2. Interdisciplinary Writing Unit Danielle Tapp READ 7140 Maymester 2008

3. Introduction Grade level  4 th Genre  Expository Writing Content area Connection  Social Studies American Indians

4. Georgia Writing Assessment 5 th Grade writing test Evaluates student’s response to an assigned prompt. Students have 120 minutes to write essays. Based on writing part of Georgia language arts curriculum. Scored by trained raters throughout the state.

5. Georgia Writing Assessment Prompts cover the following genres of writing:  Informational  Persuasive  ‘Narrative

6. Georgia Writing Assessment Analytic Scoring  4 Domains Ideas Organization Style Conventions

7. Pre-assessment prompts Used to determine students’ current performance Used to help set writing goals Teacher will introduce pre- assessment  Students will choose a prompt from a list of prompts  Write from the perspective of a newspaper reporter

8. Pre-assessment prompts List of prompt choices:  Write an article about what you think is the greatest invention of all times? Why?  Write an article about what qualities are needed to be a firefighter? What characteristics should he or she have?  Write an article explaining how you should get along with your teacher. Share it with younger students.

9. Pre-assessment prompts  The local newspaper is having a “Good Citizen” contest. Write an article and explain what a good citizen should act like.  In a article to be read by your classmates, explain the steps needed for a seed to germinate and complete it’s life cycle.

10. The Writing Process Prewriting Drafting Revising Editing Publishing

11. Prewriting

12. Grouping options related to the teacher’s instructional needs:  Practice Activity – whole group instruction will be used to complete class graphic organizer  Assessment Activity – students will complete individual graphic organizers independently

13. Prewriting Grouping options related to students’ needs:  Developmental – students will be placed near the teacher during whole group instruction for additional support  Cultural – students will work in pairs to provide extra support during activities  Linguistic – students will work in pairs to provide extra support during activities

14. Prewriting Instructional procedures for the stage of writing:  First and most important stage of writing process  Organize thoughts on a graphic organizer Use short phrases Do not worry about punctuation and spelling

15. Prewriting  Pick a topic Arctic (Inuit) American Indians  Format 5 paragraphs with a beginning, middle, and end Introduce topic Include vivid details Support opinion with facts Summarize

16. Prewriting  Form Newspaper article  Audience Classmates, parents, pen pals, etc.  Purpose Inform and entertain audience

17. Prewriting Practice activity - students will complete a graphic organizer as a class Assessment activity - students will complete a graphic organizer individually

18. Prewriting Modeling  Students will complete a class story map using the Smartboard Shared pen technique Topic - Arctic (Inuit) American Indians use of sled dogs  Teacher will go over each section Use short phrases Do not worry about punctuation and spelling

19. Prewriting Modeling  Will be provided an Inuit sled dog information sheet  Teacher provide reinforcement and feedback about the completed graphic organizer  Leave completed graphic organizer on Smartboard during assessment activity

20. Prewriting Graphic Organizer Who is in the story? When did the story take place? How did it happen? What happened in the story? Where did it take place? Why is this topic important? Five Ws and One H Author_________________ Title___________________ Reporters make sure their news articles have the five Ws and one H (who, what, when, where, and why plus how). Use your topic and fill in the information below. Topic Tapp, D. (2008). Five ws and one h. Unpublished Graphic Organizer, Valdosta State University, Valdosta, Georgia.

21. Inuit Sled Dog Information Sheet Hamilton, M. & Hamilton, S. (1998). Sled dog central. Retrieved May 26, 2008, from http://www.sleddogcentral.com/inuit.htm.http://www.sleddogcentral.com/inuit.htm

22. Prewriting Assessment activity  Individually complete a graphic organizer  Will be provided a list of reminders  Will be provided an Inuit information sheet  Will be scored using teacher’s scoring guide

23. Prewriting Graphic Organizer Who is in the story? When did the story take place? How did it happen? What happened in the story? Where did it take place? Why is this topic important? Five Ws and One H Author_________________ Title___________________ Reporters make sure their news articles have the five Ws and one H (who, what, when, where, and why plus how). Use your topic and fill in the information below. Topic Tapp, D. (2008). Five ws and one h. Unpublished Graphic Organizer, Valdosta State University, Valdosta, Georgia.

24. Prewriting List of Reminders Tapp, D. (2008). List of reminders for prewriting a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.

25. Inuit Information Sheet Inuit. (2008). Retrieved May 26, 2008, from http://en.wikipedia.org/wiki/Inuit.http://en.wikipedia.org/wiki/Inuit

26. Prewriting Scoring Guide Tapp, D. (2008). Rubric for expository prewriting stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

27. Prewriting Accommodations and/or Modifications  Developmental needs – allowed additional time to complete graphic organizer, use of appropriate assistive technology devices (i.e., slant board, pencil grip)  Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support

28. Prewriting  Linguistic needs – simplified and explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support

29. Drafting

30. Grouping options related to the teacher’s instructional needs:  Practice Activity – whole group instruction will be used to complete class rough draft  Assessment Activity – students will complete individual rough draft independently

31. Drafting Grouping options related to students’ needs:  Developmental – students will be placed near the teacher during whole group instruction for additional support  Cultural – students will work in pairs to provide extra support during activities  Linguistic – students will work in pairs to provide extra support during activities

32. Drafting Instructional procedures for the stage of writing:  Second stage of writing process  Take ideas and put them on paper Use information from graphic organizer Do not worry about punctuation and spelling

33. Drafting Instructional procedures for the stage of writing:  Format Label “draft” at the top of paper Skip lines (easier to edit) Introduce topic Write a paragraph for each important fact (3 paragraphs) Summarize

34. Drafting Practice activity - students will complete a rough draft using a graphic organizer as a class Assessment activity - students will individually complete a rough draft using their graphic organizer

35. Drafting Assessment activity  Individually complete a rough draft  Will be provided a list of reminders and a handy reminder sheet  Will be scored using teacher’s scoring guide

36. List of Reminders Tapp, D. (2008). List of reminders for drafting a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.

37. Handy Reminders Tapp, D. (2008). Handy reminders. Unpublished Reminder Sheet, Valdosta State University, Valdosta, Georgia.

38. Scoring Guide Tapp, D. (2008). Rubric for expository drafting stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

39. Drafting Accommodations and/or Modifications  Developmental needs – allowed additional time to write rough draft using graphic organizer, use of appropriate assistive technology devices (i.e., slant board, pencil grip)  Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support

40. Drafting  Linguistic needs – simplified and explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support

41. Revising

42. Grouping options related to the teacher’s instructional needs:  Practice Activity – whole group instruction will be used to revise the class rough draft  Assessment Activity – students will work in pairs to revise their rough drafts

43. Revising Grouping options related to students’ needs:  Developmental – students will be placed near the teacher during whole group instruction for additional support.  Cultural – students will work in pairs to provide extra support during activities.  Linguistic – students will work in pairs to provide extra support during activities.

44. Revising Instructional procedures for the stage of writing:  Third stage of writing process  Rereading your writing Make a copy and label “revision” Correct mistakes using a different color pen Add, replace, remove, and/or rearrange text

45. Revising Instructional procedures for the stage of writing:  Wait 2 – 3 days to reread  Refine content and ideas  Read word by word  Make notes, questions, and changes

46. Revising Ways to change your rough draft:  ARRR A – adding R – replacing R – removing R - rearranging

47. Revising Practice activity - students will revise class rough draft Assessment activity - students will be grouped in pairs to revise their own rough drafts

48. Revising Assessment activity  Grouped in pairs to revise rough drafts  Will be provided a list of reminders  Will be provided proofreading marks  Will be scored using teacher’s scoring guide

49. List of Reminders Tapp, D. (2008). List of reminders for revising a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.

50. Proofreader Marks GTO CalComp. (n.d.) Proofreader’s Marks. Retrieved May 22, 2007, from the GTO CalComp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif

51. Scoring Guide Tapp, D. (2008). Rubric for expository revising stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

52. Revising Accommodations and/or Modifications  Developmental needs – allowed additional time to revise rough drafts, use of appropriate assistive technology devices (i.e., slant board, pencil grip)  Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support

53. Revising  Linguistic needs – simplified and explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support

54. Editing

55. Grouping options related to the teacher’s instructional needs:  Practice Activity – whole group instruction will be used to edit the revised draft  Assessment Activity – students will work in pairs to edit their revised drafts

56. Editing Grouping options related to students’ needs:  Developmental – students will be placed near the teacher during whole group instruction for additional support.  Cultural – students will work in pairs to provide extra support during activities.  Linguistic – students will work in pairs to provide extra support during activities.

57. Editing Instructional procedures for the stage of writing:  Fourth stage of writing process  Editing your writing Proofread Correct mechanical mistakes

58. Editing Instructional Procedures for the stage of writing:  Wait 2 – 3 days to edit  Proofread  Read word by word  Use proofreader’s marks  Mark corrections with a different color pen

59. Editing Proofreading for:  Spelling  Capitalization  Punctuation  Paragraph formation

60. Editing Practice activity - students will edit the class revised draft Assessment activity - students will be grouped in pairs to edit their revised drafts

61. Editing Assessment activity  Grouped in pairs to edit their revised drafts  Will be provided a list of reminders  Will be provided proofreader marks  Will be scored using teacher’s scoring guide

62. List of Reminders Tapp, D. (2008). List of reminders for editing a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.

63. Proofreader Marks GTO CalComp. (n.d.) Proofreader’s Marks. Retrieved May 22, 2007, from the GTO CalComp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif

64. Scoring Guide Tapp, D. (2008). Rubric for expository editing stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

65. Editing Accommodations and/or Modifications  Developmental needs – allowed additional time to edit revised draft, use of appropriate assistive technology devices (i.e., slant board, pencil grip)  Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support

66. Editing  Linguistic needs – simplified and explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support

67. Publishing

68. Grouping options related to the teacher’s instructional needs:  Practice Activity – whole group instruction will be used to publish class article  Assessment Activity – students will work in individually to publish their article

69. Publishing Grouping options related to students’ needs:  Developmental – students will be placed near the teacher during whole group instruction for additional support.  Cultural – students will work in pairs to provide extra support during activities.  Linguistic – students will work in pairs to provide extra support during activities.

70. Publishing Instructional procedures for the stage of writing:  Fifth and final stage of writing process  Copy article in final form  Use handwriting skills  Do not skip lines

71. Publishing Instructional procedures for the stage of writing:  Include editing corrections  Use pictures where needed  Share published piece with others

72. Publishing Practice activity - students will publish class article and share with another class Assessment activity - students will publish their article individually

73. Publishing Assessment activity  Students will publish articles individually  Will be provided a list of reminders  Will be scored using teacher’s scoring guide

74. List of Reminders Tapp, D. (2008). List of reminders for publishing a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.

75. Scoring Guide Tapp, D. (2008). Rubric for expository publishing stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

76. Publishing Accommodations and/or Modifications  Developmental needs – allowed additional time to publish newspaper article, use of appropriate assistive technology devices (i.e., slant board, pencil grip)  Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support

77. Publishing  Linguistic needs – simplified and explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support