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.