W RITING U NIT K ATIE W ALLER Grade Level: Second Grade Genre: Expository Writing Content: Social Studies

G EORGIA W RITING A SSESSMENT 3 RD G RADE Will be evaluated by teachers using analytic scoring system 4 types of writing will be scored Narrative Response to Literature Persuasive Informational (Expository) Collect samples throughout the year to score Levels of Scoring Exceeds Meets Does Not Meet

P RE - ASSESSMENT P ROMPTS The student will be given a blank sheet of white paper and lined paper. The blank will be for ideas and lined will be for writing copy. They will have 40 minutes to write an expository writing about the day in the life of the principal. This will be a newspaper article to inform the community about what the Principal does during a regular day!

P REWRITING

G ROUPING S TRATEGIES : T EACHER ’ S I NSTRUCTIONAL N EEDS Whole Group Instruction Students will respond to questions and ask any questions they may have Teacher will monitor progress and time on task Use of scaffolding to help the student progress on their own Independent Practice Completing the story map using the guide of the teacher

G ROUPING S TRATEGIES B ASED ON S TUDENTS N EEDS Cultural Issues 2 Hispanic students seated next to advanced English students Both students are aware they may have whisper questions and answers The questions should deal with the content that the Hispanic students do not understand due to cultural differences Ask neighbor before asking the teacher

G ROUPING S TRATEGIES B ASED ON S TUDENTS N EEDS Developmental Delayed Spelling Barrier Seated next to partner who is an excellent writer and reader Both students are aware that they may use whisper conversation to help any major spelling issue The student can read his writing to the teacher if there is any difficulty with being able to evaluate his work

G ROUPING S TRATEGIES B ASED ON S TUDENTS N EEDS Linguistic Issues Bilingual Hispanic student No real effect on learning Seated – by student who clearly grasps instructions and is an advanced student Both are aware they can have whisper conversations if needed to help clear up any confusion the student may have

I NSTRUCTIONAL P ROCEDURES Explanation of Prewriting Getting Ready to Write We have chosen the from – Expository Need to have a clear audience and purpose in order to inform the best Communicate our information through a newspaper article To get all of our thoughts and ideas on to paper we will use a Graphic Organizer

Planning for a Newspaper Article: “So You Want to be President?” Name______________________________ Date___________________ Title of Article_______________________________________________ Introduction: Who:_________________________________________________________ What:__________________________________________________________ _______________________________________________________________ _______________________________________________________________ When:_________________________________________________________ Where: ________________________________________________________ Why:___________________________________________________________ _______________________________________________________________ _____________________________________________________________

Body: First, ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________________________ Next, ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________________________ Finally, ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________________________

Conclusion: (Reflect on Entire Event) __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ _______________________________

P RACTICE A CTIVITY Student will participate with the teacher in an interactive writing activity. The class will complete a graphic organizer together on chart paper and students will come up and write on the graphic organizer The practice topic will be “So You Want to be Governor”

A SSESSMENT A CTIVITY Complete graphic organizer individual on the topic of “So You Want to be President” The students will use a checklist to go along with the graphic organizer to ensure they have completed all necessary The students work will be assessed using a scoring guide for Expository-prewriting

Planning for a Newspaper Article: “ So You Want to be President? ” Expository- Prewriting Checklist Name_________________________________ Date_______________________ Title of Article______________________________________________ _______Did I write who this is about? _______Did I write what this is about? _______Did I write when this took place? _______Did I write where this took place? _______Did I write why I am writing this? (the purpose) _______Did I write what must happen first to become President and include 2 details? _______Did I write what must happen next to become President and include 2 details? _______Did I write what the last step to becoming President is and include 2 details? _______Did I write a clear conclusion summing up the process of becoming President of the United States?

Met Standard 3 Partially Met 2 Did Not Meet 1 Introduction: Who Cleary introduced who the article was about Did not fully introduce who the article was about Did not introduce who the article was about Introduction: What Cleary introduced what the article was about Did not fully introduce what the article was about Did not introduce what the article was about Introduction: When Cleary introduced when the article took place Did not fully introduce when the article took place Did not introduce when the article was about Introduction: Where Cleary introduced where the article took place Did not fully introduce where the article took place Did not introduce where the article took place Introduction: Why Cleary introduced why this article was written Did not fully introduce why the article was written Did not introduce why the article was written Body: First Part Clearly stated the first step to becoming President & 2 details Did not clearly state the first step to becoming President & 2 details Did not state the first step to becoming President & 2 details Body: Next Part Clearly stated the next step to becoming President & 2 details Did not clearly state the next step to becoming President & 2 details Did not state the next step to becoming President & 2 details Body: Final Part Clearly stated the final step to becoming President & 2 details Did not clearly state the final step to becoming President & 2 details Ending: Conclusion Had a clear conclusion that summed up the entire article Did not have a clear conclusion that summed up the entire article Did not have a conclusion

A CCOMMODATIONS /M ODIFICATIONS Developmental Issues Spelling Delayed Clear Model of Expectations Seated next to excellent reader and writer Allowed to have whisper conversations with neighbor Reads papers to peers or teacher if spelling of words are un-readable

A CCOMMODATIONS /M ODIFICATIONS Linguistic Issues Hispanic Students (1 Bilingual) Seated next to advanced students in reading and writing and understand and grasp instructions well Are allowed to have whisper conversations with neighbor when help is needed Cultural Issues From Cuba Discuss different leaders among different areas of the world

D RAFTING

I NSTRUCTIONAL P ROCEDURES Use the completed graphic organizer to create a rough draft Skip Lines- as a reminder place a “X” on every other line Remember spelling and punctuation is not important at this stage Create complete thoughts into full sentences and paragraphs Get your thoughts on paper

I NSTRUCTIONAL P ROCEDURES : P RACTICE A CTIVITY Create a classroom draft using the classroom created graphic organizer We will skip lines Create full sentences using the graphic organizer as a guide The teacher will write all of the students ideas as they share

A SSESSMENT FOR D RAFTING Students will write their own individual draft using their completed graphic organizers They will use a checklist to be sure they included all necessary aspects in the rough draft The teacher will use a scoring guide to evaluate their rough draft They will be reminded to skip lines and include all parts on the graphic organizer

Planning for a Newspaper Article: “ So You Want to be President? ” Expository- Drafting Checklist Name_________________________________________ Date_______________________ Title of Article______________________________________________ 1_______ Did I skip lines? 2_______Did I describe the 5W ’ s in the introduction? 3_______Did I describe the first step to becoming President with at least 2 details? 4_______Did I describe the next step to becoming President with at least 2 details? 5_______Did I describe the final step to becoming President with at least 2 details? 6_______Did I have a clear conclusion that summed up what the newspaper article was about? 7_______Did I read over my newspaper article after writing?

Met Standard 3 Partially Met 2 Did Not Meet 1 Introduction: Who Cleary introduced who the article was about Did not fully introduce who the article was about Did not introduce who the article was about Introduction: What Cleary introduced what the article was about Did not fully introduce what the article was about Did not introduce what the article was about Introduction: When Cleary introduced when the article took place Did not fully introduce when the article took place Did not introduce when the article was about Introduction: Where Cleary introduced where the article took place Did not fully introduce where the article took place Did not introduce where the article took place Introduction: Why Cleary introduced why this article was written Did not fully introduce why the article was written Did not introduce why the article was written Body: First Part Clearly stated the first step to becoming President & 2 details Did not clearly state the first step to becoming President & 2 details Did not state the first step to becoming President & 2 details Body: Next Part Clearly stated the next step to becoming President & 2 details Did not clearly state the next step to becoming President & 2 details Did not state the next step to becoming President & 2 details Body: Final Part Clearly stated the final step to becoming President & 2 details Did not clearly state the final step to becoming President & 2 details Ending: Conclusion Had a clear conclusion that summed up the entire article Did not have a clear conclusion that summed up the entire article Did not have a conclusion

R EVISING

I NSTRUCTIONAL P ROCEDURES Students will follow these steps: Writer Reads their draft to partner Listener Complements the writers writing Writer Asks questions Listener Answers writers questions Students will mark on their own writing to add, change, delete, remove, and rearrange where necessary

A SSESSMENT FOR R EVISING Students will read over and edit their drafts on their own Students will then work in pairs to do more editing listening to others advice Students will: Add Delete Rearrange Remove The student will use their check list to help!

C HECKLIST FOR R EVISING

R UBRIC FOR R EVISING

E DITING

I NSTRUCTIONAL P ROCEDURES Wait at least a day to look at paper again They will use proofreaders marks Students will make corrections using a different color pen Not red Students will look for errors such as Spelling Punctuation Errors Capitalization Errors

Students will have these editing marks on their desks. The marks will also be placed in the room.

A SSESSMENT FOR R EVISING The students will work independently and in pairs to revise Student will make corrections and peers will give suggestions to peers. The students will be working with a new partner The writer of the paper will be the only one to write on their own paper (just as editing) The writer will use a different color pen then the one used in editing Students will follow a checklist to be sure they have me

C HECKLIST FOR E DITING

R UBRIC FOR E DITING

P UBLISHING

I NSTRUCTIONAL P ROCEDURES Students will be making a final copy All corrections will be made from both revising and editing The student will use their best handwriting and not skip lines on the final draft Students will finally share their published piece

A SSESSMENT OF P UBLISHED P IECE Students will work alone to complete their publishing Student will use their best handwriting They should use their checklist to be sure they cover all areas

C HECKLIST FOR P UBLISHING

R UBRIC FOR P UBLISHING