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Let’s Plan a Scaffolded Writing Assignment

Let’s Plan a Scaffolded Writing Assignment

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Let’s Plan a Scaffolded Writing Assignment

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  1. Let’s Plan a Scaffolded Writing Assignment

  2. Materials • Highlighters • Rubrics • Peer Editing Checklists • Student Work Samples • Document reader/ Overhead Projector • Patience

  3. Example: Research Report- Day 1 Sample Writing Prompt Write a well-organized essay about a historically relevant person or event. Your essay should reflect clear research questions and present evidence from primary and secondary sources.

  4. Research Report Rubric Distribute • Highlighters • Rubric • Go over it • Students highlight key points. Research Report Rubric Resource Packet, p. 13

  5. Student Work Samples • Make copies of 2 student work samples, with peer editing checklists on the back of each. • Give them a fail and then a passing one. • Make sure you have an overhead or document reader so you can edit where the students can see.

  6. Student Work Sample Resource Packet, p. 16

  7. Peer Editing Checklist Resource Packet, p. 17

  8. Modeling • Remind them of the rubric requirements. • Go over the check list requirements. • Go over how and what to highlight: • Grammar errors • Spelling • Punctuation • Sentence structure (incomplete, run-on) • Subject-verb agreement • Missing words, extra words • Anything else they think is wrong

  9. More Modeling • Walk through the first student work sample using the overhead projector or document reader. • Have volunteers read it aloud, sentence by sentence, and have them tell you what they think should be highlighted. • After reading the whole thing, turn the sample over and have students tell you how to fill out the check list. • Ask what grade the class would give, based on the rubric.

  10. Let’s do it!

  11. Student Work Sample with Peer Editing Checklist class sample             4   20  3  ~ 27

  12. The Next Step: Independent Practice • Have students partner up. • Have them highlight a second student sample paper. • Have them complete the checklist on the back of it. • Have them give it a grade based on those 2 things as well as the rubric. • Using the overhead projector, go over the second sample paper to confirm the students’ choices.

  13. Adaptation: Research Report- Day 2 Obtain research for the students to read (internet?) so you can review the research process. Make sure you can get a transparency of whatever you handout. As a class • Decide on a topic • Brainstorm with a KWL chart • Turn the W’s into questions to head notecards • Read the research together, guiding the students to highlight answers to questions and clarifying confusing points

  14. Let’s do it!

  15. KWL Chart

  16. Notecards

  17. Class Research Pages The Mexican Revolution Resource Packet, pp. 14-15

  18. Let’s do it!

  19. Highlighting = Paraphrasing UC Professional Development Institute, High Point,Follow-up 8, Slide 19

  20. Class NotecardsGood vs. Plagiarized

  21. Class Essay

  22. Research Report- Day 3 Assign a topic that you know your library has available at the appropriate reading level to pairs of students. With a partner students will: • Write notecard questions • Look for research in teacher approved places • Paraphrase the answers to their questions onto their notecards

  23. Research Report- Days 4/5 Independently students will: • Translate the notecards into an essay • Exchange essays with the partner for a peer edit • Write a second draft and show/turn in to teacher for feedback

  24. Highlight grammar errors on the 2nd draft and create a + (plus)  (delta) T-chart. On the + side, write the things the student did well. On the  side, write things the student should change. Teacher Editing

  25. Tips • You should pass out and collect things like highlighters. • Give different colored highlighters to each group. • Colored pencils would work the same as highlighters, and colors can stand for different problems. • Be okay with talking. • NEVER SIT DOWN. • Make sure each student chooses his/her topic by the end of the first day. • Set clear goals for each session. • It’s okay to give students sentence starters! • Collect everything at the end of each class to be passed out at the beginning of the next one. • Be sure students respond to corrections after the peer editing step on their first draft.

  26. Questions? Queries?