Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher.
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Transcript of Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher.
![Page 1: Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher.](https://reader038.fdocuments.us/reader038/viewer/2022103006/56649eda5503460f94be89e6/html5/thumbnails/1.jpg)
Interdisciplinary Writing Unit
READ 7140Summer 2008
By: Jessica Fletcher
![Page 2: Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher.](https://reader038.fdocuments.us/reader038/viewer/2022103006/56649eda5503460f94be89e6/html5/thumbnails/2.jpg)
Unit 1
• Grade: 3rd • Genre: Expository Writing• Content area: Social Studies• Topic: Americans who
expanded people’s rights and freedoms in a democracy
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Georgia Writing Test-3rd Grade
• Evaluates student writing• Genres included: Narrative,
Informational, Persuasive, and Response to literature
• Assesses using four domains: ideas, organization, style, and conventions
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Pre-assessment Prompt• Purpose: To evaluate how much
the students already know about this genre and the writing process
• Two prompts provided:– Think about the most
important person in your life. Explain why you feel the way you do and why this person is the most important person.
– If you could go anywhere in the world, where would it be and why?
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Prewriting
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Grouping Options
• Whole grouping• Small grouping• Individual grouping
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Explanation of Grouping Options Based on Student
Needs• Developmental
– Whole grouping•Beneficial because everyone is
exposed to same material•Able to hear all questions asked
and answers•Eliminates time off-task
![Page 8: Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher.](https://reader038.fdocuments.us/reader038/viewer/2022103006/56649eda5503460f94be89e6/html5/thumbnails/8.jpg)
Explanation of Grouping Options Based on Student
Needs • Developmental
– Small grouping•Able to receive guidance from peers
•Explanations put on their level of thinking
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Explanation of Grouping Options Based on Student
Needs• Developmental
– Individual grouping•Allows time to get thoughts
together•Provides time to get organizer
ready
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Explanation of Grouping Options Based on Student
Needs• Cultural
– Whole grouping•Allows them to see it is okay to speak out and ask questions
•Hears answers to all questions asked
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Explanation of Grouping Options Based on Student
Needs• Cultural
– Small grouping•Receive guidance from peers
![Page 12: Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher.](https://reader038.fdocuments.us/reader038/viewer/2022103006/56649eda5503460f94be89e6/html5/thumbnails/12.jpg)
Explanation of Grouping Options Based on Student
Needs• Cultural
– Individual grouping•Provides time to think and to put individual ideas on paper
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Explanation of Grouping Options Based on Student
Needs• Linguistic
– Whole grouping•Able to listen in on other questions asked
•Can ask questions for clarification
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Explanation of Grouping Options Based on Student
Needs• Linguistic
– Small grouping•Can receive clarification from peers
•Able to receive extra instruction
![Page 15: Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher.](https://reader038.fdocuments.us/reader038/viewer/2022103006/56649eda5503460f94be89e6/html5/thumbnails/15.jpg)
Explanation of Grouping Options Based on Student
Needs• Linguistic
– Individual grouping•Allows time to reflect on learning
•Allows time for them to receive individual instruction
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Accommodations and Modifications: Students from differing stages of
development• Accommodations
– Lower level students with higher level students
– Seating in front of class for visually impaired
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Accommodations and Modifications: Students from differing stages of
development• Modifications
– Two points for lower level students– Four of five points for higher level
students– Large print graphic organizer for
visually impaired
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Accommodations and Modifications: Students
from Differing Cultural and Linguistic Backgrounds
Linguistic•Will receive extra instruction for
understanding•Pairing with fluent English
speaker
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Accommodations and Modifications: Students
from Differing Cultural and Linguistic Backgrounds
Cultural•Will receive extra instruction
about important American figures
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Drafting
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Instructional Procedures• Genre of writing instruction
– Expository writing– Used to inform– Will be writing a biography– Can choose from: Paul Revere,
Frederick Douglass, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Thurgood Marshall, Lyndon B. Johnson, and Cesar Chavez
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Stage of Writing Instruction
• Drafting• Second step in writing
process• Put thoughts from graphic
organizer on paper• Skip every other line• No corrections right now
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Modeling
• Complete a draft together using graphic organizer
• Write introduction• Write body using three
points• Write conclusion
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Practice Activity
• Shared writing• Complete draft together on
Susan B. Anthony
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Assessment Activity
• Complete draft of chosen person individually
• Use graphic organizer as a guide
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Assessment • Students use checklist3rd Grade Drafting Checklist: InformationalName:____________________________________________ My name is on my paper.____ My paper is labeled “Draft”.____ I have a title on my paper.____ I have written an introduction.____ I used complete sentences.____ Every other line is skipped with an X on
every other line.____ I have written a conclusion.• Fletcher, J. (2007). 3rd Grade Drafting
Checklist: Informational. Unpublished document, Valdosta State University, GA.
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Assessment
• Teacher evaluates using scoring guide
• Components of scoring guide are: name on paper, label, title, introduction, sentences, sentence order, proper format, and conclusion
• Scoring guide can be found by clicking the link: scoring guide
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Revising
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Instructional Procedures: Stage of Writing Instruction• Revising
– Clarify ideas– Reread through draft, share
draft with group, revise using group’s feedback
– Involves: adding, deleting, substituting, and moving text
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Modeling
• Revise draft using transparency
• Class advises changes• Teacher assists with
changes
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Practice Activity
• Shared writing• Look at model and tell what
add, delete, substitute or move around
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Assessment Activity
• Get into groups of four• Read paper to group• Group suggests revisions• Separate and make
revisions• Read through paper again
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Assessment
• Students will use a checklist to evaluate work
• Checklist can be found by clicking on link: checklist
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Assessment
• Teacher will use a scoring guide to evaluate student work
• Scoring guide can be found by clicking link: scoring guide
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Editing
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Instructional Procedures: Stage of Writing
• Editing– Puts writing in final form– Involves correcting
mechanical errors– Will work with a partner to
edit paper– Use correct proofreaders’
marks
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Modeling
• Use revised transparency• Make changes as a class• Teacher will guide
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Practice Activity
• Shared writing• Go through model to find
mechanical errors• Students will name errors,
teacher will make corrections
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Assessment Activity
• Editing your paper• Editing your partner’s paper• Use checklist to guide
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Assessment
• Students will use checklist to guide them
• Checklist can be found by clicking link: editing checklist
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Assessment
• Teacher will assess editing stage using a scoring guide
• Scoring guide can be found by clicking link: editing scoring guide
![Page 42: Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher.](https://reader038.fdocuments.us/reader038/viewer/2022103006/56649eda5503460f94be89e6/html5/thumbnails/42.jpg)
Publishing
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Instructional Procedures: Stage of Writing
• Publishing– Writing is in final form– Should be in best handwriting
with all corrections made– Will present published piece
to class– Will share sitting in author’s
chair
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Modeling
• Students will view model on transparency
• Will see correct handwriting• Will see that all corrections
were made
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Practice Activity
• Shared writing• Students will look at editing
transparency and tell what needs to be changed
• Should recommend handwriting and any error changes
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Assessment Activity
• Students will publish paper• Will present paper to class• Will place papers in
“Published Works Book”
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Assessment
• Students will evaluate own published draft using checklist
• Checklist can be found by clicking link: publishing checklist
![Page 48: Interdisciplinary Writing Unit READ 7140 Summer 2008 By: Jessica Fletcher.](https://reader038.fdocuments.us/reader038/viewer/2022103006/56649eda5503460f94be89e6/html5/thumbnails/48.jpg)
Assessment
• Teacher will evaluate student work using a scoring guide
• Scoring guide can be found by clicking link: publishing scoring guide