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Prewriting – Students choose a topic to write about and complete a graphic organizerof the main ideas and writes words or phrases; not sentences.Name: _________________________ Date: ______________DraftingCompleted graphic organizerRevisingEditingHaley Livingston, READ 7140 1Interdisciplinary Writing Unit: Informational, 3rd GradeHaley D. LivingstonREAD 7140: Methods of Teaching WritingValdosta State UniversityMay 2006Haley Livingston, READ 7140 2Mode of Writing: Informational - ReportContent Area Connection: Area: ScienceTopic: Ocean AnimalsContent GPS: ScienceS3L1: Students will investigate the habitats of different organisms and the dependenceof organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.Previous Content Area Lesson Overview: Over the past six weeks, students have learned characteristics of different ocean animals. Working together, the class created data collection sheets. As a class, they collected and discussed information from their textbooks, encyclopedias, and the internet. After studying these animals, students will be asked to write a report using information aboutone of these animals.Explanation of Terms:Drafting - Students use the graphic organizer from the prewriting stage to formsentences and paragraphs about their topic. Emphasis at this stage is on content.Editing - Students use an editing checklist to make corrections to their revised draft and conference with the teacher.Informational - The primary purpose is to provide information. Important points are emphasized and information is technically sound (facts). Some examples are biographical sketches, directions, reading reports, and photo essays. Piazza, (2003). p.293 Prewriting – Students choose a topic to write about and complete a graphic organizerof the main ideas and writes words or phrases; not sentences.Publishing - Students rewrite or type the edited story and share with their audience.Revising - Students use their draft to make corrections in spelling and rearrange, delete, or add detailsto their writing to gain the interest of their audience. Royals, R. (2006). Explanation of terms.Valdosta, GA: Valdosta State University Retrieved May 13, 2006 from http://coefaculty.valdosta.edu/troot/PublishedPieces/Royals%20Rhonda%20- 202%20Narrative%20&%20Biography%20Writing.docPre-Assessment For Informational WritingHaley Livingston, READ 7140 3Students love hearing reports their classmates and others’ have written. A great way to get students interested in writing is to read them reports that have been written by former students on the same topic. Discuss with the students the characteristics of the reports, where their ideas may have come from, and why it was easy to remember so many details in their reports. Reports can only be written in the form of non-fiction such as real life facts. I am going to pass out paper and pencil so you will need to clear your desk. I want you to sit up straight and put your thinking caps on tight. I have a report prompt that I will read to you twice. After I have read it to you, you may begin. Prompt 1: Write down three topics that we have studied so far this year you would want to write about. Brainstorm facts about each and then choose one to write about. You must have at least ten sentences describing your topic. This writing will be scored using the pre-assessment/post-assessment checklist and will be used to determine what students know about the writing process before learning it and after learning it. Pre-Assessment/Post-Assessment ChecklistModified by H. Livingston: Candler, L. (n.d.) Writing evaluation. Retrieved May 13, 2006, from http://www.lauracandler.com/Haley Livingston, READ 7140 4PrewritingHaley Livingston, READ 7140 5Grade Level: Third GradeContent Area: ScienceForm of Writing: Informational - ReportStage of Writing: PrewritingContent Area GPS: Social StudiesS3L1: Students will investigate the habitats of different organisms and the dependenceof organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.English Language Arts GPS: WritingELA3W1: The student demonstrates competency in the writing process. The student: m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct.Student Materials: Writing binder (1/2 inch – three ring with clear pocket on front)Informational graphic organizer. (n.d.) Retrieved May 22, 2006 from http://coefaculty.valdosta.edu/troot/read7140/expository%20writing%20graphic%20organizers.docLivingston, H. D. (2006). Ocean animals data collection chart. Unpublished manuscript, Valdosta State University, GA.Livingston, H. D. (2006). Informational writing checklist. Unpublished manuscript, Valdosta State University, GA.Teacher Materials: Livingston, H. D. (2006). Ocean animals data collection chart. Unpublished manuscript, Valdosta State University, GA.Livingston, H. D. (2006). Informational prewriting model. Unpublished manuscript, Valdosta State University, GA.Livingston, H. D. (2006). Informational prewriting scoring guide, Unpublished manuscript, Valdosta State University, GA.Livingston, H. D. (2006). Informational writing checklist. Unpublished manuscript, Valdosta State University, GA.Overhead projectorResource: Lipkewich, A.E. (2001). ABC’s of the writing process. Retrieved May 20, 2006 from http://www.angelfire.com/wi/writingprocess/Haley Livingston, READ 7140 6Grouping Arrangements: Instructional grouping will be whole group during modeling. This will encourage active participation among the students and allows them opportunities to ask questions that will benefit the entire group. It makes instruction easier and less redundant, so that questions and concerns are addressed only onceor twice.Practice Activity grouping will be in collaborative groups. (six groups of two) Each member will taketurns writing throughout the stages of the writing process. Groups will be made so that they have mixed ability levels and further support for students with special needs is available.Assessment Activity grouping will be individual. Each student will complete a graphic


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VSU ECED 4300 - LECTURE NOTES

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