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

Interdisciplinary writing unitby Paula Stacy

READ 7140 AExpository Writing

2nd GradeSocial Studies

Research on a Famous Georgian

GA Writing test for 3rd 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

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.

Prewriting

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

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

Prewriting Instruction

• Introduce “EXPOS”–Expose topic to audience–Research–Topic or subject–Audience–Purpose

Prewriting Graphic OrganizerReport 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?–___________________________________________________________________–___________________________________________________________________–___________________________________________________________________–___________________________________________________________________–___________________________________________________________________–___________________________________________________________________–___________________________________________________________________–___________________________________________________________________

Prewriting Graphic organizer con’t

Why is he/she important?–_________________________________

__________________________________–_________________________________

__________________________________–_________________________________

__________________________________

Prewriting ChecklistEvaluate 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?

Prewriting Scoring Guide

• Pre-Writing Report Scoring GuideElement Met 3 Partially Met

2Did Not Meet 1

Name First and Last First Last

Subject Yes NoYear and place born Both One None

Family Specific with details

Few details Few or no details

Job Listed No

Reason important Described many

Described few No description

Score ___/18

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

Drafting


• Developmental– Questions asked during whole group instruction will scaffold the

whole group – Helps target each student’s zone of proximal development

• Cultural:










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.

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?

Drafting Scoring Guide

• Drafting Report Scoring GuideElement Met 3 Partially Met

2Did Not Meet 1

Name First and Last First Last

Subject Yes NoYear and place born Both One None

Family Specific with details

Few details Few or no details

Job Listed No

Reason important Described many

Described few No description

Score ___/18

Accomodations/Modifications• Developmental:

– Student who are physically slower give more time– Use pencil grips– Wider lined paper– Close to student



Revising











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

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.

Revising Scoring Guide

• Revising Report Scoring GuideElement Met 3 Partially Met

2Did Not Meet 1

Details Added new details

Did not add more

Information Correct information

Incorrect information

Copy Reworded most

Reworded some

Did not reword

Wrote to audience Yes NoProofreaders Marks

Yes No

Total______/15

Accomodations/Modifications• Developmental:

– Student who are physically slower give more time– Give proofreaders marks– Use pencil grips and wider lined paper– Close to student



Editing











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.

Editing instruction

• Use proofreaders marks• Check for– Punctuation– Spelling– Commas– Capitals

Editing Scoring Guide

• Editing Report Scoring GuideElement Met 3 Partially Met

2Did Not Meet 1

Name Yes NoProof readers Marks

Yes No

Run-ons, None 1-2 3 or morePunctuation, capitals, comma

2-3 mistakes 4-6 mistakes More than 6

Spelling 1-2 mistakes 3-4 mistakes More than 4Indented Most Few none




Publishing











Publishing instruction

• Use Best handwriting• Few mistakes in:– Punctuation– Spelling– Commas– Capitals– Put into a book

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.

Publishing Scoring Guide

• Publishing Scoring GuideElement Met 3 Partially Met

2Did Not Meet 1

Name Yes NoBest writing Yes NoWell developed Yes Sort of noAudience Specific Kind of

specificCan’t tell

Information Much info Little info No infoMistakes in Editing 2-3 3-5 More than 5




Documents

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