Interdisciplinary Writing UnitREAD 7140: Methods of

Teaching WritingSummer 2006Social Studies

By: Chandra P. Baker

Grouping for all stages

• Practice activity-direct instruction/ whole group instruction– saves time in the classroom– all students understand the activity.– ensures that all students will get the

same information at the same time.– less distractions

• Assessment-individual/partner– teacher able to monitor all students– all students have the opportunity to get

their work revised– students will get the chance to be

revisers.

Grouping based on student’s needs

• Based on the student’s development

–review the materials or stage

–allow student to refer to the website if related to content

Grouping Based on Cultural and Linguistics

• Goal:– All students to master writing

skills

• based on teachers’ prior knowledge

• make it interesting to all students

• diverse-cater all backgrounds (race, religion, SES, geography)

Instructional procedures

Unit 1

• Grade Level: 3rd grade

• Content Area integration: Social Studies

• Mode of writing: Narrative

• Narrative– a story

Pre-assessment Prompt

Purpose: • build on what the students already

know about writing a story.

• Ask the students: – What did they do over the

weekend?– Tell students that they will write

narratives about their weekend.

• Students will create a narrative story about events that happen over the weekend.

Prewriting

• first stage of the writing process

• 70% of writing time is spent during the prewriting stage

• consider form

• consider the audience of readers – yourself or others

Purpose of Prewriting

• consider the purpose:

– communicate information to

others

Practice & Assessment

• Practice– direct instruction– complete graphic organizer

together– get students involved (feedback)

• Assessment– independent practice

• allows students to self-check

Name: __________________________

STORY MAP #6 Beginning

Middle First… Next… Then…

Topic/Title Characters

Setting

Finally

Name: _________________________ Date: ___________________

Prewriting Scoring Guide for 3rd grade

Exceeds the Standard

Meets the Standard Partially Meets the Standard

Does not meet the standard/ Needs

Improvement

4 3 2 1

Name is clearly listed at the top of paper

Name is list on the paper but not on the top of the paper

Student list initials of their name

No name is listed

Title relates to topic

Title is listed does not relate to topic

Title listed No title is listed

Student lists 2 or more characters with descriptions in detail

Student lists 1 character with descriptions

Student lists characters without descriptions.

Student does not list characters or descriptions.

Student list setting with descriptions in detail

Student list setting with descriptions

Student lists setting without descriptions

Student does not lists the setting or descriptions

Student lists at least 4 events.

Student lists at least 3 events.

Student lists 2 events

Student list 1 or fewer events.

____ X 4 = _____ ____ X 3 = _________ X 2 = ______ ____ X 1 = _____

Total Points = _______________/20

Baker, C. (2006). Narrative prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.

Drafting

• Rough Draft– students begin to write

• Main focus:– get ideas on paper

• Don’t want students to focus on:– correct spelling – grammar– mechanics

Practice & Assessment

• Practice– direct instruction– Complete rough draft

• Note important details• details are written in complete

sentences or thoughts

– get students involved (feedback)

• Assessment– independent practice

• details are written in complete sentences

• allows students to self-check

Name: _________________________ Date: ___________________

Drafting Scoring Guide for 3rd grade

Exceeds the Standard

Meets the Standard Partially Meets the Standard

Does not meet the standard/ Needs

Improvement

4 3 2 1

Name is clearly listed at the top of paper

Name is list on the paper but not on the top of the paper

Student list initials of their name

No name is listed

Student describes character in a complete sentence clearly using details

Student describes character in a complete sentence without using details.

Student does not describe characters in a complete sentence.

Student does not describe characters.

Student describes at least 4 events in complete sentences.

Student describes 2-3 events in complete sentences.

Student list 1 or fewer events in a complete sentence.

Student describes no events in complete sentences.

Student writes beginning, middle, and end in complete thoughts.

Student writes only 2 out 3 (beginning, middle, and end) in complete thoughts.

Student only writes 1 of the 3 (beginning, middle, and end) in complete thoughts.

Student writes none of the 3 (beginning, middle, and end) in complete thoughts.

____ X 4 = _____ ____ X 3 = _____ ____ X 2 = ______ ____ X 1 = _____

Total Points = _______________/16

Baker, C. (2006). Narrative drafting scoring guide . Unpublished manuscript, Valdosta State University, GA.

Revising

• Want students to:– look for ways of improving writing– look at their writing from a

different point of view– make their writing more clearer

• A.R.R.R. strategy-– Adding, rearranging, removing,

and replacing

– http://www.angelfire.com/wi/writingprocess/revising.html

Practice & Assessment

• Practice– Direct instruction

• Used a student as a partner• Practiced using A.R.R.R.

• Assessment– Independent practice

• Partnered• Use proofreader marks & A.R.R.R• Switch roles

Name: Date: _____________

Revising Scoring Guide for 3rd grade

Meets the Standard Partially Meets the Standard Does not meet the standard/ Needs Improvement

6 3 1

Student uses correct proofreaders marks

Student uses proofreaders marks

Student does not use correct proofreaders marks

Students uses the A.R.R.R. strategy correctly

Students uses the A.R.R.R. strategy

Student does not use the A.R.R.R. strategy correctly.

Student points out more than one good point about the narrative

Student points out one good point about the narrative

Student does not point out one good point about the narrative

Student points out more than one bad point about the narrative.

Student points out one bad point about the narrative

Student does not point out one bad point about the narrative

____ X 6 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/24

Baker, C. (2006). Narrative revising scoring guide . Unpublished manuscript, Valdosta State University, GA.

Editing

• Students need to:– prepare the piece into final form

• Encourage students to check for:– spelling - punctuation– capitalization -grammar– sentence structure– word usage

Practice & Assessment

• Practice– Direct instruction

• Used a student as a partner• Correct spelling, grammar, and

mechanics • Place in final form

• Assessment– Independent practice

• Partnered• Correct spelling, grammar, and

mechanics • Final form• Switch roles

 

Name:_________________ Date:______________

Editing Scoring Guide for 3rd grade 

Meets the Standard Partially Meets the Standard

Does not meet the standard/ Needs

Improvement

5 points 3 point 1 point

Self-corrects most errors in capitalization

Self-corrects some errors in capitalization

Little or no evidence of editing for capitalization

Student self-corrects most errors in punctuation

Student self-corrects some errors in punctuation; continues to overlook some punctuation

Student shows little or no evidence of editing for punctuation

____ X 5 = _____ ____ X3 = ____ ____ X 1 = ______

Total Points = _______________/10

Baker, C. (2006). Narrative editing scoring guide . Unpublished manuscript, Valdosta

State University, GA.

Publishing

• Students:– final copy with corrections

– shared writing • Author’s Chair

Practice & Assessment

• Practice– direct instruction

• Show narrative with all stages evident

• show narrative piece in a legible form

• share final draft with class• get students involved (feedback)

• Assessment– independent practice

• show narrative with all stages evident

• show narrative piece in a legible form

• share final draft with class• Student self-correct

Name:_____________________Date:_______________

Publishing 3rd grade Scoring Guide

Meets the Standard

Partially Meets the Standard

Does not meet the standard/ Needs

Improvement

5 3 1

Narrative is completed with all stages evident

Narrative is completed without all stages evident

Narrative is not completed

Student completes narrative piece in a legible form

Student completes narrative piece

Does not complete narrative piece in a

____ X 5 = _____ ____ X3 = _____ ____ X 1 = ______ Total Points = _______________/10

Baker, C. (2006). Narrative publishing scoring guide . Unpublished manuscript, Valdosta State University, GA.

Modifications and Accommodations

• Student with visual impairment– seated in the front of classroom– enlarged materials

• Students with learning disabilities– will be able to refer to overhead as a

model

• Student with speech impairment– will be partnered with the teacher

during the revising, editing, and publishing stages

 

Unit 2

Interdisciplinary Writing UnitChandra P. Baker

READ 7140: Methods of Teaching WritingSummer 2006

Pre-assessment Prompt

Purpose:

• build on what the students already know about writing informational pieces.

• Ask the students:

– To write an expository piece about what we have learned about the branches of government.

Grouping for all stages

• Practice activity-direct instruction/ whole group instruction– saves time in the classroom– all students understand the activity.– ensures that all students will get the

same information at the same time.– less distractions

• Assessment-individual/partner– teacher able to monitor all students– all students have the opportunity to get

their work revised– students will get the chance to be

revisers.

Grouping based on student’s needs

• Based on the student’s development

–review the materials or stage

–allow student to refer to the website if related to content

• Grade Level: 4th grade

• Content Area integration: Science

• Mode of writing: Expository/Description

Prewriting

• first stage of the writing process

• 70% of writing time is spent during the prewriting stage

• consider form

• consider the audience of readers – yourself or others

Purpose of Prewriting

• consider the purpose:

– communicate information to

others

 Topic:_________________________Describe:________________________________

Name:_______________ Describe:_______________________

Name:_______________ Describe:_______________________

 

Name:_______________ Describe:_______________________ 

Name:_______________Describe:_______________________

 

Name:_______________Describe:_______________________

 

Examples:___________________________________________________

Examples:__________________________________________

 

Examples:________________________________

  

Examples:______________________________________________________________

Examples:__________________________________________

______ 

Name:_______________ Describe:_______________________

 

Examples:________________________________

_______ 

Name:____________________ Date: ___________________

Baker, C. (2006). Expository graphic organizer. Unpublished manuscript, Valdosta State University, GA.

Name:_________________________ Date: ________________

 Prewriting Scoring Guide for 4th grade

  Exceeds the Standard

Meets the Standard Partially Meets the Standard

Does not meet the standard/ Needs

Improvement

4 3 2 1

Name is clearly listed at the top of paper

Name is list on the paper but not on the top of the paper

Student list initials of their name 

No name is listed   

Title relates to topic Title is listed does not relate to topic

Title listed No title is listed

Student lists all 6 types of simple machines

Student lists 3-4 types of simple machines

Student lists only 1 type of simple machine

Student does not list any type of simple machine

Student describes all 6 types of simple machines

Student describes 3-4 types of simple machines

Student describes only 1 type of simple machine

Student does not describes any type of simple machine

Student lists an example for all 6 types of simple machines

Student lists an example for 3-4 types of simple machines

Student lists an example for 1 type of simple machine

Student does not lists an example for any type of simple machine

____ X 4 = _____ ____ X 3 = ____ ____ X 2 = ___ ____ X 1 = _____

Total Points = _______________/20

Baker, C. (2006). Expository prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.

Drafting

• Rough Draft– students begin to write

• Main focus:– get ideas on paper

• Don’t want students to focus on:– correct spelling – grammar– mechanics

Practice & Assessment

• Practice– direct instruction– Complete rough draft

• Note important details• details are written in complete

sentences or thoughts

– get students involved (feedback)

• Assessment– independent practice

• details are written in complete sentences

• allows students to self-check

Name:_________________________ Date: ___________________

 Drafting Scoring Guide for 4th grade

  

Exceeds the Standard

Meets the Standard Partially Meets the Standard

Does not meet the standard/ Needs

Improvement

4 3 2 1

Topic written in complete sentence or thought

Topic is not written in complete sentence or thought

Topic listed No topic is listed

Student writes all 6 types of simple machines in complete sentence or thought

Student writes 3-4 types of simple machines in complete sentence or thought

Student writes 1 type of simple machine in complete sentence or thought

Student does not write any type of simple machine in complete sentence or thought

Student describes all 6 types of simple machines in complete sentence or thought

Student describes 3-4 types of simple machines in complete sentence or thought

Student describes only 1 type of simple machine in complete sentence or thought

Student does not describes any type of simple machine in complete sentence or thought

Student lists an example for all 6 types of simple machines in complete sentence or thought

Student lists an example for 3-4 types of simple machines in complete sentence or thought

Student lists an example for 1 type of simple machine in complete sentence or thought

Student does not lists an example for any type of simple machine in complete sentence or thought

____ X 4 = _____ ____ X 3 = _____ ____ X 2 = _____ ____ X 1 = _____

Total Points = _______________/16

Baker, C. (2006). Expository drafting scoring guide . Unpublished manuscript, Valdosta State University, GA.

Revising

• Want students to:– look for ways of improving writing– look at their writing from a

different point of view– make their writing more clearer

• A.R.R.R. strategy-– Adding, rearranging, removing,

and replacing

– http://www.angelfire.com/wi/writingprocess/revising.html

Practice & Assessment

• Practice– Direct instruction

• Used a student as a partner• Practiced using A.R.R.R.

• Assessment– Independent practice

• Partnered• Use proofreader marks & A.R.R.R• Switch roles

Name: Date: _____________

Revising Scoring Guide for 4th grade

Meets the Standard Partially Meets the Standard Does not meet the standard/ Needs Improvement

6 3 1

Student uses correct proofreaders marks

Student uses proofreaders marks

Student does not use correct proofreaders marks

Students uses the A.R.R.R. strategy correctly

Students uses the A.R.R.R. strategy

Student does not use the A.R.R.R. strategy correctly.

Student points out more than one good point about the narrative

Student points out one good point about the narrative

Student does not point out one good point about the narrative

Student points out more than one bad point about the narrative.

Student points out one bad point about the narrative

Student does not point out one bad point about the narrative

____ X 6 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/24

Baker, C. (2006). Expository revising scoring guide . Unpublished manuscript, Valdosta State University, GA.

Editing

• Students need to:– prepare the piece into final form

• Encourage students to check for:– spelling - punctuation– capitalization -grammar– sentence structure– word usage

Practice & AssessmentPractice & Assessment

• Practice– Direct instruction

• Used a student as a partner• Correct spelling, grammar, and

mechanics • Place in final form

• Assessment– Independent practice

• Partnered• Correct spelling, grammar, and

mechanics • Final form• Switch roles

 

Name:_________________ Date:______________

Editing Scoring Guide for 4th grade 

Meets the Standard Partially Meets the Standard

Does not meet the standard/ Needs

Improvement

5 points 3 point 1 point

Self-corrects most errors in capitalization

Self-corrects some errors in capitalization

Little or no evidence of editing for capitalization

Student self-corrects most errors in punctuation

Student self-corrects some errors in punctuation; continues to overlook some punctuation

Student shows little or no evidence of editing for punctuation

____ X 5 = _____ ____ X3 = ____ ____ X 1 = ______

Total Points = _______________/10

Baker, C. (2006). Expository editing scoring guide . Unpublished manuscript,

Valdosta State University, GA.

Publishing

• Students:– final copy with corrections

– shared writing • Author’s Chair

Practice & Assessment

• Practice– direct instruction

• Show expository piece with all stages evident

• show expository piece in a legible form

• share final draft with class• get students involved (feedback)

• Assessment– independent practice

• show expository piece with all stages evident

• show expository piece in a legible form

• share final draft with class• Student self-correct

Name:_____________________Date:_______________

Publishing 4th grade

Meets the Standard

Partially Meets the Standard

Does not meet the standard/ Needs

Improvement

5 3 1

Expository piece is completed with all stages evident

Expository piece is completed without all stages evident

Expository piece is not completed

Student completes Expository piece in a legible form

Student completes Expository piece

Does not complete Expository piece in a

____ X 5 = _____ ____ X3 = _____ ____ X 1 = ______ Total Points = _______________/10

Baker, C. (2006). Expository publishing scoring guide . Unpublished manuscript, Valdosta State University, GA.

Reference

• PBS by the People presents: The Democracy Project: How Does Government Affect Me? Retrieved May 15, 2006. http://pbskids.org/democracy/mygovt/capitol2a.html

• The website gives the students information about the three braches of government. The website will be used in the prewriting stage. The site will give the students a tour around the branches, to help the student generate ideas to form their narratives.

• Tompkins, G. E. (2004). Teaching writing: Balancing process and product. (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. (appropriate for teachers of grades 2-8) ISBN 0-13-112187-1