Interdisciplinary Writing Unit Lauren Hunter READ 7140 Summer 2008 Introduction to Unit Level 4th grade Genre form Expository informational writing Newspaper article Content area Social Studies Georgia 5th Grade Writing Assessment Information Assigned topic for either narrative informational or persuasive prompt 120 minutes 2 60 minute sessions to write must be completed in 1 day Analytic multi domain scoring system domains are ideas organization style and conventions Predetermined scoring criteria using a scoring rubric Scored by two trained raters from 1 5 on each domain Can exceed meet or not meet Pre Assessment Prompt Write a newspaper article about an important event that has happened in your life Grouping Options Teacher s Instructional Needs Whole group instruction and practice students hear same information at one time practice and immediate feedback zones of proximal development provides scaffolding Partner work revision by ability levels maximizes time on task minimizes student wait time Individual work assessments see what each child knows and understands Grouping Options Student Needs Developmental teacher or peer assistance extra time to work Cultural teacher or peer assistance with vocabulary or grammatical structure of sentences Linguistic straightforward literal instruction teacher or peer assistance Accommodations Modifications Developmental needs individual assistance during assessment Language cultural needs literal instruction practice and directions seating arrangement based on student needs Prewriting Instructional Procedures Prewriting first stage very important Topic what Colonists Purpose why inform Audience who other students Form how newspaper article Fill in graphic organizer don t use complete sentences yet Graphic Organizer 1 Who was involved What happened When did it happen Where did it happen Graphic Organizer 2 Why did it happen How did it happen Quotes from witnesses The angle or point of view Prewriting Assessment Fill out graphic organizer independently Same topic and graphic organizer will be used Information Students sheets will be provided will be given checklist to use based on teacher s scoring rubric Prewriting Checklist Student Did I remember to Tell who the article is about Write details about who the article is about Tell what event or events the article is about Tell when they happened Tell where they happened Tell why they happened Tell how they happened Give quotes from witnesses at the event or events Give an angle or point of view on the event or events Prewriting Rubric Newspaper Articles Hunter Student Student Met PLO 2 Student Partially Met PLO 1 Student Did Not Meet PLO 0 Who Provided and described Either named or described Not named or described What Described and could have happened in that time period Described but is not something that could have happened during that time period not described Described one No description When Where Described both Why How Explained both Explained one Explained neither Angle Gave a point of view on the situation Attempted to give a point of view on the situation No point of view given Total points 10 Minimum score to achieve PLO 8 10 Minimum score to partially achieve PLO 5 10 5 10 does not achieve PLO Drafting Instructional Procedures Write articles based on information in graphic organizer Use paragraph format complete sentences Write on every other line Don t worry about neatness or spelling Drafting Assessment Write draft independently using information from graphic organizer Same topic will be used Information Students Will sheets will be provided will be given checklist to use be scored using teacher s rubric Drafting Checklist Student Did I remember to Mark every other line with an X Write on every other line Write in paragraphs Use complete sentences Use information from my graphic organizer Describe who my article is about Describe what event my article is about Describe when the event happened Describe where the event happened Describe how the event happened Describe why the event happened Drafting Rubric News Articles Hunter Student Student Exceeded PLO 3 Layout Who Described so that readers can imagine exactly what they look sound and act like What Why How When Where Organization Events were described in order and well developed with lots of supporting details Both elements included and described in detail Wrote in paragraphs using complete sentences and varying the sentence structure Student Met PLO 2 Student Partially Met PLO 1 Student consistently skipped lines Student skipped lines most of the time no more than 3 places where a line wasn t skipped Described so that readers could visualize them Described in some detail but not enough so that readers can visualize them Student consistently stayed on topic Student stayed on topic most of the time Events were described in order from beginning to end Events were mostly described in order only 1 out of place Student did not consistently stay on topic less than half the time or 3 or more times off topic Events were not described in order 2 or more out of place 1 element included No elements included Wrote in paragraphs using complete sentences most of the time no more than 3 fragments Did not write in paragraphs or had more than 3 fragments Both elements included Wrote in paragraphs using complete sentences Total points 16 possible 12 for achieving but not exceeding PLO Student Did Not Meet PLO 0 Student did not consistently skip lines more than 3 places where a line wasn t skipped No description Revising Instructional Procedures Clear up ideas in drafts involves adding deleting changing and rearranging Use different color ink to make changes Work with a partner follow 4 step peer revising process only write on your own draft Use proofreaders marks Still not time to worry about neatness or spelling Revising Assessment Revise drafts using suggestions made during peer revising and own ideas Information Students Will sheets will be provided will be given checklist to use be scored using teacher s rubric Revising Checklist Student Did I remember to Write in paragraphs Use complete sentences Describe who my article is about Describe what event my article is about Describe when and where the event happened Describe how and why the event happened Add details to make my article clearer Change rearrange or take out information as needed Use proofreaders marks to make changes Write with a different color to make changes Revising Rubric News