Interdisciplinary Writing Unit READ 7140: Methods of Teaching Writing Summer 2006 Social Studies By: Chandra P. BakerSlide 2Grouping for all stagesGrouping based on student’s needsGrouping Based on Cultural and LinguisticsInstructional proceduresPre-assessment PromptPrewritingPurpose of PrewritingPractice & AssessmentSlide 11Slide 12DraftingSlide 14Slide 15RevisingSlide 17Slide 18EditingSlide 20Slide 21PublishingSlide 23Slide 24Modifications and AccommodationsSlide 26Slide 27Slide 28Slide 29Slide 30Slide 31Slide 32Slide 33Slide 34Slide 35Slide 36Slide 37Slide 38Slide 39Slide 40Slide 41Slide 42Slide 43Slide 44Slide 45Slide 46Slide 47ReferenceInterdisciplinary Writing UnitREAD 7140: Methods of Teaching WritingSummer 2006Social StudiesBy: Chandra P. BakerGrouping for all stages•Practice activity-direct instruction/ whole group instruction–saves time in the classroom–all students understand the activity.–ensures that all students will get the same information at the same time.–less distractions•Assessment-individual/partner–teacher able to monitor all students–all students have the opportunity to get their work revised–students will get the chance to be revisers.Grouping based on student’s needs•Based on the student’s development–review the materials or stage–allow student to refer to the website if related to contentGrouping Based on Cultural and Linguistics•Goal:–All students to master writing skills•based on teachers’ prior knowledge•make it interesting to all students•diverse-cater all backgrounds (race, religion, SES, geography)Instructional proceduresUnit 1•Grade Level: 3rd grade•Content Area integration: Social Studies•Mode of writing: Narrative•Narrative–a storyPre-assessment PromptPurpose: •build on what the students already know about writing a story.•Ask the students: –What did they do over the weekend?–Tell students that they will write narratives about their weekend.•Students will create a narrative story about events that happen over the weekend.Prewriting•first stage of the writing process•70% of writing time is spent during the prewriting stage •consider form•consider the audience of readers –yourself or othersPurpose of Prewriting•consider the purpose: –communicate information to othersPractice & Assessment•Practice–direct instruction–complete graphic organizer together–get students involved (feedback)•Assessment–independent practice•allows students to self-checkFinallyName: _________________________ Date: ___________________Prewriting Scoring Guide for 3rd gradeExceeds the StandardMeets the Standard Partially Meets the StandardDoes not meet the standard/ Needs Improvement4 3 2 1Name is clearly listed at the top of paperName is list on the paper but not on the top of the paperStudent list initials of their nameNo name is listed Title relates to topicTitle is listed does not relate to topicTitle listed No title is listedStudent lists 2 or more characters with descriptions in detailStudent lists 1 character with descriptionsStudent lists characters without descriptions.Student does not list characters or descriptions.Student list setting with descriptions in detailStudent list setting with descriptionsStudent lists setting without descriptionsStudent does not lists the setting or descriptions Student lists at least 4 events.Student lists at least 3 events.Student lists 2 eventsStudent list 1 or fewer events.____ X 4 = _____ ____ X 3 = _________ X 2 = ______ ____ X 1 = _____ Total Points = _______________/20Baker, C. (2006). Narrative prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.Drafting•Rough Draft–students begin to write•Main focus:–get ideas on paper•Don’t want students to focus on:–correct spelling –grammar–mechanicsPractice & Assessment•Practice–direct instruction–Complete rough draft•Note important details•details are written in complete sentences or thoughts–get students involved (feedback)•Assessment–independent practice•details are written in complete sentences•allows students to self-checkName: _________________________ Date: ___________________Drafting Scoring Guide for 3rd gradeExceeds the StandardMeets the Standard Partially Meets the StandardDoes not meet the standard/ Needs Improvement4 3 2 1Name is clearly listed at the top of paperName is list on the paper but not on the top of the paperStudent list initials of their nameNo name is listed Student describes character in a complete sentence clearly using detailsStudent describes character in a complete sentence without using details.Student does not describe characters in a complete sentence.Student does not describe characters.Student describes at least 4 events in complete sentences.Student describes 2-3 events in complete sentences.Student list 1 or fewer events in a complete sentence.Student describes no events in complete sentences.Student writes beginning, middle, and end in complete thoughts.Student writes only 2 out 3 (beginning, middle, and end) in complete thoughts.Student only writes 1 of the 3 (beginning, middle, and end) in complete thoughts.Student writes none of the 3 (beginning, middle, and end) in complete thoughts.____ X 4 = _____ ____ X 3 = _____ ____ X 2 = ______ ____ X 1 = _____ Total Points = _______________/16Baker, C. (2006). Narrative drafting scoring guide . Unpublished manuscript, Valdosta State University, GA.Revising•Want students to:–look for ways of improving writing–look at their writing from a different point of view–make their writing more clearer•A.R.R.R. strategy-–Adding, rearranging, removing, and replacing–http://www.angelfire.com/wi/writingprocess/revising.htmlPractice & Assessment•Practice–Direct instruction•Used a student as a partner•Practiced using A.R.R.R.•Assessment–Independent practice•Partnered•Use proofreader marks & A.R.R.R•Switch rolesName: Date: _____________ Revising Scoring Guide for 3rd gradeMeets the Standard Partially Meets the Standard Does not meet the standard/ Needs Improvement6 3 1Student uses correct proofreaders marksStudent uses proofreaders marks Student does not use correct proofreaders marks Students uses the A.R.R.R. strategy correctlyStudents uses the A.R.R.R. strategy Student does not use the A.R.R.R. strategy correctly.Student points out more than one good point about the