1. Interdisciplinary Writing Unit Presentation READ 7140 Niesi Ashe

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

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

4. 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

5. 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.

6. Pre-assessment Prompt, cont. 2.Allow students 30-40 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.

7. PRE-WRITING

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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. DRAFTING

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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. REVISING

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

25. 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

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

27. 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

28. 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

29. 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

30. EDITING

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

32. 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

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

34. 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

35. 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

36. 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

37. PUBLISHING

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

39. 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

40. 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

41. 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

42. 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

43. 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