Anna Schroeter Interdisciplinary Writing Unit

1. Anna SchroeterInterdisciplinary Writing Unit READ 7140 Summer 2011

2. First Grade Genre/Form- Informational /All About Report Content Area: Science

3. 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.

4. 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.

5. 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

6. 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.

7. 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

8. Instructional Grouping:Students • Assessment • Groups will be constantly changed • Final product will be done individually • Instructions will be clarified when necessary

9. 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.

10. 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

11. Prewriting Stage 1

12. 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

13. Graphic Organizer • Supporting Facts • ______________________ • ______________________ • ______________________ • Supporting Facts • ______________________ • ______________________ • ______________________ • Conclusion • ______________________ • ______________________ • ______________________ • Supporting Facts • ______________________ • ______________________ • ______________________

14. rubric

15. Checklist • Prewriting 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: _________________

16. 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

17. 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

18. Drafting Stage 2

19. 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.

20. 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

21. Rubric

22. 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 _________________

23. Revising Stage 3

24. 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

25. Rubric

26. 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______________

27. Editing Stage 4

28. Stage of writing: Editing • Use proper proofreading marks • Use a different color than your revision marks • Make corrections to • Capitalization • Punctuation • Spelling • Grammar

29. Rubric

30. 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 marks Signature ________________________ Date ______________

31. Publishing Stage 5 (Final Stage)

32. 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

33. Rubric

34. 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 ______________

35. 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.

36. 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