K ATY R OBERSON I NTERDISCIPLINARY W RITING U NIT READ 7140 Summer 2011.
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Transcript of K ATY R OBERSON I NTERDISCIPLINARY W RITING U NIT READ 7140 Summer 2011.
KATY ROBERSON
INTERDISCIPLINARY WRITING UNIT
READ 7140Summer 2011
Grade level: 2nd gradeGenre: Expository/Informational
Form: Informational ReportContent Area: ScienceTopic: Life cycles of animals-mammals, amphibians, and birds
UNIT
PRE-ASSESSMENT: Instructions:1. Students will be given the
following materials:Sheet of paper with promptLined paperPencils- sharpened with erasers
2. Teacher will read the prompt and instructions to the class.3. Prompt will be displayed on
SMARTTM
Board.
PRE-ASSESSMENT PROMPT: The teacher will say, "Think about your
favorite subject in school. I want you to write a 2-3 paragraph report on why that subject is your favorite. Before you begin writing, consider what it is you like about that subject. Think about interesting things you have learned or done in that subject. Please give an much information as possible explaining why that subject is your favorite.”
You will be given 35 minutes to writing assignment. If you need paper or pencils, raise your hand, and I will bring you more materials.
INSTRUCTIONAL GROUPING (TEACHER NEEDS)
InstructionWhole groupInstruction delivered to all
students at one timeEfficient/quickClassroom management-
increased time on taskStudent’s responses can be
monitored for scaffolding.Easier to clarify content
INSTRUCTIONAL GROUPING (TEACHER NEEDS)
PracticeWhole groupEfficient/quickIncreased time on taskStudent’s responses can be
monitored for scaffolding.All students fill out the same
graphic organizerAll students practice as a groupStudents can offer ideas that may
help others understand
INSTRUCTIONAL GROUPING (TEACHER NEEDS)
Assessment:Individual Determine who needs more scaffolding
Determine who needs advanced instruction
Teacher can assist students on an individual basis.
INSTRUCTIONAL GROUPING (STUDENT NEEDS)
Developmental needs: Paired with another student with higher
functioning levels. Cultural or linguistic needs:
Paired with another student who speaks Spanish fluently, and can assist student with completion of tasks.
PREWRITING
First stage of the writing process
PREWRITING
Genre: Expository/InformationalInformation is factualPurpose- to inform
Form: Report 2-3 paragraph paperBeginning (introduction)Middle (main part)End (conclusion)
PREWRITINGFirst stageYou choose the following:
Topic- What you write about (familiar)
Purpose- to inform (why)Audience- Who (teachers, parents,
classmates) Collect ideas
Graphic organizer
Name: __ _____ Sequence Informational Graphic Organizer
Attention: You are a scientist who studies the life cycle of different animals all around the world.
You have been assigned the task of writing about the life cycle of a frog. Remember, you only have time to write in short phrases!
Introduction: Life Cycle of a _______
First Stage
Second Stage
Third Stage
Fourth Stage
Fifth Stage
Conclusion:
Name: _____________________
Prewriting Checklist
I included the following on my graphic organizer:
____ Introduction & conclusion
____ I put 1 2 3 4 details for first stage.
____ I put 1 2 3 4 details for second stage.
____ I put 1 2 3 4 details for third stage.
____ I put 1 2 3 4 details for fourth stage.
____I put 1 2 3 4 details for fifth stage.
____ I only used phrases and words on my graphic organizer.
____ I completed my graphic organizer.
Graphic Organizer Scoring Guide/Rubric (one for each student) - Roberson, K. 2011. Simulated Journal Graphic Organizer Rubric.
Name: ___________________
Sequencing Graphic Organizer Rubric 4- Exceeds 3-Meets 2-Partly Met 1-Did not Meet
Introduction & Conclusion
Both Both Some None
Details (stage 1)
4 or more details 3 details 2 details 1 or fewer details
Details (stage 2)
4 or more details 3 details 2 details 1 or fewer details
Details (stage 3)
4 or more details 3 details 2 details 1 or fewer details
Details (stage 4)
4 or more details 3 details 2 details 1 or fewer details
Details (stage 5)
4 or more details 3 details 2 details 1 or fewer details
Phrases (No sentences)
All phrases All phrases Some phrases No phrases
Graphic Organizer
(completed)
All All Some None
Total Possible Points: 32 Score: ___/32
ACCOMMODATIONS/MODIFICATIONS:
Different levels of developmental :Pictures of the life cycle of a duckA peer-recorder or dictatorA list of vocabulary wordsPencil gripModified graphic organizer that
provides more space and bigger print.
Increase time
ACCOMMODATIONS/MODIFICATIONS:Different cultural and linguistic needs:Work with a partner who speaks
SpanishGraphic organizer in native
languageModified graphic organizer that
provides more space and bigger print.
DRAFTINGSecond stage of
the writing process
DRAFTINGSecond stage “Rough” draftUse graphic organizer to make sentences
New ideas welcome!Skip linesSpelling and grammar not important
Neatness does not count
Name: ___________________
Drafting Rubric 4- Exceeds 3-Meets 2-Partly Met 1-Did not Meet
Sentences (No phrases)
All sentences All sentences Some sentences and some phrases
All phrases and no sentences
Details (stage 1)
More than 3 3 details 2 details 1 or fewer details
Details (stage 2)
More than 3 3 details 2 details 1 or fewer details
Details (stage 3)
More than 3 3 details 2 details 1 or fewer details
Details (stage 4)
More than 3 3 details 2 details 1 or fewer details
Details (stage 5)
More than 3 3 details 2 details 1 or fewer details
Introduction Topic sentence included
Topic sentence included
Topic sentence started
Topic sentence not included
Conclusion Concluding sentence is
included
Concluding sentence is
included
Concluding sentence is
started
No concluding sentence.
Total Possible Points: 16 Score: ___/16
REVISINGThird stage of
the writing process
REVISINGThird stageRe-read draft firstAdd informationDelete unnecessary informationRearrange the orderUse proofreader's marksSpelling and grammar still not important
Name: ________________
Revising Rubric- Informational Writing
4- Exceeds 3-Meets 2-Partly Met 1-Did not Meet Adding Added
necessary information to
report
Added necessary
information to report
Added some information to
report
No information added.
Deleting Deleted unnecessary information from report
Deleted unnecessary information from report
Deleted some information.
No information deleted.
Rearranging Content rearranged
Content rearranged
Some None
Revision Marks Correct revision marks were
used.
Correct revision marks were
used.
Some revision marks were
used.
No revision marks were
used. Total Points Possible: 16 Score: ___/16
EDITINGFourth stage of
the writing process
EDITINGFourth stageReread draft with partnerPartner gives ideas on changes to
makeUse editor’s markers Important! (LOOK FOR)
SpellingPunctuation (commas, ending marks)Capitalization (sentences, proper nouns)Complete sentencesSubject/verb agreement
(singular/singular)
Editing Rubric- Informational Writing
4- Exceeds 3-Meets 2-Partly Met
1-Did not Meet
Complete sentences
0 errors 1-2 errors 3-5 errors More than 5
Spelling 1 or fewer 2-3 errors 4-5 errors More than 6
Capitalization 1 or fewer 2-3 errors 4-5 errors More than 6
Commas (punctuation)
1 or fewer 2-3 errors 4-5 errors More than 6
Ending Marks (punctuation)
1 or fewer 2-3 errors 4-5 errors More than 6
Subject/verb agreement (grammar)
1 or fewer 2-3 errors 4-5 errors More than 6
Total Points Possible: 24 Score: ___/24
PUBLISHINGFifth stage of
the writing process
PUBLISHINGFinal stageNeatness is expected!Rewrite draft Include your revision and editing corrections
Publish report – bookShare report with class in author’s chair
Publishing Rubric- Informational Writing
4- Exceeds 3-Meets 2-Partly Met 1-Did not Meet
Handwriting Neat and legible
Neat and legible
Some neatness
Not neat, messy
Spelling 0 errors 1-2 errors 3-5 errors More than 5
Capitalization 0 errors 1-2 errors 3-5 errors More than 5
Commas (punctuation)
0 errors 1-2 errors 3-5 errors More than 5
Ending Marks (punctuation)
0 errors 1-2 errors 3-5 errors More than 5
Subject/verb agreement (grammar)
0 errors 1-2 errors 3-5 errors More than 5
Total Points Possible: 24 Score: ___/24
REFERENCES: Bergey, M. (2009). The Writing Process. Retrieved from
Kid Friendly Resources: http://writing-for-kids.com/writing_process.html
Georgia Project for Assistive Technology. (n.d.). Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modification, and assistive technology solutions. Retrieved from www.gpat.org
Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association
for Supervision and Curriculum Development. Tompkins, G.E. (2008). Teaching writing: Balancing
process and product (5th ed.). Upper Saddle River, NJ: Prentice Hall