Lisa Kidd Read 7140 Summer, 2007

Lisa Kidd

Read 7140

Summer, 2007

Interdisciplinary

Writing Unit

Writing-2. (n.d.). [Online image].Retrieved May 28, 2007, from the Writer’s Workshop Web site: http://www.thewritersworkshop.net/writing-2.jpg

Water droplet 3. (n.d.). [Online Image]. Retrieved May 28, 2007, from the Campus School Web site: http://www.campusschool.dsu.edu/Renee%20Burns/waterdroplet3.jpg

4th Grade Expository Writing

Content area connection:

Science

The water cycle

Georgia

Writing

Assessment

5th

Grade

Georgia. (n.d.). [Online Image]. Retrieved May 28, 2007, from the Local Lender Info Web site: http://www.locallender.info/images/states/georgia.gif

•Narrative

•Expository

•Persuasive

Students may be asked to write on one of the following genres:


4 domains

of scoring:

•Ideas

•Organization

• Style

• Conventions


Notebook paper. (n.d.). [Online Image]. Retrieved May 28, 2007, from GTCO Calcomp Web site:

http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg

Pre-assessment

•Should be done to determine student’s present level of performance

•Provide topic (or topics) that all students can write about

•Allow 30 minutes to write

5 stages of writing

1.Prewriting

2. Drafting

3. Revising

4.Editing

5.PublishingNotebook paper. (n.d.). [Online image]. Retrieved May 28, 2007, from GTCO Calcomp Web site:

http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg

Grouping based on

teacher’s instructional

needsPresentation:

whole group

Assessment:

Small groupsTeacher. (n.d.). [Online Image]. Retrieved May 28, 2007, from the Prudential Action Real Estate Web site: http://www.glensold.com/teacher.gif

Grouping for student’s needs:

Whole group for instruction, modeling

Small group or pairs for independent work

Accommodations/Modifications for Developmental Needs

Heterogeneous grouping Preferential seating Written directions Pair with peer Checklist Spell checker

Karman, Rabia. (n.d.). [Online Image]. Retrieved May 28, 2007, from Rabia’s Weblog Web site: http://rabia.karaman.nl/images/aquatic.jpg

Accommodations and modifications for students with

cultural and linguistic needs

Provide…

•electronic translator

•written directions

•materials in native language

Connect with familiesGroup heterogeneously

Assessment

Notebook paper. (n.d.). [Online Image]. Retrieved May 28, 2007, from GTCO Calcomp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg

Each stage of writing will be assessed

•Based on GPS•Use 4 level scoring guide (rubric)•Provide scoring guide or checklist to students

Npad. (n.d.). [Online Image]. Retrieved May 28, 2007, from Geocities Web site: http://www.geocities.com/sxm418/npad.jpg

Prewriting

Use a graphic organizer to plan what you want to say

Most important stage of writingSpend 70% of time here

Classroom. (n.d.). [Online image]. Retrieved May 28, 2007, from the Wisconsin Department of Natural Resources Web site: http://www.dnr.state.wi.us/org/caer/ce/greenschools/gsPoster/images/classroom.gif


Instructional procedures

•Graphic organizer

•Reference materials, including internet

•Genre

•Writing stage

•Modeling

•Practice

•Assessment

My Name___________________________

Name of Planet I am writing about___________________

I ntroduction

Where am I going and why?

Source: Where did I get the information?

How far f rom the sun?

How far is it f rom Earth?

Where is it?

How long would it take to get there?

Size:

Color:

What does it look like?

Rocky or gas giant?

Atmosphere:

Temperature:

Weather

What would it be like if you lived here?

Moons? How many?

Rings?

What makes it diff erent?

Something special

Other interesting information:

Conclusion

Summary:

Other inf ormation I f ound:

Kidd, L. (2007). Planet graphic organizer. Unpublished graphic organizer, Valdosta State University, Valdosta, GA.

Planet Graphic Organizer

Name_____________________

1. I wrote my name on my graphic organizer.

2. I DI D NOT write in complete sentences.

3. I wrote the name of the planet.

4. I wrote why I am going to that planet.

5. I answered all “where” questions.

6. I completed the “what does it look like” section.

7. I completed the “weather” section.

8. I completed the “something special” section.

9. I wrote some ideas f or a conclusion.

10. I wrote down where I got information.

11. I can read my handwriting.

Kidd, L. (2007, May). Prewriting checklist. Unpublished checklist, Valdosta State University,

Valdosta, GA.

Prewriting Checklist (4th grade)

Place a check in the box only af ter you have reviewed your graphic organizer to make sure the items are completed.

Expository Prewriting Scoring Guide Name_______________

Exceeds Standard

3

Meets Standard

2

Somewhat Meets

Standard 1

Does not Meet

Standard 0

Self Score

Teacher Score

I ntroduction Main idea stated, grabbed reader’s attention, stated some points

Main idea stated, grabbed reader’s attention

Main idea stated or grabbed reader’s attention, or stated some points

No main idea stated, did not get readers attention

Where is it? All areas of organizer are completed and some details are provided

All areas of organizer are completed

2 areas of organizer are completed

0-1 areas of organizer are completed


All areas of organizer are completed with some details




Weather All areas of organizer are completed with some details




Something special

All areas of organizer are completed with some details




Conclusion I nformation is restated, at least one new point has been made, reader has not been lef t hanging

I nformation has been restated, reader has not been lef t hanging

I nformation has been restated but reader is lef t hanging

No conclusion

Research sources are

cited

All information has been cited correctly

Most inf ormation has been cited correctly

Some information has been cited

No information has been cited

Stage of writing

Kidd, L. (2007). Expository prewriting scoring guide. Unpublished rubric, Valdosta State University, Valdosta, GA.

Npad. (n.d.). [Online Image]. Retrieved May 28, 2007, from

Geocities Web site: http://www.geocities.com/sxm418/npad.jpg

Drafting

Student 1. (n.d.). [Online image]. Retrieved May 28, 2007, from Literacy Centers Web site: http://www.literacykits.com/images/student1.jpg

Putting ideas in

sentence form •Explain the drafting process

•Model

•Students Practice

Name: _____________________

1. I wrote my name on my draf t.

2. I labeled it “sloppy copy” or “draf t.”

3. I skipped lines.

4. I used ideas f rom my graphic organizer in my draf t.

5. I used complete sentences.

6. Each event is a new paragraph that is indented.

7. Each event has at least 3 details (sentences).

8. I can read my handwriting.

Kidd, L. (2007, May). Drafting checklist. Unpublished checklist, Valdosta State Unive

Draf ting Checklist 4th grade

Place a check in the box only af ter you have reviewed your graphic organizer to make sure the items are completed.

4th grade Draf ting Scoring Guide Name____________

Exceeds Standard

3

Meets Standard

2

Somewhat Meets Standard

1

Does not Meet Standard

0

Self Score

Teacher Score

Used graphic organizer

Used all ideas on graphic organizer

and added to those ideas.

Used most ideas on graphic

organizer.

Used some ideas on graphic organizer.

Did not appear to use idea on the graphic organizer.

Skipped lines Skipped lines Skipped most lines

Did not skip lines

Complete sentences

Always uses complete

sentences.

1-2 sentences are not

complete.

3-4 sentences are not complete.

Most sentences are not

complete.

I ntroduction 4 or more sentences that grab reader’s

attention, many details

3 sentences that grab reader’s attention

2 sentences Less than 2 sentences

Where is it?

3 or more detailed

sentences to support this

category

3 sentences to support this

category


category

Less than 2 sentences to support this

category


3 or more detailed


category


category


category


category

Weather 3 or more detailed


category


category


category


category

Something

special

3 or more detailed


category


category


category


category

Npad. (n.d.). [Online Image].Retrieved May 28, 2007, from Geocities Web site:

http://www.geocities.com/sxm418/npad.jpg

Revising

Concerned with

content only!

Add facts and details

Delete extraneous details

Rearrange material so it makes better sense

Mircosoft Office Clip Art

Mircosoft Office Clip Art



•Genre

•Writing stage

•Modeling

•Practice together

•Assessment using draft

Name________________________

Proof readers’ marks:

Proofreader's marks. (n.d). Retrieved May 19, 2007, from GTCO Calcomp Peripherals Web site:

http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.

Revising Checklist

Place a check in the box only af ter you have reviewed your draf t to make sure the items are completed.

__ 1. I used a diff erent color pen

to make revision marks.

__ 2. I added information and

details.

__ 3. I removed words or sentences

that did not make sense.

__ 4. I rearranged words,

sentences, or paragraphs to

make my writing better.

__ 5. I used correct proof readers’

marks when I made changes.

Kidd, L. (2007, May). Drafting checklist. Unpublished checklist, Valdosta State University, Valdosta, GA.

Revising Scoring Guide (4th grade) Name__________________

Exceeds Standard

3

Meets Standard

2

Somewhat Meets

Standard 1


0

Self Score

Teacher Score

Adding *6 or more additions were

made *Additions

varied (words, sentences, etc.)

5-8 additions were made

3-5 additions were made

2 or less additions were

made

Deleting All unnecessary information or

words were deleted

Most unnecessary

information or words were

deleted

Some unnecessary

information or words were

deleted

There is information (or

words) that needs to be

deleted, yet no deletions were

made

Rearranging All rearrangements were made as

necessary

Most rearrangements made to clarif y

writing

Some rearrangements were made to clarif y writing

There were no rearrangements

that were needed were

not made

Color of revision marks

All revisions are made using

a diff erent colored pen

Most revisions are made using

a diff erent colored pen

Revisions are made with same color pen/ pencil in which draf t was written

Proof reading Marks

All proof reading

marks are used correctly

Most proof reading


Some proof reading


No proof reading marks have been used or all have been used incorrectly

Total Score:

Kidd, L. (2007). Expository prewriting scoring guide. Unpublished rubric, Valdosta State University, Valdosta, GA.

Npad. (n.d.). [Online Image]. Retrieved May 28, 2007, from Geocities Web site:


Editing

Mechanics

•Punctuation

•Sentence structure

•Spelling

•Capitalization Use

proofreaders’

marks

Kids writing. (n.d.). [Online Image]. Retrieved May 28, 2007, from Home of the Heroes Web site:

http://www.homeofheroes.com/moh/kids_writing.gif

Notebook paper. (n.d.). Retrieved May 28, 2007, from GTCO Calcomp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/notebook_paper.jpg


•Genre

•Writing stage

•Modeling


•Assessment using draft

Proof readers’ marks:

Proofreader's marks. (n.d). Retrieved May 19, 2007, from GTCO Calcomp Peripherals Web site:

http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.

Editing Checklist

Editing Checklist

Self Peer What am I looking f or?

I used a diff erent color pen or pencil.

All words are spelled

correctly.

Each sentence is a complete sentence.

I n each sentence, the

subject and predicate agree.

Each sentence has the

correct end mark.

Commas are placed where needed.

The fi rst word in each sentence and all proper nouns are capitalized.

Kidd, L. (2007, May). Drafting checklist. Unpublished checklist, Valdosta State University, Valdosta, GA.

Teacher has approved this writing f or publishing. Teacher’s initials_______

Editing Scoring Guide (4th grade) Name__________________

Exceeds Standard

3

Meets Standard

2

Somewhat Meets

Standard 1


0

Self Score

Teacher Score

Spelling All misspelled words have

been circled or there are no misspelled

words

Most misspelled words have been circled

Some misspelled words have been circled

No misspelled words have been circled

Complete sentences

All sentences are complete

1-2 sentences are not

complete

More than 2 sentences are not complete

Subject-predicate

All sentences have subject-

verb agreement

1-2 sentences Do not have subject-verb agreement

More than 2 sentences do

not have subject-verb agreement

Punctuation marks

All punctuation is correct:

ending marks, commas, quotation

marks

All sentences have correct ending marks

1-2 sentences are missing

ending marks or have

incorrect ending mark

More than 2 sentences are missing ending marks or have

incorrect ending mark

All sentences begin with

capital letter

1-2 sentences do not begin with capital

letter

More than 2 sentences do not begin with capital letter

Capitalization

All proper nouns are capitalized

Most proper nouns are capitalized

Some proper nouns are capitalized

No proper nouns are capitalized

Color of editing marks

All editing marks are

made using a diff erent

colored pen

Most editing marks are

made using a diff erent

colored pen

A diff erent color pen or

pencil was not used to edit

writing

Proof reading Marks

All proof reading

marks are used

Most proof reading

marks are used

Some proof reading

marks are used

No proof reading marks have

Npad. (n.d.). [Online Image]. Retrieved May 28, 2007, from Geocities Web site:


Publishing

Recopy writing

Put writing in final form (book, poster, etc.)

Share!!!

Dv1299005 kdo-for-web. (n.d.). [Online Image]. Retrieved May 28, 2008, from the FBC Corinth Web site: http://www.fbccorinth.org/media/images/dv1299005-kdo-for-web.jpg



•Genre

•Writing stage

•Modeling


•Assessment

Publishing Scoring Guide Name____________

Exceeds Standard

3

Meets Standard

2

Somewhat Meets Standard

1


0

Self Score

Teacher Score

All sentences have correct subject-verb agreement,

sentences vary in length

All sentences have correct subject-verb agreement

Most sentences have correct subject-verb agreement

Some sentences have correct subject-verb agreement

No punctuation errors

Few punctuation errors

Some punctuation

Many punctuation errors

Conventions

All sentences begin with

capital letter

1-2 sentences do not begin with capital letter

More than 2 sentences do not begin with capital letter

All proper nouns are capitalized

Most proper nouns are capitalized

Some proper nouns are capitalized

No proper nouns are capitalized

All sentences have subject-

verb agreement

1-2 sentences Do not have subject-verb agreement

More than 2 sentences do

not have subject-verb agreement

Handwriting is very neat

Handwriting is legible

Handwriting is not legible

Handwriting

Handwriting is in cursive

Handwriting is in manuscript

Writing was read aloud with great expression to others

Writing was read aloud to others

Writing was partially read aloud to others

Writing was not read aloud to others

Writing was posted f or others to read

Did not post writing f or others to read

Sharing

Had very creative ideas

Helped decorate bulletin board

Did not help decorate bulletin board

Documents

Lisa Kidd Read 7140 Summer, 2007