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TAT 2 Task 3: Technology Production

TAT 2 Task 3: Integration Technology

Production

Larrie White

February 20, 2015

A Written Project Presented to the Faculty of the Teachers College of

Western Governors University

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Teaching the Writing Process

Instructor’s Manual

Table of Contents

Unit Overview…………………………………………………………………………..3-7

Instructional Goal……………………………………………………………………....3

Audience……………………………………………………………………………..3-4

Length and Delivery Approach of Instructional Unit…………………………….….4-5

Materials……………………………………………………………………………..5-6

Instructional and Lesson Overview………………………………………………….6-7

Lesson Plans for Unit of Instruction…………………………………………………...7-24

Lesson 1: Building a Writing Community………………………………………….7-10

Lesson 2: Prewrite (Getting Started)………………………………………………10-13

Lesson 3: Composing a Draft (Getting it down)…………………………………..13-16

Lesson 4: Revising (Getting It Good)……………………………………………..16-19

Lesson 5: Editing (Getting it Right)……………………………………………….19-21

Lesson 6: Publishing (Getting It Out)……………………………………………..21-24

References………………………………………………………………………………..25

Appendix A, B, C, D, E, F, G, H, I…………………………………………………..26-34

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Unit Overview

Instructional Goal

The goal of this instructional unit is to develop third graders’ writing skills. Through the use

of the writing process, students will generate a well-developed, paragraph that centralizes around

a controlling theme, with correlating supporting details, is sequenced logically from beginning to

end, provides a corresponding closing statement, and contains only 2 to 3 grammatical and

spelling errors.

Audience

About 5% of the students that attend the Stoutland school district come from the township of

around 200 people. The majority of the population lives outside of the township’s residential

limits. It is a very old community, and the school is much loved with a rich heritage. Most

students will spend their entire school career there from preschool to senior year. Many prior

students, after receiving their education, have returned to offer the school financial aid or choose

to work within the school community.

About 80% of the students are on the free or reduced lunch program. There are two classes

per grade in the elementary school which consists of Kindergarten through Sixth grade.

Kindergarten through 3rd grade share one Reading Recovery teacher with one aide that pushes in

during the protected Reading time. There is currently no available aide for Fourth through Sixth

grade. Each classroom is equipped with one computer that is primarily for teacher use. There is

one computer lab with 20 computers available for the entire elementary. Once a week for 45

minutes, an instructor teaches basic computer skills, and uses Study Island to evaluate students’

current reading and math skills. The Special services program is very overloaded. There is one

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director, (who also serves as a part time instructor), one full time instructor, with 2 part time

aides that service the K-12 school.

The audience consists of a class of 22 third grade students. The class has a wide range of

intellectual skill levels. About 3 students would be considered gifted and talented, 5 are not on

reading level, and 3 are currently under an IEP. One student has moved into the district who's

IEP is written for behavioral issues. As a small district, there are not many resources or support

in this area; which makes keeping him in an inclusion classroom difficult. The majority of the

class is Caucasian, and as was stated earlier, the majority of the class is considered low income

and is on free or reduced lunches. The class has an even balance of boy/girl ratio, which aids the

students' characters and interpersonal growth. All content areas reading, writing, spelling, math,

science, and social studies are taught by one main third grade instructor. A student’s IEP would

address any of these content areas of concern. Each classroom is equipped with Smart board

technology, and an interactive math website was purchased to aid the instructor in teaching the

school’s math curriculum. Many Language Arts websites are also available for the instructor’s

use.

Length and Delivery Approach of Instructional Unit

The instructional setting for this unit will be an elementary computer lab that has twenty

student computers, a teacher (hub) computer, and a Smart board. Twenty-two third grade

students will have access to these twenty computers equipped with Microsoft word processing

program and wireless internet. As there are only twenty computers, two gifted and talented

students will have access to I Pads borrowed from the high school technology department.

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Students will meet each day in the computer lab for three weeks during a one hour

instructional session. Each day the six lessons will begin with teacher-directed instruction

that will utilize the Smart board and Power point resources to teach the writing process:

(prewrite, compose, edit, revise, and publish.) The Smart board will be used for lesson

presentations and modeling and to introduce the mnemonic devices PLEASE and COPS. The

Power point resource will be used to create the presentations for the mnemonic devices PLEASE

and COPS.

Students through guided practice and culminating into independent practice will use the

student computers and the Microsoft word processing program to generate a rough draft, a

revised draft, an edited draft, and a published composition. This published composition will

display the student’s writing development by supplying a main idea and topic sentence, using

specific details, is sequenced logically, has a corresponding closing sentence, and with only 2 to

3 spelling and grammatical errors present in the completed product.

Materials

Book “Ask Me” by Antje Damm or any correlating questioning book

Smart board

teacher and student computers equipped with the Microsoft word processing program

Electronic Seed journals

Timer

Appendix A: Brainstorming Example Questions

Appendix B: Microsoft word document good listening and critiquing techniques

Appendix C: PLEASE mnemonic document

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Appendix D: 4-square graphic organizer

Appendix E: Good Critiquing Techniques document

Appendix F: Microsoft word document of self questioning during revision process

Appendix G: COPS mnemonic graphic organizer document

Appendix H: Compliment and Wish document

Appendix I: These Unit of Instruction items found at http://lwhite10.weebly.com -

Instructor’s manual, Appendix A-H, writing rubric, PLEASE & COPS power points

Whisper phones

Author’s chair

Instructional and Lesson Overview

This Unit’s lesson plans follow the cognitive learning theory. Throughout the six lessons,

student’s prior knowledge is activated. The lessons follow a logical sequence and similar format

which helps the instruction have a familiar structure and are easy for students to follow.

Working with direct instruction, in groups, in pairs, and independently helps the student

comprehend, analyze, and synthesize through the lessons. Using the student’s own life

experiences, prior knowledge, and community class builders aide in making the lessons relevant

to the students. Also to provide differentiated modalities for auditory, visual, and kinestic

learners; story book starters, direct instruction and examples with the use of a Smart board,

Power points, Microsoft word processing, graphic organizers, technological writing and revision

tools, partner discussions, and an Author’s chair were used throughout the unit. The Dick and

Carey model of instruction where used when developing this unit’s lesson plans. Gagne’s 9

events of instruction were also kept in mind through this unit’s development.

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http://lwhite10.weebly.com/


The instructional unit, for teaching the writing process and composing a well developed

paragraph, begins with an analysis to determine a student’s readiness by assessing prerequisite

skills. Students are taken through a brain storm activity to assess sentence structure. Then

additional prerequisite skills are assessed through use of a 3 minute quick write in a student’s

seed journal. Student’s punctuation, grammar, spelling and ability to sequence events are the

prerequisite skills that are assessed. Once the students have activated their prior knowledge they

are taken through a progression of the writing process. Students compose a first draft using a

graphic organizer of the PLEASE mnemonic device. Next, students use technological revision

tools to aid in revising their first draft. Then students begin the editing process by using a

graphic organizer of the mnemonic COPS device and with the ease of technology tools complete

the editing process. By the end of the unit, students publish their first draft, and read their

published copy from the Author’s chair. A student writing community is also taught and

developed throughout the entire unit. Students’ skills are informally assessed through

observation and discussion, and formally assessed throughout the Unit; as their first draft,

revised draft, edited draft, and published copy they composed are turned in and evaluated using a

Third grade writing rubric. With the use of this writing rubric, a summative assessment is

also conducted of the student’s culminating skill of using the writing process to compose a well

developed paragraph. The Unit ends with a formally assessment of a student’s readiness for

creating a multi-paragraph essay.

Lesson Plans for Unit of Instruction

Lesson 1: Building a Writing Community

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Lesson Overview: Students will begin building their writing community by finding out

something they did not already know about each other by asking and answering unusual

questions. Students will be encouraged to speak clearly and listen to one another as they build

their writing community. Students will write 5 questioning sentences that demonstrate

agreement between the subject and the predicate using correct punctuation and choose two for

writing development ideas.

Materials: The book “Ask Me” by Antje Damm, a Smart board, the Microsoft word processing

program, student computers equipped with Microsoft word processing, Appendix A:

Brainstorming Example questions, Appendix B: good listening and interviewing techniques,

Appendix I- writing rubric

Objective: Students will brainstorm unusual questions and write 5 sentences that demonstrate

agreement between the subject and the predicate using correct punctuation with 100% accuracy.

Analyze student’s writing skills readiness by assessing prerequisite skills of sentence formation

using a Third grade writing rubric.

Analyze student’s writing readiness by assessing student interactions within a writing

community through teacher observation.

Time: 2 hours

Step 1 (Pre-instructional Strategies)

Teacher will read “Ask Me” by Antje Damm

The teacher will discuss the book and how the questioning format invites a person to

reveal who they are so we can learn more about each other.

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The teacher will set the purpose by explaining that the class will be working in groups

and following this question format to learn about each other.

Step 2 (Content Presentation)

Teacher will use the Smart board and Appendix A document to model brain storming

unusual questions, writing them down, highlighting an interesting question, and

discussing it with a partner.

Example questions:

How many teeth do you have?

When is a time you couldn’t stop laughing?

Who is the most interesting person in your family?

The teacher will discuss as a class how you show that you are interested in finding out about each other.

The teacher will explain and discuss what does good listening and interviewing

techniques look like using Appendix B document and a Smart board.

Setting within hearing distance

Look into their face when speaking and listening

Ask questions relative to the topic

You are responsible for listening to what others say. If you can’t hear,

what can you do?

The teacher will remind students they are building a caring writing community by getting

to know each other.

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Step 3 (Learner Participation) Guided Practice

Students will brainstorm unusual questions and use a student computer’s Microsoft word

processing program to type 5 sentences that demonstrate agreement between the subject

and the predicate using correct punctuation.

Student partners will review the questions, select two, and highlight them.

While practicing good listening and interviewing techniques, partners will take turns

discussing the questions that were highlighted.

Step 4 (Assessment) Independent practice

Teacher will informal assess partner discussion groups through observation, questioning,

and class discussion activity.

What did you find out about your partner?

Did both partners have a chance to share?

If not, what can you do to make sure that you both get a chance to share?

What did you do to listen responsively to your partner during the activity?

Students will share what they learned about their partner.

Students’ writing prerequisite skills of sentence structure will be formally assessed using

(Appendix I) Third grade writing rubric and if there is a need for reteaching.

Lesson 2: Prewrite (Getting Started)

Lesson overview: Students will use the quick write method to learn that writing is a process of

thinking, recording, reflecting, and sharing. A seed journal of quick writes gives students the

opportunity to select interesting ideas to expound upon and compose, revise, edit, and publish.

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Students will quick write to build confidence because it helps find their voice, their passion as

they make choices about what they write, how they write, and what works and does not work.

Materials needed: Smart board, Student computers equipped with Microsoft word processing

program, seed journals, timer, Appendix I: Third grade writing rubric

Objective: Students will demonstrate writing skills readiness by generating 5 sentences that have

subject/verb agreement with 100% accuracy, with only 2 to 3 errors in punctuation and spelling.

Analyze student’s writing skills readiness by evaluating the prerequisite skills of sentence

structure, punctuation skills, grammar and spelling skills, and sequencing in their seed journal

quick write using a Third grade writing rubric. (Appendix I)

Time: 2 hours

Step 1 (Pre-instructional strategies)

The teacher will set the purpose by discussing that she will be modeling how to do a

quick write, a short (3 minute) first draft on a topic you’ve chosen.

The teacher will explain the essential rule is that the writer can’t stop writing during the

quick write.


Teacher will model for students by thinking aloud about the topic, making sure students

understand that writers must think about what they are going to write.

Teacher will set a timer (3 minutes for initial lessons and gradually increase it to 5-7

minutes as students stamina grows.) Turn the timer so that students can see it as the

teacher models.

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The teacher will use a Smart board and the Microsoft word processing program to begin

writing but not tell students what she is writing as this will build engagement and interest.

Teacher will at least once, write I can’t think of anything else to write, she will discuss

aloud her thoughts as she writes. Write while making few spelling and grammatical

errors, but model a mistake and quickly fix it.

When the timer goes off, the teacher will tell the students that she is allowed to finish the

sentence she is writing. Finish the sentence.

The teacher will read aloud the quick write to her students and cross out, I can’t think of

anything else to write.

The teacher will ask for comments or questions and allow a brief discussion of the

process.

Step 3 (Learner Participation) Guided practice

The teacher will remind students that they can’t stop writing until the timer goes off and

when it does, they may finish only their last sentence.

Students will have exactly 1 minute to think and then use their student computer

equipped with the Microsoft word processing program to begin the 3 minute quick write.

The teacher will turn the timer away from students so they will not watch the clock.

The teacher will circulate, encourage, and praise.

When the timer goes off, students will go ahead and finish the sentence they are currently

writing. Students will discuss their quick write with a partner and discuss the process

through a class discussion.

Step 4 (Assessment) Independent practice

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Teacher will evaluate students quick write through observation, questioning, and class

discussion activity.

Seed Journals will be turned in and evaluated for prerequisite skills.

Sentence structure

Punctuation skills

Grammar and spelling skills

Sequencing

Teacher will formally assess students writing using (Appendix I) Third grade writing

rubric to see if there is a need for reteaching of prerequisite skills or if a student will need

scaffolding during the next lessons.

Lesson 3: Composing a Draft (Getting it down)

Lesson Overview: Students will use the mnemonic devise PLEASE and a 4 square graphic

organizer to compose a first draft. The emphasis will be on content rather than mechanics,

especially during the first draft. Students will use their seed journal quick write ideas to guide

their first draft.

Materials: Smart board, student computers equipped with Microsoft word processing program,

Appendix I: Power point presentation of the mnemonic device PLEASE, Appendix C: hard copy

of PLEASE graphic organizer, Appendix D: 4 square graphic organizer, seed journal, Appendix

E: Good Critiquing Techniques document

Objective: Students will use the mnemonic device PLEASE and accurately use a 4 square

graphic organizer to generate a topic sentence, 3 detail sentences, a corresponding closing

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sentence where all sentences indicate subject/verb agreement, and with only 2 to 3 spelling or

punctuation errors.

Analyze students use of the PLEASE mnemonic writing device and the use of a 4 square graphic

organizer to generate a topic sentence, 3 detail sentences, and a corresponding closing sentence

with the use of a Third grade writing rubric.

Time: 3 hours


Teacher will activate prior knowledge by explaining that students will be choosing a

writing idea from their seed journal.

Teacher will set the purpose as she explains that composing a writing draft is a series of

stages which the student concentrates on getting ideas centralized around a specific topic.

Students will collaborate to see how each is progressing in the drafting process. Students

will be reminded to use the good critiquing techniques below. (Appendix E)

Be polite and honest.

Listen to the entire piece before commenting on any section.

Give praise for what works in a specific section.

Comment on: Is the draft interesting? Is it organized? Is the main point clearly

understood?

Be specific in suggestions for revisions.

Ask questions, which may allow the writer to see what is missing in their piece.


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Teacher will model picking an idea from her prewriting activity that was modeled the day

before.

Teacher will model the use of the mnemonic device for composing a draft. (a 4-square

graphic organizer will be used at this stage of the process to write a topic sentence, 3

detail sentences, and a corresponding closing sentence.) (Appendix D)

With the use of an interactive Smart board PowerPoint, the teacher will demonstrate the

PLEASE mnemonic device. (Appendix I)

Pick a topic.

List your ideas about the topic.

Activate the paragraph with a topic sentence.

Supply supporting sentences.

End with a concluding sentence.

Teacher will use think alouds and class discussion as she models PLEASE mnemonic

device and models the use of a 4 square graphic organizer to sequence their paragraph on

the Smart board.

Teacher will explain that composing a draft is a time when a writer needs to be able to

write freely and know that whatever is written can be adjusted and changed.

Teacher will model the good critiquing techniques.

Step 3 (Learner participation) Guided practice

Students will have 10 minutes to read through their seed journals stored in the Microsoft

word processing program, pick a topic, and list ideas about the topic chosen.

Students will use the 4-square graphic organizer supplied through the Microsoft word

processing program to write their topic, 3 detail, and closing sentences as they work

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through the PLEASE mnemonic writing device. A hard copy of the PLEASE mnemonic

device will be supplied to each student for ease of reference. (Appendix C)

Students will work with a shoulder partner to critique each other’s first writing draft.

Teacher will offer support as students transition from idea to idea or event to event, to

add supporting details, and to express themselves with their own voice.

Students will transpose their 4-square draft by typing their paragraph on a new sheet of

electronic paper and storing it in their seed journal.

Step 4 (Assessment) Independent Practice

Teacher will informally assess students understanding of mnemonic device and first composed

draft by observation, questioning, and class discussions.

Student’s 4 square graphic organizer and first draft will be turned in and formally

evaluated using a Third Grade writing rubric for understanding and if reteaching is

needed. (Appendix I)

Lesson 4: Revising (Getting It Good)

Lesson Overview: This lesson will show students that revising is NOT editing. Revising is

making changes based on students doing a read aloud of the first draft and feedback from teacher

and shoulder partner conferences. During the revision stage students add details, add and

substitute words and phrases, and delete and rearrange material in their draft.

Materials needed: Smart board, teacher’s first electronic draft, Appendix B, E: positive

listening, and critiquing techniques documents, student computers equipped with Microsoft word

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processing program, student’s first draft stored in electronic seed journal, Appendix F: Revision

self-questionnaire document, whisper phones, Appendix I: Third grade writing rubric

Objective: Students will use their student computers equipped with the Microsoft word

processing program to revise their first composed drafts by using the highlighting tool to indicate

adding details, add and substitute words and phrases, or delete and rearrange material. Students

will type the revised copy on a new sheet of electronic paper. Revised draft will be stored in

seed journal.

Analyze student’s revisions of first draft with the use of a Third grade writing rubric.

Time: 3 hours


Teacher will set the purpose by explaining that revising is not editing. Students will be

revising their first composed draft by doing a cold read aloud, and through teacher and

shoulder partner conferences.

Teacher will use the Smart board and the Microsoft processing documents to remind

students of positive listening and good critiquing techniques. (Appendix B, E)

Step 2 (Content presentation)

Teacher will use the Smart board and first composed draft saved in the Microsoft word

processing program to illustrate how the revision process works.

Teacher will introduce Third grade writing rubric to students to refer to during the rest of

the process of generating their paragraph. (Appendix F, I)

Read the first draft aloud and discuss revision questions as a think aloud with the class.

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Does my paragraph stay on topic?

Are my sentences organized logically?

Are there details I need to add or delete?

Do all of my sentences start the same way?

Are there strong verbs, interesting adjectives or sparkle words?

Does my closing sentence correspond (go with) the topic?

As the class answers the questions, the teacher will make changes on the story by

crossing out, rearranging words, and inserting new words. Discuss that revision is a

messy process. The Teacher can model the use of the Microsoft words highlighting

feature.

Teacher will save a new electronic copy of the revised story and then read aloud to the

class. Class will discuss changes made to the story.


Students will use first draft stored in their electronic seed journal to begin their revising

process.

Students can use whisper phones to aid in their read aloud revisions.

Students will meet with teacher in small group conferences to discuss revisions of their

first composed draft.

Students will work with shoulder partners on revision ideas, and offer positive critiques

on their composed drafts.

Students will compose a revised copy on new sheet of electronic paper.

(Students can cycle through the revision process until satisfied with their revised draft.)

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Step 4 (Assessment) Independent practice:

Teacher will informally assess students understanding of the revision process by

observation, questioning, and class discussion.

Student’s revised draft will be turned in and formally assessed using a Third grade

writing rubric for understanding and if reteaching is needed. (Appendix I)

Lesson 5: Editing (Getting it Right)

Lesson Overview: This lesson will show that the editing stage of the writing process gives a

piece of writing its polish and correctness. Students correct spelling, punctuation, and grammar

in preparation for publication. Students will use the mnemonic device COPS to aid in this

process. This process needs to be a cold read (24 hours after last revision) so students are truly

reading the words on the page and not from their memories.

Materials needed: Smart board, teacher’s electronic revision draft, student computers equipped

with Microsoft word processing program, student’s electronic revised draft, Appendix I: Power

Point presentation of the mnemonic device COPS, Appendix G: COPS graphic organizer

document, Appendix E: Good Critiquing Technique document, Appendix I: Third grade writing

rubric

Objective: Students will use the mnemonic device COPS (capitalization, overall appearance and

readability, punctuation, and spelling) to make appropriate edits to their final revised draft in

preparation for writing their final publication.

Analyze student’s edits of their final revised draft using a Third grade writing rubric.

Time: 2 hours

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The teacher will set the purpose with the use of a Power point presentation on the Smart

board; teacher will introduce the mnemonic device COPS. (Appendix I)

Teacher will activate prior knowledge by discussing the student’s use of their revised

copy and reviewing good critiquing techniques to be used with shoulder partner.

(Appendix E)

Step 2 (Content presentation)

Teacher will use the Smart board and her final revised electronic copy to demonstrate use

of the COPS mnemonic editing device. (Appendix I)

C- Capitalization

Are the first words in each sentence as well as the proper names capitalized?

O-Overall

How is the overall appearance and readability? (spacing and complete sentences) Use the

Microsoft Spelling and Grammar check tool to edit sentences.

P- Punctuation

Is the punctuation correct?

S- Spelling

Are all the words spelled correctly? Use the Microsoft word processing Spelling and

Grammar check tool to edit the spelling of the word.

Teacher will use Microsoft word processing editing tools as class acts as shoulder partner

and practices good critiquing techniques. Teacher will explain that the shoulder partner

will offer suggestions for any additional edits that were found in their discussion.

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Teacher will rewrite edited copy on a new piece of electronic paper and read aloud.

Teacher will facilitate a class discussion on use of mnemonic device.

Step 3 (Learner participation) Guided practice

Students will use the COPS graphic organize and student computers equipped with the

Microsoft word processing program to guide them in editing their electronic revised

draft. (Appendix G)

Students will use good critiquing techniques as they review their edits with their shoulder

partner.

Students will meet with teacher in small groups for discussion of editing process and

reading of their edited drafts.

Students will write their final edited draft on a new sheet of electronic paper to produce

and publish their writing. Final draft will be saved in their electronic seed journal.

Step 4 (Assessment) Independent Practice

Teacher will informally assess the students understanding of the editing process through

observation, questioning, and class discussion.

Student’s electronic final essay copy will be turned in, and teacher will do a summative

assessment with a Third grade writing rubric for understanding, and then formally assess

student’s readiness for writing a multi-paragraph composition. (Appendix I)

Lesson 6: Publishing (Getting It Out)

Lesson Overview: After composing their draft, revising it and completing the editing stage,

students will publish their first writing. Students who take a piece of writing through the writing

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process to the publishing stage think of themselves as authors. Students will read their piece

aloud while sitting in a special Author’s chair. The audience will respond to the writing with 3

compliments and a wish. Students will be encouraged to speak clearly and listen to one another.

They will be validated as writers by receiving compliments and encouraged to make any

revisions based on the wish.

Materials Needed: Author’s chair, hard copy of student’s published electronic writings, Smart

board, Appendix H: Compliment and Wish document

Objective: Students will read their piece aloud while sitting in a special Author’s chair. The

audience will respond to the writing with 3 compliments and a wish.

Time: 3 hours


(An Author’s chair is not meant to be used with every student every day.)

Teacher will set the purpose by explaining that after a student reads aloud their writing,

either the teacher or student author calls on 3 classmates for a compliment on their

writing.

The teacher will encourage the audience to be specific in their compliments and explain

that a compliment is praise for a specific detail.

The teacher will explain that the reader will call on one classmate for a wish. The wish

could be a question about the writing or something they want the reader to add or clarify.

The teacher will explain that a wish is only a request for more information never a

criticism.

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The teacher will offer scaffolding to the read aloud by setting beside a shy student and

assist in reading aloud their writing to the class.


The teacher will model the role of an author by reading aloud the teacher’s previously

published paragraph.

The teacher will speak clearly and unclearly to model what a good read aloud sounds

like.

The teacher will model the role of an audience member, give a compliment, and tell a

wish to demonstrate how to respond to an author’s writing in a respectful way.

Example of a specific compliment: “I love that you told me the detail of how fast a

cheetah can run.” (Appendix H)

Example of generic compliment: “I like your story”

Example of an effective wish: “I wish you would have told me where cheetah’s live.”

Example of an ineffective wish: “I wish you would have picked a turtle.”


According to the Author’s chair schedule, students will speak clearly as they read aloud

their writing to their classmates.

The audience will listen in a respectful manner.

The Author will ask 3 classmates for a compliment.

The 3 classmates will give praise for a specific detail in the Author’s writing.

The Author will request one wish from a classmate.

The classmate will ask an effective wish.

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The Author will respond to the wish to answer the question.

Step 4 Assessment (Independent practice)

Teacher will informally assess the student’s understanding of the publishing process

through observation, questioning and class discussion.

References

Damm, A. (2011). Ask Me. London: Frances Lincoln Children’s Books.

Four Square Writing for Grades 3-5.(n.d.).retrieved from. http://www.euniceelem.slp.k12.la.us

Oregon K-12 Literacy Framework-Writing. (n.d.).Writing Framework. retrieved

from.http://www.ode.state.or.us

Sarah’s First Grade Snippet. (2014).writing rubric. retrieved from.

http://snippetsbysarah.blogspot.com/2012/04/writing-rubric-for-end-of- year.html

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http://snippetsbysarah.blogspot.com/2012/04/writing-rubric-for-end-of-%20year.html

http://www.ode.state.or.us/

http://www.euniceelem.slp.k12.la.us/


Appendix A

Brainstorming Example Questions:

How many teeth do you have?

When is a time you couldn’t stop

laughing?25


Who is the most interesting person in

your family?

Appendix B

Good Listening and Interviewing Techniques

Setting within hearing distance.

Look into their face when speaking and

listening.

26


Ask questions relative to the topic.

You are responsible for listening to what

others say. If you can’t hear, what can you do?

Appendix C

Composing a First Draft

P - Pick a Topic

L – List your ideas about the topic (you can use a

Graphic organizer to help organize your ideas)

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E- Evaluate your topic ideas: only use important

ideas

A – Activate the paragraph with a topic sentence

S – Supply supporting sentences (detail sentences)

E –End with a closing sentence (use a feeling

sentence or restate the topic)

Name:____________________________Directions: After completing your brainstorming activity, pick a topic and use this graphic organizer to complete your paragraph.

Appendix D

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Detail sentence 1: Detail sentence 2:

Detail sentence 3: Closing sentences:

Appendix E

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Topic sentence:


Good Critiquing Techniques Be polite and honest.

Listen to the entire piece before commenting on

any section.

Give praise for what works in a specific section.

Comment on: Is the draft interesting? Is it

organized? Is the main point clearly understood?

Be specific in suggestions for revisions.

Ask questions, which may allow the writer to

see what is missing in their piece.

Appendix F

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Revision Self-Questionnaire

Does my paragraph stay on topic?

Are my sentences organized logically?

Are there details I need to add or delete?

Do all of my sentences start the same way?

Are there strong verbs, interesting adjectives or

sparkle words?

Does my closing sentence correspond (go with)

the topic?

Appendix G

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Editing

C – Capitalization: Are the first words in each

sentence as well as proper nouns capitalized?

O – Overall: How is the overall appearance and

readability of my story? Check for proper:

indenting, complete sentences,

sequenced correctly, spacing, use of

transition words

P – Punctuation: Is punctuation correct?

S – Spelling: Are all words spelled correctly?

When editing your paper, always check, recheck, and then check again!

Appendix H

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Compliment and Wish Example of a Specific compliment: “I love that

you told me the detail of how fast a cheetah can

run.”

Example of Generic compliment: “I like your

story”

Example of an Effective wish: “I wish you

would have told me where cheetah’s live.”

Example of an Ineffective wish: “I wish you

would have picked a turtle.”

Appendix I

33


Items below can be found at: http://lwhite10.weebly.com

Unit of Instruction Teacher’s manual

Appendix A-H

Third Grade Rubric

PLEASE Power point

COPS power point

34

http://lwhite10.weebly.com/

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