1. Interdisciplinary Writing Unit READ 7140 Cynthia Whitmer

2. 4 th Grade Expository Writing Science Research Paper on assigned Animal

3. GA Writing Test Information The Grade 5 Writing Assessment measures student competency in three writing genres: narrative, informational, or persuasive. The Grade 5 Writing Assessment measures student competency in three writing genres: narrative, informational, or persuasive. Students have only one day and 120 minutes to complete the writing assessment. No extended time is allowed unless it is specified in a student’s IEP. Students have only one day and 120 minutes to complete the writing assessment. No extended time is allowed unless it is specified in a student’s IEP. Dictionaries are not allowed. Dictionaries are not allowed. ESOL students who may use a word – to - word translation dictionary if their IEP indicates the accommodation. ESOL students who may use a word – to - word translation dictionary if their IEP indicates the accommodation. A word processor is not allowed unless it is a part of the student’s IEP or 504 Plan. A word processor is not allowed unless it is a part of the student’s IEP or 504 Plan. All final drafts must be written in black or blue ink on pages 3 and 4 of the Answer Document in order to be scored. All final drafts must be written in black or blue ink on pages 3 and 4 of the Answer Document in order to be scored.

4. Grouping Arrangements Grouping Grouping Whole Group Whole Group Used in practice activities Used in practice activities Giving Instruction Giving Instruction Modeling Modeling Time on task Time on task Scaffold Student Learning Scaffold Student Learning Students’ Zone of Proximal Development Students’ Zone of Proximal Development Individual Individual Assessment activity Assessment activity Small group: Small group: Partners during Revising stage Partners during Revising stage According to students’ needs: developmental, cultural, and linguistic According to students’ needs: developmental, cultural, and linguistic

5. Group Options Based on Development, Cultural and Linguistic Needs Developmental: Developmental: Copies of instructions given Copies of instructions given Restated instructions Restated instructions Close proximity Close proximity Explain graphic organizer in detail Explain graphic organizer in detail Cultural: Cultural: Grouped according to experience and background of writing Grouped according to experience and background of writing Extra prompts given as needed Extra prompts given as needed Provide extra instruction as needed in different stages Provide extra instruction as needed in different stages

6. Group Options Based on Development, Cultural and Linguistic Needs Linguistic Needs Linguistic Needs Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Informal conferences may be needed during assessment stage. Informal conferences may be needed during assessment stage. Reading checklists and graphic organizers provided to students with IEP. Reading checklists and graphic organizers provided to students with IEP.

7. Expository Writing Informational Informational 5 paragraphs 5 paragraphs Introduction Introduction 3 body paragraphs with supporting details and transition sentences 3 body paragraphs with supporting details and transition sentences Conclusion Conclusion Factual information Factual information Resources: internet, encyclopedia, & other nonfiction books Resources: internet, encyclopedia, & other nonfiction books

8. Prewriting Stage Choose Topic Choose Topic Given animal Given animal Think about the form Think about the form Expository, informational Expository, informational Consider the audience Consider the audience Teacher, peers, and parents Teacher, peers, and parents Purpose of the writing Purpose of the writing To inform To inform Organize ideas Organize ideas Complete graphic organizer Complete graphic organizer

9. GRAPHIC ORGANIZER – EXPOSITORY WRITING Name: _______________________________________ Date: _______________ Intro Sentence: Background Info: Main Transition Sentence: Main Idea: Detail: Example: Closing/Transition Sentence: Introduction Body 1

10. Main Idea: Detail:Example: Closing/Transition Sentence: Body 3: Body 2 Main Idea: Detail:Example: Closing/Transition Sentence: Body 3

11. Wrap-up (Hint: Reread Intro): Prediction: Closing Sentence: Conclusion: Whitmer, C. (2008) Prewriting graphic organizer. Unpublished manuscript. Valdosta State University, GA.

12. Prewriting Instructional Strategy Practice Activity Practice Activity Complete a class graphic organizer Complete a class graphic organizer Use an animal we have studied already in class. Use an animal we have studied already in class. Information pulled from nonfiction resources: internet, books, encyclopedias Information pulled from nonfiction resources: internet, books, encyclopedias

13. Assessment Complete graphic organizer Complete graphic organizer All sections completed All sections completed

14. Prewriting Checklist ___Introduction sentence ___Background info ___Closing/transitions sentences for each paragraph ___3 supporting paragraph ideas ___3 details included for each paragraph idea ___Conclusion included ___Closing sentence Whitmer, C. (2008) Prewriting check list. Unpublished manuscript. Valdosta State University, GA.

15. Scoring Guide for Prewriting Met3 Partially Met 2 Did not Meet 1 0 Introduction Introduction is relevant to assigned animal Introduction information is somewhat relative to assigned animal Introduction information is not relevant to assigned animal Introduction information is incomplete or missing Body topic sentences Topic sentence provided for each body paragraph Topic sentence provided for 2 body paragraphs Topic sentence provided for 1 body paragraph No topic sentences included Body 1 3 details presented 2 details presented 1 detail presented 0 details presented Body 2 3 details presented 2 details presented 1 detail presented 0 details presented Body 3 3 details presented 2 details presented 1 detail presented 0 details presented Closing/Transition Sentences Closing/Transition sentence included for each body paragraph 2 closing/transition sentences included for 2 of the body paragraphs 1 closing/transition sentence included for 1 body paragraph No closing/transitio n sentence included for any body paragraphs Conclusion Conclusion is clearly stated and well developed Conclusion is somewhat stated, but not developed Conclusion is not stated and is not developed No conclusion is included 3 = PLO met, 2 = PLO partially met, 1 = PLO not met, 0 = PLO not met, no attempt Whitmer, C. (2008). Scoring guide for expository prewriting stage. Unpublished Manuscript. Valdosta State University, GA.

16. Accommodations Developmental needs Close proximity Close proximity Reread, restate directions Reread, restate directions Break directions down into steps Break directions down into steps Provide prompts Provide prompts Assist in obtaining needed research information Assist in obtaining needed research information

17. Accommodations Linguistic needs Pair fluent speaking ESOL student with non-fluent speaking ESOL student Pair fluent speaking ESOL student with non-fluent speaking ESOL student Provide information in native language, if needed Provide information in native language, if needed Provide a translation dictionary Provide a translation dictionary

18. Accommodations Cultural needs Culturally related students grouped together Culturally related students grouped together Instructions given based on experience and background knowledge Instructions given based on experience and background knowledge Extra teaching time; re-teach content Extra teaching time; re-teach content

19. Drafting Stage: Grouping Arrangements Grouping Grouping Whole Group Whole Group Used in practice activities Used in practice activities Giving Instruction Giving Instruction Modeling Modeling Time on task Time on task Scaffold Student Learning Scaffold Student Learning Students’ Zone of Proximal Development Students’ Zone of Proximal Development Individual Individual Assessment activity Assessment activity Small group: Small group: Partners during Revising stage Partners during Revising stage According to students’ needs: developmental, cultural, and linguistic According to students’ needs: developmental, cultural, and linguistic

20. Group Options Based on Development, Cultural and Linguistic Needs Developmental: Developmental: Copies of instructions given in writing Copies of instructions given in writing Restated instructions Restated instructions Close proximity Close proximity Cultural: Cultural: Grouped according to experience and background of writing Grouped according to experience and background of writing Extra prompts given as needed Extra prompts given as needed Provide extra instruction as needed in different stages Provide extra instruction as needed in different stages

21. Group Options Based on Development, Cultural and Linguistic Needs Linguistic Needs Linguistic Needs Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Informal conferences may be needed during assessment stage. Informal conferences may be needed during assessment stage. Reading checklists provided to students with IEP. Reading checklists provided to students with IEP.

22. Drafting Stage Write ideas on paper Write ideas on paper Skip every other line Skip every other line Make rough draft Make rough draft Grab reader’s attention in introduction Grab reader’s attention in introduction Provide 3 body paragraphs with supporting details Provide 3 body paragraphs with supporting details Sum up ideas in conclusion Sum up ideas in conclusion Do not worry about spelling or grammar Do not worry about spelling or grammar

23. Practice Use class graphic organizer to create a draft Use class graphic organizer to create a draft Shared pen writing technique Shared pen writing technique

24. Assessment Students will independently complete a draft using the information from their graphic organizer. Students will independently complete a draft using the information from their graphic organizer.

25. Writing Checklist for Drafting _____Blank line in between each written line. _____Used complete sentences. _____Introduction tells about my topic and grabs reader’s attention. _____Three supporting paragraphs _____At least three details about the animal is in each paragraph. _____All details are true facts that I found from books or the internet. _____Transition sentences included _____Conclusion summarizes the paper Whitmer, C. (2008) Drafting check list. Unpublished manuscript. Valdosta State University, GA

26. Scoring Guide for Drafting Met3 Partially Met 2 Did not Meet 1 0 Introduction Introduction is relevant to assigned animal Introduction information is somewhat relative to assigned animal Introduction information is not relevant to assigned animal Introduction information is incomplete or missing Body topic sentences Topic sentence provided for each body paragraph Topic sentence provided for 2 body paragraphs Topic sentence provided for 1 body paragraph No topic sentences included Body 1 3 details presented With supporting facts 2 details presented with supporting facts 1 detail presented with supporting facts 0 details presented Body 2 3 details presented with supporting facts 2 details presented with supporting facts 1 detail presented with supporting facts 0 details presented Body 3 3 details presented with supporting facts 2 details presented with supporting facts 1 detail presented with supporting facts 0 details presented Closing/Transition Sentences Closing/Transition sentence included for each body paragraph 2 closing/transition sentences included for 2 of the body paragraphs 1 closing/transition sentence included for 1 body paragraph No closing/transition sentence included for any body paragraphs Conclusion Conclusion is clearly stated and well developed Conclusion is somewhat stated, but not developed Conclusion is not stated and is not developed No conclusion is included Whitmer, C. (2008). Scoring guide for expository drafting stage. Unpublished Manuscript. Valdosta State University, GA.

27. Accommodations Developmental needs Close proximity Close proximity Reread, restate directions Reread, restate directions Break directions down into steps Break directions down into steps Provide prompts Provide prompts Assist in obtaining needed research information Assist in obtaining needed research information Extra time to complete Extra time to complete

28. Accommodations Linguistic needs Pair fluent speaking ESOL student with non-fluent speaking ESOL student Pair fluent speaking ESOL student with non-fluent speaking ESOL student Provide information in native language, if needed Provide information in native language, if needed Provide a translation dictionary Provide a translation dictionary Assist in obtaining needed research information Assist in obtaining needed research information Extra time to complete Extra time to complete

29. Accommodations Cultural needs Culturally related students grouped together Culturally related students grouped together Instructions given based on experience and background knowledge Instructions given based on experience and background knowledge Extra teaching time; re-teach content Extra teaching time; re-teach content Extra time to complete Extra time to complete

30. Revising Stage: Grouping Arrangements Grouping Grouping Whole Group Whole Group Used in practice activities Used in practice activities Giving Instruction Giving Instruction Modeling Modeling Time on task Time on task Scaffold Student Learning Scaffold Student Learning Students’ Zone of Proximal Development Students’ Zone of Proximal Development Individual Individual Assessment activity Assessment activity Small group: Small group: Partners during Revising stage Partners during Revising stage According to students’ needs: developmental, cultural, and linguistic According to students’ needs: developmental, cultural, and linguistic

31. Group Options Based on Development, Cultural and Linguistic Needs Developmental: Developmental: Copies of instructions given in writing Copies of instructions given in writing Restated instructions Restated instructions Close proximity Close proximity Reading checklists and proof reader’s marks sheet provided to students. Reading checklists and proof reader’s marks sheet provided to students. Extra time to complete Extra time to complete Cultural: Cultural: Grouped according to experience and background of writing Grouped according to experience and background of writing Extra prompts given as needed Extra prompts given as needed Provide extra instruction as needed Provide extra instruction as needed Reading checklists and proof reader’s marks sheet provided to students. Reading checklists and proof reader’s marks sheet provided to students.

32. Group Options Based on Development, Cultural and Linguistic Needs Linguistic Needs Linguistic Needs Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Informal conferences may be needed during assessment stage. Informal conferences may be needed during assessment stage. Reading checklists and proof reader’s marks sheet provided to students. Reading checklists and proof reader’s marks sheet provided to students.

33. Revising Stage Third writing process stage Third writing process stage Reread your composition. Reread your composition. Add more details Add more details Delete irrelevant information. Delete irrelevant information. Rearrange paragraph to flow smoothly. Rearrange paragraph to flow smoothly. Substitute words or phrases Substitute words or phrases Read your composition to a partner. Read your composition to a partner. Listen to suggestions. Listen to suggestions. Make your own decision about changing your paper. Make your own decision about changing your paper.

34. Revising Practice Add, delete, substitute, rearrange class draft using different colored pens Add, delete, substitute, rearrange class draft using different colored pens Use shared pen technique Use shared pen technique Let’s practice as a class. Let’s practice as a class.

37. Assessment Students will use checklist, different color pens, and proof reader’s marks to necessary changes to their paper. Students will use checklist, different color pens, and proof reader’s marks to necessary changes to their paper. Students will partner up and read their paper to another student. Students will partner up and read their paper to another student. They will exchange ideas for corrections, additions, deletions, rearrangements. They will exchange ideas for corrections, additions, deletions, rearrangements.

38. Proof Reader’s Marks List Kidd, L. (2007, May). Revising checklist. Unpublished checklist, Valdosta State University. Retrieved May 25, 2008 from Dr. Root’s Web site http://coefaculty.Valdosta.edu/troot/read7140/Writing_Assessments.htm.

39. Revising Checklist ___Additions made if needed ___Deletions made as needed ___Rearranged needed paragraphs ___Used different color pens for corrections. ___Proof reader’s mark used Whitmer, C. (2008) Revising check list. Unpublished manuscript. Valdosta State University, GA

40. 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 DeletingAll 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 RearrangingAll rearrangements were made as necessary Most rearrangements made to clarify writing Some rearrangemen ts were made to clarify writing There were no rearrangemen ts that were needed were not made Color of revision marks All revisions are made using a different colored pen Most revisions are made using a different colored pen Revisions are made with same color pen/pencil in which draft was written Proofreading Marks All proofreading marks are used correctly Most proofreading marks are used correctly Some proofreading marks are used correctly No proofreading marks have been used or all have been used incorrectly Total Score: Kidd, L. (2007).Expository revising scoring guide. Retrieved May 5, 2008 from Dr. Root’s Web site http://coefaculty.Valdosta.edu/troot/read7140/Writing_Assessments.htm. (Modified 5/25/2008) Revising Scoring Guide

41. Accommodations Developmental needs Close proximity Close proximity Reread, restate directions Reread, restate directions Break directions down into steps Break directions down into steps Read paper with student Read paper with student Provide prompts Provide prompts Provide proof reader’s list Provide proof reader’s list

42. Accommodations Linguistic needs Pair fluent speaking ESOL student with non-fluent speaking ESOL student Pair fluent speaking ESOL student with non-fluent speaking ESOL student Provide information in native language, if needed Provide information in native language, if needed Provide a translation dictionary Provide a translation dictionary Read paper with student Read paper with student Provide proof reader’s list Provide proof reader’s list Extra time to complete Extra time to complete

43. Accommodations Cultural needs Culturally related students grouped together Culturally related students grouped together Instructions given based on experience and background knowledge Instructions given based on experience and background knowledge Extra teaching time; re-teach content Extra teaching time; re-teach content Extra time to complete Extra time to complete Read paper with student Read paper with student Provide proof reader’s list Provide proof reader’s list

44. Editing Stage: Grouping Arrangements Grouping Grouping Whole Group Whole Group Used in practice activities Used in practice activities Giving Instruction Giving Instruction Modeling Modeling Time on task Time on task Scaffold Student Learning Scaffold Student Learning Students’ Zone of Proximal Development Students’ Zone of Proximal Development Individual Individual Assessment activity Assessment activity Small group: Small group: Partners during revising & editing stage Partners during revising & editing stage According to students’ needs: developmental, cultural, and linguistic According to students’ needs: developmental, cultural, and linguistic

45. Group Options Based on Development, Cultural and Linguistic Needs Developmental: Developmental: Copies of instructions given in writing Copies of instructions given in writing Restated instructions Restated instructions Close proximity Close proximity Cultural: Cultural: Grouped according to experience and background of writing Grouped according to experience and background of writing Extra prompts given as needed Extra prompts given as needed Provide extra instruction as needed in different stages Provide extra instruction as needed in different stages

46. Group Options Based on Development, Cultural and Linguistic Needs Linguistic Needs Linguistic Needs Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Informal conferences may be needed during assessment stage. Informal conferences may be needed during assessment stage. Reading checklists provided to students with IEP. Reading checklists provided to students with IEP.

47. Editing Stage 4 th writing stage of writing process 4 th writing stage of writing process Reread paper word for word ( put finger on each word) Reread paper word for word ( put finger on each word) Correct grammar errors: (apostrophes, quotation marks, comma uses, paragraph indentations, complete sentences, and spelling corrections) Correct grammar errors: (apostrophes, quotation marks, comma uses, paragraph indentations, complete sentences, and spelling corrections) Correct mechanical errors Correct mechanical errors Correct punctuation errors Correct punctuation errors May need to teach mini lessons on grammar May need to teach mini lessons on grammar

48. Editing Practice Edit class revised copy of draft Edit class revised copy of draft Used shared pen technique Used shared pen technique

49. Assessment Student will read revised copy word for word to make necessary changes. Student will read revised copy word for word to make necessary changes.

50. Proof Reader’s Marks List Kidd, L. (2007, May). Revising checklist. Unpublished checklist, Valdosta State University. Retrieved May 25, 2008 from Dr. Root’s Web site http://coefaculty.Valdosta.edu/troot/read7140/Writing_Assessments.htm.

51. Editing Checklist ___Proof reader’s mark used ___Grammar corrections completed ___Spelling errors corrected ___Punctuation errors corrected ___Mechanical errors corrected (capitalization) ___Sentence structure correct Whitmer, C. (2008) Editing check list. Unpublished manuscript. Valdosta State University, GA

52. Exceeds Standard 3 Meets Standard 2 Somewhat Meets Standard 1 Does not Meet Standard 0 Self Score Teacher Score GrammarFewer than 5 grammar errors Fewer than 8 grammar errors Fewer than 10 grammar errors More than 10 grammar errors Spelling Less than 5 spelling errors Less than 8 spelling errors Less than 10 spelling errors More than 10 spelling errors Capitalization 2 or fewer capitalizatio n errors made 5 or fewer capitalizatio n errors made 7 or fewer capitalizatio n errors made More than 7 capitalizatio n errors made Sentence Structure Most sentences corrected Many sentences corrected Few sentences corrected No sentences were corrected Punctuation Fewer than 5 punctuation errors Fewer than 8 punctuation errors Less than 10 punctuation errors More than 10 punctuation errors Proofreading Marks All proofreading marks are used correctly Most proofreading marks are used correctly Some proofreading marks are used correctly No proofreading marks have been used or all have been used incorrectly Total Score: Whitmer, C. (2008) Expository editing scoring guide. Unpublished manuscript. Valdosta State University, GA. Editing Scoring Guide

53. Accommodations Developmental needs Close proximity Close proximity Reread, restate directions Reread, restate directions Break directions down into steps Break directions down into steps Read paper with student; One to one word correspondence Read paper with student; One to one word correspondence Provide prompts Provide prompts Provide proof reader’s list Provide proof reader’s list Re-teach content Re-teach content

54. Accommodations Linguistic needs Pair fluent speaking ESOL student with non-fluent speaking ESOL student Pair fluent speaking ESOL student with non-fluent speaking ESOL student Provide information in native language, if needed Provide information in native language, if needed Provide a translation dictionary Provide a translation dictionary Read paper with student, word for word Read paper with student, word for word Provide proof reader’s list Provide proof reader’s list Extra time to complete Extra time to complete

55. Accommodations Cultural needs Culturally related students grouped together Culturally related students grouped together Instructions given based on experience and background knowledge Instructions given based on experience and background knowledge Extra teaching time; re-teach content Extra teaching time; re-teach content Extra time to complete Extra time to complete Read paper with student, word for word Read paper with student, word for word Provide proof reader’s list Provide proof reader’s list

56. Publishing Stage: Grouping Arrangements Grouping Grouping Whole Group Whole Group Sharing Activity Sharing Activity Modeling Modeling Time on task Time on task Scaffold Student Learning Scaffold Student Learning Students’ Zone of Proximal Development Students’ Zone of Proximal Development Individual Individual Assessment activity Assessment activity Small group: (used only to practice sharing) Small group: (used only to practice sharing) Partners for practice readings Partners for practice readings According to students’ needs: developmental, cultural, and linguistic

57. Group Options Based on Development, Cultural and Linguistic Needs Developmental: Developmental: Pair with partners for reading Pair with partners for reading Close proximity Close proximity Cultural: Cultural: Grouped according to experience and background of writing Grouped according to experience and background of writing Extra prompts given as needed Extra prompts given as needed Allow to choose partner for sharing Allow to choose partner for sharing

58. Group Options Based on Development, Cultural and Linguistic Needs Linguistic Needs: Linguistic Needs: Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Fluent ESOL speaking student placed with ESOL student who does not speak fluent English. Assist students as needed to share their writing. Assist students as needed to share their writing.

59. Publishing Stage Final stage of writing process Final stage of writing process Neatest hand writing Neatest hand writing As close to error free as possible As close to error free as possible Student work is shared Student work is shared Students should read own work, unless they give permission otherwise Students should read own work, unless they give permission otherwise

60. Publishing Students will sit in the Author’s chair and read their published paper to the class. Students will sit in the Author’s chair and read their published paper to the class. Bind all papers into a book Bind all papers into a book Book available for enjoyment during free time reading Book available for enjoyment during free time reading Students may take book home to share with family Students may take book home to share with family

61. Assessment Student will rewrite paper in their best handwriting making sure to include the necessary changes. Student will rewrite paper in their best handwriting making sure to include the necessary changes. Writing is Fun!

62. Publishing Checklist ___Best handwriting used ___Grammar corrections completed ___Paper as error free as I can make it. ___Shared my writing orally Whitmer, C. (2008) Publishing check list. Unpublished manuscript. Valdosta State University, GA.

63. Exceeds Standard 3 Meets Standard 2 Somewhat Meets Standard 1 Does not Meet Standard 0 Self Score Teacher Score GrammarFewer than 5 grammar errors Fewer than 8 grammar errors Fewer than 10 grammar errors More than 10 grammar errors Spelling Less than 5 spelling errors Less than 8 spelling errors Less than 10 spelling errors More than 10 spelling errors Capitalization 2 or fewer capitalizatio n errors made 5 or fewer capitalizatio n errors made 7 or fewer capitalizatio n errors made More than 7 capitalizatio n errors made Sentence Structure Most sentences corrected Many sentences corrected Few sentences corrected No sentences were corrected Punctuation Fewer than 5 punctuation errors Fewer than 8 punctuation errors Less than 10 punctuation errors More than 10 punctuation errors SharingStudent read finished product to class Student attempted to read finished product to class Student somewhat attempted to read finished product Student did not attempt to read finished product to class HandwritingHandwriting is best to ability and legible Handwriting is best to ability and mostly legible Handwriting is somewhat best to ability and is barely legible Handwriting is not the best to ability and is not legible Total Score: Whitmer, C. (2008) Publishing scoring guide. Unpublished Manuscript. Valdosta State University, GA. Publishing Scoring