COURTNEY WALKERINTERDISCIPLINARY WRITING UNIT

READ 7140Summer 2011

SECOND GRADEGENRE/FORM: INFORMATIONAL/REPORTCONTENT AREA: SOCIAL STUDIESTOPIC: FLINT RIVER

PRE-ASSESSMENT PROMPT Materials:

Blank PaperWide-rule paperTwo #2 pencilsTimer

Topic: Students will write about their favorite TV show.

Time: 45 minutes

PRE-ASSESSMENT PROMPT (CONTD.) Directions: Pass out blank paper. Pass out two #2 pencils (Teacher says) Please write down a few of your favorite TV shows. Give the students a

few minutes to write down their ideas. (Teacher says) Please choose only one of your favorite TV shows to write about. Pass out wide-ruled paper to each student. After passing out the pencils and paper, give the following directions:

(Teacher says) Now that you have chosen your favorite TV show, you are going to write an informational report about your favorite TV show.

(Teacher says) If you find mistakes, cross through them and write the correction. (Teacher says) Please feel free to use both pieces of paper if needed. If you need

more paper, raise your hand and I will come to your desk. (Teacher says) Do not get out of your seats during the writing. (Teacher says) If you have any questions, raise your hand and I will come to your

desk. (Teacher says) You now have 45 minutes to write your informational report about

your favorite TV show. (Teacher says) You may now begin writing.

Set the timer for 45 minutes Circulate the room to make sure students are on task If students finish early, they can reread over their paper. When the timer goes off, collect papers and writing utensils.

PREWRITING

INSTRUCTIONAL GROUPING: TEACHER'S NEEDS

InstructionWhole groupAllows teacher to deliver

information at the same timeIncreases time on taskTeacher facilitates class

discussions and answers questions.

INSTRUCTIONAL GROUPING: TEACHER'S NEEDS

PracticeWhole groupAllows teacher to clarify confusionReduces the amount of time spent

on repeated questionsTeacher facilitates class

discussions and answers questions.

INSTRUCTIONAL GROUPING: TEACHER'S NEEDS

AssessmentIndividually

Note: During the revising and editing stages, students will do peer-to-peer grouping.

Teacher assesses students strengths and weaknesses.

Monitors student progressTeacher reflects upon assessment

practices.Teacher sees how well the students critique

their peers work.

INSTRUCTIONAL GROUPING: STUDENTS’ DEVELOPMENTAL

NEEDS Instruction

Whole groupStudents learn from their peers.Students share thoughts and

ideas.Allows interaction between

different developmental levels

INSTRUCTIONAL GROUPING: STUDENTS’ DEVELOPMENTAL

NEEDS Practice

Whole groupStudents learn from their peers.Students share thoughts and

ideas.Allows interaction between

different developmental levels

INSTRUCTIONAL GROUPING: STUDENTS’ DEVELOPMENTAL NEEDS

AssessmentIndividually

Note: During the revising and editing stages, students will do peer-to-peer grouping.

Students see areas of improvement.Allows students to ask questions

and give complimentsPost-It Notes serve as a great

reference.

INSTRUCTIONAL GROUPING: STUDENTS’ CULTURAL OR LINGUISTIC NEEDS

Instruction and PracticeWhole groupStudents share ideas and thoughts

in native language.Allows students to feel comfortable

in classroom environmentStudents see the correct use of

grammar and syntax.Allows students to succeed in all

characteristics

INSTRUCTIONAL GROUPING: STUDENTS’ CULTURAL OR

LINGUISTIC NEEDS Assessment

IndividuallyNote: During the revising and editing stages, students will do peer-to-peer grouping.

Students can use necessary accommodations more effectively.

Allows students to revisit ideas and feel confident about their decisions and purpose for writing

Allows students to answer and ask questions

INFORMATIONAL WRITING: FLINT RIVER REPORTS

Purpose: to share informationAudience: teacher and classmatesTopic: Flint RiverConsider: features, facts, details,

and location

FIRST STAGE OF WRITING: PREWRITING

Generate and organize thoughts and ideas

Graphic organizers are filled out Use words or incomplete sentences

GRAPHIC ORGANIZER

ConclusionDetail 1:Detail 2:Detail 3:

Paragraph 3Detail 1:Detail 2:Detail 3:

Paragraph 2Detail 1:Detail 2:Detail 3:

Paragraph 1Detail 1:Detail 2:Detail 3:

IntroductionDetail 1: Detail 2:Detail 3:

Checklist for prewriting

Name:__________________________

Circle the cone to make sure you have included all of the following items.

Gave three details in the introductory paragraph.

Paragraph 1 – gave the main point and three supporting details.

Paragraph 2 – gave the main point and three supporting details.

Paragraph 3 – gave the main point and three supporting details.

Restated the main topic and subtopics in the conclusion.

Exceeds3 points

Met2 points

Partially Met1 point

Did not meet0 points

Introduction(topic introduced with details)

Four or more details

Three details One to two details. None

Paragraph 1(topic sentence and details)

Four or more details.

Three main details. Two or one main details.

None

Paragraph 2(topic sentence and details)

Four or more details.

Three main details. Two or one main details.

None

Paragraph 3 (topic sentence and details)

Four or more details.

Three main details. Two or one main details.

None

Conclusion(Restates main topic and points)

Four or more details.

Three main details. Two or one main details.

None

Informational Prewriting Grading Rubric

ACCOMMODATIONSDiffering Developmental Levels

provided with opportunities to listen to a book being read

Teacher will read aloud all written text.

Differing cultural and linguistic backgroundsConferring

DRAFTING

SECOND STAGE OF WRITING: DRAFTING

Ideas from graphic organizer are written down on paper.

Do not worry about grammar, spelling, or punctuation during this stage

Skip lines Write in complete sentences

Drafting Checklist

Name:______________________________ Date:______________________________

Introductory Paragraph______ I have included a topic sentence.

______ I have included 3 details.

Body ParagraphsParagraph 1

_______ I have included a topic sentence.

________I have included 3 details.Paragraph 2

_______I have included a topic sentence.

_______I have included 3 details.Paragraph 3

_______I have included a topic sentence.

_______I have included 3 details.

Closing Paragraph_______I have restated the main points.

_______I have provided a sense of closure.

______My facts are organized and supported.

Exceeds3 points

Met2 points

Partially Met1 point

Did not meet0 points

Introductory Paragraph(supporting details with topic sentence)

4 or more details with topic sentence

3 details with topic sentence

1-2 details with topic sentence

0 details and no topic sentence

Body Paragraphs (topic sentence with supporting details)

4 or more details with topic sentence

3 details with topic sentence

1-2 details with topic sentence

0 details and no topic sentence

Closing Paragraph (Restates main points and provides sense of closure)

Well developed Clearly developed Attempts to develop

No attempt

Facts and details (organized and supported )

4 or more details 3 details 1-2 details 0 details

Total Points

Drafting Rubric for Informational Report

REVISING

THIRD STAGE OF WRITING: REVISINGAdd DeleteRearrangeSubstitute informationDo not worry about spelling,

punctuation, or grammar

My Revision ChecklistName:____________________________

___ Are all my revisions written in green pen?

___ Are my main ideas supported with details?

___ Have I used examples in each of the paragraphs?

___ Are there any words or phrases that could be deleted?

___ Are there any places where I can add details or information?

___ Are there any areas that could be rearranged to make my paper better?

What part of the paper do you like best? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What part of the paper do you like least? Why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What parts of my paper could use some improvements? Why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Exceeds Standard3

Meets Standard2

SomewhatMeets Standard1

Does not Meet Standard0

SelfScore

TeacherScore

Adding(additions that were made)

6 or more 5-8 additions 3-5 additions 2 or less

Deleting(information or words that were deleted)

All Most Some None

Rearranging(information that was moved around)

All Most Some None

Color of revision marks(made in green)

All Most Some color of pen

Proofreading Marks(used correctly)

All Most Some None

Total Score:

Expository Revising Scoring Guide

EDITING

FOURTH STAGE OF WRITING: EDITINGReread your paperCorrect grammar, punctuation, and

spelling errorsUse proofreading marks

I used correct punctuation at the end of sentences.

I begin each sentence with a capital letter.

I capitalized proper nouns in sentences.

I made sure all paragraphs are indented.

I use correct spelling and commas appropriately.

MyEditing

Checklist

Name:______________________________ Date:__________________________________

Exceeds3 points

Met2 points

Partially Met1 point

Did not meet0 points

Spelling 0 errors 1-2 errors 3-5 errors More than 5 errors

Punctutation 0 errors 1-2 errors 3-5 errors More than 5 errors

Capitalization 0 errors 1-2 errors 3-5 errors More than 5 errors

Paragraphs 5 paragraphs are indented

4-3 paragrpahs are indented

2-1 paragraphs are indented

Editing Rubric for Informational Writing

PUBLISHING

FIFTH STAGE OF WRITING: PUBLISHING Use neat handwriting Include all correctionsReread paperShare with an audience

Publishing Checklist

Name:______________________________ Date:________________________________

Directions: Please check all that apply.

______ I have used my very best handwriting.

______ I have made all the corrections from the editing and revising stages.

______I have reread my published piece.

______My thoughts are organized.

______I have included information that supports each idea.

______I have few errors in punctuation and capitalization.

Exceeds3 points

Met2 points

Partially Met1 point

Did not meet0 points

Organization Well developed plan

Clear plan Attempts a plan No attempt

Supporting Information

Well developed plan

Clear plan Attempts a plan No attempt

Capitalization and Punctuation

0 errors 1 error Two or three errors

Four or more errors

Sentence Structure

Correct sentences

Out of place sentences

Lacks structure No attention

Total:

Publishing Rubric for Informational Writing

REFERENCES Blue pens Brown, F., Smith S. (2011). The Flint River: A Recreational Guidebook to the Flint River (Georgia) and Environs. CI Publishing. ELMO Eather, J. (2011). Writing fun. Retrieved from http://www.writingfun.com/writingfun2010.html Georgia Department of Education. Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modifications, and assistive technology solutions. Retrieved from http://www.gpat.org. Green pens Morris, S. (2004- 2011). Flint River. The new Georgia encyclopedia. Retrieved May 23, 2011, from http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3266 Pencils Post-It Notes Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. SMARTBoard™ SpanishDict. (n.d.). Retrieved from http://www.spanishdict.com/ Tompkins, G.E. 92008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson Prentice Hall. Walker, C. (2011). Checklist for prewriting. Unpublished checklist. Valdosta State University, Valdosta, GA. Walker, C. (2001) Drafting checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Walker, C. (2011). Drafting rubric for informational report. Unpublished manuscript. Valdosta State University, Valdosta, GA.

REFERENCES Walker, C. (2001). Editing rubric for informational writing. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Walker, C. (2011). Ice cream cone graphic organizer. Unpublished graphic organizer.

Valdosta State University, Valdosta, Ga. (copies for each student) Walker, C. (2011). Informational prewriting grading rubric. Unpublished checklist. Valdosta State University, Valdosta, GA. Walker, C. (2011) Modified from Kidd, L. (2007). Expository revising scoring guide.

Retrieved May 5, 2008 from http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm Walker, C. (2011). Modified from The center for applied research in education (1993).

Revision checklist. Retrieved from http://www.teachervision.fen.com/tv/printables/0876289723_72.pdf Walker, C. (2011). My editing checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Walker, C. (2011). Prewriting graphic organizer. Unpublished graphic organizer. Valdosta State University, Valdosta, Ga. (copies for each student) Walker, C. (2011). Publishing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Walker, C. (2001). Publishing rubric for informational writing. Unpublished Manuscript. Valdosta State University, Valdosta, GA.