Grouping for all stages

1. Interdisciplinary Writing UnitREAD 7140: Methods of Teaching WritingSummer 2006Social StudiesBy: Chandra P. Baker

3. Grouping for all stages • Practice activity-direct instruction/ whole group instruction • saves time in the classroom • all students understand the activity. • ensures that all students will get the same information at the same time. • less distractions • Assessment-individual/partner • teacher able to monitor all students • all students have the opportunity to get their work revised • students will get the chance to be revisers.

4. Grouping based on student’s needs • Based on the student’s development • review the materials or stage • allow student to refer to the website if related to content

5. Grouping Based on Cultural and Linguistics • Goal: • All students to master writing skills • based on teachers’ prior knowledge • make it interesting to all students • diverse-cater all backgrounds (race, religion, SES, geography)

6. Instructional procedures Unit 1 • Grade Level: 3rd grade • Content Area integration: Social Studies • Mode of writing: Narrative • Narrative • a story

7. Pre-assessment Prompt Purpose: • build on what the students already know about writing a story. • Ask the students: • What did they do over the weekend? • Tell students that they will write narratives about their weekend. • Students will create a narrative story about events that happen over the weekend.

8. Prewriting • first stage of the writing process • 70% of writing time is spent during the prewriting stage • consider form • consider the audience of readers • yourself or others

9. Purpose of Prewriting • consider the purpose: • communicate information to others

10. Practice & Assessment • Practice • direct instruction • complete graphic organizer together • get students involved (feedback) • Assessment • independent practice • allows students to self-check

11. Finally

12. Name: _________________________ Date: ___________________ Prewriting Scoring Guide for 3rd grade ____ X 4 = _____ ____ X 3 = _____ ____ X 2 = ______ ­____ X 1 = _____ Total Points = _______________/20 Baker, C. (2006). Narrative prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.

13. Drafting • Rough Draft • students begin to write • Main focus: • get ideas on paper • Don’t want students to focus on: • correct spelling • grammar • mechanics

14. Practice & Assessment • Practice • direct instruction • Complete rough draft • Note important details • details are written in complete sentences or thoughts • get students involved (feedback) • Assessment • independent practice • details are written in complete sentences • allows students to self-check

15. Name: _________________________ Date: ___________________ Drafting Scoring Guide for 3rd grade ____ X 4 = _____ ____ X 3 = _____ ____ X 2 = ______ ____ X 1 = _____ Total Points = _______________/16 Baker, C. (2006). Narrative drafting scoring guide . Unpublished manuscript, Valdosta State University, GA.

16. Revising • Want students to: • look for ways of improving writing • look at their writing from a different point of view • make their writing more clearer • A.R.R.R. strategy- • Adding, rearranging, removing, and replacing • http://www.angelfire.com/wi/writingprocess/revising.html

17. Practice & Assessment • Practice • Direct instruction • Used a student as a partner • Practiced using A.R.R.R. • Assessment • Independent practice • Partnered • Use proofreader marks & A.R.R.R • Switch roles

18. Name: Date: _____________ Revising Scoring Guide for 3rd grade ____ X 6 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/24 Baker, C. (2006). Narrative revising scoring guide . Unpublished manuscript, Valdosta State University, GA.

19. Editing • Students need to: • prepare the piece into final form • Encourage students to check for: • spelling - punctuation • capitalization -grammar • sentence structure • word usage

20. Practice & Assessment • Practice • Direct instruction • Used a student as a partner • Correct spelling, grammar, and mechanics • Place in final form • Assessment • Independent practice • Partnered • Correct spelling, grammar, and mechanics • Final form • Switch roles

21. Name:_________________ Date:______________ Editing Scoring Guide for 3rd grade ____ X 5 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/10 Baker, C. (2006). Narrative editing scoring guide . Unpublished manuscript, Valdosta State University, GA.

22. Publishing • Students: • final copy with corrections • shared writing • Author’s Chair

23. Practice & Assessment • Practice • direct instruction • Show narrative with all stages evident • show narrative piece in a legible form • share final draft with class • get students involved (feedback) • Assessment • independent practice • show narrative with all stages evident • show narrative piece in a legible form • share final draft with class • Student self-correct

24. Name:_____________________ Date:_______________ Publishing 3rd grade Scoring Guide ____ X 5 = _____ ____ X3 = _____ ____ X 1 = ______ Total Points = _______________/10 Baker, C. (2006). Narrative publishing scoring guide . Unpublished manuscript, Valdosta State University, GA.

25. Modifications and Accommodations • Student with visual impairment • seated in the front of classroom • enlarged materials • Students with learning disabilities • will be able to refer to overhead as a model • Student with speech impairment • will be partnered with the teacher during the revising, editing, and publishing stages

26. Unit 2 Interdisciplinary Writing Unit Chandra P. Baker READ 7140: Methods of Teaching Writing Summer 2006

28. Pre-assessment Prompt Purpose: • build on what the students already know about writing informational pieces. • Ask the students: • To write an expository piece about what we have learned about the branches of government.

29. Grouping for all stages • Practice activity-direct instruction/ whole group instruction • saves time in the classroom • all students understand the activity. • ensures that all students will get the same information at the same time. • less distractions • Assessment-individual/partner • teacher able to monitor all students • all students have the opportunity to get their work revised • students will get the chance to be revisers.

30. Grouping based on student’s needs • Based on the student’s development • review the materials or stage • allow student to refer to the website if related to content

31. Grade Level: 4th grade • Content Area integration: Science • Mode of writing: Expository/Description

32. Prewriting • first stage of the writing process • 70% of writing time is spent during the prewriting stage • consider form • consider the audience of readers • yourself or others

33. Purpose of Prewriting • consider the purpose: • communicate information to others

34. Topic:_________________________ Describe:________________________________ Name:_______________ Describe:_______________________ Name:_______________ Describe:_______________________ Name:_______________ Describe:_______________________  Name:_______________ Describe:_______________________ Name:_______________ Describe:_______________________ Name:_______________ Describe:_______________________ Examples:___________________________________________________ Examples:__________________________________________ Examples:________________________________ Examples:______________________________________________________________ Examples:________________________________________________ Examples:_______________________________________ Name:____________________ Date: ___________________ Baker, C. (2006). Expository graphic organizer. Unpublished manuscript, Valdosta State University, GA.

35. Exceeds the Standard Meets the Standard Partially Meets the Standard Does not meet the standard/ Needs Improvement 4 3 2 1 Name is clearly listed at the top of paper Name is list on the paper but not on the top of the paper Student list initials of their name No name is listed Title relates to topic Title is listed does not relate to topic Title listed No title is listed Student lists all 6 types of simple machines Student lists 3-4 types of simple machines Student lists only 1 type of simple machine Student does not list any type of simple machine Student describes all 6 types of simple machines Student describes 3-4 types of simple machines Student describes only 1 type of simple machine Student does not describes any type of simple machine Student lists an example for all 6 types of simple machines Student lists an example for 3-4 types of simple machines Student lists an example for 1 type of simple machine Student does not lists an example for any type of simple machine Name:_________________________ Date: ________________ Prewriting Scoring Guide for 4th grade ____ X 4 = _____ ____ X 3 = ____ ____ X 2 = ___ ____ X 1 = _____ Total Points = _______________/20 Baker, C. (2006). Expository prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.

36. Drafting • Rough Draft • students begin to write • Main focus: • get ideas on paper • Don’t want students to focus on: • correct spelling • grammar • mechanics

37. Practice & Assessment • Practice • direct instruction • Complete rough draft • Note important details • details are written in complete sentences or thoughts • get students involved (feedback) • Assessment • independent practice • details are written in complete sentences • allows students to self-check

38. Name:_________________________ Date: ___________________ Drafting Scoring Guide for 4th grade Exceeds the Standard Meets the Standard Partially Meets the Standard Does not meet the standard/ Needs Improvement 4 3 2 1 Topic written in complete sentence or thought Topic is not written in complete sentence or thought Topic listed No topic is listed Student writes all 6 types of simple machines in complete sentence or thought Student writes 3-4 types of simple machines in complete sentence or thought Student writes 1 type of simple machine in complete sentence or thought Student does not write any type of simple machine in complete sentence or thought Student describes all 6 types of simple machines in complete sentence or thought Student describes 3-4 types of simple machines in complete sentence or thought Student describes only 1 type of simple machine in complete sentence or thought Student does not describes any type of simple machine in complete sentence or thought Student lists an example for all 6 types of simple machines in complete sentence or thought Student lists an example for 3-4 types of simple machines in complete sentence or thought Student lists an example for 1 type of simple machine in complete sentence or thought Student does not lists an example for any type of simple machine in complete sentence or thought ____ X 4 = _____ ____ X 3 = _____ ____ X 2 = _____ ____ X 1 = _____ Total Points = _______________/16 Baker, C. (2006). Expository drafting scoring guide . Unpublished manuscript, Valdosta State University, GA.

39. Revising • Want students to: • look for ways of improving writing • look at their writing from a different point of view • make their writing more clearer • A.R.R.R. strategy- • Adding, rearranging, removing, and replacing • http://www.angelfire.com/wi/writingprocess/revising.html

40. Practice & Assessment • Practice • Direct instruction • Used a student as a partner • Practiced using A.R.R.R. • Assessment • Independent practice • Partnered • Use proofreader marks & A.R.R.R • Switch roles

41. Name: Date: _____________ Revising Scoring Guide for 4th grade ____ X 6 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/24 Baker, C. (2006). Expository revising scoring guide . Unpublished manuscript, Valdosta State University, GA.

42. Editing • Students need to: • prepare the piece into final form • Encourage students to check for: • spelling - punctuation • capitalization -grammar • sentence structure • word usage

43. Practice & Assessment Practice & Assessment • Practice • Direct instruction • Used a student as a partner • Correct spelling, grammar, and mechanics • Place in final form • Assessment • Independent practice • Partnered • Correct spelling, grammar, and mechanics • Final form • Switch roles

44. Name:_________________ Date:______________ Editing Scoring Guide for 4th grade ____ X 5 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/10 Baker, C. (2006). Expositoryediting scoring guide . Unpublished manuscript, Valdosta State University, GA.

45. Publishing • Students: • final copy with corrections • shared writing • Author’s Chair

46. Practice & Assessment • Practice • direct instruction • Show expository piece with all stages evident • show expository piece in a legible form • share final draft with class • get students involved (feedback) • Assessment • independent practice • show expository piece with all stages evident • show expository piece in a legible form • share final draft with class • Student self-correct

47. Name:_____________________ Date:_______________ Publishing 4th grade ____ X 5 = _____ ____ X3 = _____ ____ X 1 = ______ Total Points = _______________/10 Baker, C. (2006). Expository publishing scoring guide . Unpublished manuscript, Valdosta State University, GA.

48. Reference • PBS by the People presents: The Democracy Project: How Does Government Affect Me? Retrieved May 15, 2006. http://pbskids.org/democracy/mygovt/capitol2a.html • The website gives the students information about the three braches of government. The website will be used in the prewriting stage. The site will give the students a tour around the branches, to help the student generate ideas to form their narratives. • Tompkins, G. E. (2004). Teaching writing: Balancing process and product. (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. (appropriate for teachers of grades 2-8) ISBN 0-13-112187-1