Presentation on theme: "Heather Barnes Read 7140 A Dr. Tonja Root Summer 2008 2 nd grade Interdisciplinary Writing Unit."— Presentation transcript:
Heather Barnes Read 7140 A Dr. Tonja Root Summer nd grade Interdisciplinary Writing Unit
Introduction to unit: Grade Level: 2 nd Genre: Persuasive Writing Form: Letter Content Area Connection: Social Studies- Identify roles of elected leaders English/Language Arts: Competency in the writing process
Georgia Writing Assessment 3 rd grade Four types of writing: –Narrative –Informational –Persuasive –Response to Literature Three performance levels: does not meet, meets, and exceeds Samples must be collected throughout the year and rubrics used to score writing
Pre-assessment Prompt Students will write a letter to their classmates trying to persuade them why they should be class president.
Grouping Options: Teacher’s needs Whole group: This will be used during instruction time, modeling, and for the practice activities for each stage of the writing process. Teacher will be able to monitor student’s behavior and progress. The teacher can also provide scaffolding and make sure they are using their time appropriately and can receive instant feedback. Independent: This will be used during assessment activities for each stage of the writing process. This will also allow the teacher time to give individual help to those students that need it. This will also allow the teacher to see if the students are working in their zone of proximal development.
Grouping Options: Student’s needs Developmental needs : –Pairing with a partner, individual assistance, extra time if needed, and preferential seating Cultural needs : –Paring with a partner, connection with parents, and individual assistance if needed Linguistic needs : –Paring with a partner and directions communicated in different ways, Use a peer helper when necessary
Instructional Procedures: Genre of Writing: Persuasive Writing –When the writer is trying to convince the reader about something –Could also be called “argumentative” because it could argue a position –Must have reasons why you feel a certain way
Instructional Procedures: Prewriting Topic: What are you writing about? Purpose: Decide why you are writing (to persuade or convince) Audience: Who are you writing to or who is going to be reading your text? Form: The type of text you are writing (letter) Graphic organizer: Where you put down your thoughts, organizational tool
Persuasive Writing-letter Organizer
Persuasive Writing-letter Organizer continued
Assessment Students will fill in their persuasive letter organizers. They will be given a checklist to make sure they have all aspects. Teacher will assess prewriting with rubric
Checklist for Prewriting:
Rubric for Prewriting
Accommodations/Modifications Developmental needs- Developmental delayed in reading – Seated next to a good reader who is willing to help, can ask neighbor or peer helper questions when necessary Linguistic needs- two Hispanic students who are bilingual –Seated next to each other where they can help one another, peer helpers, different modes of instructions, work provided in Spanish if necessary
Accommodations/Modifications Cultural needs- students from low socio-economic backgrounds –Use pictures, internet, books to create a vivid picture of what we are talking about, clear explanation, peer helper if needed
Instructional Procedure: Drafting In this stage, the writer begins a rough draft or “sloppy copy” using their completed graphic organizer. Feel free to add more detail! Students will need to write in complete sentences, but skipping every other line. Spelling and grammar is not important in this stage of the writing process. Follow the correct letter format provided by the teacher.
Persuasive Writing- Letter format
Assessment Students will individually complete a rough drat using the letter format provided by the teacher Use checklist to make sure everything is included Will be assessed by teacher’s rubric
Rubric for Drafting
Instructional Procedures: Revising During this stage, the writer rereads the rough draft, shares the rough draft in a writing group, and revises on the basis of feedback received from the writing group (Tompkins, 2004) During Revising: –The writer reads –Listener compliments –Writer ask questions –Listener answers questions
Assessment Students will revise their drafts independently After revising independently, students will then do peer revising. Students will be encouraged to add, replace, remove, and rearrange. There will be a checklist provided and students will be scored using revising rubric.
Instructional Procedures: Editing Editing is reading word-by-word This is where we will locate and correct errors Proofread for spelling, capitalization, and punctuation Students use proofreaders marks
Assessment Student will edit writing using proofreader’s marks Use checklist to check for mistakes Teacher will use rubric to score
Proofreader’s Marks Students will be using proofreader's marks when editing. The simpler the better for young students. Retrieved May 29, 2008 from: teachers/mrsgantz/editor- marks.gif
Instructional Procedures: Publishing Students create a final copy of their writing. Use your best handwriting! Share your published piece with others
Assessment Students will work individually to create their published piece. Re-write work in best handwriting Use checklist as a guide Teacher will use rubric to assess
Congrats! You have completed the writing process!!!!