read 7140 summer 2011 a nna s chroeter i nterdisciplinary w riting u nit
TRANSCRIPT
READ 7140Summer 2011
ANNA SCHROETERINTERDISCIPLINARY WRITING UNIT
Genre/Form- Informational /All About ReportContent Area: Science
FIRST GRADE
PRE-ASSESSMENT PROMPT
Today, class I want you to write me a story that is all about you. I want you to include as much as you can about yourself . Don’t forget to include what you look like, what you like to eat, and what you like to do. You can include where you live as well. Be as detailed as possible. You will have thirty minutes to complete this so don’t rush. You may begin after all materials have been passed out.
INSTRUCTIONAL GROUPING:TEACHER’S NEEDS
•Instruction• Whole group• Allows students to receive the same amount of
information together• Students questions get answered• Individual attention can be given where needed.
INSTRUCTIONAL GROUPING:TEACHER’S NEEDS
•Practice• Whole group• Every child completes the same task (with the
exception of accommodations) • Examples will be shown to everyone to ensure the
same instruction• Children can discuss the examples with classmates
INSTRUCTIONAL GROUPING:TEACHER’S NEEDS
•Assessment• Independent• Students have the chance to show what they have
learned• Students will work at their own pace• Multiple days will be provided if needed.
INSTRUCTIONAL GROUPING:STUDENTS
•Instruction• Students who have development delays will be in
desk groups with above-average students. • Practice
• Small groups• Ability grouping to help with differing
abilities• Scaffolding
INSTRUCTIONAL GROUPING:STUDENTS
•Assessment• Groups will be constantly changed• Final product will be done individually • Instructions will be clarified when
necessary
GEORGIA WRITING TEST
•Analytic scoring rubrics•Teacher Evaluated•Teachers collect writing samples by providing many opportunities for students to produce the various types of writing throughout the year•For each student in the class, teachers should assemble multiple samples of writing that have been collected from a variety of classroom writing activities.
INFORMATIONAL WRITING
•Based on facts•Audience – teacher, parents, classmates•Purpose – to inform the reader•You will be writing about plants
• What it looks like• Needs• Creates• Grows
PREWRITING
Stage 1
STAGE OF WRITING: PREWRITING
•Important stage•Fill out the graphic organizer•During this stage thoughts get placed on paper•There are no complete sentences•Words or phrases only
GRAPHIC ORGANIZER
Supporting Facts
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Supporting Facts
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Supporting Facts
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Conclusion
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RUBRIC
Met3 points
Partially Met2 points
Attempted to Meet1 point
Did Not Attempt0 points
Purpose Identified Clearly Stated Stated But Not Clear Stated But Not Relevant No Attempt
Audience Identified Clearly Stated Stated But Not Clear Stated But Not Relevant No Attempt
Three Details(identified in the separate leaves)
3 Details 2 Details 1 Detail No Details
Detail 1(includes supporting
facts)
3 Supporting Details 2 Supporting Details 1 Supporting Detail
No Supporting Details
Detail 2 (includes supporting
facts)
3 Supporting Details 2 Supporting Details 1 Supporting Detail
No Supporting Details
Detail 3(includes supporting
facts)
3 Supporting Details 2 Supporting Details 1 Supporting Detail
No Supporting Details
Conclusion (Fully developed and
wraps up writing)
3 Supporting Ideas 2 Supporting Ideas 1 Supporting Idea No Attempt
CHECKLIST
Name:__________________________ Date:______________
____ Identified the purpose____ Identified the audience____ Gave three characteristics____ Detail 1 – Gave three supporting details____ Detail 2 – Gave three supporting details____ Detail 3 – Gave three supporting details ____ Restated the main idea in the conclusion
Signature: _____________________ Date: _________________
Prewriting Checklist
ACCOMMODATIONS/MODIFICATIONS
•Step by step directions can be provided to students who need it• Paired with partners when researching• Students can sit closer to the board if they have trouble concentrating• Include two supporting details instead of three
INSTRUCTIONAL GROUPING:CULTURAL/LINGUISTIC NEEDS
•Instruction• Located near students that are above average• Instruction can be given in writing in the child’s first
language• Instructions clarified
•Practice and Assessment• Located near students that are above average• Ability grouping
DRAFTING
Stage 2
ACTIVITY
As a class we will crate a draft based off of the information that is on the graphic organizer. We will not be focusing on spelling. Please raise your hand if you want to add a sentence. Feel free to discuss with your table mates if the sentence you want to add would make sense.
STAGE OF WRITING: DRAFTING
•Where you put ideas down on paper•Spelling is not important•No erasing is allowed• Errors are allowed•Complete sentences are necessary•Use information from graphic organizer•Focus on what your writing about and stick to that topic
RUBRIC
Exceeds Standard4
Meets standard3
Partially Meets2
Did Not Meet1
No Attempt0
Introduction(Clear and forward
introduction. Includes supporting
details)
Includes 4 or more supporting details
Includes 3 facts or supporting details
Includes 2 facts or supporting details
Includes 1 fact or supporting detail
No facts/details provided
Paragraph 1(Includes main idea
and three supporting facts)
Includes 4 or more Includes 3 facts Includes 2 facts Includes 1 fact No additional facts added
Paragraph 2(Includes main idea
and three supporting facts)
Includes 4 or more Includes 3 facts Includes 2 facts Includes 1 fact No additional facts added
Paragraph 3(Includes main idea
and three supporting facts)
Includes 4 or more facts Includes 3 facts Includes 2 facts Includes 1 fact No additional facts added
Conclusion(restates the main ideas of the story)
Includes more than 3 facts Includes 3 facts Includes 2 facts Includes 1 fact No facts from report
Skipped Lines(skipped every other
line)
Skipped every other line Skipped most lines Skipped lines half of the time
Skipped less than half of the lines
Did not skip lines
CHECKLIST
Drafting____ Skipped lines____Introduction includes supporting facts____ Paragraph one includes three supporting facts____ Paragraph two includes three supporting facts____ Paragraph 3 includes three supporting facts___ Conclusion restates the three main ideas___ Complete sentences were used
Signature__________________ Date _________________
REVISING
Stage 3
STAGE OF WRITING: REVISING
•Use correct proofreading marks•Make marks using a colored pencil/marker•Move sentences/paragraphs•Re-arrange sentences/paragraphs•Add information•Delete information•Use better vocabulary words•Spelling, grammar and punctuation are not important
RUBRIC
Met3
Partially Met2
Attempted to Meet
1
Does not Attempt0
SelfScore
TeacherScore
Adding 4 or more 2-3 1 None made
Deleting(unnecessary information
was deleted)
All Most Some No Attempt
Rearranging(made
rearrangements where necessary)
All were made Most were made Some were made No Attempt
Color of revision marks
All made in color Some made in color
None made in color
No Attempt
Total Score:
CHECKLIST
Revising Checklist
Name______________________ Date__________________
____ Additions were made in the correct places____ Sentences, phrases, and/or words were deleted____ Rearrangements were made____ Color was used to make corrections____ NO corrections were made to spelling, grammar, and/or punctuation.
Signature_____________________ Date______________
EDITING
Stage 4
STAGE OF WRITING: EDITING
•Use proper proofreading marks•Use a different color than your revision marks
•Make corrections to• Capitalization• Punctuation• Spelling• Grammar
RUBRIC
Exceeds4
Meets3
Partially Meets2
Did Not Meet1
Did Not Attempt0
Complete Sentences 0-1 errors 2-4 errors 4-6 errors 7 or more errors No attempt
Spelling(all words are spelled correctly)
0-1 errors 2-4 errors 4-6 errors 7 or more errors No Attempt
Punctuation(ending punctuation and commas in a series)
0-1 errors 2-4 errors 4-6 errors 7 or more errors No Attempt
Capitalization(beginning of sentences and proper nouns)
0-1 errors 2-4 errors 4-6 errors 7 or more errors No Attempt
Editing Marks 10 or more marks used correctly
8-10 marks used correctly
5-8 marks used correctly
0-5 used properly No Attempt
CHECKLIST
Editing
____ Checked to make sure that all sentences were compete____ Corrected all found misspelled words____ Checked for proper punctuation at the end of each sentence____ Checked to ensure that comma’s were used correctly____ Capitalized all words at the beginning of the sentence____ Capitalized all proper nouns____ Used proper editing marksSignature ________________________ Date ______________
PUBLISHING
Stage 5
(Final Stage)
STAGE OF WRITING:PUBLISHING
•Final stage •Re-read your draft one more time•Write a final piece•Make the revision and editing checkmarks•Re-read your final piece when finished•Use your best handwriting
RUBRIC
Exceeds Standards Meets Standard Partially Meets Standard
Does not Meet No Attempt
Introduction(introduces the topic and the three main
details)
Includes 4 details Includes 3 details Includes 2 details Includes 1 detail No attempt
Paragraph 1(Includes three accurate facts)
Includes 4 supporting details
Includes 3 supporting details
Includes 2 supporting details
Includes 1 supporting detail
No attempt
Paragraph 2(Includes three accurate facts)
Includes 4 supporting details
Includes 3 supporting details
Includes 2 supporting details
Includes 1 supporting detail
No attempt
Paragraph 3(Includes three accurate facts)
Includes 4 supporting details
Includes 3 supporting details
Includes 2 supporting details
Includes 1 supporting detail
No attempt
Conclusion(restates the
information from the report)
Includes 4 supporting details
Includes 3 supporting details
Includes 2 supporting details
Includes 1 supporting detail
No attempt
Punctuation/Capitalization/
Spelling (all errors are
corrected)
No error 1-2 errors 2-3 errors 3-4 errors No attempt
CHECKLIST
Publishing
____ Introduction includes details____ Paragraph 1 includes 3 supporting details____ Paragraph 2 includes 3 supporting details____Paragraph 3 includes 3 supporting details____ Conclusion restates main points____ No punctuation errors____ No capitalization errors____ No spelling errors
Signature _____________________ Date ______________
REFERENCES
Tompkins, G.E. (2008). Teaching writing: Balancing process and product (5th ed.) Upper Saddle River, NJ: Prentice Hall
Schroeter, A. (2011). All about plants graphic organizer. Unpublished manuscript. Valdosta State University, Valdosta, GA
Schroeter, A. (2011). Informational Prewriting Grading Rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.
Schroeter, A. (2011). Informational writing revising checklist. Unpublished checklist. Valdosta State University, Valdosta GA.
REFERENCES
Schroeter, A. (2011). Modified from Root, T. Expository Revising Scoring Guide. Valdosta, GA: Valdosta State University. Retrieved from http://www.valdosta.edu/~troot/read7140/expository.htm
Schroeter, A. (2011). Informational writing editing checklist. Unpublished checklist. Valdosta State University, Valdosta, GA
Schroeter, A. (2011). Informational writing editing rubric. Unpublished rubric. Valdosta State University, Valdosta, GA
Schroeter, A. (2011). Informational writing publishing checklist. Unpublished checklist. Valdosta State University, Valdosta, GA
Schroeter, A. (2011). Informational writing publishing rubric. Unpublished rubric. Valdosta State University, Valdosta GA