Interdisciplinary Writing UnitIntroduction to UnitGeorgia 5th Grade Writing Assessment InformationPre-Assessment PromptGrouping Options—Teacher’s Instructional NeedsGrouping Options—Student NeedsAccommodations/ModificationsPrewriting: Instructional ProceduresGraphic Organizer 1Graphic Organizer 2Prewriting AssessmentPowerPoint PresentationSlide 13Drafting: Instructional ProceduresDrafting AssessmentSlide 16Slide 17Revising: Instructional ProceduresRevising AssessmentSlide 20Slide 21Editing: Instructional ProceduresEditing AssessmentSlide 24Slide 25Publishing: Instructional ProceduresPublishing AssessmentSlide 28Slide 29Interdisciplinary Writing UnitLauren HunterREAD 7140Summer 2008Introduction to UnitLevel: 4th gradeGenre/form: Expository (informational) writing—Newspaper articleContent area: Social StudiesGeorgia 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 meetPre-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 understandsGrouping 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 assistanceAccommodations/ModificationsDevelopmental needs: individual assistance during assessmentLanguage & cultural needs: literal instruction, practice, and directions; seating arrangement based on student needsPrewriting: 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 yetGraphic Organizer 1Who was involved?What happened?When did it happen?Where did it happen?Graphic Organizer 2Why 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 sheets will be providedStudents will be given checklist to use based on teacher’s scoring rubricPrewriting 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. When/Where Described both Described one No description 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 PLODrafting: 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 spellingDrafting AssessmentWrite draft independently, using information from graphic organizerSame topic will be usedInformation sheets will be providedStudents will be given checklist to useWill be scored using teacher’s rubricDrafting 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) Student Met PLO (2) Student Partially Met PLO (1) Student Did Not Meet PLO (0) Layout Student consistently skipped lines. Student skipped lines most of the time (no more than 3 places where a line wasn’t skipped). Student did not consistently skip lines (more than 3 places where a line wasn’t skipped). Who Described so that readers can imagine exactly what they look, sound, and act like. Described so that readers could visualize them. Described in some detail, but not enough so that readers can visualize them. No description. What Student consistently stayed on topic. Student stayed on topic most of the time. Student did not consistently stay on topic (less than half the time, or 3 or more times off-topic). Why/How Events were described in order and well developed with lots of supporting details. Events were described in order from beginning to end. Events were mostly described in order (only 1 out of place). Events were not described in order (2 or more out of place). When/Where Both elements included and described in detail. Both elements included. 1 element included No elements included Organization Wrote in paragraphs, using complete sentences and varying the sentence structure. Wrote in