Interdisciplinary Writing Unit

READ 7140Summer 2008

By: Jessica Fletcher

Unit 1

• Grade: 3rd • Genre: Expository Writing• Content area: Social Studies• Topic: Americans who

expanded people’s rights and freedoms in a democracy

Georgia Writing Test-3rd Grade

• Evaluates student writing• Genres included: Narrative,

Informational, Persuasive, and Response to literature

• Assesses using four domains: ideas, organization, style, and conventions

Pre-assessment Prompt• Purpose: To evaluate how much

the students already know about this genre and the writing process

• Two prompts provided:– Think about the most

important person in your life. Explain why you feel the way you do and why this person is the most important person.

– If you could go anywhere in the world, where would it be and why?

Prewriting

Grouping Options

• Whole grouping• Small grouping• Individual grouping

Explanation of Grouping Options Based on Student

Needs• Developmental

– Whole grouping•Beneficial because everyone is

exposed to same material•Able to hear all questions asked

and answers•Eliminates time off-task

Explanation of Grouping Options Based on Student

Needs • Developmental

– Small grouping•Able to receive guidance from peers

•Explanations put on their level of thinking

Explanation of Grouping Options Based on Student

Needs• Developmental

– Individual grouping•Allows time to get thoughts

together•Provides time to get organizer

ready

Explanation of Grouping Options Based on Student

Needs• Cultural

– Whole grouping•Allows them to see it is okay to speak out and ask questions

•Hears answers to all questions asked

Explanation of Grouping Options Based on Student

Needs• Cultural

– Small grouping•Receive guidance from peers

Explanation of Grouping Options Based on Student

Needs• Cultural

– Individual grouping•Provides time to think and to put individual ideas on paper

Explanation of Grouping Options Based on Student

Needs• Linguistic

– Whole grouping•Able to listen in on other questions asked

•Can ask questions for clarification

Explanation of Grouping Options Based on Student

Needs• Linguistic

– Small grouping•Can receive clarification from peers

•Able to receive extra instruction

Explanation of Grouping Options Based on Student

Needs• Linguistic

– Individual grouping•Allows time to reflect on learning

•Allows time for them to receive individual instruction

Accommodations and Modifications: Students from differing stages of

development• Accommodations

– Lower level students with higher level students

– Seating in front of class for visually impaired

Accommodations and Modifications: Students from differing stages of

development• Modifications

– Two points for lower level students– Four of five points for higher level

students– Large print graphic organizer for

visually impaired

Accommodations and Modifications: Students

from Differing Cultural and Linguistic Backgrounds

Linguistic•Will receive extra instruction for

understanding•Pairing with fluent English

speaker

Accommodations and Modifications: Students

from Differing Cultural and Linguistic Backgrounds

Cultural•Will receive extra instruction

about important American figures

Drafting

Instructional Procedures• Genre of writing instruction

– Expository writing– Used to inform– Will be writing a biography– Can choose from: Paul Revere,

Frederick Douglass, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Thurgood Marshall, Lyndon B. Johnson, and Cesar Chavez

Stage of Writing Instruction

• Drafting• Second step in writing

process• Put thoughts from graphic

organizer on paper• Skip every other line• No corrections right now

Modeling

• Complete a draft together using graphic organizer

• Write introduction• Write body using three

points• Write conclusion

Practice Activity

• Shared writing• Complete draft together on

Susan B. Anthony

Assessment Activity

• Complete draft of chosen person individually

• Use graphic organizer as a guide

Assessment • Students use checklist3rd Grade Drafting Checklist: InformationalName:____________________________________________ My name is on my paper.____ My paper is labeled “Draft”.____ I have a title on my paper.____ I have written an introduction.____ I used complete sentences.____ Every other line is skipped with an X on

every other line.____ I have written a conclusion.• Fletcher, J. (2007). 3rd Grade Drafting

Checklist: Informational. Unpublished document, Valdosta State University, GA.

Assessment

• Teacher evaluates using scoring guide

• Components of scoring guide are: name on paper, label, title, introduction, sentences, sentence order, proper format, and conclusion

• Scoring guide can be found by clicking the link: scoring guide

Revising

Instructional Procedures: Stage of Writing Instruction• Revising

– Clarify ideas– Reread through draft, share

draft with group, revise using group’s feedback

– Involves: adding, deleting, substituting, and moving text

Modeling

• Revise draft using transparency

• Class advises changes• Teacher assists with

changes

Practice Activity

• Shared writing• Look at model and tell what

add, delete, substitute or move around

Assessment Activity

• Get into groups of four• Read paper to group• Group suggests revisions• Separate and make

revisions• Read through paper again

Assessment

• Students will use a checklist to evaluate work

• Checklist can be found by clicking on link: checklist

Assessment

• Teacher will use a scoring guide to evaluate student work

• Scoring guide can be found by clicking link: scoring guide

Editing

Instructional Procedures: Stage of Writing

• Editing– Puts writing in final form– Involves correcting

mechanical errors– Will work with a partner to

edit paper– Use correct proofreaders’

marks

Modeling

• Use revised transparency• Make changes as a class• Teacher will guide

Practice Activity

• Shared writing• Go through model to find

mechanical errors• Students will name errors,

teacher will make corrections

Assessment Activity

• Editing your paper• Editing your partner’s paper• Use checklist to guide

Assessment

• Students will use checklist to guide them

• Checklist can be found by clicking link: editing checklist

Assessment

• Teacher will assess editing stage using a scoring guide

• Scoring guide can be found by clicking link: editing scoring guide

Publishing

Instructional Procedures: Stage of Writing

• Publishing– Writing is in final form– Should be in best handwriting

with all corrections made– Will present published piece

to class– Will share sitting in author’s

chair

Modeling

• Students will view model on transparency

• Will see correct handwriting• Will see that all corrections

were made

Practice Activity

• Shared writing• Students will look at editing

transparency and tell what needs to be changed

• Should recommend handwriting and any error changes

Assessment Activity

• Students will publish paper• Will present paper to class• Will place papers in

“Published Works Book”

Assessment

• Students will evaluate own published draft using checklist

• Checklist can be found by clicking link: publishing checklist

Assessment

• Teacher will evaluate student work using a scoring guide

• Scoring guide can be found by clicking link: publishing scoring guide