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Interdisciplinary Interdisciplinary Writing UnitWriting Unit
Interdisciplinary Interdisciplinary Writing UnitWriting Unit
Brandi DunnBrandi DunnREAD 7140: READ 7140: Summer 2007Summer 2007
Introduction to Unit• Grade level: 2nd• Mode of writing: Narrative• Content area integration: Social
Studies
Georgia Writing Test 3rd Grade
• Consists of teacher evaluation of student writing using an analytic scoring system.
• The Instructional Guide contains:a scoring rubrictypes of writing required by the GPS
(narrative, informational, persuasive and response to literature)
good practices for the instruction of writingsample student papersways to evaluate student writing
Georgia Writing TestTypes of Writing
• Narrative• Relating Personal Experience-
describe an event in their own experiences
• should elicit a story with a plot and characters rather than a list
• Creating an Imaginative Story- direct students to produce stories that are grounded in imagination or fantasy
Types of Writing, cont.
•Informational– relate to all content areas
specified in the Grade 3 GPS– type of non-fiction writing whose
purpose is to inform or explain a topic to a reader
– students should incorporate information from resources (books, on-line sources, etc.)
Types of Writing, cont.•Persuasive
– should direct students to take a position on an issue or topic that they are familiar with
– may occur after the class has researched the issue or read related texts
– may be part of a lesson on the issue in a particular content area
Types of Writing, cont.
•Response to Literature– form and support a position in
response to a text students have read
– should be linked to a specific piece of literature
– retelling of an entire story are not appropriate responses to literature
Georgia Writing Test, cont.
• Teachers should collect and maintain samples of students’ writing throughout the school year.
• Analytic scoring is used for grade three.
• Assessed analytically in four domains:– Ideas– Organization– Style– Conventions.
Georgia Writing Test, cont.
•Timeline– no “correct” order for teaching the
writing genres in a school year– The writing process should be taught
throughout the third grade year, regardless of the order in which the genres are taught.
– steps of the writing process:•Prewriting•Drafting•Revision•Editing•publishing
Georgia Writing Test, cont.
•Scoring Procedures and Types of Scores– assemble multiple samples of
writing that have been collected from a variety of classroom writing activities
– one representative writing sample for each of the four types of writing should be collected
Georgia Writing Test, cont.
– scoring rubrics-same latitude and the same rigor to all four types.
– three performance levels represented: •Does Not Meet•Meets•Exceeds
Georgia Writing Test, cont.
•Reporting– Individual student reports--one copy to be
given to parent(s)/guardian(s) and one copy to be retained in the student's permanent record
– Teacher completed summary report for the class
• report should be sent to the DOE-designated test scoring and reporting contractor
• scoring rubrics and writing samples may be retained and forwarded to the grade four teachers
Pre-Assessment Prompt• Directions: The teacher will write
the following prompts on the marker board. The teacher will then read each prompt to the students and have students to choose one prompt to write a narrative about. Remind students to have a beginning, a middle, and an end in their writing. Pass out pencils and blank wide ruled paper to students. Allow students to have 30 minutes to complete the writing assignment.
Pre-Assessment Prompt, cont.
• Writing Prompts:– Describe your perfect vacation.– Write about what you would
cook for an enemy.– Write about something that
bothered you this week.– Write about your favorite toy
and tell why it is your favorite toy.
Prewriting Stage• Topic-Cherokee Indians• English Language Arts GPS:ELA2W1 The student demonstrates
competency in the writing process. The student
d. Begins to create graphic features (charts, tables, graphs).
h. Prewrites to generate ideas orally.
Prewriting Stage, cont.• Content Area GPS:SS2H2 The student will describe the
Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.
Prewriting StageThe author completes the following:• Chooses a topic• Considers purpose, audience, and
form• Generates and organizes ideas for
writing
Grouping for Prewriting Stage
Whole group instruction:increase time on tasksave time in the classroommake sure all students
understand the activitystudents will get the same
information at the same timeReduces distractions
Grouping for Prewriting Stage, cont.
Individual grouping:used for the assessment part of
the completion of the students graphic organzer
Grouping, cont.
• Developmental: students will be able to hear everything that is being said
• Cultural- no students will need cultural grouping
• Linguistic-no students will need linguistic grouping
Instructional Procedures
• What is a narrative story?• What do you do in the prewriting
stage?• Modeling
– Show story map and explain• Practice Activity
– Complete story map with students using shared writing
Instructional Procedures, cont.
• Assessment Activity– Individually complete story map– Use scoring guide to check your
work
Story MapStory Map about the Cherokee IndiansAuthor_________Title___________Characters with descriptions:
Setting - Describe at least 2 elements.
Place:Time of Day:Weather:
Story Map, cont.Author ___________ Date________• Plot
– Event 1: – Event 2: – Event 3: – Event 4:– Event 5: – Event 6:
• Ending or Conclusion:
ChecklistName ___________________Narrative Process Writing ChecklistPrewriting____ List and describe at least 2
characters.____ Setting: Describe at least 2
elements of setting.____ Events: Have at least 4 events and
give details for each event.____ Give the ending or conclusion.
Checklist, cont.
Drafting____ Use the ideas in your story map.____ Skip lines while writing to leave
space for corrections later.____ Make sure you use sentences
and paragraphs.____ Begin with an introduction, using the characters, setting, and problem.
Checklist, cont.
Draft the beginning of the story.• ____ Draft each event adding
details that may not have listed on the story map.
• ____ Draft the conclusion or ending of the story.
Checklist, cont.Revising____ Reread your story.____ Thinking of your readers, add
details, change content and words, correct sequence of story, and delete content not related to the story.
____ Use proofreaders’ marks for: adding, deleting, rearranging content.
Checklist, cont.Add details or change the setting.____ Add or change characters. Add
details about the characters.____ Add dialogue and/or monologue of
the characters.____ Add events and actions. Add details
about the events and actions.____ Change word use, adjectives.____
Checklist, cont.Rearrange or changing sequence of
events.____ Revise beginning and ending of
the story.____ Delete sentences not related to
the story.
Checklist, cont.Editing____ ____ Complete sentences____ ____ Subject and verb
agreement in sentences____ ____ Spelling____ ____ Ending punctuation of
sentences____ ____ Commas in a series____ ____ Capitalization
Checklist, cont.Publishing____ Make all changes.____ Use my best handwriting.____ Use the correct format.
Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Character listed with description
The student lists his/her character with 3 or more descriptions.
The student lists his/her character with at least 3 descriptions.
The student lists his/her character with at least 2 descriptions.
The student lists his/her character with at least one description.
Setting described
The student describes the setting with 3 or more events.
The student describes the setting with at least 2 elements.
The student describes the setting with at least 1 element.
The student describes the setting with 0 elements.
Plot The student describes the plot with 4 or more events.
The student describes the plot with at least 3 events.
The student describes the plot with at least 2 events.
The student describes the plot with at least 1 event.
Ending/ Conclusion
The student ends/concludes with 3 or more ideas.
The student ends/concludes with 3 ideas.
The student ends/ concludes with 2 ideas.
The student ends/ concludes with 1 idea.
Relevant information of
Cherokee Indians
All of the information in story map is relevant to the Cherokee Indians.
Most of the information in the story map is relevant to the Cherokee Indians.
Some of the information in the story map is relevant to the Cherokee Indians.
Little of the information in the story map is relevant to the Cherokee Indians.
Accommodations and/or Modifications
• Mild visual impairment– seated in the front of the
classroom – student’s materials enlarged
Accommodations and/or Modifications,
cont.• Mild learning disabilities
– Work and receive help from a peer
Accommodations and/or Modifications,
cont.• Students who may not speak
English as a first language will be paired with an English-speaking student. The student should be encouraged to use both his/her native language and English when speaking.
Drafting StageThe author completes the following:
• Writes a rough draft• Creates leads to grab the readers’
attention• Emphasizes content rather than
mechanics
Instructional Procedures
• Modeling – show model of rough draft and explain
• Practice activity – complete a rough draft with students using interactive writing
• Assessment – students will complete a rough draft independently
ChecklistWriting Checklist for Drafting Stage___I have left a blank line between
each written line.___I have included information about
my character.___I have included information about
the setting.___I have included all four events.___I have included information about
all four events.
Checklist, cont.
I have included an ending/conclusion to my story.
___All of my information is about the Cherokee Indians.
___I have written in complete sentences.
Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point
Relevant information of Cherokee Indians
All of the information in story map is relevant to the Cherokee Indians.
All of the information in story map is relevant to the Cherokee Indians.
Most of the information in the story map is relevant to the Cherokee Indians.
Little of the information in the story map is relevant to the Cherokee Indians.
Blank lines between each written line
Student leaves a blank line between every written line.
Student leaves a blank line between every written line.
Student leaves a blank line between most written lines.
Student leaves few blank lines between written lines.
Character(s) are described
The student discusses his/her character with 3 or more descriptions.
The student discusses his/her character with at least 3 descriptions.
The student discusses his/her character with at least 2 descriptions.
The student discusses his/her character with at least one description.
Setting is described
The student discusses the setting with 3 or more events.
The student discusses the setting with at least 2 elements.
The student discusses the setting with at least 1 element.
The student discusses the setting with 0 elements.
Events are described
The student discusses the plot with 4 or more events.
The student discusses the plot with at least 3 events.
The student discusses the plot with at least 2 events.
The student discusses the plot with at least 1 event.
Ending/Conclusion The student ends/concludes with 3 or more sentences.
The student ends/concludes with 3 sentences.
The student ends/ concludes with 2 sentences.
The student ends/ concludes with 1 sentence.
Revising Stage
• Add details• Delete details• Rearrange details• Use proofreaders marks• Don’t worry about grammer
Instructional Procedures
• Model-– read teacher draft aloud– Model how to use proofreaders
marks– Students revise their draft
independently
Instructional Procedures, cont.
• Practice activity– Students and teacher will revise
their class draft using the revising techniques they learned in class.
Instructional Procedures, cont.
• Assessment activity– Students work with a partner– Read paper aloud to partner– Partner will offer suggestions – Each student will have a turn to be
the reviser– Use check list to check your work
Checklist___ I have added details___ I have deleted unneeded information___ I rearranged information___ I used correct proofreading marks___ I read my paper to my partner___ I only marked on my paper___ I got suggestions from my partner___ I gave my partner compliments
Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Added details The student
has added details to his/her writing.
The student has added details to his/her writing.
The student has added few details to his/her writing.
The student has added no details to his/her writing.
Deleted details The student has deleted details in his/her writing.
The student has deleted details in his/her writing.
The student has deleted few details in his/her writing.
The student has deleted no details in his/her writing.
Changed details
The student has changed details in his/her writing.
The student has changed details in his/her writing.
The student has changed details in his/her writing.
The student has changed details in his/her writing.
Rearranged details
The student has rearranged details in his/her writing.
The student has rearranged details in his/her writing.
The student has rearranged details in his/her writing.
The student has rearranged details in his/her writing.
Proofreader marks
The student correctly uses proofreader marks at all times.
The student correctly uses proofreader marks at all times.
The student correctly uses proofreader marks some of the time.
The student correctly uses proofreader marks little of the time.
Editing Stage
• Check for correct grammar– Punctuation– Capitalization– Sentence structure– Spelling
• Use proofreading marks
Instructional Procedures
• Modeling Activity– I will go through the editing
procedure on my model paper• Practice Activity
– They will work in pairs– They will change partners to help
student find mistakes in the class draft
Instructional Procedures, cont.
• Assessment Activity– In pairs look for the mistakes in
each others papers– Make corrections any mistakes
they see
Checklist___Appropriate punctuation marks ___periods ___commas in a series ___quotation marks ___exclamation marks ___question marks___Correct capitalization ___at the beginning of sentences ___all proper nouns___All misspelled words have been corrected
Scoring GuideSkill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Capitalization
The student has used capitalization correctly.
The student has used capitalization correctly.
The student has used capitalization correctly for the most part.
The student has used capitalization correctly very little.
Spelling
The student has correctly spelled all words.
The student has correctly spelled all words.
The student has correctly spelled most words.
The student has correctly spelled few words.
Punctuation marks
The student has used appropriate punctuation marks at all times.
The student has used appropriate punctuation marks at all times.
The student has used appropriate punctuation marks most of the time.
The student has used appropriate punctuation marks little of the time.
Completes checklist
The student completes the checklist.
The student completes the checklist.
The student completes some of the checklist.
The student completes little of the checklist.
Publishing Stage
•Make final copy•Neat handwriting•Don’t skip lines•Share finishing paper with
audience
Instructional Procedures
• Modeling – show and explain final copy of the written piece
• Practice activity – students will complete the final copy with the teacher using interactive writing
• Assessment – students will complete their final draft
ChecklistWriting Checklist for Publishing Stage___I have written in the Zaner-Bloser
form of handwriting.___I have written the final copy with no
spelling errors.___I have written the final copy with all
correct punctuation.___I have written the final copy with all
complete sentences.___I have not skipped any lines while
writing my final copy.
Scoring GuideSkill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Zaner-Bloser Handwriting
The student writes all letters in the Zaner-Bloser form.
The student writes all letters in the Zaner-Bloser form.
The student writes most of the letters in the Zaner-Bloser form.
The student writes some of the letters in the Zaner-Bloser form.
Correct spelling The student does not have any spelling errors.
The student does not have any spelling errors.
The student has few spelling errors.
The student has many spelling errors.
Correct punctuation
The student uses correct punctuation at all times.
The student uses correct punctuation at all times.
The student uses correct punctuation most of the time.
The student uses correct punctuation little of the time.
Complete sentences
The student has all complete sentences,
The student has all complete sentences.
The student has mostly all complete sentences.
The student has few complete sentences.
No lines skipped lines
The student did not skip any lines.
The student did not skip any lines.
The student skipped few lines .
The student skipped many lines.