Interdisciplinary Writing Unit READ 7140: Methods of Teaching Writing Summer 2006 Social Studies By: Chandra P. Baker

Grouping for all stages Practice activity-direct instruction/ whole group instruction –saves time in the classroom –all students understand the activity. –ensures that all students will get the same information at the same time. –less distractions Assessment-individual/partner –teacher able to monitor all students –all students have the opportunity to get their work revised –students will get the chance to be revisers.

Grouping based on student’s needs Based on the student’s development –review the materials or stage –allow student to refer to the website if related to content

Grouping Based on Cultural and Linguistics Goal: –All students to master writing skills based on teachers’ prior knowledge make it interesting to all students diverse-cater all backgrounds (race, religion, SES, geography)

Instructional procedures Unit 1 Grade Level: 3rd grade Content Area integration: Social Studies Mode of writing: Narrative Narrative –a story

Pre-assessment Prompt Purpose: build on what the students already know about writing a story. Ask the students: –What did they do over the weekend? –Tell students that they will write narratives about their weekend. Students will create a narrative story about events that happen over the weekend.

Prewriting first stage of the writing process 70% of writing time is spent during the prewriting stage consider form consider the audience of readers –yourself or others

Purpose of Prewriting consider the purpose: –communicate information to others

Practice & Assessment Practice –direct instruction –complete graphic organizer together –get students involved (feedback) Assessment –independent practice allows students to self-check

Finally

Name: _________________________Date: ___________________ Prewriting Scoring Guide for 3 rd grade Exceeds the Standard Meets the StandardPartially Meets the Standard Does not meet the standard/ Needs Improvement 4321 Name is clearly listed at the top of paper Name is list on the paper but not on the top of the paper Student list initials of their name No name is listed Title relates to topic Title is listed does not relate to topic Title listedNo title is listed Student lists 2 or more characters with descriptions in detail Student lists 1 character with descriptions Student lists characters without descriptions. Student does not list characters or descriptions. Student list setting with descriptions in detail Student list setting with descriptions Student lists setting without descriptions Student does not lists the setting or descriptions Student lists at least 4 events. Student lists at least 3 events. Student lists 2 events Student list 1 or fewer events. ____ X 4 = _________ X 3 = _________ X 2 = ______ ­____ X 1 = _____ Total Points = _______________/20 Baker, C. (2006). Narrative prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.

Drafting Rough Draft –students begin to write Main focus: –get ideas on paper Don’t want students to focus on: –correct spelling –grammar –mechanics

Practice & Assessment Practice –direct instruction –Complete rough draft Note important details details are written in complete sentences or thoughts –get students involved (feedback) Assessment –independent practice details are written in complete sentences allows students to self-check

Name: _________________________Date: ___________________ Drafting Scoring Guide for 3 rd grade Exceeds the Standard Meets the StandardPartially Meets the Standard Does not meet the standard/ Needs Improvement 4321 Name is clearly listed at the top of paper Name is list on the paper but not on the top of the paper Student list initials of their name No name is listed Student describes character in a complete sentence clearly using details Student describes character in a complete sentence without using details. Student does not describe characters in a complete sentence. Student does not describe characters. Student describes at least 4 events in complete sentences. Student describes 2-3 events in complete sentences. Student list 1 or fewer events in a complete sentence. Student describes no events in complete sentences. Student writes beginning, middle, and end in complete thoughts. Student writes only 2 out 3 (beginning, middle, and end) in complete thoughts. Student only writes 1 of the 3 (beginning, middle, and end) in complete thoughts. Student writes none of the 3 (beginning, middle, and end) in complete thoughts. ____ X 4 = _____ ____ X 3 = _____ ____ X 2 = ______ ____ X 1 = _____ Total Points = _______________/16 Baker, C. (2006). Narrative drafting scoring guide. Unpublished manuscript, Valdosta State University, GA.

Revising Want students to: –look for ways of improving writing –look at their writing from a different point of view –make their writing more clearer A.R.R.R. strategy- –Adding, rearranging, removing, and replacing –

Practice & Assessment Practice –Direct instruction Used a student as a partner Practiced using A.R.R.R. Assessment –Independent practice Partnered Use proofreader marks & A.R.R.R Switch roles

Name: Date: _____________ Revising Scoring Guide for 3 rd grade Meets the StandardPartially Meets the StandardDoes not meet the standard/ Needs Improvement 631 Student uses correct proofreaders marks Student uses proofreaders marks Student does not use correct proofreaders marks Students uses the A.R.R.R. strategy correctly Students uses the A.R.R.R. strategy Student does not use the A.R.R.R. strategy correctly. Student points out more than one good point about the narrative Student points out one good point about the narrative Student does not point out one good point about the narrative Student points out more than one bad point about the narrative. Student points out one bad point about the narrative Student does not point out one bad point about the narrative ____ X 6 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/24 Baker, C. (2006). Narrative revising scoring guide. Unpublished manuscript, Valdosta State University, GA.

Editing Students need to: –prepare the piece into final form Encourage students to check for: –spelling- punctuation – capitalization-grammar –sentence structure –word usage

Practice & Assessment Practice –Direct instruction Used a student as a partner Correct spelling, grammar, and mechanics Place in final form Assessment –Independent practice Partnered Correct spelling, grammar, and mechanics Final form Switch roles

Name:_________________Date:______________ Editing Scoring Guide for 3 rd grade Meets the StandardPartially Meets the Standard Does not meet the standard/ Needs Improvement 5 points3 point1 point Self-corrects most errors in capitalization Self-corrects some errors in capitalization Little or no evidence of editing for capitalization Student self-corrects most errors in punctuation Student self-corrects some errors in punctuation; continues to overlook some punctuation Student shows little or no evidence of editing for punctuation ____ X 5 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/10 Baker, C. (2006). Narrative editing scoring guide. Unpublished manuscript, Valdosta State University, GA.

Publishing Students: –final copy with corrections –shared writing Author’s Chair

Practice & Assessment Practice –direct instruction Show narrative with all stages evident show narrative piece in a legible form share final draft with class get students involved (feedback) Assessment –independent practice show narrative with all stages evident show narrative piece in a legible form share final draft with class Student self-correct

Name:_____________________Date:_______________ Publishing 3 rd grade Scoring Guide Meets the StandardPartially Meets the Standard Does not meet the standard/ Needs Improvement 531 Narrative is completed with all stages evident Narrative is completed without all stages evident Narrative is not completed Student completes narrative piece in a legible form Student completes narrative piece Does not complete narrative piece in a ____ X 5 = _____ ____ X3 = _____ ____ X 1 = ______ Total Points = _______________/10 Baker, C. (2006). Narrative publishing scoring guide. Unpublished manuscript, Valdosta State University, GA.

Modifications and Accommodations Student with visual impairment –seated in the front of classroom –enlarged materials Students with learning disabilities –will be able to refer to overhead as a model Student with speech impairment –will be partnered with the teacher during the revising, editing, and publishing stages

Unit 2 Interdisciplinary Writing Unit Chandra P. Baker READ 7140: Methods of Teaching Writing Summer 2006

Pre-assessment Prompt Purpose: build on what the students already know about writing informational pieces. Ask the students: –To write an expository piece about what we have learned about the branches of government.

Grouping for all stages Practice activity-direct instruction/ whole group instruction –saves time in the classroom –all students understand the activity. –ensures that all students will get the same information at the same time. –less distractions Assessment-individual/partner –teacher able to monitor all students –all students have the opportunity to get their work revised –students will get the chance to be revisers.

Grouping based on student’s needs Based on the student’s development –review the materials or stage –allow student to refer to the website if related to content

Grade Level: 4 th grade Content Area integration: Science Mode of writing: Expository/Description

Prewriting first stage of the writing process 70% of writing time is spent during the prewriting stage consider form consider the audience of readers –yourself or others

Purpose of Prewriting consider the purpose: –communicate information to others

Topic:_____ __________ __________ Describe:__ __________ __________ __________ Name:_____ __________ Describe:___ __________ __________ Name:_____ __________ Describe:___ __________ __________ Name:_____ __________ Describe:___ __________ __________ Name:_____ __________ Describe:___ __________ __________ Name:_____ __________ Describe:___ __________ __________ Examples:__ __________ __________ __________ __________ _________ Examples:__ __________ __________ __________ __________ Examples:__ __________ __________ __________ Examples:__ __________ __________ __________ __________ __________ __________ Examples:__ __________ __________ __________ __________ ______ Name:_____ __________ Describe:___ __________ __________ Examples:__ __________ __________ __________ _______ Name:____________________Date: ___________________ Baker, C. (2006). Expository graphic organizer. Unpublished manuscript, Valdosta State University, GA.

Name:_________________________Date: ________________ Prewriting Scoring Guide for 4 th grade Exceeds the Standard Meets the StandardPartially Meets the Standard Does not meet the standard/ Needs Improvement 4321 Name is clearly listed at the top of paper Name is list on the paper but not on the top of the paper Student list initials of their name No name is listed Title relates to topicTitle is listed does not relate to topic Title listedNo title is listed Student lists all 6 types of simple machines Student lists 3-4 types of simple machines Student lists only 1 type of simple machine Student does not list any type of simple machine Student describes all 6 types of simple machines Student describes 3-4 types of simple machines Student describes only 1 type of simple machine Student does not describes any type of simple machine Student lists an example for all 6 types of simple machines Student lists an example for 3-4 types of simple machines Student lists an example for 1 type of simple machine Student does not lists an example for any type of simple machine ____ X 4 = _____ ____ X 3 = ____ ____ X 2 = ___ ____ X 1 = _____ Total Points = _______________/20 Baker, C. (2006). Expository prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.

Drafting Rough Draft –students begin to write Main focus: –get ideas on paper Don’t want students to focus on: –correct spelling –grammar –mechanics

Practice & Assessment Practice –direct instruction –Complete rough draft Note important details details are written in complete sentences or thoughts –get students involved (feedback) Assessment –independent practice details are written in complete sentences allows students to self-check

Name:_________________________Date: ___________________ Drafting Scoring Guide for 4 th grade Exceeds the Standard Meets the StandardPartially Meets the Standard Does not meet the standard/ Needs Improvement 4321 Topic written in complete sentence or thought Topic is not written in complete sentence or thought Topic listedNo topic is listed Student writes all 6 types of simple machines in complete sentence or thought Student writes 3-4 types of simple machines in complete sentence or thought Student writes 1 type of simple machine in complete sentence or thought Student does not write any type of simple machine in complete sentence or thought Student describes all 6 types of simple machines in complete sentence or thought Student describes 3-4 types of simple machines in complete sentence or thought Student describes only 1 type of simple machine in complete sentence or thought Student does not describes any type of simple machine in complete sentence or thought Student lists an example for all 6 types of simple machines in complete sentence or thought Student lists an example for 3-4 types of simple machines in complete sentence or thought Student lists an example for 1 type of simple machine in complete sentence or thought Student does not lists an example for any type of simple machine in complete sentence or thought ____ X 4 = _________ X 3 = _________ X 2 = _____ ____ X 1 = _____ Total Points = _______________/16 Baker, C. (2006). Expository drafting scoring guide. Unpublished manuscript, Valdosta State University, GA.

Revising Want students to: –look for ways of improving writing –look at their writing from a different point of view –make their writing more clearer A.R.R.R. strategy- –Adding, rearranging, removing, and replacing –

Practice & Assessment Practice –Direct instruction Used a student as a partner Practiced using A.R.R.R. Assessment –Independent practice Partnered Use proofreader marks & A.R.R.R Switch roles

Name: Date: _____________ Revising Scoring Guide for 4th grade Meets the StandardPartially Meets the StandardDoes not meet the standard/ Needs Improvement 631 Student uses correct proofreaders marks Student uses proofreaders marks Student does not use correct proofreaders marks Students uses the A.R.R.R. strategy correctly Students uses the A.R.R.R. strategy Student does not use the A.R.R.R. strategy correctly. Student points out more than one good point about the narrative Student points out one good point about the narrative Student does not point out one good point about the narrative Student points out more than one bad point about the narrative. Student points out one bad point about the narrative Student does not point out one bad point about the narrative ____ X 6 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/24 Baker, C. (2006). Expository revising scoring guide. Unpublished manuscript, Valdosta State University, GA.

Editing Students need to: –prepare the piece into final form Encourage students to check for: –spelling- punctuation – capitalization-grammar –sentence structure –word usage

Practice & Assessment Practice –Direct instruction Used a student as a partner Correct spelling, grammar, and mechanics Place in final form Assessment –Independent practice Partnered Correct spelling, grammar, and mechanics Final form Switch roles

Name:_________________Date:______________ Editing Scoring Guide for 4 th grade Meets the StandardPartially Meets the Standard Does not meet the standard/ Needs Improvement 5 points3 point1 point Self-corrects most errors in capitalization Self-corrects some errors in capitalization Little or no evidence of editing for capitalization Student self-corrects most errors in punctuation Student self-corrects some errors in punctuation; continues to overlook some punctuation Student shows little or no evidence of editing for punctuation ____ X 5 = _____ ____ X3 = ____ ____ X 1 = ______ Total Points = _______________/10 Baker, C. (2006). Expository editing scoring guide. Unpublished manuscript, Valdosta State University, GA.

Publishing Students: –final copy with corrections –shared writing Author’s Chair

Practice & Assessment Practice –direct instruction Show expository piece with all stages evident show expository piece in a legible form share final draft with class get students involved (feedback) Assessment –independent practice show expository piece with all stages evident show expository piece in a legible form share final draft with class Student self-correct

Name:_____________________Date:_______________ Publishing 4 th grade Meets the StandardPartially Meets the Standard Does not meet the standard/ Needs Improvement 531 Expository piece is completed with all stages evident Expository piece is completed without all stages evident Expository piece is not completed Student completes Expository piece in a legible form Student completes Expository piece Does not complete Expository piece in a ____ X 5 = _____ ____ X3 = _____ ____ X 1 = ______ Total Points = _______________/10 Baker, C. (2006). Expository publishing scoring guide. Unpublished manuscript, Valdosta State University, GA.

Reference PBS by the People presents: The Democracy Project: How Does Government Affect Me? Retrieved May 15, ml ml The website gives the students information about the three braches of government. The website will be used in the prewriting stage. The site will give the students a tour around the branches, to help the student generate ideas to form their narratives. Tompkins, G. E. (2004). Teaching writing: Balancing process and product. (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. (appropriate for teachers of grades 2-8) ISBN