Katy Roberson Interdisciplinary Writing Unit

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KATY ROBERSON

INTERDISCIPLINARY WRITING UNIT

READ 7140Summer 2011

Grade level: 2nd gradeGenre: Expository/Informational

Form: Informational ReportContent Area: ScienceTopic: Life cycles of animals-mammals, amphibians, and birds

PRE-ASSESSMENT: Instructions:1. Students will be given the

following materials:Sheet of paper with promptLined paperPencils- sharpened with erasers

2. Teacher will read the prompt and instructions to the class.3. Prompt will be displayed on

SMARTTM

Board.

PRE-ASSESSMENT PROMPT: The teacher will say, "Think about your

favorite subject in school. I want you to write a 2-3 paragraph report on why that subject is your favorite. Before you begin writing, consider what it is you like about that subject. Think about interesting things you have learned or done in that subject. Please give an much information as possible explaining why that subject is your favorite.”

You will be given 35 minutes to writing assignment. If you need paper or pencils, raise your hand, and I will bring you more materials.

INSTRUCTIONAL GROUPING (TEACHER NEEDS)

InstructionWhole groupInstruction delivered to all

students at one timeEfficient/quickClassroom management-

increased time on taskStudent’s responses can be

monitored for scaffolding.Easier to clarify content

PracticeWhole groupEfficient/quickIncreased time on taskStudent’s responses can be

monitored for scaffolding.All students fill out the same

graphic organizerAll students practice as a groupStudents can offer ideas that may

help others understand

Assessment:Individual Determine who needs more scaffolding

Determine who needs advanced instruction

Teacher can assist students on an individual basis.

INSTRUCTIONAL GROUPING (STUDENT NEEDS)

Developmental needs: Paired with another student with higher

functioning levels. Cultural or linguistic needs:

Paired with another student who speaks Spanish fluently, and can assist student with completion of tasks.

PREWRITING

First stage of the writing process

PREWRITING

Genre: Expository/InformationalInformation is factualPurpose- to inform

Form: Report 2-3 paragraph paperBeginning (introduction)Middle (main part)End (conclusion)

PREWRITINGFirst stageYou choose the following:

Topic- What you write about (familiar)

Purpose- to inform (why)Audience- Who (teachers, parents,

classmates) Collect ideas

Graphic organizer

Name: __ _____ Sequence Informational Graphic Organizer

Attention: You are a scientist who studies the life cycle of different animals all around the world.

You have been assigned the task of writing about the life cycle of a frog. Remember, you only have time to write in short phrases!

Introduction: Life Cycle of a _______

First Stage

Second Stage

Third Stage

Fourth Stage

Fifth Stage

Conclusion:

Name: _____________________

Prewriting Checklist

I included the following on my graphic organizer:

____ Introduction & conclusion

____ I put 1 2 3 4 details for first stage.

____ I put 1 2 3 4 details for second stage.

____ I put 1 2 3 4 details for third stage.

____ I put 1 2 3 4 details for fourth stage.

____I put 1 2 3 4 details for fifth stage.

____ I only used phrases and words on my graphic organizer.

____ I completed my graphic organizer.

Graphic Organizer Scoring Guide/Rubric (one for each student) - Roberson, K. 2011. Simulated Journal Graphic Organizer Rubric.

Name: ___________________

Sequencing Graphic Organizer Rubric 4- Exceeds 3-Meets 2-Partly Met 1-Did not Meet

Introduction & Conclusion

Both Both Some None

Details (stage 1)

4 or more details 3 details 2 details 1 or fewer details

Details (stage 2)

Details (stage 3)

Details (stage 4)

Details (stage 5)

Phrases (No sentences)

All phrases All phrases Some phrases No phrases

Graphic Organizer

(completed)

All All Some None

Total Possible Points: 32 Score: ___/32

ACCOMMODATIONS/MODIFICATIONS:

Different levels of developmental :Pictures of the life cycle of a duckA peer-recorder or dictatorA list of vocabulary wordsPencil gripModified graphic organizer that

provides more space and bigger print.

Increase time

ACCOMMODATIONS/MODIFICATIONS:Different cultural and linguistic needs:Work with a partner who speaks

SpanishGraphic organizer in native

languageModified graphic organizer that

provides more space and bigger print.

DRAFTINGSecond stage of

the writing process

DRAFTINGSecond stage “Rough” draftUse graphic organizer to make sentences

New ideas welcome!Skip linesSpelling and grammar not important

Neatness does not count

Name: ___________________

Drafting Rubric 4- Exceeds 3-Meets 2-Partly Met 1-Did not Meet

Sentences (No phrases)

All sentences All sentences Some sentences and some phrases

All phrases and no sentences

Details (stage 1)

More than 3 3 details 2 details 1 or fewer details

Details (stage 2)

Details (stage 3)

Details (stage 4)

Details (stage 5)

Introduction Topic sentence included

Topic sentence included

Topic sentence started

Topic sentence not included

Conclusion Concluding sentence is

included

Concluding sentence is

included

Concluding sentence is

started

No concluding sentence.

Total Possible Points: 16 Score: ___/16

REVISINGThird stage of

the writing process

REVISINGThird stageRe-read draft firstAdd informationDelete unnecessary informationRearrange the orderUse proofreader's marksSpelling and grammar still not important

Name: ________________

Revising Rubric- Informational Writing

4- Exceeds 3-Meets 2-Partly Met 1-Did not Meet Adding Added

necessary information to

report

Added necessary

information to report

Added some information to

report

No information added.

Deleting Deleted unnecessary information from report

Deleted unnecessary information from report

Deleted some information.

No information deleted.

Rearranging Content rearranged

Content rearranged

Some None

Revision Marks Correct revision marks were

Correct revision marks were

Some revision marks were

No revision marks were

used. Total Points Possible: 16 Score: ___/16

EDITINGFourth stage of

the writing process

EDITINGFourth stageReread draft with partnerPartner gives ideas on changes to

makeUse editor’s markers Important! (LOOK FOR)

SpellingPunctuation (commas, ending marks)Capitalization (sentences, proper nouns)Complete sentencesSubject/verb agreement

(singular/singular)

Editing Rubric- Informational Writing

4- Exceeds 3-Meets 2-Partly Met

1-Did not Meet

Complete sentences

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

Spelling 1 or fewer 2-3 errors 4-5 errors More than 6

Capitalization 1 or fewer 2-3 errors 4-5 errors More than 6

Commas (punctuation)

1 or fewer 2-3 errors 4-5 errors More than 6

Ending Marks (punctuation)

Subject/verb agreement (grammar)

Total Points Possible: 24 Score: ___/24

PUBLISHINGFifth stage of

the writing process

PUBLISHINGFinal stageNeatness is expected!Rewrite draft Include your revision and editing corrections

Publish report – bookShare report with class in author’s chair

Publishing Rubric- Informational Writing

4- Exceeds 3-Meets 2-Partly Met 1-Did not Meet

Handwriting Neat and legible

Neat and legible

Some neatness

Not neat, messy

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

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

Commas (punctuation)

Ending Marks (punctuation)

Subject/verb agreement (grammar)

Total Points Possible: 24 Score: ___/24

REFERENCES: Bergey, M. (2009). The Writing Process. Retrieved from

Kid Friendly Resources: http://writing-for-kids.com/writing_process.html

Georgia Project for Assistive Technology. (n.d.). Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modification, and assistive technology solutions. Retrieved from www.gpat.org

Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association

for Supervision and Curriculum Development. Tompkins, G.E. (2008). Teaching writing: Balancing

process and product (5th ed.). Upper Saddle River, NJ: Prentice Hall

Katy Roberson Interdisciplinary Writing Unit

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