Post on 30-Dec-2015
description
Lisa Kidd
Read 7140
Summer, 2007
Interdisciplinary
Writing Unit
Writing-2. (n.d.). [Online image].Retrieved May 28, 2007, from the Writer’s Workshop Web site: http://www.thewritersworkshop.net/writing-2.jpg
Water droplet 3. (n.d.). [Online Image]. Retrieved May 28, 2007, from the Campus School Web site: http://www.campusschool.dsu.edu/Renee%20Burns/waterdroplet3.jpg
4th Grade Expository Writing
Content area connection:
Science
The water cycle
Georgia
Writing
Assessment
5th
Grade
Georgia. (n.d.). [Online Image]. Retrieved May 28, 2007, from the Local Lender Info Web site: http://www.locallender.info/images/states/georgia.gif
•Narrative
•Expository
•Persuasive
Students may be asked to write on one of the following genres:
Georgia. (n.d.). [Online Image]. Retrieved May 28, 2007, from the Local Lender Info Web site: http://www.locallender.info/images/states/georgia.gif
4 domains
of scoring:
•Ideas
•Organization
• Style
• Conventions
Georgia. (n.d.). [Online Image]. Retrieved May 28, 2007, from the Local Lender Info Web site: http://www.locallender.info/images/states/georgia.gif
Notebook paper. (n.d.). [Online Image]. Retrieved May 28, 2007, from GTCO Calcomp Web site:
http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg
Pre-assessment
•Should be done to determine student’s present level of performance
•Provide topic (or topics) that all students can write about
•Allow 30 minutes to write
5 stages of writing
1.Prewriting
2. Drafting
3. Revising
4.Editing
5.PublishingNotebook paper. (n.d.). [Online image]. Retrieved May 28, 2007, from GTCO Calcomp Web site:
http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg
Grouping based on
teacher’s instructional
needsPresentation:
whole group
Assessment:
Small groupsTeacher. (n.d.). [Online Image]. Retrieved May 28, 2007, from the Prudential Action Real Estate Web site: http://www.glensold.com/teacher.gif
Grouping for student’s needs:
Whole group for instruction, modeling
Small group or pairs for independent work
Accommodations/Modifications for Developmental Needs
Heterogeneous grouping Preferential seating Written directions Pair with peer Checklist Spell checker
Karman, Rabia. (n.d.). [Online Image]. Retrieved May 28, 2007, from Rabia’s Weblog Web site: http://rabia.karaman.nl/images/aquatic.jpg
Accommodations and modifications for students with
cultural and linguistic needs
Provide…
•electronic translator
•written directions
•materials in native language
Connect with familiesGroup heterogeneously
Assessment
Notebook paper. (n.d.). [Online Image]. Retrieved May 28, 2007, from GTCO Calcomp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg
Each stage of writing will be assessed
•Based on GPS•Use 4 level scoring guide (rubric)•Provide scoring guide or checklist to students
Npad. (n.d.). [Online Image]. Retrieved May 28, 2007, from Geocities Web site: http://www.geocities.com/sxm418/npad.jpg
Prewriting
Use a graphic organizer to plan what you want to say
Most important stage of writingSpend 70% of time here
Classroom. (n.d.). [Online image]. Retrieved May 28, 2007, from the Wisconsin Department of Natural Resources Web site: http://www.dnr.state.wi.us/org/caer/ce/greenschools/gsPoster/images/classroom.gif
Notebook paper. (n.d.). [Online Image]. Retrieved May 28, 2007, from GTCO Calcomp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg
Instructional procedures
•Graphic organizer
•Reference materials, including internet
•Genre
•Writing stage
•Modeling
•Practice
•Assessment
My Name___________________________
Name of Planet I am writing about___________________
I ntroduction
Where am I going and why?
Source: Where did I get the information?
How far f rom the sun?
How far is it f rom Earth?
Where is it?
How long would it take to get there?
Size:
Color:
What does it look like?
Rocky or gas giant?
Atmosphere:
Temperature:
Weather
What would it be like if you lived here?
Moons? How many?
Rings?
What makes it diff erent?
Something special
Other interesting information:
Conclusion
Summary:
Other inf ormation I f ound:
Kidd, L. (2007). Planet graphic organizer. Unpublished graphic organizer, Valdosta State University, Valdosta, GA.
Planet Graphic Organizer
Name_____________________
1. I wrote my name on my graphic organizer.
2. I DI D NOT write in complete sentences.
3. I wrote the name of the planet.
4. I wrote why I am going to that planet.
5. I answered all “where” questions.
6. I completed the “what does it look like” section.
7. I completed the “weather” section.
8. I completed the “something special” section.
9. I wrote some ideas f or a conclusion.
10. I wrote down where I got information.
11. I can read my handwriting.
Kidd, L. (2007, May). Prewriting checklist. Unpublished checklist, Valdosta State University,
Valdosta, GA.
Prewriting Checklist (4th grade)
Place a check in the box only af ter you have reviewed your graphic organizer to make sure the items are completed.
Expository Prewriting Scoring Guide Name_______________
Exceeds Standard
3
Meets Standard
2
Somewhat Meets
Standard 1
Does not Meet
Standard 0
Self Score
Teacher Score
I ntroduction Main idea stated, grabbed reader’s attention, stated some points
Main idea stated, grabbed reader’s attention
Main idea stated or grabbed reader’s attention, or stated some points
No main idea stated, did not get readers attention
Where is it? All areas of organizer are completed and some details are provided
All areas of organizer are completed
2 areas of organizer are completed
0-1 areas of organizer are completed
What does it look like?
All areas of organizer are completed with some details
All areas of organizer are completed
2 areas of organizer are completed
0-1 areas of organizer are completed
Weather All areas of organizer are completed with some details
All areas of organizer are completed
2 areas of organizer are completed
0-1 areas of organizer are completed
Something special
All areas of organizer are completed with some details
All areas of organizer are completed
2 areas of organizer are completed
0-1 areas of organizer are completed
Conclusion I nformation is restated, at least one new point has been made, reader has not been lef t hanging
I nformation has been restated, reader has not been lef t hanging
I nformation has been restated but reader is lef t hanging
No conclusion
Research sources are
cited
All information has been cited correctly
Most inf ormation has been cited correctly
Some information has been cited
No information has been cited
Stage of writing
Kidd, L. (2007). Expository prewriting scoring guide. Unpublished rubric, Valdosta State University, Valdosta, GA.
Npad. (n.d.). [Online Image]. Retrieved May 28, 2007, from
Geocities Web site: http://www.geocities.com/sxm418/npad.jpg
Drafting
Student 1. (n.d.). [Online image]. Retrieved May 28, 2007, from Literacy Centers Web site: http://www.literacykits.com/images/student1.jpg
Putting ideas in
sentence form •Explain the drafting process
•Model
•Students Practice
Name: _____________________
1. I wrote my name on my draf t.
2. I labeled it “sloppy copy” or “draf t.”
3. I skipped lines.
4. I used ideas f rom my graphic organizer in my draf t.
5. I used complete sentences.
6. Each event is a new paragraph that is indented.
7. Each event has at least 3 details (sentences).
8. I can read my handwriting.
Kidd, L. (2007, May). Drafting checklist. Unpublished checklist, Valdosta State Unive
Draf ting Checklist 4th grade
Place a check in the box only af ter you have reviewed your graphic organizer to make sure the items are completed.
4th grade Draf ting Scoring Guide Name____________
Exceeds Standard
3
Meets Standard
2
Somewhat Meets Standard
1
Does not Meet Standard
0
Self Score
Teacher Score
Used graphic organizer
Used all ideas on graphic organizer
and added to those ideas.
Used most ideas on graphic
organizer.
Used some ideas on graphic organizer.
Did not appear to use idea on the graphic organizer.
Skipped lines Skipped lines Skipped most lines
Did not skip lines
Complete sentences
Always uses complete
sentences.
1-2 sentences are not
complete.
3-4 sentences are not complete.
Most sentences are not
complete.
I ntroduction 4 or more sentences that grab reader’s
attention, many details
3 sentences that grab reader’s attention
2 sentences Less than 2 sentences
Where is it?
3 or more detailed
sentences to support this
category
3 sentences to support this
category
2 sentences to support this
category
Less than 2 sentences to support this
category
What does it look like?
3 or more detailed
sentences to support this
category
3 sentences to support this
category
2 sentences to support this
category
Less than 2 sentences to support this
category
Weather 3 or more detailed
sentences to support this
category
3 sentences to support this
category
2 sentences to support this
category
Less than 2 sentences to support this
category
Something
special
3 or more detailed
sentences to support this
category
3 sentences to support this
category
2 sentences to support this
category
Less than 2 sentences to support this
category
Npad. (n.d.). [Online Image].Retrieved May 28, 2007, from Geocities Web site:
http://www.geocities.com/sxm418/npad.jpg
Revising
Concerned with
content only!
Add facts and details
Delete extraneous details
Rearrange material so it makes better sense
Mircosoft Office Clip Art
Mircosoft Office Clip Art
Notebook paper. (n.d.). [Online Image]. Retrieved May 28, 2007, from GTCO Calcomp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg
Instructional procedures
•Genre
•Writing stage
•Modeling
•Practice together
•Assessment using draft
Name________________________
Proof readers’ marks:
Proofreader's marks. (n.d). Retrieved May 19, 2007, from GTCO Calcomp Peripherals Web site:
http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.
Revising Checklist
Place a check in the box only af ter you have reviewed your draf t to make sure the items are completed.
__ 1. I used a diff erent color pen
to make revision marks.
__ 2. I added information and
details.
__ 3. I removed words or sentences
that did not make sense.
__ 4. I rearranged words,
sentences, or paragraphs to
make my writing better.
__ 5. I used correct proof readers’
marks when I made changes.
Kidd, L. (2007, May). Drafting checklist. Unpublished checklist, Valdosta State University, Valdosta, GA.
Revising Scoring Guide (4th grade) Name__________________
Exceeds Standard
3
Meets Standard
2
Somewhat Meets
Standard 1
Does not Meet Standard
0
Self Score
Teacher Score
Adding *6 or more additions were
made *Additions
varied (words, sentences, etc.)
5-8 additions were made
3-5 additions were made
2 or less additions were
made
Deleting All unnecessary information or
words were deleted
Most unnecessary
information or words were
deleted
Some unnecessary
information or words were
deleted
There is information (or
words) that needs to be
deleted, yet no deletions were
made
Rearranging All rearrangements were made as
necessary
Most rearrangements made to clarif y
writing
Some rearrangements were made to clarif y writing
There were no rearrangements
that were needed were
not made
Color of revision marks
All revisions are made using
a diff erent colored pen
Most revisions are made using
a diff erent colored pen
Revisions are made with same color pen/ pencil in which draf t was written
Proof reading Marks
All proof reading
marks are used correctly
Most proof reading
marks are used correctly
Some proof reading
marks are used correctly
No proof reading marks have been used or all have been used incorrectly
Total Score:
Kidd, L. (2007). Expository prewriting scoring guide. Unpublished rubric, Valdosta State University, Valdosta, GA.
Npad. (n.d.). [Online Image]. Retrieved May 28, 2007, from Geocities Web site:
http://www.geocities.com/sxm418/npad.jpg
Editing
Mechanics
•Punctuation
•Sentence structure
•Spelling
•Capitalization Use
proofreaders’
marks
Kids writing. (n.d.). [Online Image]. Retrieved May 28, 2007, from Home of the Heroes Web site:
http://www.homeofheroes.com/moh/kids_writing.gif
Notebook paper. (n.d.). Retrieved May 28, 2007, from GTCO Calcomp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg
Instructional procedures
•Genre
•Writing stage
•Modeling
•Practice together
•Assessment using draft
Proof readers’ marks:
Proofreader's marks. (n.d). Retrieved May 19, 2007, from GTCO Calcomp Peripherals Web site:
http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.
Editing Checklist
Editing Checklist
Self Peer What am I looking f or?
I used a diff erent color pen or pencil.
All words are spelled
correctly.
Each sentence is a complete sentence.
I n each sentence, the
subject and predicate agree.
Each sentence has the
correct end mark.
Commas are placed where needed.
The fi rst word in each sentence and all proper nouns are capitalized.
Kidd, L. (2007, May). Drafting checklist. Unpublished checklist, Valdosta State University, Valdosta, GA.
Teacher has approved this writing f or publishing. Teacher’s initials_______
Editing Scoring Guide (4th grade) Name__________________
Exceeds Standard
3
Meets Standard
2
Somewhat Meets
Standard 1
Does not Meet Standard
0
Self Score
Teacher Score
Spelling All misspelled words have
been circled or there are no misspelled
words
Most misspelled words have been circled
Some misspelled words have been circled
No misspelled words have been circled
Complete sentences
All sentences are complete
1-2 sentences are not
complete
More than 2 sentences are not complete
Subject-predicate
All sentences have subject-
verb agreement
1-2 sentences Do not have subject-verb agreement
More than 2 sentences do
not have subject-verb agreement
Punctuation marks
All punctuation is correct:
ending marks, commas, quotation
marks
All sentences have correct ending marks
1-2 sentences are missing
ending marks or have
incorrect ending mark
More than 2 sentences are missing ending marks or have
incorrect ending mark
All sentences begin with
capital letter
1-2 sentences do not begin with capital
letter
More than 2 sentences do not begin with capital letter
Capitalization
All proper nouns are capitalized
Most proper nouns are capitalized
Some proper nouns are capitalized
No proper nouns are capitalized
Color of editing marks
All editing marks are
made using a diff erent
colored pen
Most editing marks are
made using a diff erent
colored pen
A diff erent color pen or
pencil was not used to edit
writing
Proof reading Marks
All proof reading
marks are used
Most proof reading
marks are used
Some proof reading
marks are used
No proof reading marks have
Npad. (n.d.). [Online Image]. Retrieved May 28, 2007, from Geocities Web site:
http://www.geocities.com/sxm418/npad.jpg
Publishing
Recopy writing
Put writing in final form (book, poster, etc.)
Share!!!
Dv1299005 kdo-for-web. (n.d.). [Online Image]. Retrieved May 28, 2008, from the FBC Corinth Web site: http://www.fbccorinth.org/media/images/dv1299005-kdo-for-web.jpg
Notebook paper. (n.d.). [Online Image]. Retrieved May 28, 2007, from GTCO Calcomp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg
Instructional procedures
•Genre
•Writing stage
•Modeling
•Practice together
•Assessment
Publishing Scoring Guide Name____________
Exceeds Standard
3
Meets Standard
2
Somewhat Meets Standard
1
Does not Meet Standard
0
Self Score
Teacher Score
All sentences have correct subject-verb agreement,
sentences vary in length
All sentences have correct subject-verb agreement
Most sentences have correct subject-verb agreement
Some sentences have correct subject-verb agreement
No punctuation errors
Few punctuation errors
Some punctuation
Many punctuation errors
Conventions
All sentences begin with
capital letter
1-2 sentences do not begin with capital letter
More than 2 sentences do not begin with capital letter
All proper nouns are capitalized
Most proper nouns are capitalized
Some proper nouns are capitalized
No proper nouns are capitalized
All sentences have subject-
verb agreement
1-2 sentences Do not have subject-verb agreement
More than 2 sentences do
not have subject-verb agreement
Handwriting is very neat
Handwriting is legible
Handwriting is not legible
Handwriting
Handwriting is in cursive
Handwriting is in manuscript
Writing was read aloud with great expression to others
Writing was read aloud to others
Writing was partially read aloud to others
Writing was not read aloud to others
Writing was posted f or others to read
Did not post writing f or others to read
Sharing
Had very creative ideas
Helped decorate bulletin board
Did not help decorate bulletin board