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Interdisciplinary Writing Unit: Expository

Interdisciplinary Writing Unit: Expository. Shantelle Roberson READ 7140 OWA Summer 2008. 5 th Grade Level Expository Writing: Bio-Poem Social Studies: Immigration. Georgia 5 th Grade Writing Assessment. Description Evaluation of student response Assigned a topic

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Interdisciplinary Writing Unit: Expository

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  1. Interdisciplinary Writing Unit:Expository Shantelle Roberson READ 7140 OWA Summer 2008

  2. 5th Grade Level Expository Writing: Bio-Poem Social Studies: Immigration

  3. Georgia 5th Grade Writing Assessment Description Evaluation of student response Assigned a topic Allowed ~120 minutes to write essay Administered in one day Make-up given the following day Type of Writing: Narrative Informational Persuasive

  4. Teacher’s Instructional Grouping • Whole Group • Saves time; promotes active learning • Modeling • Individual • Monitor students’ progress • Assessment • Small Groups/Partners • Enhances social interactions • Scaffolding

  5. Grouping: Students’ Needs • Developmental • Students function independently at their Zone of Proximal development • Cultural • Students instructed with visual aids and modeling • Linguistic • Students instructed at their language demand

  6. Accommodations/Modifications Developmental Needs: Heterogeneous Grouping Preferential seating Peer tutor Assistive Technology Modified Assignments Short Breaks Cultural/Linguistic Needs: Visual Aids Modeling Peer Tutor Repeated Instruction Word Walls/Banks Scaffolding

  7. The Writing Process

  8. 5 Stages of Writing (1) Pre-Writing (5) Publishing (2) Drafting (4) Editing (3) Revising

  9. Prewriting • Getting-ready-to-write stage • Generate and organize ideas • Decide what direction to take • Most neglected stage in the writing process • At least 70% of writing time Determine~ Topic: Immigrant Group (Jewish) Form: Bio-Poem Audience: Teacher, Classmates Purpose: To Inform

  10. Instructional Procedures Prewriting • Modeling • No sentence structure • Sentences, spelling, punctuation, etc. • Video Demos • Hints about Print • Fact Fragment Frenzy • Practice • Complete bio-organizer together • Reference materials, including internet

  11. Assessment • Bio-Poem Organizer (Individual) • Reference materials, including internet • Bio-poem Prewriting Scoring Rubric

  12. Organizer

  13. Rubric

  14. Drafting • Focus on getting ideas on paper • Little concern about mechanical aspects of writing • Changes may be made in the topic, purpose, or even audience  • Label paper “Rough Draft” • Skip Lines • WRITE! WRITE! WRITE! “ROUGH DRAFT” Skip lines Rough Draft X X X X X

  15. Instructional Procedures Drafting • Modeling • Information pulled from organizer • Follow poem format/template • Practice • Complete template together • Shared pen technique

  16. Assessment • Bio-poem template (Individual) • Factual Information • Bio-poem Draft Scoring Rubric

  17. Template

  18. Rubric

  19. Revising • Clarify/refine your ideas • Revising types: • ~add • ~delete • ~rearrange • ~substitute • Continual process Reread rough draft Writing Group Make revisions w/ different color ink

  20. Instructional Procedures Revising • Modeling • Point out revisions • Practice • Students paired into writing groups • Students share their writing with peers • Peers offer comments, suggestions, and ideas • Students revise on the basis of the feedback receive from the writing group. • Revise class’ completed rough draft

  21. Assessment • Different color revision marks • Proofreaders’ marks • Bio-poem Revising Scoring Rubric

  22. Rubric

  23. Editing • Put piece into final form • Focus on Mechanics • ~ Spelling • ~ Punctuation • ~ Sentence structure • ~ Capitalization (Proper Nouns) • Use Proofreaders’ marks

  24. Instructional Procedures Editing • Modeling • Point out mechanics • Practice • Students partner with peer editor • Locate mechanical errors • Edit on basis of feedback from peer • Edit class’ revised draft • Shared pen technique • Use dictionary, thesaurus, other references

  25. Assessment • Mechanics • Proofreaders’ Marks • Editor’s Checklist • Bio-poem Editing Scoring Rubric

  26. Proofreaders’ Marks Tompkins, G. E. (2008). Teaching writing: Balancing process and product. Upper Saddle River, New Jersey: Pearson Prentice Hall.

  27. Checklist

  28. Rubric

  29. Publishing • Recopy writing • ~ Neatness • Final Form: • ~ Making books • ~ Poetry Tree • ~ Author’s Chair

  30. Instructional Procedure Publishing • Practice • Recopy class’ edited draft • Best Handwriting • Display poem on Poetry Tree

  31. Assessment • Readable • Content • Illustration • Bio-poem Publish Rubric

  32. Rubric

  33. Rubric

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