Crissy Megow 1 st Grade

1. Crissy Megow1st Grade Persuasive Writing: Letter Social Studies: Harriet Tubman and the Underground Railroad 5 stages: Prewriting Drafting Revising Editing Publishing

2. Georgia Writing Assessment for 3rd grade • Four Types of writing • Narrative • Informational • Persuasive • Response to Literature • *At least one sample from each should be collected/scored • 3 performance levels: • Does not meet, Meets, and Exceeds

3. Pre-assessment Prompt • Letter to the teacher persuading her to allow a popcorn party on Friday

4. 1st Stage: Prewriting In the prewriting stage the writer chooses a topic, considers the purpose, the audience, the form, and then creates a graphic organizer. Tompkins, G.E. (2008). Teaching children to write. Teaching a writing balancing process and product. Upper Saddle, NJ: Pearson.

5. Grouping Options:Teacher’s Needs • Whole class/large group instruction: • Instructional time, modeling, and practice activities for each stage of the writing process (effective use of time, zone of proximal development, scaffolding, building schema) Independent instruction: • During assessment activities for each stage of the writing process (ownership, individuality)

6. Grouping Options:Students’ Needs • Developmental: pairing with a partner, depending on severity, the student may still need one-on-one assistance • Cultural: groups are sensitive to the fact that some may know more about the Underground railroad, these students are dispersed and encouraged to share what they know • Linguistic: peer helper, “the 3 rule”, one-on-one restating

7. Instructional Procedures:Genre of Writing • Persuasive Writing • Augmentative- also known as • Point- how you feel about the topic (support or do not support) • Reasoning- why you feel this way about the topic • Audience- who you are writing to and trying to convince (persuade) them to feel the way you do about the topic

8. Instructional Procedures:Prewriting • Topic: Choose a topic that you know a lot about, brainstorm to elaborate • Purpose: Decide why you are writing the text (to persuade/convince) • Audience: Who you are writing to, who will read your text (appropriate language) • Form: The type of text you write (letter, journal, report) • Graphic Organizer: Put your thoughts down on paper to arrange your thoughts

9. Persuasive Letter Organizer: Name ____________________ My letter is to:______________ I think that Harriet Tubman was an important person because:  1.________________________________________ ________________________________________

10. Persuasive Letter Organizer Continued 2.________________________________________ ________________________________________ 3.________________________________________ ________________________________________ 4. ________________________________________ ______________________________________ Megow, C. (2008). Persuasive Letter Organizer. Unpublished Manuscript. Valdosta State University, Valdosta, GA.

11. Demonstration • Practice Activity

12. Assessment: • Students fill in their persuasive letter organizers • Trying to persuade the teacher that Harriet Tubman was an important person • Checklist is provided to help

13. Checklist for Prewriting Prewriting Persuasive Letter Checklist Name____________________Date______________ Did you Remember: • 1. The audience? • 2. The right form? (Letter) • 3. To stay on topic? (Harriet Tubman)

14. Checklist Continued • 4. To persuade your audience? • 5. To state your opinion? • 6. To give the reasons you felt this way? Megow, C. (2008). Prewriting persuasive letter checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA.

15. Rubric for Prewriting Persuasive Letter

16. Rubric for Prewriting Persuasive Letter Cont. Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

17. Accommodations/ Modifications • Developmental Needs: • More time • Peer helpers • One-on-one (teacher) • Task analysis • Additional practice before assessment

18. Accommodations/ Modifications • Cultural Needs: • Notebook for difficult words • One-on-one teacher assistance • Linguistic Needs: • ESOL student-assistive technology (translator) • Peer helper • 3 rule

19. 2nd Stage: Drafting In the Drafting stage the writer begins a rough draft by using the information gathered in the prewriting stage. Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

20. Instructional ProceduresDrafting • Use information from organizers • Add more details • Write on every other line • Not final draft • Don’t worry about…. • Spelling errors • Handwriting

21. Assessment • Use information from organizers • First draft of persuasive letter to the teacher • Why Harriet Tubman was an important person • At least 3 reasons

22. Checklist for Drafting

23. Checklist for Drafting Cont. Megow, C. (2008). Persuasive letter checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA

24. Persuasive Drafting Rubric

25. Persuasive Drafting Rubric Continued Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

26. 3rd Stage: Revising During this stage, the writer rereads the rough draft, shares the rough draft in a writing group, and revises on the basis of feedback received from the writing group (Tompkins, 2004, p. 18). Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

27. Instructional ProceduresRevising • Read through your drafts to: • Rearrange, change, add, or delete text/ideas • Improve your thoughts/order • Do not worry about grammar • Or spelling mistakes YET!

28. Assessment • Independently revise own drafts • Encouraged to • Change, delete, rearrange, and improve • Reminded not to focus on spelling and grammar at this time • Peer Revising

29. Revising Checklist

30. Revising Checklist Continued Megow, C. (2008). Revising persuasive checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA

31. Revising Rubric

32. Revising Rubric Continued Megow, C. (2008). Revising rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

33. 4th Stage: Editing During this stage, the writer sets the composition aside for a while, proofreads to locate errors, and corrects errors (Tompkins, 2004, p. 22). Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

34. Instructional ProceduresEditing • Grammatical Errors • Correct Spelling • Correct Punctuation • Correct Capitalization • Proofreader’s marks

35. Assessment • Assessed on individually editing his/her persuasive letter to the teacher using proofreader’s marks and making appropriate corrections.

36. Editing Checklist

37. Editing Checklist Continued Megow, C. (2008). Editing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA

38. Editing Rubric

39. Editing Rubric Continued Megow, C. (2008). Editing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

40. 5th Stage: Publishing During this stage, the writer publishes his/her work. This may be done in several fashions. It may be published by making a book for it to go in, submitting it to the local newspaper or magazine, share it a puppet show, or etc (Tompkins, 2004, p. 25-26, 28). Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

41. Instructional Procedures Publishing • Write your final product • Nicest handwriting • Create illustrations • Share your work (send letter)

42. Assessment • Publish letter by: • Writing final copy in nicest handwriting • gathering materials to illustrate • Markers, colored pencils, etc. • Send the letter

43. Publishing Rubric Megow, C. (2008). Publishing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.