Interdisciplinary writing unit
by Paula Stacy
READ 7140 A
Expository Writing
2nd Grade
Social Studies
Research on a Famous Georgian
GA Writing test for 3rd grade
• Consists of teacher evaluation of student
writing using an analytic scoring system.
• Writing Assessment covers four types of
writing:
–Narrative
–Informational
–Persuasive
–Response to Literature
What do you know?
• Assess students prior knowledge
– give a pre-assessment
• Students have twenty minutes to write “how to
write” report
• Give students a sheet of paper
• Have them get a sharpened pencil
• Tell students this is not a test
• Determine student’s understanding of the writing
process.
Prewriting
Grouping Arrangements for Instruction
• Instruction: Whole group
– Teacher will teach in the whole group setting
– Scaffold student learning
– Builds schema
– Targets all student’s zone of proximal
development
– Save time
• Assessment: Individual
– Evaluate individual students
Grouping for Students Needs
• Developmental
– Questions asked during whole group instruction will scaffold the
whole group
– Helps target each student’s zone of proximal development
• Cultural:
– Students choose the historic figure they wish to research
– Allows freedom of choice
• Linguistic:
– Students with limited English language skills
• Grouped with another student fluent in both English and the language
of the student
Prewriting Instruction
• Introduce “EXPOS”
–Expose topic to audience
–Research
–Topic or subject
–Audience
–Purpose
Prewriting Graphic Organizer
Report Graphic Organizer
Who is this report about?
• _____________________________________
What year was he/she born and died?
• _____________________________________
Where was he/she born and died?
• ____________________________________
What do you know about his/her family?
_______________________________________
What was his/her job?
• _____________________________________________
Why is he/she important?
– ____________________________________
Prewriting Graphic organizer con’t
Why is he/she important?
– __________________________________
_________________________________
– __________________________________
_________________________________
– __________________________________
_________________________________
Prewriting Checklist
Evaluate if Student completed Graphic Oranizer
Pre-Writing Report Checklist
 1. Did I tell whom this report is about?
 2. Did I tell what year was he/she born?
 3. Did I tell where was he/she born?
 4. Did I tell about his/her family?
 5. Did I tell his/her job?
 6. Did I tell why he/she is important?
 7. Did I give supporting details about why he/she is important?
 8. Did I put my name on my graphic organizer and checklist?
Prewriting Scoring Guide
• Pre-Writing Report Scoring Guide
Element
Met 3
Partially Met
2
Did Not Meet
1
Name
First and Last
First
Last
Subject
Year and place born
Yes
Both
One
No
None
Family
Specific with
details
Listed
Few details
Described
many
Described few No description
Job
Reason important
Score ___/18
Few or no
details
No
Accomodations/Modifications
• Developmental:
– Student who are physically slower give more time
– Help organize thoughts
– Close to student
• Cultural:
– Students choose their topic
• Linguistic:
– Limited English language assign a friend
– Harder hearing sit close to teacher
Drafting
Grouping Arrangements for Instruction
• Developmental
– Questions asked during whole group instruction will scaffold the
whole group
– Helps target each student’s zone of proximal development
• Cultural:
– Students choose the historic figure they wish to research
– Allows freedom of choice
• Linguistic:
– Students with limited English language skills
• Grouped with another student fluent in both English and the language
of the student
Grouping for Students Needs
• Developmental
– Questions asked during whole group instruction will scaffold the
whole group
– Helps target each student’s zone of proximal development
• Cultural:
– Students choose the historic figure they wish to research
– Allows freedom of choice
• Linguistic:
– Students with limited English language skills
• Grouped with another student fluent in both English and the language
of the student
Drafting Instruction
•
•
•
•
•
Second stage
Use graphic organizer
Skip Lines
X marks the spot not to write
Rough draft
–Don’t worry about spelling,
punctuation, etc.
Drafting CheckList
• Drafting Report Checklist
Use for Assessment/Evaluation
 1. Did I tell whom this report is about?
 2. Did I tell what year was he/she born?
 3. Did I tell where was he/she born?
 4. Did I tell about his/her family?
 5. Did I tell his/her job?
 6. Did I tell why he/she is important?
 7. Did I give supporting details about why he/she is
important?
 8. Did I put my name on my draft and checklist?
 9. Did I write in sentences?
Drafting Scoring Guide
• Drafting Report Scoring Guide
Element
Met 3
Partially Met
2
Did Not Meet
1
Name
First and Last
First
Last
Subject
Year and place born
Yes
Both
One
No
None
Family
Specific with
details
Listed
Few details
Described
many
Described few No description
Job
Reason important
Score ___/18
Few or no
details
No
Accomodations/Modifications
• Developmental:
– Student who are physically slower give more time
– Use pencil grips
– Wider lined paper
– Close to student
• Cultural:
– Students choose their topic
• Linguistic:
– Limited English language assign a friend
– Harder hearing sit close to teacher
Revising
Grouping Arrangements for Instruction
• Instruction: Whole group
– Teacher will teach in the whole group setting
– Scaffold student learning
– Builds schema
– Targets all student’s zone of proximal
development
– Save time
• Assessment: Individual
– Evaluate individual students
Grouping for Students Needs
• Developmental
– Questions asked during whole group instruction will scaffold the
whole group
– Helps target each student’s zone of proximal development
• Cultural:
– Students choose the historic figure they wish to research
– Allows freedom of choice
• Linguistic:
– Students with limited English language skills
• Grouped with another student fluent in both English and the language
of the student
Revising instruction
• Use proofreaders marks
• Peer Review
– Writer reads
– Listener makes positive comments
– 2 stars and a wish
• 2 what the listener liked
• One what they wished the writer had added
Expository Revising Checklist
• Use the checklist to make sure the draft
completed.
□ I added more details to my draft.
□ My information is correct.
□ I did not copy word for word from my source.
□ I added enough information that my reader will
not feel let down.
□ I wrote to my intended audience.
□ I used the proofreading marks to indicate where
corrections need to be made.
Revising Scoring Guide
• Revising Report Scoring Guide
Element
Met 3
Added new
details
Information
Correct
information
Copy
Reworded
most
Wrote to audience Yes
Proofreaders
Yes
Marks
Total______/15
Partially Met
2
Details
Reworded
some
Did Not Meet
1
Did not add
more
Incorrect
information
Did not
reword
No
No
Accomodations/Modifications
• Developmental:
–
–
–
–
Student who are physically slower give more time
Give proofreaders marks
Use pencil grips and wider lined paper
Close to student
• Cultural:
– Students choose their topic
• Linguistic:
– Limited English language assign a friend
– Harder hearing sit close to teacher
Editing
Grouping Arrangements for Instruction
• Instruction: Whole group
– Teacher will teach in the whole group setting
– Scaffold student learning
– Builds schema
– Targets all student’s zone of proximal
development
– Save time
• Assessment: Individual
– Evaluate individual students
Grouping for Students Needs
• Developmental
– Questions asked during whole group instruction will scaffold the
whole group
– Helps target each student’s zone of proximal development
• Cultural:
– Students choose the historic figure they wish to research
– Allows freedom of choice
• Linguistic:
– Students with limited English language skills
• Grouped with another student fluent in both English and the language
of the student
Editing Check list
• Use for Evaluating
□ My name is on the draft.
□ I used the proofreading marks to indicate where corrections
need to be made.
□ I do not have any run on sentences or sentence fragments.
□ I have capital letters at the beginning of all sentences and
proper names.
□ I have periods, question marks, and exclamation marks
where needed.
□ I used commas correctly.
□ I have corrected any misspelled words.
□ I have indented all my paragraphs.
Editing instruction
• Use proofreaders marks
• Check for
– Punctuation
– Spelling
– Commas
– Capitals
Editing Scoring Guide
• Editing Report Scoring Guide
Element
Met 3
Name
Proof readers
Marks
Run-ons,
Punctuation,
capitals, comma
Spelling
Indented
Yes
Yes
Partially Met
2
Did Not Meet
1
No
No
None
1-2
3 or more
2-3 mistakes 4-6 mistakes More than 6
1-2 mistakes 3-4 mistakes More than 4
Most
Few
none
Accomodations/Modifications
• Developmental:
– Student who are physically slower give more time
– Help organize thoughts
– Close to student
• Cultural:
– Students choose their topic
• Linguistic:
– Limited English language assign a friend
– Harder hearing sit close to teacher
Publishing
Grouping Arrangements for Instruction
• Instruction: Whole group
– Teacher will teach in the whole group setting
– Scaffold student learning
– Builds schema
– Targets all student’s zone of proximal
development
– Save time
• Assessment: Individual
– Evaluate individual students
Grouping for Students Needs
• Developmental
– Questions asked during whole group instruction will scaffold the
whole group
– Helps target each student’s zone of proximal development
• Cultural:
– Students choose the historic figure they wish to research
– Allows freedom of choice
• Linguistic:
– Students with limited English language skills
• Grouped with another student fluent in both English and the language
of the student
Publishing instruction
• Use Best handwriting
• Few mistakes in:
– Punctuation
– Spelling
– Commas
– Capitals
– Put into a book
Publishing Checklist
□ I wrote my name on the line for author.
□ I used my best handwriting.
□ I have a well developed topic.
□ I have my audience in mind.
□ I have at least two characters.
□ I added a basic description of my characters.
□ I have a place in my setting.
□ I have a time in my setting.
□ □ I added enough information that my reader will
stay interested.
Publishing Scoring Guide
• Publishing Scoring Guide
Element
Met 3
Name
Best writing
Well developed
Audience
Yes
Yes
Yes
Specific
Information
Much info
Mistakes in Editing 2-3
Partially Met
2
Sort of
Kind of
specific
Little info
3-5
Did Not Meet
1
No
No
no
Can’t tell
No info
More than 5
Accomodations/Modifications
• Developmental:
– Student who are physically slower give more time
– Help organize thoughts
– Close to student
• Cultural:
– Students choose their topic
• Linguistic:
– Limited English language assign a friend
– Harder hearing sit close to teacher