Interdisciplinary Writing Unit Presentation READ 7140 Niesi Ashe.
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Transcript of Interdisciplinary Writing Unit Presentation READ 7140 Niesi Ashe.
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