1. Interdisciplinary writing unit by Paula Stacy READ 7140 A Expository Writing 2 nd Grade Social Studies Research on a Famous Georgian

2. GA Writing test for 3 rd grade Consists of teacher evaluation of student writing using an analytic scoring system. Writing Assessment covers four types of writing: – Narrative – Informational – Persuasive – Response to Literature

3. What do you know? Assess students prior knowledge – give a pre-assessment Students have twenty minutes to write “how to write” report Give students a sheet of paper Have them get a sharpened pencil Tell students this is not a test Determine student’s understanding of the writing process.

4. Prewriting

5. Grouping Arrangements for Instruction Instruction: Whole group – Teacher will teach in the whole group setting – Scaffold student learning – Builds schema – Targets all student’s zone of proximal development – Save time Assessment: Individual – Evaluate individual students

6. Grouping for Students Needs Developmental – Questions asked during whole group instruction will scaffold the whole group – Helps target each student’s zone of proximal development Cultural: – Students choose the historic figure they wish to research – Allows freedom of choice Linguistic: – Students with limited English language skills Grouped with another student fluent in both English and the language of the student

7. Prewriting Instruction Introduce “EXPOS” – Expose topic to audience – Research – Topic or subject – Audience – Purpose

8. Prewriting Graphic Organizer Report Graphic Organizer Who is this report about? _____________________________________ What year was he/she born and died? _____________________________________ Where was he/she born and died? ____________________________________ What do you know about his/her family? _______________________________________ What was his/her job? _____________________________________________ Why is he/she important? – ____________________________________ _______________________________

9. Prewriting Graphic organizer con’t Why is he/she important? – __________________________________ _________________________________

10. Prewriting Checklist Evaluate if Student completed Graphic Oranizer Pre-Writing Report Checklist  1. Did I tell whom this report is about?  2. Did I tell what year was he/she born?  3. Did I tell where was he/she born?  4. Did I tell about his/her family?  5. Did I tell his/her job?  6. Did I tell why he/she is important?  7. Did I give supporting details about why he/she is important?  8. Did I put my name on my graphic organizer and checklist?

11. Prewriting Scoring Guide Pre-Writing Report Scoring Guide ElementMet 3Partially Met 2 Did Not Meet 1 NameFirst and LastFirstLast SubjectYesNo Year and place bornBothOneNone FamilySpecific with details Few detailsFew or no details JobListed No Reason importantDescribed many Described fewNo description Score ___/18

12. Accomodations/Modifications Developmental: – Student who are physically slower give more time – Help organize thoughts – Close to student Cultural: – Students choose their topic Linguistic: – Limited English language assign a friend – Harder hearing sit close to teacher

13. Drafting

14. Grouping Arrangements for Instruction Developmental – Questions asked during whole group instruction will scaffold the whole group – Helps target each student’s zone of proximal development Cultural: – Students choose the historic figure they wish to research – Allows freedom of choice Linguistic: – Students with limited English language skills Grouped with another student fluent in both English and the language of the student

15. Grouping for Students Needs Developmental – Questions asked during whole group instruction will scaffold the whole group – Helps target each student’s zone of proximal development Cultural: – Students choose the historic figure they wish to research – Allows freedom of choice Linguistic: – Students with limited English language skills Grouped with another student fluent in both English and the language of the student

16. Drafting Instruction Second stage Use graphic organizer Skip Lines X marks the spot not to write Rough draft – Don’t worry about spelling, punctuation, etc.

17. Drafting CheckList Drafting Report Checklist Use for Assessment/Evaluation  1. Did I tell whom this report is about?  2. Did I tell what year was he/she born?  3. Did I tell where was he/she born?  4. Did I tell about his/her family?  5. Did I tell his/her job?  6. Did I tell why he/she is important?  7. Did I give supporting details about why he/she is important?  8. Did I put my name on my draft and checklist?  9. Did I write in sentences?

18. Drafting Scoring Guide Drafting Report Scoring Guide ElementMet 3Partially Met 2 Did Not Meet 1 NameFirst and LastFirstLast SubjectYesNo Year and place bornBothOneNone FamilySpecific with details Few detailsFew or no details JobListed No Reason importantDescribed many Described fewNo description Score ___/18

19. Accomodations/Modifications Developmental: – Student who are physically slower give more time – Use pencil grips – Wider lined paper – Close to student Cultural: – Students choose their topic Linguistic: – Limited English language assign a friend – Harder hearing sit close to teacher

20. Revising

21. Grouping Arrangements for Instruction Instruction: Whole group – Teacher will teach in the whole group setting – Scaffold student learning – Builds schema – Targets all student’s zone of proximal development – Save time Assessment: Individual – Evaluate individual students

22. Grouping for Students Needs Developmental – Questions asked during whole group instruction will scaffold the whole group – Helps target each student’s zone of proximal development Cultural: – Students choose the historic figure they wish to research – Allows freedom of choice Linguistic: – Students with limited English language skills Grouped with another student fluent in both English and the language of the student

23. Revising instruction Use proofreaders marks Peer Review – Writer reads – Listener makes positive comments – 2 stars and a wish 2 what the listener liked One what they wished the writer had added

24. Expository Revising Checklist Use the checklist to make sure the draft completed. □ I added more details to my draft. □ My information is correct. □ I did not copy word for word from my source. □ I added enough information that my reader will not feel let down. □ I wrote to my intended audience. □ I used the proofreading marks to indicate where corrections need to be made.

25. Revising Scoring Guide Revising Report Scoring Guide ElementMet 3Partially Met 2 Did Not Meet 1 DetailsAdded new details Did not add more InformationCorrect information Incorrect information CopyReworded most Reworded some Did not reword Wrote to audienceYesNo Proofreaders Marks YesNo Total______/15

26. Accomodations/Modifications Developmental: – Student who are physically slower give more time – Give proofreaders marks – Use pencil grips and wider lined paper – Close to student Cultural: – Students choose their topic Linguistic: – Limited English language assign a friend – Harder hearing sit close to teacher

27. Editing

28. Grouping Arrangements for Instruction Instruction: Whole group – Teacher will teach in the whole group setting – Scaffold student learning – Builds schema – Targets all student’s zone of proximal development – Save time Assessment: Individual – Evaluate individual students

29. Grouping for Students Needs Developmental – Questions asked during whole group instruction will scaffold the whole group – Helps target each student’s zone of proximal development Cultural: – Students choose the historic figure they wish to research – Allows freedom of choice Linguistic: – Students with limited English language skills Grouped with another student fluent in both English and the language of the student

30. Editing Check list Use for Evaluating □ My name is on the draft. □ I used the proofreading marks to indicate where corrections need to be made. □ I do not have any run on sentences or sentence fragments. □ I have capital letters at the beginning of all sentences and proper names. □ I have periods, question marks, and exclamation marks where needed. □ I used commas correctly. □ I have corrected any misspelled words. □ I have indented all my paragraphs.

31. Editing instruction Use proofreaders marks Check for – Punctuation – Spelling – Commas – Capitals

32. Editing Scoring Guide Editing Report Scoring Guide ElementMet 3Partially Met 2 Did Not Meet 1 NameYesNo Proof readers Marks YesNo Run-ons,None1-23 or more Punctuation, capitals, comma 2-3 mistakes4-6 mistakesMore than 6 Spelling1-2 mistakes3-4 mistakesMore than 4 IndentedMostFewnone

33. Accomodations/Modifications Developmental: – Student who are physically slower give more time – Help organize thoughts – Close to student Cultural: – Students choose their topic Linguistic: – Limited English language assign a friend – Harder hearing sit close to teacher

34. Publishing

35. Grouping Arrangements for Instruction Instruction: Whole group – Teacher will teach in the whole group setting – Scaffold student learning – Builds schema – Targets all student’s zone of proximal development – Save time Assessment: Individual – Evaluate individual students

36. Grouping for Students Needs Developmental – Questions asked during whole group instruction will scaffold the whole group – Helps target each student’s zone of proximal development Cultural: – Students choose the historic figure they wish to research – Allows freedom of choice Linguistic: – Students with limited English language skills Grouped with another student fluent in both English and the language of the student

37. Publishing instruction Use Best handwriting Few mistakes in: – Punctuation – Spelling – Commas – Capitals – Put into a book

38. Publishing Checklist □ I wrote my name on the line for author. □ I used my best handwriting. □ I have a well developed topic. □ I have my audience in mind. □ I have at least two characters. □ I added a basic description of my characters. □ I have a place in my setting. □ I have a time in my setting. □ □ I added enough information that my reader will stay interested.

39. Publishing Scoring Guide ElementMet 3Partially Met 2 Did Not Meet 1 NameYesNo Best writingYesNo Well developedYesSort ofno AudienceSpecificKind of specific Can’t tell InformationMuch infoLittle infoNo info Mistakes in Editing2-33-5More than 5

40. Accomodations/Modifications Developmental: – Student who are physically slower give more time – Help organize thoughts – Close to student Cultural: – Students choose their topic Linguistic: – Limited English language assign a friend – Harder hearing sit close to teacher