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Interdisciplinary Writing Units: Narrative Writing Expository Writing KindergartenGeorgia Writing Assessment: Third GradeStage 1: The Emerging WriterStage 2: The Developing WriterStage 3: The Focusing WriterStage 4: The Experimenting WriterStage 5: The Engaging WriterStage 6: The Extending WriterDevelopmental Stages of Writing in ChildrenStage 1: Drawing Picture WritingStage 2: ScribblingStage 3: Random LettersStage 4: Semi-phonetic SpellingStage 5: Phonetic SpellingStage 6: Transitional SpellingStage 7: Conventional SpellingInterdisciplinary Writing Unit: Narrative WritingPreassessment PromptNarrative WritingGrouping Arrangements for InstructionGrouping Arrangements: Cultural/LinguisticsLesson 1: My Terrific Trip- Part ISlide 23Slide 24Lesson 2: My Terrific Trip- Part IISlide 26Slide 27Lesson 3: My First Day of School- Part ISlide 29Slide 30Lesson 4: My First Day of School- Part IISlide 32Slide 33Lesson 5: One Day as a Caterpillar- Part ISlide 35Slide 36Lesson 6: One Day as a Caterpillar- Part IISlide 38Slide 39Interdisciplinary Writing Unit: Expository WritingSlide 41Expository WritingSlide 43Slide 44Lesson 1: LeavesLeaves, Leaves, LeavesSlide 47Slide 48Lesson 2: SeedsSeeds, Seeds, SeedsSlide 51Slide 52Lesson 3: RocksRocks, Rocks, RocksSlide 55Slide 56Lesson 4: All About Me- Part ISlide 58Slide 59Slide 60Lesson 5: All About Me- Part IISlide 62Slide 63AccommodationsReferencesInterdisciplinary Writing Units:Narrative WritingExpository WritingKindergartenKellie ThomasonREAD 7140Valdosta State UniversityGeorgia Writing Assessment:Third GradeStage One: The Emerging WriterStage Two: The Developing WriterStage Three: The Focusing WriterStage Four: The Experimenting WriterStage Five: The Engaging WriterStage Six: The Extending WriterStage 1: The Emerging WriterWriting samples produced by students at this stage exhibit most or all of the following characteristics:Little or no evidence of topic development, organization, and/or detail.Little awareness of the audience or the writing task.Errors in surface features that prevent the reader from understanding the writer’s message.Stage 2: The Developing WriterWriting samples produced by students at this stage exhibit most or all of the following characteristics:A topic that is beginning to be developed.The beginning of an organizational plan.Limited awareness of the audience and/or the task.Simple word choice and simple sentence patterns.Errors in surface features that interfere with communication.Stage 3:The Focusing WriterWriting samples produced by students at this stage exhibit most or all of the following characteristics:A clear topic although development of the topic is incomplete.An apparent plan with loosely organized ideas.A sense of audience and/or task.Minimal variety of vocabulary and of sentence patterns.Errors in surface features that interrupt the flow of communication.Stage 4:The Experimenting WriterWriting samples produced by students at this stage exhibit most or all of the following characteristics:A clear and developed topic although the development may be uneven.A clear plan with a beginning, middle, and end.The beginning and/or ending may be clumsy.Evidence of writing for an audience.Evidence of experimentation with language and sentence patterns.Word combinations and word choice may be novel.Errors in surface features that may interrupt the flow of communication.Stage 5:The Engaging WriterWriting samples produced by students at this stage exhibit most or all of the following characteristics:A topic that is well developed.A plan with a clear beginning, middle, and end. Organization that sustains the writer’s purpose.Audience awareness techniques that engage the reader.Effective use of varied language and sentence patterns. Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.Stage 6:The Extending WriterWriting samples produced by students at this stage exhibit most or all of the following characteristics:A topic that is fully elaborated with rich details.Organization that sustains the writer’s purpose and moves the reader through the piece.Audience awareness techniques that engage and sustain the reader’s interest.Effective use of varied sentence patterns.Creative and novel language.Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.Developmental Stages of Writing in ChildrenMcCardle, L. (2006). Linda’s learning links: Early writing development. Retrieved May 25, 2006, from http://www.lindaslearninglinks.com/index.htmlStage 1: Drawing Picture WritingStage 2: ScribblingStage 3: Random LettersStage 4: Semi-phonetic SpellingStage 5: Phonetic SpellingStage 6: Transitional SpellingStage 7: Conventional SpellingInterdisciplinary Writing Unit: Narrative WritingKindergartenContent Area Integration: LiteraturePreassessment PromptGive student a blank 8.5 x 11 paper and a pencil appropriate for each individual’s fine motor skills.Tell students to write a story about going somewhere?Where did you go?How did you travel?Who did you see?What did you do when you got home?Encourage the student to spell the best they can.Narrative WritingStories- beginning, middle, endCharacters- people, animals, or items who take part in the storyGrouping Arrangements for InstructionPractice- Whole Group InstructionConserves TimeEnsures Consistency Increases Time-on-TaskAssessment- IndependentAssess individual knowledge, strengths, and weaknessesGrouping Arrangements: Cultural/LinguisticsConsider these elements:Family organizationFamily interests and activitiesReligious practices and beliefsBehavioral patternsSpeech patternsSocioeconomic status (SES)(Houston, 2006)Lesson 1:My Terrific Trip- Part IGPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.Students will:Write a story Complete graphic organizerCreate bookletPractice Activity: Complete class graphic organizerAssessment Activity:Complete individual graphic organizerMy Story GraphName:______________________ Title:________________________BeginningMiddle End(Printed


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VSU ECED 4300 - LECTURE NOTES

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