1. 5 stages: Prewriting Drafting Revising Editing Publishing

2.  Four Types of writing › Narrative › Informational › Persuasive › Response to Literature › *At least one sample from each should be collected/scored › 3 performance levels:  Does not meet, Meets, and Exceeds

3.  Letter to the teacher persuading her to allow a popcorn party on Friday

4. In the prewriting stage the writer chooses a topic, considers the purpose, the audience, the form, and then creates a graphic organizer. Tompkins, G.E. (2008). Teaching children to write. Teaching a writing balancing process and product. Upper Saddle, NJ: Pearson.

5.  Whole class/large group instruction: › Instructional time, modeling, and practice activities for each stage of the writing process (effective use of time, zone of proximal development, scaffolding, building schema) Independent instruction:  During assessment activities for each stage of the writing process (ownership, individuality)

6.  Developmental: pairing with a partner, depending on severity, the student may still need one-on-one assistance  Cultural: groups are sensitive to the fact that some may know more about the Underground railroad, these students are dispersed and encouraged to share what they know  Linguistic: peer helper, “the 3 rule”, one- on-one restating

7.  Persuasive Writing › Augmentative- also known as › Point- how you feel about the topic (support or do not support) › Reasoning- why you feel this way about the topic › Audience- who you are writing to and trying to convince (persuade) them to feel the way you do about the topic

8.  Topic: Choose a topic that you know a lot about, brainstorm to elaborate  Purpose: Decide why you are writing the text (to persuade/convince)  Audience: Who you are writing to, who will read your text (appropriate language)  Form: The type of text you write (letter, journal, report)  Graphic Organizer: Put your thoughts down on paper to arrange your thoughts

9. Name ____________________ My letter is to:______________ I think that Harriet Tubman was an important person because: 1.________________________________________ ________________________________________

10. 2.________________________________________ ________________________________________ 3.________________________________________ ________________________________________ 4. ________________________________________ ______________________________________ Megow, C. (2008). Persuasive Letter Organizer. Unpublished Manuscript. Valdosta State University, Valdosta, GA.

11.  Practice Activity Practice Activity

12.  Students fill in their persuasive letter organizers  Trying to persuade the teacher that Harriet Tubman was an important person  Checklist is provided to help

13. Prewriting Persuasive Letter Checklist Name____________________Date______________ Did you Remember:  1. The audience?  2. The right form? (Letter)  3. To stay on topic? (Harriet Tubman)

14.  4. To persuade your audience?  5. To state your opinion?  6. To give the reasons you felt this way? Megow, C. (2008). Prewriting persuasive letter checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA.

15. Meets Standards 2 Needs Improvement 1 Does not meet Standard 0 Stated Opinion Student stated what their opinion was on the topic Student did not state their opinion on the topic Completion Student wrote at least 3 supportive reasons Student wrote 1-2 supportive reasons Student wrote no supportive reasons

16. Meets Standards 2 Needs Improvement 1 Does not meet Standard 0 Wrote to the audience Student wrote the letter to the correct person and kept him/her in mind Student wrote to correct person, but did not use appropriate language for that person Student did not write to correct person and did not keep them in mind Persuasive Student wrote to persuade the audience Student partially wrote to persuade the audience Student did not write to persuade the audience Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

17.  Developmental Needs: › More time › Peer helpers › One-on-one (teacher) › Task analysis › Additional practice before assessment

18.  Cultural Needs: › Notebook for difficult words › One-on-one teacher assistance  Linguistic Needs: › ESOL student-assistive technology (translator) › Peer helper › 3 rule

19. In the Drafting stage the writer begins a rough draft by using the information gathered in the prewriting stage. Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

20.  Use information from organizers  Add more details  Write on every other line  Not final draft › Don’t worry about….  Spelling errors  Handwriting

21.  Use information from organizers  First draft of persuasive letter to the teacher  Why Harriet Tubman was an important person › At least 3 reasons

22. Did you Remember: 1. The audience? (Mrs. Megow) 2. To write the correct date? 3. To use all the information from the graphic organizer? 4. To stay on topic? (Harriet Tubman) 5. To skip every other line?

23. Did You Remember Cont. 6. To persuade your audience? 7. To state your opinion? 8. To give the reasons you felt this way? 9. Write your name at the bottom? Megow, C. (2008). Persuasive letter checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA

24. Meets Standards 2 Needs Improvement 1 Does not Meet Standard 0 Stated opinion Student stated what their opinion was on the topic Student did not state their opinion on the topic Completion Student wrote at least 3 supportive reasons Student wrote 1-2 supportive reasons Student wrote no supportive reasons Wrote to the audience Student wrote the letter to the correct person and kept him/her in mind Student wrote to correct person, but did not use appropriate language for that person Student did not write to correct person and did not keep them in mind

25. Meets Standards 2 Needs Improvement 1 Does not Meet Standard 0 Persuasive Student wrote to persuade the audience Student partially wrote to persuade the audience Student did not write to persuade the audience Lines Skipped every other line Skipped and then stopped Did not skip every other line Sign NameYesNo Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

26. 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, p. 18). Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

27.  Read through your drafts to: › Rearrange, change, add, or delete text/ideas › Improve your thoughts/order › Do not worry about grammar › Or spelling mistakes YET!

28.  Independently revise own drafts  Encouraged to › Change, delete, rearrange, and improve  Reminded not to focus on spelling and grammar at this time  Peer Revising

29. Did you remember to: Read through your draft Rearrange wording to make better sense Add ideas or details that needed to be added Delete ideas or details that needed to be deleted

30. Did you remember to (cont.) Consider the changes from peer revision Make appropriate changes from peer revision Megow, C. (2008). Revising persuasive checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA

31. ElementsExceeds Criteria 3 Meets Criteria 2 Partially Meets Criteria 1 Does not meet Criteria 0 Rearranged Wording to make better sense Rearranged all ideas/details that needed to be rearranged throughout draft Rearranged most ideas/details that needed to be rearranged Somewhat or incorrectly rearranged ideas/details No ideas or details were rearranged Added ideas or details Correctly added in all ideas and details where needed Added in ideas and details where appropriate; more can be added Added 1-2 ideas or details; more are needed No ideas or details were added

32. ElementsExceeds Criteria 3 Meets Criteria 2 Partially Meets Criteria 1 Does not meet Criteria 0 Deleted ideas or details  Deleted all ideas/details that were irrelevant or not needed  Deleted most ideas/details that were irrelevant or not needed  Somewhat or incorrectly deleted ideas/details; deleted important information  No ideas or details were deleted Changed ideas or details  Changed all ideas/details that needed to be changed throughout draft Changed most ideas/details that needed to be changed  Somewhat or incorrectly changed ideas/details  No ideas/details were changed Megow, C. (2008). Revising rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

33. During this stage, the writer sets the composition aside for a while, proofreads to locate errors, and corrects errors (Tompkins, 2004, p. 22). Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

34.  Grammatical Errors  Correct Spelling  Correct Punctuation  Correct Capitalization  Proofreader’s marks Proofreader’s marks

35.  Assessed on individually editing his/her persuasive letter to the teacher using proofreader’s marks and making appropriate corrections.

36. Did I remember to: Correct all misspelled words? Capitalize first letters in first word of each sentence? Capitalize first letter in all proper nouns? Put a period in all telling sentences? Put a question mark in all asking sentences?

37. Did I remember to (Continued) Put an exclamation point in all excited sentences? Write in complete sentences? Use correct proofreaders marks? Megow, C. (2008). Editing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA

38. ElementsExceeds Criteria 3 Meets Criteria 2 Partially Meets Criteria 1 Does not meet Criteria 0 Spelling Corrects all misspelled words except 1 Corrects all misspelled words except 2 Corrects all misspelled words except 3-4 Has more than 4 misspelled words CapitalizationCorrects all capitalizatio n errors except 1 Corrects all capitalization errors except 2 Corrects all capitalization errors except 3-4 Has more than 4 capitalization errors Punctuation Corrects all punctuation errors except 1 Corrects all punctuation errors except 2 Corrects all punctuation errors except 3-4 Has more than 4 punctuation errors

39. ElementsExceeds Criteria 3 Meets Criteria 2 Partially Meets Criteria 1 Does not meet Criteria 0 Proofreader’s marks Correctly uses proofreader’s marks most of the time Correctly uses proofreader’s marks some of the time Incorrectly used the marks throughout Does not use the proofreader’s marks Complete Sentences Wrote in complete sentences throughout Had one incomplete sentence Had 2 incomplete sentences Had 3 or more incomplete sentences Megow, C. (2008). Editing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA

40. During this stage, the writer publishes his/her work. This may be done in several fashions. It may be published by making a book for it to go in, submitting it to the local newspaper or magazine, share it a puppet show, or etc (Tompkins, 2004, p. 25-26, 28). Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.

41.  Write your final product  Nicest handwriting  Create illustrations  Share your work (send letter)

42.  Publish letter by: › Writing final copy in nicest handwriting › gathering materials to illustrate  Markers, colored pencils, etc.  Send the letter

43. ElementStudent Partially met Publishing Standard (2) Student Did Not Meet publishing Standard (1) Student Meets Publishing Standard (0) Final draft written Final draft completely written Final draft partially written Student makes no attempt to write final draft Illustration  Student has illustrations that pertain to the story  Student has illustrations that partially pertain to story  Student made no attempt to illustrate. Handwriting  Student wrote legibly throughout the text (1 or fewer mistakes)  Student partially wrote legibly (2-4 mistakes)  Student made no attempt to write legibly Megow, C. (2008). Publishing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.