Presentation on theme: "2nd grade Interdisciplinary Writing Unit"— Presentation transcript:
1 2nd grade Interdisciplinary Writing Unit Heather BarnesRead 7140 ADr. Tonja RootSummer 20082nd grade Interdisciplinary Writing Unit
2 Introduction to unit: Grade Level: 2nd Genre: Persuasive Writing Form: LetterContent Area Connection: Social Studies- Identify roles of elected leadersEnglish/Language Arts: Competency in the writing process
3 Georgia Writing Assessment 3rd gradeFour types of writing:NarrativeInformationalPersuasiveResponse to LiteratureThree performance levels: does not meet, meets, and exceedsSamples must be collected throughout the year and rubrics used to score writing
4 Pre-assessment Prompt Students will write a letter to their classmates trying to persuade them why they should be class president.
5 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.
6 Grouping Options: Student’s needs Developmental needs:Pairing with a partner, individual assistance, extra time if needed, and preferential seatingCultural needs:Paring with a partner, connection with parents, and individual assistance if neededLinguistic needs:Paring with a partner and directions communicated in different ways, Use a peer helper when necessary
7 Instructional Procedures: Genre of Writing: Persuasive WritingWhen the writer is trying to convince the reader about somethingCould also be called “argumentative” because it could argue a positionMust have reasons why you feel a certain way
9 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
15 Accommodations/Modifications Developmental needs- Developmental delayed in readingSeated next to a good reader who is willing to help, can ask neighbor or peer helper questions when necessaryLinguistic needs- two Hispanic students who are bilingualSeated next to each other where they can help one another, peer helpers, different modes of instructions, work provided in Spanish if necessary
16 Accommodations/Modifications Cultural needs- students from low socio-economic backgroundsUse pictures, internet, books to create a vivid picture of what we are talking about, clear explanation, peer helper if needed
18 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.
25 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 readsListener complimentsWriter ask questionsListener answers questions
26 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.
30 Instructional Procedures: Editing Editing is reading word-by-wordThis is where we will locate and correct errorsProofread for spelling, capitalization, and punctuationStudents use proofreaders marks
31 Assessment Student will edit writing using proofreader’s marks Use checklist to check for mistakesTeacher will use rubric to score
32 Proofreader’s MarksStudents will be using proofreader's marks when editing. The simpler the better for young students.Retrieved May 29, 2008 from: