1. K ATY R OBERSON I NTERDISCIPLINARY W RITING U NIT READ 7140 Summer 2011

2. Grade level: 2 nd grade Genre: Expository/Informational Form: Informational Report Content Area: Science Topic: Life cycles of animals- mammals, amphibians, and birds UNIT

3. P RE -A SSESSMENT : Instructions: 1. Students will be given the following materials: Sheet of paper with prompt Lined paper Pencils- sharpened with erasers 2. Teacher will read the prompt and instructions to the class. 3. Prompt will be displayed on SMART TM Board.

4. P RE -A SSESSMENT P ROMPT : The teacher will say, "Think about your favorite subject in school. I want you to write a 2-3 paragraph report on why that subject is your favorite. Before you begin writing, consider what it is you like about that subject. Think about interesting things you have learned or done in that subject. Please give an much information as possible explaining why that subject is your favorite.” You will be given 35 minutes to writing assignment. If you need paper or pencils, raise your hand, and I will bring you more materials.

5. I NSTRUCTIONAL G ROUPING (T EACHER NEEDS ) Instruction Whole group Instruction delivered to all students at one time Efficient/quick Classroom management- increased time on task Student’s responses can be monitored for scaffolding. Easier to clarify content

6. I NSTRUCTIONAL G ROUPING (T EACHER NEEDS ) Practice Whole group Efficient/quick Increased time on task Student’s responses can be monitored for scaffolding. All students fill out the same graphic organizer All students practice as a group Students can offer ideas that may help others understand

7. I NSTRUCTIONAL G ROUPING (T EACHER NEEDS ) Assessment: Individual Determine who needs more scaffolding Determine who needs advanced instruction Teacher can assist students on an individual basis.

8. I NSTRUCTIONAL G ROUPING ( STUDENT NEEDS ) Developmental needs: Paired with another student with higher functioning levels. Cultural or linguistic needs: Paired with another student who speaks Spanish fluently, and can assist student with completion of tasks.

9. P REWRITING First stage of the writing process

10. P REWRITING Genre: Expository/Informational Information is factual Purpose- to inform Form: Report 2-3 paragraph paper Beginning (introduction) Middle (main part) End (conclusion)

11. P REWRITING First stage You choose the following: Topic- What you write about (familiar) Purpose- to inform (why) Audience- Who (teachers, parents, classmates) Collect ideas Graphic organizer

15. ACCOMMODATIONS / MODIFICATIONS : Different levels of developmental : Pictures of the life cycle of a duck A peer-recorder or dictator A list of vocabulary words Pencil grip Modified graphic organizer that provides more space and bigger print. Increase time

16. ACCOMMODATIONS / MODIFICATIONS : Different cultural and linguistic needs: Work with a partner who speaks Spanish Graphic organizer in native language Modified graphic organizer that provides more space and bigger print.

17. D RAFTING Second stage of the writing process

18. D RAFTING Second stage “Rough” draft Use graphic organizer to make sentences New ideas welcome! Skip lines Spelling and grammar not important Neatness does not count

20. R EVISING Third stage of the writing process

21. R EVISING Third stage Re-read draft first Add information Delete unnecessary information Rearrange the order Use proofreader's marks Spelling and grammar still not important

23. E DITING Fourth stage of the writing process

24. E DITING Fourth stage Reread draft with partner Partner gives ideas on changes to make Use editor’s markers Important! (LOOK FOR) Spelling Punctuation (commas, ending marks) Capitalization (sentences, proper nouns) Complete sentences Subject/verb agreement (singular/singular)

26. P UBLISHING Fifth stage of the writing process

27. P UBLISHING Final stage Neatness is expected! Rewrite draft Include your revision and editing corrections Publish report – book Share report with class in author’s chair

29. R EFERENCES : Bergey, M. (2009). The Writing Process. Retrieved from Kid Friendly Resources: http://writing-for- kids.com/writing_process.html Georgia Project for Assistive Technology. (n.d.). Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modification, and assistive technology solutions. Retrieved from www.gpat.org Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tompkins, G.E. (2008). Teaching writing: Balancing process and product (5 th ed.). Upper Saddle River, NJ: Prentice Hall