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Informational Writing

Brittany Henderson. Collaborate Report Fourth Grade. Informational Writing. Fourth_expositorywriting_collaborativereport_socialstudies women abolitionist_Brittany_Henderson. Social Studies. Women Abolitionist: Harriet Tubman and Elizabeth Cady Stanton. Georgia Writing Test.

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Informational Writing

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  1. Brittany Henderson Collaborate Report Fourth Grade Informational Writing Fourth_expositorywriting_collaborativereport_socialstudies women abolitionist_Brittany_Henderson

  2. Social Studies Women Abolitionist: Harriet Tubman and Elizabeth Cady Stanton

  3. Georgia Writing Test • Scoring based on: • Ideas • Organization • Style • Conventions Prompt may be informational writing • Must have • knowledge • of • relevant • subject • matter

  4. Pre-Assessment Prompt Topic: Students will write about themselves. They will include details about their personality, hobbies, likes and dislikes, family members, etc… Genre: Informational Writing Materials: Students will be given two pieces of wide-ruled notebook paper and two pencils. Allotted Time: Students will be allotted twenty-five minutes to complete their assessment. Procedures: 1. Hand out paper/pencils. 2. Explain topic (written on the board) 3. State, “There will be no talking during this assessment.” 4. Begin assessment

  5. Instructional Grouping Instruction Whole Group Ensure accuracy of instruction Practice Whole Group Encourage questioning Ensure time on task Assessment Small Groups Equal amount of biographies Teacher’s Instructional needs

  6. Grouping Options Developmental Needs Peer advising Mixture of abilities Peer modeling Cultural or Linguistic Needs Exposed to peers and ideas Peer with above-average writing skills Student’s needs

  7. Genre: Informational Writing • Communicates facts and explains ideas • We use information from books, newspapers, the internet, etc… to create our writing. • The writing is only to inform the reader about the topic selected, not to persuade an opinion.

  8. Don’t worry about spelling! Prewriting No complete sentences Remember that there are four main concepts to think about when prewriting: Form: collaborative report Purpose: convey information Topic: Women abolitionist: Harriet Tubman and Elizabeth Cady Stanton Audience: parent/sibling/grandparent/etc.. We will complete The bio-cube Planning Sheet to help us to organize our information. After the organizer is completed, we will take trips to the computer to complete the Bio-cube.

  9. Modifications • The students with mild to moderate intellectual disabilities: • assisted in the formulation of thoughts to be expressed during the discussion. • be encouraged to signal the teacher when he or she knows the answer to questions, • during the shared writing on the SMART board, so that I may call on them. Developmental needs

  10. Modifications • For students with • emotional behavior disorders: • provide preferential seating to encourage participation and eliminate behavior problems. • plan to redirect inappropriate behavior to increase time on task and decrease time off task. • I have also found that positive • reinforcement works • well with children • with emotional • behavior disorders. Developmental needs

  11. Modifications • The Hispanic population • is high around the school. • For my students who speak Spanish as their primary language, I plan to provide them with a partner who can help them with their writing and the English language. I feel this will • provide my ESOL students • with support • throughout • the writing process. • . Cultural And Linguistic

  12. Drafting The drafting process is the second step of the writing process. It consists of taking information from the prewriting (Bio-Cube Planning Sheet) stage and converting it into sentences to form a draft of your content. Drafting will be written in pencil with the label, “draft” on the top line. Skipping lines is a must in order to make revisions later. The lines you skip will have an x put on the left-hand side of your paper.

  13. Informational Drafting Rubric

  14. Revising “The revising stage is the third step of the writing process. To revise means to look again, this is exactly what we do when revising.What do you feel we are looking for? Should I look to see if I like my writing? I want everyone to reread your section of the rough draft. We look for places to add, change, delete, or rearrange content of our writing. We use symbols for each of the four revision components.

  15. Editing “Today we will be focusing on the editing stage. The editing stage is the last step before the final published piece of writing. When undergoing the editing stage, we need to evaluate our writing for mechanics and grammar. Someone tell me what mechanics are? What does grammar mean? We will all use our writer’s handbook, so we have a universal understanding of what mechanics we are using. We will focus on punctuation, spelling, use of commas and quotation.”

  16. .

  17. Publishing “Today we will be discussing the publishing stage. Does anyone know any details about the publishing stage? The publishing stage starts with an evaluation of our handwriting skills. The published piece must contain appropriate handwriting skills expected in your grade level. Publishing should also contain how you will present your final piece. Will you make a book cover? Will you enlarge an excerpt to intrigue students? How will your piece of published writing stand out?”

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