Interdisciplinary Writing Interdisciplinary Writing Unit PresentationUnit Presentation

Interdisciplinary Writing Interdisciplinary Writing Unit PresentationUnit Presentation

READ 7140READ 7140Niesi Ashe Niesi Ashe

Introduction• Grade Level: 2nd • Genre: Informational • Content area connection: Science-

life cycles of frogs, chickens and butterflies

Georgia Writing Assessment

• Types of writing covered in 3rd grade assessment: - Narrative - Informational - Persuasive - Response to Literature

Georgia Writing Assessment, cont.

• Writing of each type scored by teachers using analytic scoring rubric

• Teachers collect samples of writing throughout school year

• No order in which genres must be taught

• Assessment samples should reflect best work students are able to do independently

Pre-assessment Prompt1.Students, today I am going to place two choices

on the overhead. I want you to choose one of the prompts and write a response.

Prompt 1: What did you do this weekend? Write a paper telling about one thing that you did this weekend. Include as many details as you can.

Prompt 2: What is your favorite food? Write a paper telling your friend what you favorite food is and why.

Pre-assessment Prompt, cont.

2. Allow students 30-40 minutes to write a response. 3. Do not give explicit directions, just allow students

to write.4. Place papers in students writing portfolio under

the informational section.

Writing an information paper about oneself ensures that the child has enough information to write a paper and students always enjoy telling about themselves. Comparing the pre-assessment to the final documents at the end of the unit will allow the students to “see” how far they have advanced in their writing.

PRE-WRITING

Pre-writing

• Grouping options related to teacher’s instructional needs:

Whole-class instruction for modeling and practice

Independent assessment

Pre-writing, cont.• Grouping arrangements related to

students’ development, cultural and linguistic needs:

students will be grouped with students of varying ability

all IEP modifications will be provided students with linguistic difficulties will have

peer partners and extra clarification of material/assignments

Cultural modifications should not be needed

Pre-writing Instructional Procedures

• Choose topic and purpose for writing • Uses graphic organizer to get ideas on

paper• Use phrases and words, not sentences

to complete organizer • For this lesson, also includes pictures

of life cycles to prompt students’ recollection of information

Graphic organizer for pre-writing

(informational)

• As a group, students will complete a practice activity on the life cycle of a frog with the teacher

• Graphic organizer for life cycles

Pre-writing, cont.• Assessment procedures: student

will independently complete graphic organizer of a butterfly

• Scoring guide for pre-writing • Student’s checklist for

informational writing

Pre-writing, cont.• Accommodations and/or

modifications for students’ differing stages of development:

Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages

Students may use word processor and images from internet if needed

Extra attention from teacher during group time

Pre-writing, cont.• Accommodations and/or modifications

for students’ with differing cultural and linguistic background:

No cultural modifications needed as students will be aware of life cycles through science unit

Clarification of directions by teacher or peerExtra attention from teacher during group

time One-on-one review if needed

DRAFTING

Drafting• Grouping options related to

teacher’s instructional needs: Whole-class instruction for

modeling and practiceIndependent assessment

Drafting, cont.• Grouping arrangements related to

students’ development, cultural and linguistic needs:

students will be grouped with students of varying ability

all IEP modifications will be provided students with linguistic difficulties will have

peer partners and extra clarification of material/assignments

Cultural modifications should not be needed

Drafting, cont.• Grouping arrangements related to

students’ development, cultural and linguistic needs:

students will be grouped with students of varying ability

all IEP modifications will be provided students with linguistic difficulties will have

peer partners and extra clarification of material/assignments

Cultural modifications should not be needed

Drafting Instructional Procedures

• Turn phrases and/or words from graphic organizer into complete sentences

• Do not worry about spelling and other mechanics

• Skip lines • Decide on “hook” or attention getter• Add details to make report interesting

Assessment for drafting

• Students will practice drafting by writing a group draft of a report on the life cycle of a frog

• Students will be assessed on their independent draft of a report on the life cycle of a butterfly

• Rubric for informational drafting• Informational writing checklist

Drafting, cont.• Accommodations and/or

modifications for students’ differing stages of development:

Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages

Students may use word processor and images from internet if needed

Extra attention from teacher during group time

Drafting, cont.• Accommodations and/or modifications

for students’ with differing cultural and linguistic background:

No cultural modifications needed as students will be aware of life cycles through science unit

Clarification of directions by teacher or peerExtra attention from teacher during group

time One-on-one review if needed

REVISING

Revising• Grouping options related to

teacher’s instructional needs: Whole-class instruction for

modeling and practiceIndependent assessment

Revising, cont.• Grouping arrangements related to

students’ development, cultural and linguistic needs:

students will be grouped with students of varying ability

all IEP modifications will be provided students with linguistic difficulties will have

peer partners and extra clarification of material/assignments

Cultural modifications should not be needed

Revising Instructional Procedures

• Add• Delete• Rearrange• Change • Use proofreaders’ marks • Individual revising• Group revising

Assessment for revising

• Students will practice revising by revising the group report on the life cycle of a frog

• Students will be assessed on their independent revision of a report on the life cycle of a butterfly

• Rubric for informational revising• Informational writing checklist

Revising, cont.• Accommodations and/or

modifications for students’ differing stages of development:

Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages

Students may use word processor and images from internet if needed

Extra attention from teacher during group time

Revising, cont.• Accommodations and/or modifications

for students’ with differing cultural and linguistic background:

No cultural modifications needed as students will be aware of life cycles through science unit

Clarification of directions by teacher or peerExtra attention from teacher during group

time One-on-one review if needed

EDITING

Editing• Grouping options related to

teacher’s instructional needs: Whole-class instruction for

modeling and practiceIndependent assessment

Editing, cont.• Grouping arrangements related to

students’ development, cultural and linguistic needs:

students will be grouped with students of varying ability

all IEP modifications will be provided students with linguistic difficulties will have

peer partners and extra clarification of material/assignments

Cultural modifications should not be needed

Editing Instructional Procedures

• Focus on polishing report• Look for errors in capitalization,

punctuation, spelling, verb usage, sentence structure and paragraph formatting

Assessment for editing• Students will practice editing by

editing the group report on the life cycle of a frog

• Students will be assessed on their independent editing of a report on the life cycle of a butterfly

• Rubric for informational editing• Informational writing checklist

Editing, cont.• Accommodations and/or

modifications for students’ differing stages of development:

Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages

Students may use word processor and images from internet if needed

Extra attention from teacher during group time

Editing, cont.• Accommodations and/or modifications

for students’ with differing cultural and linguistic background:

No cultural modifications needed as students will be aware of life cycles through science unit

Clarification of directions by teacher or peerExtra attention from teacher during group

time One-on-one review if needed

PUBLISHING

Publishing• Grouping options related to

teacher’s instructional needs: Whole-class instruction for

modeling and practiceIndependent assessment

Publishing, cont.• Grouping arrangements related to

students’ development, cultural and linguistic needs:

students will be grouped with students of varying ability

all IEP modifications will be provided students with linguistic difficulties will have

peer partners and extra clarification of material/assignments

Cultural modifications should not be needed

Publishing Instructional Procedures

• Copy report in final form including all changes made in revision and editing

• Report will include pictures of life cycle (hand drawn or from internet) and report

• Reports will be bound and shared aloud by students with other classrooms in school

• Form for final report

Assessment for publishing

• Students will be assessed on their independent publishing of a report on the life cycle of a butterfly

• Rubric for informational publishing• Informational writing checklist

Publishing, cont.• Accommodations and/or

modifications for students’ differing stages of development:

Students can complete only 2 stages rather than 4 and can have peer or teacher assistance to complete remaining stages

Students may use word processor and images from internet if needed

Extra attention from teacher during group time

Publishing, cont.• Accommodations and/or modifications

for students’ with differing cultural and linguistic background:

No cultural modifications needed as students will be aware of life cycles through science unit

Clarification of directions by teacher or peerExtra attention from teacher during group

time One-on-one review if needed