Interdisciplinary Writing Unit Presentation Jan Hasenfelt KSPE 7140

Interdisciplinary Writing Unit Presentation

Jan HasenfeltKSPE 7140

Jan W. Hasenfelt READ 7140 Summer 2006

Introduction

Grade level: 3rd

Mode of writing: Expository (Informational)/Sequencing– students collect and synthesize

information – writing is objective – give directions, sequence steps,

compare one thing to another, explain causes and effects, or describe problems and solutions

Content area integration: Science/How a fossil is formed


Georgia Writing Test

Types of Writing—Definitions and Explanation

1.Relating a Personal Experience.

2. Creating an Imaginative Story.

3. Responding to Literature.

4. Responding to QCC Content Area Information (language arts, science, social studies, math, fine arts, health, and physical education).


Developmental Stage Scoring Guidelines for the Georgia Grade

3 Writing Assessment


Pre-assessment Prompt

Purpose: • establish what students already

know about sequencing

Steps for instruction of the pre-assessment: nothing on desk except pencil and paper set a time limit instruct students to write the steps in:

making a pizza, solving a math problem, or brushing teeth

no talking no questions


Grouping OptionsPractice - whole class /direct

instruction– encourage participation of all

students – provides for discussion with the

teacher and peers– provides for more sophisticated

writing styles and tighter arguments for the children who are having trouble with their organization

– group questions benefit everyone

– less distraction


Grouping Options

Assessment – paired and independent– paired

• promote discussion and ideas• offer suggestions for

improvement

– Independent • teacher available for individual

questions• student focus on own work


Development, Cultural and Linguistic Options

• prevent prejudicial attitudes

• recognize different speech patterns (regional, lack of exposure to standard English, socioeconomic)

• consider family organization

• consider behavioral patterns– traditions and practices of family


Prewriting

Getting ready to write stage • a topic is chosen• consideration is given to:

– function or purpose– audience– form

• ideas generated• graphic organizer used to

organize ideas– phrases and bullets


Practice Activity - Prewriting

• whole class grouping

• shared writing

• use a sequenced graphic organizer

• brainstorm ideas

• list a topic – life cycle of a dinosaur

• fill in the steps in order

• continue with each of the steps until feel that have finished


Assessment Activity - Prewriting• individual grouping• fill in your own sequencing

graphic organizer – how fossils are formed

• use reference sources– library books– encyclopedia– internet

• hand out scoring guide for reference

Topic

Finally (Conclusion)

Name _______________________________________________________

3rd Grade Prewriting Graphic Organizer - Sequencing

First

Second

Third

Fourth

Hasenfelt, J. (2006). Prewriting graphic organizer. Unpublished manuscript, Valdosta State University, GA.

Name ___________________________________________________________

3rd Grade Prewriting Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Topic Topic is listed Topic is not listed

Steps are related to

content area

Steps are related to

fossil formation

Steps are not related to fossil

formation

Sequence Items are listed in

sequence with 1 or more

details

Items are listed in

sequential order

Items are not all listed in

correct sequence

Items are not listed or are not listed in

correct sequence

Steps in graphic organizer

More than 4 steps listed

At least 4 steps listed

Less than 4 steps listed

Only 1 step or 0 steps listed

Conclusion Conclusion listed in a complete sentence

Conclusion listed in

correct block

Conclusion listed but not

in correct block

Conclusion not listed

Name First and last name listed along with

date

First and last name listed

Only first or last name

listed

No name listed

Total

Hasenfelt, J. (2006). Prewriting scoring guide. Unpublished manuscript, ,Valdosta State University, GA.


Drafting

Write a rough draft from graphic organizer -

• concentration not given to mechanics - only content

• every other line is skipped for revisions and editing later on

• sentences are created from the phrases and put into paragraphs

• paper is labeled “Draft”


Practice Activity - Drafting


• Use class organizer to create draft

• Shared writing

• x out every other line

• list our topic as a title

• make the steps go in order

• create complete sentences from phrases

• label piece “draft”


Assessment Activity - Drafting

• individual grouping

• use graphic organizers individually created to create a draft

• work independently



Name ___________________________________________________________3rd Grade Drafting Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Topic listed in first paragraph

Topic is listed in first

paragraph along in complete sentence

Topic is listed in first

paragraph with at least 1

detail

Topic alone is listed in first

paragraph

Topic is not listed

Sentences/ Paragraphs

Sentences are complete and paragraphs

are used with 2 details

Sentences are complete and paragraphs

are used

Sentences are not complete

Sentences are not used – only

phrases

Sentences in correct order

Sentences are in correct

order

Sentences are not listed in correct order


date



listed

No name listed

Proper format

Every other line skipped

with an x written on it

Lines not skipped

Conclusion Conclusion listed in last paragraph

with 2 details

Conclusion listed in last paragraph

Conclusion phrase listed

No conclusion listed

Total

Hasenfelt, J. (2006). Drafting scoring guide. Unpublished manuscript, Valdosta State University, GA.


Revising

• add, delete, change and rearrange details

• use proofreading marks

• add adjectives - more descriptive

• change sentences, add or delete steps, and/or rearrange steps

• change word use

• delete unrelated sentences


Revising

• read to each other – author of report reads to peer

• receive feedback on report from peers

• decide suggestions you will use in your report

• make sure that your report has a beginning, middle and ending paragraph

• use a different colored pen • provide checklist and/or

scoring guide


Practice Activity - Revising


• read draft on life cycle of dinosaur

• suggest additions, deletions, substitutions

• use proofreader’s marks

• shared writing

• note any changes on the draft in a different colored pen

Assessment Activity - Revising

• individual and peer grouping

• use individual draft created from graphic organizer



• provide scoring guide for reference

Name ___________________________________________________________

3rd Grade Revising Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Sentences Sentences are complete with

at least 1 detail

Sentences are complete



phrases

Paragraphs There are more than 3 paragraphs

There is a beginning, middle and ending paragraph

There are only 2

paragraphs

There is only 1 paragraph

Content Sentences contain 2 or

more descriptive words for

clarification

Sentences contain at least 2 descriptive words for clarification

Sentences contain less

than 1 descriptive

word

Information in sentences not

clear

Revisions/ Proofreader’

s marks

Revisions made are correctly using different color pen

Revisions are made but different

colored pen is not used

Revisions are not made on

draft

Total

Hasenfelt, J. (2006). Revising scoring guide. Unpublished manuscript, Valdosta State University, GA.


Editing

• focus mainly on mechanics – spelling– capitalization– punctuation– paragraph formation


• use a different colored pen

• provide checklist and/or scoring guide


Practice Activity - Editing

• class grouping

• edit revised piece on life cycle of dinosaur


• shared pen

• correct spelling, capitalization, punctuation, and paragraph formation errors

• use different colored pen


Assessment Activity - Editing

• individual and peer grouping• use revised draft• use different colored pen for any

changes• use proofreader’s marks• check mechanics

– spelling– capitalization– punctuation– paragraph formation

• checklist as a guide

Name ___________________________________________________________

3rd Grade Checklist for Editing Stage

Is my name on my paper?

Did I use proofreading marks correctly?

Did I use a different colored pen than the one I used when revising?

Did I check my punctuation?

Did I check my capitalization?

Did I check to make sure that all sentences begin with a capital letter?

Did I check to make sure that I have written in complete sentences?

Are my paragraphs correctly formed?

Do I have a beginning, middle, and ending paragraph?

Are my apostrophe’s used correctly?

Did I leave a space between my words?

Did I use the resources available to me in the room? Hasenfelt, J. (2006). Editing checklist. Unpublished manuscript, Valdosta State University, GA.

Name ___________________________________________________________

3rd Grade Editing Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Proofreader’s marks

Proofreader’s marks used correctly

throughout writing piece


most of time

Seldom use of

proofreader’s marks

Proofreader’s marks not used

correctly

Corrections All corrections

made on edited piece

Corrections made but not

still some errors

Less than half of corrections

made

No corrections made to writing

Pen Different colored pen

used

Different colored pen

not used

Content Content flows very well

with corrections

made

Contents flow well with

corrections made

Content does not flow very

well

No flow to content

Total

Hasenfelt, J. (2006). Editing scoring guide. Unpublished manuscript, Valdosta State University, GA.


Publishing

• final stage of writing process

• write the report with all of the revisions and editing

• wide ruled paper for the final piece

• skip lines or not

• written in proper handwriting

• share writing in the author’s chair


Practice Activity - Publishing


• use shared pen

• skip every other line – use chart paper

• use correct handwriting– letter formation


Assessment Activity - Publishing


• use revised/edited draft

• skip every other line– wide ruled paper

• correct handwriting

• share in author’s chair

Name ___________________________________________________________3rd Grade Publishing Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/Improvement Needed1

Score

Completed piece

Completed piece shows all revisions

Completed piece shows

most revisions


some revisions

Completed piece shows no

revisions

Handwriting Handwriting legible and all letter formation correct

Handwriting legible and most letter formation

correct

Handwriting somewhat legible and some errors in letter formation

Handwriting not legible and bad letter formation

Presentation Completed piece modeled in class

Piece not completed or

presented

Total

Hasenfelt, J. (2006). Publishing scoring guide. Unpublished manuscript, Valdosta State University, GA.


Accommodations and/or modifications

• For the student with the learning disability:– Talk with the student about what

he/she is writing about to make sure student is on the right track.

– Carefully planned and explicit instructions will be given separately.

– Allow students to type all or part of the assignment on a computer and hand in a printed copy.


Modifications and Accommodations

• For the student with the visual impairment:

– Give the student a graphic organizer using larger print.

– Put the child closer to the front of the class when filling out the graphic organizer on the overhead.



• Some students may not want to share in the author’s chair. – Let student share from desk.

– Have another student or teacher read finished piece.


Introduction

Grade level: 3rd

Mode of writing: Persuasive/Essay– students offer their viewpoint for or

against an issue• writer expresses opinions, arguments, and

feelings

– writing :• argues logically with reasons• presents other viewpoints• sways opinions• persuades someone to do something

Content area integration:Social Studies/Eleanor Roosevelt


Pre-assessment Prompt

Purpose: • establish what students already

know about writing a persuasive essay

Steps for instruction of the pre-assessment: nothing on desk except pencil and paper set a time limit instruct students to write about why they

should have to attend school or why they should not have to attend school

no talking no questions


Grouping Options

Practice - whole class /direct instruction– encourage participation of all

students – provides for discussion with the

teacher and peers– provides for more sophisticated

writing styles and tighter arguments for children who are having trouble with their organization

– group questions benefit everyone

– less distraction


Grouping Options

Assessment – paired and independent– paired

• promote discussion and ideas• offer suggestions for

improvement

– Independent • teacher available for individual

questions• student focus on own work


Development, Cultural and Linguistic Options

• prevent prejudicial attitudes

• recognize different speech patterns (regional, lack of exposure to standard English, socioeconomic)

• consider family organization

• consider behavioral patterns– traditions and practices of family


Prewriting

Getting ready to write stage • a topic is chosen• consideration is given to:

– function or purpose– audience– form

• ideas generated• graphic organizer used to

organize ideas– phrases and bullets


Practice Activity - Prewriting


• shared writing

• use a graphic organizer

• list a topic – Eleanor Roosevelt, more than

any other American woman of her time, had the biggest influence on human rights.

• fill in the blocks

• give reasons in each block


Assessment Activity - Prewriting• individual grouping• fill in your own graphic

organizer – take a position on Eleanor

Roosevelt herself or on something related to her life

• use reference materials– library books– encyclopedia– internet


PERSUASIVE WRITING ORGANIZER

Name: ___________________________________ Date: ______________

Introduction Position Sentence

Reason 1:

Reason 2:

Reason 3:

Paragraph 2 (Reason 1) Paragraph 3 (Reason 2) Paragraph 4 (Reason 3)

Examples: Examples: Examples:

1. 1. 1.

2. 2. 2.

3. 3. 3.

Conclusion Restate Position

Adapted by Hasenfelt, J. from GO.22.12. Retrieved May 21, 2006, from http://coefaculty.valdosta.edu/troot.

Name ___________________________________________________________

3rd Grade Prewriting Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Position Statement reasons

Position statement is listed and 3

reasons

Position statement is

listed and 1 or 2 reasons

Position statement is not listed

Content related to

assignment

Content related to

assignment

Content not related to

assignment

Sequence Items are listed in

organized sequence with more than 3 examples for

each paragraph

Items are listed with 3 examples for

each paragraph

Items are not all listed and there are less

than 3 examples

Items are not listed and less

than 2 examples are

listed

Conclusion Conclusion listed and

major points summed up in

complete sentences

Conclusion listed and

major points summed up

Conclusion listed

Conclusion not listed


date

First and last name listed along with

date

Only first or last name listed

No name listed

Total

Hasenfelt, J. (2006). Prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.


Drafting

Write a rough draft from graphic organizer -

• concentration not given to mechanics - only content

• every other line is skipped for revisions and editing later on

• sentences are created from the phrases and put into paragraphs

• paper is labeled “Draft”


Practice Activity - Drafting


• Use class organizer to create draft

• Shared writing

• x out every other line

• list position statement

• Create paragraphs with reasons



Assessment Activity - Drafting


• use graphic organizers individually created to create a draft

• work independently


Name _____________________________________Date____________________________

3rd Grade Drafting Scoring GuideExceeds

Standard4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Position statement

Position statement is listed in first

paragraph and in complete

sentence with more than 3

reasons


paragraph with 3 reasons


paragraph with less than

3 reasons

Position statement

alone is listed or is not listed

Sentences/ Paragraphs

Sentences are complete with more than 5 paragraphs

Sentences are complete with 5 paragraphs

Sentences are not complete and there are less than 5 paragraphs


phrases

Paragraphs Paragraphs follow each other in an organized manner

Paragraphs follow each other in a somewhat organized manner

Paragraphs do not follow each other in an organized manner


date



listed

No name listed

Proper format

Every other line skipped

with an x written on it

Lines not skipped

Conclusion Conclusion restates position

statement and summed up

points in complete

sentence in last paragraph

Conclusion restates position

statement and summed up points in last

paragraph

Conclusion restates position

statement in paragraph

No conclusion paragraph

written

Total

Hasenfelt, J. (2006). Drafting scoring guide. Unpublished manuscript, Valdosta State University, GA.


Revising

• add, delete, change and rearrange details

• use proofreading marks

• add adjectives - more descriptive

• change sentences, add or delete steps, and/or rearrange steps

• change word use

• delete unrelated sentences


Revising

• read to each other – author of report reads to peer

• receive feedback on report from peers

• decide suggestions you will use in your report

• make sure that your report has a beginning, middle and ending paragraph

• use a different colored pen • provide checklist and/or

scoring guide


Practice Activity - Revising


• read draft from prewriting

• suggest additions, deletions, substitutions


• shared writing


Assessment Activity - Revising

• individual and peer grouping

• use individual draft created from graphic organizer



• provide scoring guide for reference

Name ___________________________________________________________

3rd Grade Revising Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Sentences Sentences are all written as

complete sentences

Sentences are mostly

written in complete sentences



phrases

Paragraphs There are more than 5 paragraphs

There are 5 paragraphs

There are only 2

paragraphs

There is only 1 paragraph

Content Sentences contain 2 or

more descriptive words for

clarification

Sentences contain at least 2 descriptive words for clarification

Sentences contain less

than 1 descriptive

word

Information in sentences not

clear

Revisions/ Proofreader’

s marks

Revisions made are correctly using different color pen

Revisions are made but different

colored pen is not used

Revisions are not made on

draft

Total

Hasenfelt, J. (2006). Revising scoring guide. Unpublished manuscript, Valdosta State University, GA.


Editing

• focus mainly on mechanics – spelling– capitalization– punctuation– paragraph formation


• use a different colored pen

• provide checklist and/or scoring guide


Practice Activity - Editing

• class grouping

• edit revised piece from draft


• shared pen

• correct spelling, capitalization, punctuation, and paragraph formation errors

• use different colored pen


Assessment Activity - Editing

• individual and peer grouping• use revised draft• use different colored pen for any

changes• use proofreader’s marks• check mechanics

– spelling– capitalization– punctuation– paragraph formation

• checklist as a guide

Name ___________________________________________________________

3rd Grade Checklist for Editing Stage

Is my name on my paper?

Did I use proofreading marks correctly?

Did I use a different colored pen than the one I used when revising?

Did I check my punctuation?

Did I check my capitalization?

Did I check to make sure that all sentences begin with a capital letter?

Did I check to make sure that I have written in complete sentences?

Are my paragraphs correctly formed?

Do I have at least five paragraphs?

Are my apostrophe’s used correctly?

Did I leave a space between my words?

Did I use the resources available to me in the room? Hasenfelt, J. (2006). Editing checklist. Unpublished manuscript, Valdosta State University, GA.

Name ___________________________________________________________

3rd Grade Editing Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Proofreader’s marks


throughout writing piece


most of time

Seldom use of

proofreader’s marks

Proofreader’s marks not used

correctly

Corrections All corrections

made on edited piece

Corrections made but not

still some errors

Less than half of corrections

made

No corrections made to writing

Pen Different colored pen

used

Different colored pen

not used

Content Content flows very well

with corrections

made

Contents flow well with

corrections made

Content does not flow very

well

No flow to content

Total

Hasenfelt, J. (2006). Editing scoring guide. Unpublished manuscript, Valdosta State University, GA.


Publishing

• write the report with all of the revisions and editing

• wide ruled paper for the final piece

• skip lines or not

• written in proper handwriting

• share writing in the author’s chair


Practice Activity - Publishing


• use shared pen

• skip every other line – use chart paper

• use correct handwriting– letter formation


Assessment Activity - Publishing


• use revised/edited draft

• skip every other line– wide ruled paper

• correct handwriting

• share in author’s chair

Name ___________________________________________________________3rd Grade Publishing Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/Improvement Needed1

Score

Completed piece

Completed piece shows all revisions


most revisions


some revisions

Completed piece shows no

revisions

Handwriting Handwriting legible and all letter formation correct

Handwriting legible and most letter formation

correct

Handwriting somewhat legible and some errors in letter formation

Handwriting not legible and bad letter formation

Presentation Completed piece modeled in class

Piece not completed or

presented

Total

Hasenfelt, J. (2006). Publishing scoring guide. Unpublished manuscript, Valdosta State University, GA.


Accommodations and/or modifications

• For the student with the learning disability:– Talk with the student about what

he/she is writing about to make sure student is on the right track.

– Carefully planned and explicit instructions will be given separately.

– Allow students to type all or part of the assignment on a computer and hand in a printed copy.



• For the student with the visual impairment:

– Give the student a graphic organizer using larger print.

– Put the child closer to the front of the class when filling out the graphic organizer on the overhead.



• Some students may not want to share in the author’s chair. – Let student share from desk.

– Have another student or teacher read finished piece.


References• Tompkins, G. E. (2004). Teaching writing:

Balancing process and product (4th edition). Upper Saddle River, NJ: Merrill Prentice Hall.

• Tompkins, G. E. (2005). Language arts: Patterns of practice (6th edition). Upper Saddle River, NJ: Merrill Prentice Hall.

• Fossils with play-doh, Retrieved May 16, 2006 from http://www.proteacher.com/cgiin/outsidesite.cgi?id=4854&external=http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/Paleontology/PAL0200.html&original=http://www.proteacher.com/110055.shtml&title=Fossils.

This website has a lesson plan on defining the word fossil, describing how a fossil is formed, and explaining how minerals play a part in fossil formation.

• Fossil chart, Retrieved May 16, 2006 from http://www.enchantedlearning.com/fgifs/Fossilchart.GIF.

This website has a chart showing the cycle of a fossil.

http://www.proteacher.com/cgiin/outsidesite.cgi?id=4854&external=http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/Paleontology/PAL0200.html&original=http://www.proteacher.com/110055.shtml&title=Fossils






http://www.enchantedlearning.com/fgifs/Fossilchart.GIF

http://www.enchantedlearning.com/fgifs/Fossilchart.GIF

Documents

Interdisciplinary Writing Unit Presentation Jan Hasenfelt KSPE 7140