Presentation on theme: "Informational Writing 2nd grade"— Presentation transcript:
1Informational Writing 2nd grade Crystal PattersonREAD 7140Valdosta State UniversityMay 2007
2Introduction Grade Level: 2nd Genre of writing: Informational Writing Content Area Connection: Science (Life Cycle of Animals)
3Grade 3 Writing Assessment Teacher evaluation of student writingCovers four types of writing: narrative, informational, persuasive, and response to literatureStudents are scored analytically in four domains: ideas, organization, style, and conventions.Three performance levels: does not meet, meets, and exceeds
4Pre-assessment Prompts What is your favorite animal? Write about why this animal is your favorite animal.Tell about your favorite game. Explain why this is your favorite game to play.Think about one of your friends. Tell at least three things that make this person a good friend.
5Pre-assessment Prompts Explain why Valdosta is a great place to live. Think about things you like to do here.Think about your favorite thing that you own. It can be something that was given to you or something you bought. Explain why this is your favorite thing.Tell about your favorite place to go (can be a vacation spot or even somewhere in Valdosta). Why is this your favorite place to visit?
6Grouping Options Based on Teacher’s Needs Whole group – takes place during instruction, modeling, and practice activities for each stagePartners – Students will work with a partner to revise the draft.Individual – takes place during the assessment activity for each stage
7Grouping Options Based on Development, Culture, and Linguistics Development – work in pairs for revising, work in pairs for spelling help, teacher monitoring during assessment, copies of instructions and other materials madeCulture – extra instruction during some stages based on need because of background in writing
8Grouping Options Based on Development, Culture, and Linguistics Linguistics – informal conferences during assessment, reading checklists and graphic organizers to EIP student
9Informational Writing Informational writing provides information using facts from resources like books and the internet.Sequence writing is to list items or events in order using transition words.Contains: table of contents, topic pages or chapters, pictures with captions, index
10The Prewriting Stage Choose a topic Consider the purpose for writing Consider the audienceOrganize ideas for writing using a graphic organizer
11Prewriting Instruction Modeling – show completed graphic organizer on elephants and explain each partPractice – use interactive writing to complete a graphic organizer on butterfliesAssessment – students will complete a graphic organizer individually
12Animal Life Cycle Graphic Organizer Introduction: What is the name of your animal?What do you already know about your animal?What will you be providing information about?1st stage: What is the name of this stage?What happens during this stage?Detail 1:Detail 2:Detail 3:Detail 4:
132nd stage: What is the name of this stage? What happens during this stage?Detail 1:Detail 2:Detail 3:Detail 4:3rd stage:What is the name of this stage?
14Conclusion: What are the names of all the stages? Is there anything you found interesting about this animal?If so, what was it?If not, why not?
15Checklist for Prewriting Writing Checklist for Prewriting_____________________ Life CycleIntroduction_______ I told the reader what my animal will be._______ I told the reader what I will be writing about.Stages of the Life Cycle_______ I named at least 3 stages of the animal’s life cycle._______ I provided at least two details for each stage.Conclusion______ I repeated/summarized what I wrote about.
16Scoring Guide for Prewriting Exceeds StandardMeets StandardApproaching Standard2Does not meet standard1IntroductionThe topic is listed and described, and characteristics are given.The topic is listed and described.The topic is listed.No topic clearly identified.Stages of the Life CycleMore than three stages of the life cycle are named.Three stages of the life cycle are named.Two stages of the life cycle are named.One stage or no stages of the life cycle are named.Stage 1At least three details of the stage are described.Two details are provided.One detail is provided.No details are given.Stage 2At least three details of the stage are provided.Stage 3ConclusionThe student renamed the stages and added extra information relevant to the topic.The student renamed the stages.The student provides no conclusion.
17Accommodations for Development Reference to class draftsCopies of materials for EIP studentsTeacher monitoring
18Accommodations for Cultural and Linguistic Backgrounds Cultural – extra background information, extra teaching time for certain stagesLinguistic – teacher will read certain materials to EIP students, student pairing for additional assistance, teacher monitoring
19The Drafting StageFocus is getting ideas down on paper, not on spelling or grammarWrite a rough draftGrab reader’s attention with an introduction
20Drafting InstructionModeling – show model of elephant rough draft and explainPractice – use shared writing to create a rough draft about butterfliesAssessment – students will complete rough draft using their own graphic organizer
21Writing Checklist for Drafting Animal Life Cycle_____ I left a blank line in between each written line._____ I used complete sentences._____ I have a table of contents._____ I have an introduction that tells about my topic._____ All of my details are true facts that I found from books or theinternet._____ I wrote about at least three stages of the life cycle of myanimal._____ I used at least two details for each stage of the life cycle._____ I have a conclusion that summarizes my topic.
22Scoring Guide for Drafting Exceeds Standard 4Meets Standard 3Approaching Standard 2Does not meet standard 1Table of ContentsThe student correctly labels a table of contents.The student labels a table of contents with a few errors.The student does not make a table of contents or it is completely wrong.IntroductionThe introduction introduces the subject and includes characteristics.The topic sentence previews the content.The student uses only the title to introduce the topic.There is no introduction or topic stated.Stage 1The student lists and describes the stage with at least 3 details.The student lists and describes the stage with at least 2 details.The student lists and describes the stage with one detail.The student does not describe the stage.Stage 2Stage 3Stage 4 (if needed)DetailsAll details are accurate.Most details are accurate.No details are accurate.ConclusionThe student provides elaborate detail.The student provides a concluding sentence or section.The student provides a simple concluding sentence.No conclusion is provided.
23The Revising Stage Reread the rough draft Share writing with others Revise based on feedback of othersFour types of revisions: add, delete, change (substitute), and move information
24Drafting InstructionModeling – show model of revised rough draft with proofreader’s marks and explainPractice – use shared writing to revise the class rough draftAssessment – students will revise independently, then with a partner, and individually again to make final changes
25Writing Checklist for Revising _____ I added details (words, phrases, or sentences) to my report._____ I deleted unimportant information from my report._____ I changed details (words, phrases, or sentences) in my report._____ I rearranged details (words, phrases, or sentences) in my report._____ I used proofreader’s marks in the correct way to make any changes.
26Scoring Guide for Revising Stage Exceeds Standard 4Meets Standard3Approaching Standard 2Does Not Meet Standard1Adds DetailsThe student adds details to the report.The student adds a few details to the report.The student adds no details to the report.Deleted DetailsThe student deletes unimportant details.The student deletes a few unimportant details.The student deletes no unimportant details.Substitutes DetailsThe student changes details or word choices in the report.The student changes a few details or word choices in the report.The student changes no details or word choices in the report.Proofreader’s MarksThe student uses proofreader’s marks correctly all of the time.The student use proofreader’s marks correctly with a few errors.The student uses proofreader’s marks correctly some of the time.The student does not use proofreader’s marks completely.
27The Editing Stage Stay away from the paper for a few days Proofread to find mechanical mistakes (capitalization, punctuation, spelling, sentence structure, usage, and formatting)Correct mistakes
28Editing Instruction Modeling – show the edited rough draft and explain Practice – use interactive writing to edit the class draft on butterfliesAssessment – students will edit individual reports
29Checklist for Editing Stage Capitalization____ Beginning of sentences____ Proper nounsPunctuation____ Period, question mark, or exclamation point at the end of every sentence____ Commas in appropriate places (compound sentences,commas in a series)____ Apostrophes in correct places (contractions, possessives)Spelling____ Misspelled words have been corrected.
30Scoring Guide for Editing Exceeds Standard4Meets Standard3Approaching Standard2Does Not Meet Standard1CapitalizationThe student uses capitalization correctly all of the time.The student use capitalization correctly most of the time.The student uses capitalization correctly some of the time.The student does not use capitalization correctly.Ending PunctuationThe student uses correct end punctuation all of the time.The student uses correct end punctuation most of the time.The student uses correct end punctuation some of the time.The student does not use correct end punctuation.CommasThe student uses commas correctly all of the time.The student uses commas correctly most of the time.The student uses commas correctly some of the time.The student does not use commas correctly.ApostrophesThe student uses apostrophes correctly in all places necessary.The student uses apostrophes correctly in most places necessary.The student uses apostrophes correctly in some places necessary.The student does not use apostrophes where needed.SpellingThe student spelled all words correctly.The student spelled most words correctly.The student has a lot of spelling errors.
31The Publishing Stage Publishes the writing with no errors Shares the writing with an audience
32Publishing Instruction Modeling- sow the final copy of elephant piece and explainPractice – use interactive writing to publish the class piece on butterfliesAssessment – students will publish their individual drafts
33Checklist for Publishing Stage Checklist for Publishing Stage (2nd grade)____ I used legible handwriting that other people canread.____ I did not skip lines.____ I made all revisions on my final copy.____ I used correct spelling on my final copy.____ I used correct capitalization.____ I used correct punctuation.____ I drew pictures on the pages about the stages ofthe life cycle.
34Scoring Guide for Publishing Exceeds Standard4Meets Standard3Approaching Standard2Does Not Meet Standard1Legible handwritingThe student writes using legible handwriting.The student does not write using legible handwriting.No skipped linesThe student did not skip lines.The student skipped a few lines.The student skipped many lines.Revisions (based on student’s revised draft)The student made all revisions on the final copy.The student made most revisions on the final copy.The student made very few revisions on the final copy.SpellingThe student spelled all words correctly.The student spelled most words correctly.The student spelled very few words correctly.PunctuationThe student used correct punctuation all of the time.The student used correct punctuation most of the time.The student used correct punctuation little of the time.The student did not use correct punctuation.CapitalizationThe student used correct capitalization all of the time.The student used correct capitalization most of the time.The student used correct capitalization little of the time.The student did not use correct capitalization.IllustrationsThe student drew pictures on all pages related to the topic.The student drew pictures on the stage content pages related to each stage.The student drew pictures on one or two of the stage content pages related to each stage.The student did not draw illustrations.