end of the unit will allow the students to “see” how far they have advanced in their writing.

PRE-WRITING

Pre-writing Grouping options related to teacher’s instructional needs:  Whole-class instruction for modeling and practice  Independent assessment

Pre-writing, cont. Grouping arrangements related to students’ development, cultural and linguistic needs:  students will be grouped with students of varying ability  all IEP modifications will be provided  students with linguistic difficulties will have peer partners and extra clarification of material/assignments  Cultural modifications should not be needed

Pre-writing Instructional Procedures Choose topic and purpose for writing Uses graphic organizer to get ideas on paper Use phrases and words, not sentences to complete organizer For this lesson, also includes pictures of life cycles to prompt students’ recollection of information

Graphic organizer for pre-writing (informational) As a group, students will complete a practice activity on the life cycle of a frog with the teacher Graphic organizer for life cycles

Pre-writing, cont. Assessment procedures: student will independently complete graphic organizer of a butterfly Scoring guide for pre-writing Student’s checklist for informational writingStudent’s checklist for informational writing

Pre-writing, cont. Accommodations and/or modifications for students’ differing stages of development:  Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages  Students may use word processor and images from internet if needed  Extra attention from teacher during group time

Pre-writing, cont. Accommodations and/or modifications for students’ with differing cultural and linguistic background:  No cultural modifications needed as students will be aware of life cycles through science unit  Clarification of directions by teacher or peer  Extra attention from teacher during group time  One-on-one review if needed

DRAFTING

Drafting Grouping options related to teacher’s instructional needs:  Whole-class instruction for modeling and practice  Independent assessment

Drafting, cont. Grouping arrangements related to students’ development, cultural and linguistic needs:  students will be grouped with students of varying ability  all IEP modifications will be provided  students with linguistic difficulties will have peer partners and extra clarification of material/assignments  Cultural modifications should not be needed

Drafting, cont. Grouping arrangements related to students’ development, cultural and linguistic needs:  students will be grouped with students of varying ability  all IEP modifications will be provided  students with linguistic difficulties will have peer partners and extra clarification of material/assignments  Cultural modifications should not be needed

Drafting Instructional Procedures Turn phrases and/or words from graphic organizer into complete sentences Do not worry about spelling and other mechanics Skip lines Decide on “hook” or attention getter Add details to make report interesting

Assessment for drafting Students will practice drafting by writing a group draft of a report on the life cycle of a frog Students will be assessed on their independent draft of a report on the life cycle of a butterfly Rubric for informational drafting Informational writing checklist

Drafting, cont. Accommodations and/or modifications for students’ differing stages of development:  Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages  Students may use word processor and images from internet if needed  Extra attention from teacher during group time

Drafting, cont. Accommodations and/or modifications for students’ with differing cultural and linguistic background:  No cultural modifications needed as students will be aware of life cycles through science unit  Clarification of directions by teacher or peer  Extra attention from teacher during group time  One-on-one review if needed

REVISING

Revising Grouping options related to teacher’s instructional needs:  Whole-class instruction for modeling and practice  Independent assessment

Revising, cont. Grouping arrangements related to students’ development, cultural and linguistic needs:  students will be grouped with students of varying ability  all IEP modifications will be provided  students with linguistic difficulties will have peer partners and extra clarification of material/assignments  Cultural modifications should not be needed

Revising Instructional Procedures Add Delete Rearrange Change Use proofreaders’ marks Individual revising Group revising

Assessment for revising Students will practice revising by revising the group report on the life cycle of a frog Students will be assessed on their independent revision of a report on the life cycle of a butterfly Rubric for informational revising Informational writing checklist

Revising, cont. Accommodations and/or modifications for students’ differing stages of development:  Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages  Students may use word processor and images from internet if needed  Extra attention from teacher during group time

Revising, cont. Accommodations and/or modifications for students’ with differing cultural and linguistic background:  No cultural modifications needed as students will be aware of life cycles through science unit  Clarification of directions by teacher or peer  Extra attention from teacher during group time  One-on-one review if needed

EDITING

Editing Grouping options related to teacher’s instructional needs:  Whole-class instruction for modeling and practice  Independent assessment

Editing, cont. Grouping arrangements related to students’ development, cultural and linguistic needs:  students will be grouped with students of varying ability  all IEP modifications will be provided  students with linguistic difficulties will have peer partners and extra clarification of material/assignments  Cultural modifications should not be needed

Editing Instructional Procedures Focus on polishing report Look for errors in capitalization, punctuation, spelling, verb usage, sentence structure and paragraph formatting

Assessment for editing Students will practice editing by editing the group report on the life cycle of a frog Students will be assessed on their independent editing of a report on the life cycle of a butterfly Rubric for informational editing Informational writing checklist

Editing, cont. Accommodations and/or modifications for students’ differing stages of development:  Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages  Students may use word processor and images from internet if needed  Extra attention from teacher during group time

Editing, cont. Accommodations and/or modifications for students’ with differing cultural and linguistic background:  No cultural modifications needed as students will be aware of life cycles through science unit  Clarification of directions by teacher or peer  Extra attention from teacher during group time  One-on-one review if needed

PUBLISHING

Publishing Grouping options related to teacher’s instructional needs:  Whole-class instruction for modeling and practice  Independent assessment

Publishing, cont. Grouping arrangements related to students’ development, cultural and linguistic needs:  students will be grouped with students of varying ability  all IEP modifications will be provided  students with linguistic difficulties will have peer partners and extra clarification of material/assignments  Cultural modifications should not be needed

Publishing Instructional Procedures Copy report in final form including all changes made in revision and editing Report will include pictures of life cycle (hand drawn or from internet) and report Reports will be bound and shared aloud by students with other classrooms in school Form for final report

Assessment for publishing Students will be assessed on their independent publishing of a report on the life cycle of a butterfly Rubric for informational publishing Informational writing checklist

Publishing, cont. Accommodations and/or modifications for students’ differing stages of development:  Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages  Students may use word processor and images from internet if needed  Extra attention from teacher during group time

Publishing, cont. Accommodations and/or modifications for students’ with differing cultural and linguistic background:  No cultural modifications needed as students will be aware of life cycles through science unit  Clarification of directions by teacher or peer  Extra attention from teacher during group time  One-on-one review if needed