Interdisciplinary Writing Unit: Expository, 2Nd Grade

Julie Smith, Expository 1

Interdisciplinary Writing Unit: Expository, 2nd Grade & Narrative, 2nd Grade Julie Smith READ 7140 Valdosta State University May 2007 Julie Smith, Expository 2

Interdisciplinary Writing Unit: School and Student Characteristics and Individual Differences School System and School . Your name and grade level __ Julie Smith: 2 nd Grade ______. Name of school system _Valdosta City Schools____ . Name of school __J.L. Lomax__ School’s Student Characteristics o Students: 450 . _213_ Number of boys . _237_ Number of girls . _3-9_ Age range o Ethnicity (number of students) . _203_ African American . _9_ Asian American . _0_ Native American . _18_ Hispanic . _220_ Caucasian . __0_ Other o Reading Achievement (Give percentages.) . Based on: __CRCT ______. _25_ % Above-average or advanced skill level . _60_ % Average or intermediate skill . _15_ % Below average skill level o Writing Achievement (Give percentages.) . Based on: __GA Writing Assessment______. _15_ % Above-average or advanced skill level . _55_ % Average or intermediate skill . _20_ % Below average skill level

Classroom’s Student Characteristics o Students . _9_ Number of boys . _8__ Number of girls . _7-8_ Age range o Ethnicity (number of students) . _5_ African American . _1_ Asian American . _0_ Native American . _4_ Hispanic . _7_ Caucasian . _0__ Other Julie Smith, Expository 3

o Reading Achievement (Give percentages.) . Based on: ___CRCT______. _29_ % Above-average or advanced skill level . _47_ % Average or intermediate skill . _24_ % Below average skill level o Writing Achievement (Give percentages.) . Based on: __GA Writing Assessment______. _35_ % Above-average or advanced skill level . _41_ % Average or intermediate skill . _24_ % Below average skill level o Classroom Organization (Check as many as apply.) . ____ Homogeneous . _*_ Heterogeneous . ____ Self-Contained . ____ Team Teaching . ____ Departmentalized . ____ Parallel Block . List other programs:

Individual Differences o Students Attending Pull-Out or Supplementary Programs (number of students) . ____ Title I . ____ Reading . ____ Gifted . ____ Early Intervention Program . ____ Safety Net . List other programs: o Language Proficiency (number of students) . _13_ English language . _4_ Bilingual . ____ Other languages . List other languages: Spanish o Students with Individual Education Plans (IEP) (number of students) . ____ Blind or visual impairment . ____ Deaf or hearing impairment . _2_ Developmental delay . ____ Emotional or behavioral disorder . _1__ Learning disability . ____ Mild intellectual disability . ____ Other health impairment . ____ Physical disability . __2_ Speech . ____ Other Julie Smith, Expository 4

Expository Prewriting Lesson Plan

Grade Level: 2nd Grade

Content area connection Content area: Social Studies Topic and/or concept: Cherokee Indians Previous content area lesson: The students’ have learned about Cherokee Indians and the ways they lived. They have read books about the Cherokee Indians, and we have discussed them. They have learned about specific Cherokee Indians from Georgia and their accomplishments. We have discussed different ways of living between then and now. We have also researched their homes, clothing, tools, careers, and accomplishments. The students have a general understanding of the Cherokee Indians and know specifics of several individual Cherokee Indians.

Genre of writing: Expository Writing

Stage of writing: Prewriting

English Language Arts GPS: ELA2W1 The student demonstrates competency in the writing process. The student: b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions). h. Prewrites to generate ideas orally.

Content Area GPS: SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.

Student Materials: Smith, J. (2007). Comparison graphic organizer. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Smith, J. (2007). Expository prewriting student checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. pencil

Teacher Materials: Smith, J. (2007). Expository prewriting rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. Smith, J. (2007). Comparison graphic organizer. Unpublished Manuscript. Valdosta State University, Valdosta, GA. overhead projector Julie Smith, Expository 5

markers blank story map for overhead shared topic with class computer with internet connection

Grouping Arrangements (required): Explanation of Instructional Grouping Options: Whole class/large group instruction will be used during the modeling and practice activities. Since the whole class will be using the same graphic organizer, it will be easier for the teacher to explain the graphic organizer to the class as a whole, instead of individually. This will also provide more time on task during instruction. If there is a student who is having difficulty with their graphic organizer, the teacher will work with that child individually. Independent instruction will be used when the students are completing their own graphic organizer. Each child will complete his/her own graphic organizer. The teacher will monitor the students by walking around and giving one-on-one assistance to all students. Additional assistance will be given to struggling students, either by the teacher or a classmate.

Explanation of Grouping Options Relating to Students’ Development, Cultural, and Linguistic Needs: Development Needs: The students who have development needs will be given more assistance during individual practice. Students who need more assistance during the practice activity may be paired with a partner. Depending on the degree of help needed, they will be paired with a partner or will receive individualized help from the teacher. Cultural Needs: The students who do not speak fluent English will all be grouped together during the modeling and practice activity. It will be easier on the teacher to help the students if they are grouped together. The teacher will spend a little extra time with that group to assist them. During the assessment, where the students are to work individually, the students who do not speak fluent English will each be grouped together with an English speaking student. The English speaking student will be allowed to assist the student during the assessment. ESOL students will be given a notebook to write down words they do not understand. The teacher or another student will assist the student with the words in the notebook. They may also be given a translation book to look up words in. Linguistic Needs: The students with delayed language skills will be paired with a partner who can assist them with spelling and other areas they may need help on. By pairing the students with a partner, they can have their simple questions answered quickly to avoid having to wait on the teacher. This will also help the teacher, by not having to answer questions that a classmate could quickly and easily answer for the student.

Instructional Procedures Genre of writing instruction: Expository writing is also known as informational writing. It is when you write to explain and teach information about a specific topic. In expository writing, you do not give your opinion, you just state the facts. Also, do no use the word, “I” in informational writing. Your main goal in this type of writing is to give facts about a specific topic to the reader. You must include all of the important facts about the topic you are writing on. One helpful tip is to pretend as if your audience knows nothing about the topic you are writing on. You must make sure you give all of Julie Smith, Expository 6 the facts and details so it is not confusing to the reader. It is very important to use words that clearly show what you are talking about; you do not want to confuse your reader. How many of you have ever written an essay or a book report? Good, these are both examples of expository writing. The main goal is to inform others of the information that you are familiar with. There are different types of expository writing. You can write a comparison between objects, a problem and solution, a cause and effect, a sequence of events, or a description of a particular topic. Any type of text that teaches the reader is expository or informational writing.

Stage of writing instruction: Before you just pick up your pencil and start writing, you should have a plan for what you are going to write about. This planning is called the prewriting stage of the writing process. It is the getting ready to write stage. The prewriting stage is the most important stage of the writing process. In the prewriting stage you choose a topic, consider the purpose, the audience, the form, and then create a graphic organizer. {The teacher will write the words topic, purpose, audience, form, and graphic organizer on the overhead.} I know you may not know what all of these words mean, but we are going to discuss them one by one. Let’s go down the list and talk about each word. What is the first word on our list? (Topic) Good, when you choose a topic, it should be something that you know a lot about and something that you enjoy talking/writing about. If you do not know a lot about the topic, then it is going to be very difficult to write about. Once you choose a topic, you need to stick to the topic. Should you be writing about dogs, when your topic is about animals that live under water? (No) Good, you need to remember to stick to the main idea of the topic. Sometimes finding a topic is difficult. One way to find a topic is by brainstorming. When you brainstorm, you jot down a list of ideas/topics that you are interested in writing about. Brainstorming helps you get all of your ideas about different subjects on paper. Then, you can choose one of the topics from your list to write about. What is the next word on our list? (Purpose) Good. This can also be called function. When you write a text, you have to have a reason or a purpose for writing. You need to ask yourself, ‘why am I writing this?’ There are several different reasons why we write text. You may write to entertain, to inform, or to persuade. You have to be writing for a reason; you should choose a purpose for writing before you begin writing. The next word on our list is audience. After you know what you are writing about and why you are writing, you need to decide who you are writing to. You may write for yourself or for others. When trying to decide who your audience is, you need to ask yourself, ‘who is going to read this/who am I writing to?’ The next thing we will consider is the form. The form identifies what kind of text you are writing. The different types of form are journal, narrative, poem, correspondence, and auto/biography. You probably already know what most of these forms look like. Raise your hand if you have seen text written in at least one of these forms. Good, it looks like everyone’s hand is raised. You should be real familiar with journals and poems. We will go into more depth about form later. The last word is graphic organizer. We all know what graphic organizers are. Graphic organizers help you get your thoughts and ideas down on paper and organize them. Once you have a graphic organizer, writing your text will be easier. You do not write in complete sentences on graphic organizers and you can abbreviate words, as long as you know what they mean. Julie Smith, Expository 7

Practice Activity: For the practice activity, the class will complete a graphic organizer as a whole. The teacher will take dictation from the students, and write it on the organizer on the overhead projector. During the practice activity, the teacher and the class will fill in the Comparison graphic organizer that compares how the Cherokee Indians lived versus how people in Georgia live today. The teacher may choose a particular Cherokee Indian for the practice activity, or may choose a specific category such as females, males, or children and compare them.

Assessment Activity: For the assessment activity, the students will work individually, unless partnered with a classmate by the teacher. The students will complete the same graphic organizer that was used in the practice activity; however, they must use different information. They will compare the likes and differences of Cherokee children and children in Georgia today. They must complete all areas of the story map.

Modifications and/or Accommodations of Instructional Methods: Developmental Needs: Students with developmental needs will be given more time to complete their graphic organizers. Their assignments will be broken down step by step. They will also be given more practice before the assessment. The teacher will work one on one with the students to get an understanding of where the students’ comprehension level is before giving them the assessment. Fine motor skills: The students who have difficulty writing, due to fine motor skills, will also be given more time to complete the graphic organizer. If the student is unable to write at all, the student can dictate while either the teacher or classmate writes for the student. The student may also be allowed to use a computer, and will be given the graphic organizer on computer to complete. Cultural Needs: ESOL students will be given a notebook to write words they do not understand. The teacher will meet with the students individually and explain these words to the students. These students will also be allowed to receive help from classmates. The teacher will assign one classmate per student that the student can receive help from. These students will be given books to help translate and look up words. Linguistic Needs: These students will also be given a notebook to write down words they have difficulty with. The teacher will meet with the students individually to go over words and assist students throughout prewriting. Julie Smith, Expository 8

Comparison Graphic Organizer

Name: ______Date:______

Cherokees in 1800’s Georgians Today

Food: Food:

Clothing: Clothing:

Home: Home:

Transportation: Transportation:

Chores: Chores:

Toys/Games: Toys/Games:

School: School:

Other daily activities: Other daily activities:

Smith, J. (2007). Comparison graphic organizer. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Julie Smith, Expository 9

Expository Prewriting Student Checklist

Name:______Date:______

Did you remember to…? List foods for both then and now? Describe clothing for both then and now? Describe homes for both then and now? List and describe transportation for both then and now? List and discuss chores for both then and now? List and describe toys for both then and now? Describe school for both then and now? List and discuss other daily activities for both then and now?

Smith, J. (2007). Expository prewriting student checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Expository Prewriting Rubric Julie Smith, Expository 10

Student’s Name______Date______

Elements Exceeds Criteria Meets Criteria Partially meets Does not meet Criteria Criteria 3 2 1 0 Food  Has detailed description  Briefly describes food  Gives brief  Includes no of food for both sides for both sides description of information food for 1 of 2 for either * Must exceed for sides side mastery of PLO Clothing  Has detailed description  Briefly describes  Gives brief  Includes no of clothing for both sides clothing for both sides description of information clothing for 1 of for either * Must exceed for 2 sides side mastery of PLO Home  Has detailed  Briefly describes  Gives brief  Includes no description of house house for both sides description information for both sides of house for for either * Must exceed for 1 of 2 sides side mastery of PLO Transportation  Has detailed description  Briefly describes  Gives brief  Includes no of transportation for both transportation for both description of information sides sides transportation for either for 1 of 2 sides side * Must exceed for mastery of PLO Chores  Has detailed  Provides daily chores  Somewhat  Does not explanation for daily for both sides explains or include chores on both sides lists chores chores for * Must meet for mastery for 1 or both either side of PLO sides Toys/Games  Has detailed  Briefly describes  Gives brief  Includes no description of toys/games for both description of information toys/games for both sides toys/games for either sides for 1 of 2 side * Must meet for mastery sides of PLO School  Has detailed description  Briefly describes  Gives brief  Includes no of school for both sides school for both sides description of information school for 1 of for either * Must exceed for 2 sides side mastery of PLO Daily Activities  Provides detailed  Lists other daily  Lists other  Did not Julie Smith, Expository 11

description of other activities for both daily provide any daily activities for both sides activities for 1 activities sides of 2 sides * Must meet for mastery of PLO Total 3 X ______= 2 X____ = 1 X_____ = 0 X_____=

*Indicates minimum level needed to meet PLO.

______Total Points (out of 24 possible points) > 16 points exceeds the PLO 16 points required to meet the PLO. 8- 15 points required to partially meet the PLO < 8 points does not meet the PLO

Smith, J. (2007) Expository prewriting rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. Expository Drafting Lesson Plan Julie Smith, Expository 12

Genre of writing: Expository Writing Stage of writing: Drafting

English Language Arts GPS: ELA2W1 The student demonstrates competency in the writing process. The student: i. Uses planning ideas to produce a rough draft. k. Creates documents with legible handwriting. a. Writes text of a length appropriate to address a topic and tell the story.

Student Materials: Smith, J. (2007). Expository drafting student checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. paper pencil completed graphic organizer

Teacher Materials: Smith, J. (2007). Expository drafting rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. overhead projector transparencies markers completed graphic organizer computer with internet connection Julie Smith, Expository 13

Grouping Arrangements (required): Explanation of Instructional Grouping Options: Whole class/large group instruction will be used during the modeling and practice activities. It will be easier for the teacher to explain how to create a rough draft to the class as a whole, instead of individually. This will also provide more time on task during instruction. If there is a student who is having difficulty creating their draft, the teacher will work with that child individually. Independent instruction will be used when the students are completing their own drafts based on their graphic organizer. Each child will complete his/her own draft. The teacher will monitor the students by walking around and giving one-on-one assistance to all students. Additional assistance will be given to struggling students, either by the teacher or a classmate.

Instructional Procedures Genre of writing instruction: Expository writing is also known as informational writing. It is when you write to explain and teach information about a specific topic. In expository writing, you do not give your opinion, you just state the facts. Also, do no use the word, “I” in informational writing. Your main goal in this type of writing is to give facts about a specific topic to the reader. You must include all of the important facts about the topic you are writing on. One helpful tip is to pretend as if your audience knows nothing about the topic you are writing on. You must make sure you give all of the facts and details so it is not confusing to the reader. It is very important to use words that clearly show what you are talking about; you do not want to confuse your reader. Julie Smith, Expository 14

How many of you have ever written an essay or a book report? Good, these are both examples of expository writing. The main goal is to inform others of the information that you are familiar with. There are different types of expository writing. You can write a comparison between objects, a problem and solution, a cause and effect, a sequence of events, or a description of a particular topic. Any type of text that teaches the reader is expository or informational writing.

Stage of writing instruction: The second stage in the writing process is drafting. Drafting is when you form your ideas into complete sentences using the prewriting graphic organizer. This is NOT a final draft; this is a rough draft, a sloppy copy. When you write your draft, you take the ideas from your graphic organizer and turn them into sentences and paragraphs. You add more details to expand your text. During your draft, you do not worry about making everything perfect. You will be able to go back and correct errors later. Your main goal is to get your ideas and content in writing. Do not worry about correct spelling and neatness. When you write your draft, you label it as draft to remind you that it does not have to be perfect. When writing your draft, only write on every other line so that you have room to make revisions. To make sure that you skip every other line, put a x to the right side of the red line on your notebook paper to remind you not to write on that line. You need to organize the information in your draft so it flows and is easy to read. You want your text to make sense to the reader. Just remember to stick to your topic, form, format/purpose, and audience.

Practice Activity: The class as a whole will create a draft based on the graphic organizer that they completed previously. They will complete the ideas on the organizer, and turn the phrases into complete sentences. The teacher/students will not focus on spelling, punctuation, or grammar. The teacher will plan several errors, so they can be corrected in the revising and editing stages.

Assessment Activity: Individually, the students will create a draft based on their graphic organizer. They will complete the ideas on their organizer, and turn the phrases into complete sentences. The students will be encouraged to not focus on spelling, punctuation, or grammar. They should include all elements on their organizer and expand on ideas and details.

Modifications and/or Accommodations of Instructional Methods: Developmental Needs: Students with developmental needs will be given more time to complete their drafts. Their assignments will be broken down step by step. They will also be given more practice before the assessment. The teacher will work one on one with the students to get an understanding of where the students’ comprehension level is before giving them the assessment. Fine motor skills: The students who have difficulty writing, due to fine motor skills, will also be given more time to complete their drafts. If the student is unable to write at all, the student can dictate while either the teacher or classmate writes for the student. The student may also be allowed to use a computer to type their draft. Cultural Needs: ESOL students will be given a notebook to write words they do not understand. The teacher will meet with the students individually and explain these words to the students. Julie Smith, Expository 15

These students will also be allowed to receive help from classmates. The teacher will assign one classmate per student that the student can receive help from. These students will be given books to help translate and look up words. Linguistic Needs: These students will also be given a notebook to write down words they have difficulty with. The teacher will meet with the students individually to go over words and assist students throughout drafting. Julie Smith, Expository 16

Expository Drafting Student Checklist

Name:______Date:______

Did you remember to…?

Put an X on every other line, so you remember to skip lines?

Use the ideas in your graphic organizer to write your draft?

Include all information from your graphic organizer?

Write in complete sentences and use paragraphs?

Indent to show where new paragraphs start?

Include additional details throughout the text to help inform your reader and make it more interesting?

Did you stick to your topic and your graphic organizer?

Not give your opinion in your draft?

Smith, J. (2007). Expository Drafting Student Checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Expository Drafting Rubric Julie Smith, Expository 17

Student’s Name______Date______Title______

Elements Exceeds Criteria Meets Criteria Partially Does not meet Meets Criteria Criteria 3 2 1 0 Organization  Well  Draft is  Draft is  Draft is not organized and mostly somewhat organized detailed organized organized  Flows and  Flows and is  Does not is easy to read easy to read flow * Must meet for mastery of PLO

Information  All information  Most of the  Little  No from graphic information information information organizer is from graphic from graphic from graphic included organizer is organizer is organizer is included included included * Must meet for mastery of PLO Clarity  Information is  Information  Information  Cannot easy to is easy to is difficult to follow understand understand follow information * Must meet for mastery of PLO Sentence  Draft is written  Draft is  Draft  Draft Structure in complete mostly contains contains sentences written in several little to no throughout complete sentence complete sentences fragments sentences * Must meet for throughout throughout mastery of PLO Total 3 X ______= 2 X____ = 1 X_____ = 0 X_____=

Smith, J. (2007). Expository drafting rubric. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Expository Revising Lesson Plan Julie Smith, Expository 18

Genre of writing: Expository Writing Stage of writing: Revising

English Language Arts GPS: ELA2W1 The student demonstrates competency in the writing process. The student: c. Uses transition words and phrases. j. Rereads writing to self and others, revises to add details, and edits to make corrections.

Student Materials: Smith, J. (2007). Expository revising student checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. paper pencil completed rough draft

Teacher Materials: Smith, J. (2007). Expository revising rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. overhead projector transparencies markers completed rough draft computer with internet connection Julie Smith, Expository 19

Grouping Arrangements (required): Explanation of Instructional Grouping Options: Whole class/large group instruction will be used during the modeling and practice activities. It will be easier for the teacher to explain the revising proofreader marks to the class as a whole, instead of individually. This will also provide more time on task during instruction. If there is a student who is having difficulty with revising, the teacher will work with that child individually. Independent instruction will be used when the students are revising their own rough drafts. Each child will revise his/her own draft. The teacher will monitor the students by walking around and giving one-on-one assistance to all students. Additional assistance will be given to struggling students, either by the teacher or a classmate

Instructional Procedures Genre of writing instruction: Expository writing is also known as informational writing. It is when you write to explain and teach information about a specific topic. In expository writing, you do not give your opinion, you just state the facts. Also, do no use the word, “I” in informational writing. Your main goal in this type of writing is to give facts about a specific topic to the reader. You must include all of the important facts about the topic you are writing on. One helpful tip is to pretend as if your audience knows nothing about the topic you are writing on. You must make sure you give all of the facts and details so it is not confusing to the reader. It is very important to use words that clearly show what you are talking about; you do not want to confuse your reader. How many of you have ever written an essay or a book report? Good, these are both examples of expository writing. The main goal is to inform others of the information that you are familiar with. There are different types of expository writing. You can write a comparison between objects, a problem and solution, a cause and effect, a sequence of events, or a Julie Smith, Expository 20 description of a particular topic. Any type of text that teaches the reader is expository or informational writing.

Stage of writing instruction: The third stage of the writing process is the revision stage. This is the stage that comes after prewriting and drafting. Revising is where you improve your ideas and content in your draft. During revising, you change, add, delete, and rearrange content in your draft. You do not revise your draft right away, you wait a day or two and then come back to revise. Have you ever had trouble solving a problem and you just become stressed out with it, but if you leave it alone and come back, it’s as easy as a piece of cake? Revision is sort of like that. When you revise your draft you add detailed adjectives. You can add, delete, or change information in your text. During revising you do not correct spelling or grammar mistakes. This stage is only for making revisions to your information. You perfect your ideas and content, before you can correct spelling and grammar. You revise an information text the same way you would revise any text. All you are focusing on is making changes to the ideas in the text. You are NOT making corrections to punctuation, grammar, or spelling. During revision, you will expand on ideas or maybe take away some ideas. You want to make sure that your text flows smoothly and makes sense to the audience.

Practice Activity: The class as a whole will revise the class draft that they completed previously. They will do the same thing the teacher did during modeling. However, this time the teacher will take dictation from the students. They will practice improving their ideas in the draft by adding, deleting, rearranging, and changing words, phrases, sentences, and paragraphs. The teacher/students will not focus on spelling, punctuation, or grammar. Those mistakes will be corrected during the editing stage.

Assessment Activity: Individually, the students will revise their own drafts. They will improve the content of their draft by adding, deleting, rearranging, and changing words, phrases, sentences, and paragraphs. The students will be encouraged to not focus on spelling, punctuation, or grammar. The students should expand on important ideas and events, and delete insignificant ones. The teacher will conference individually with the students.

Modifications and/or Accommodations of Instructional Methods: Developmental Needs: Students with developmental needs will be given more time to complete their drafts. Their assignments will be broken down step by step. They will also be given more practice before the assessment. The teacher will work one on one with the students to get an understanding of where the students’ comprehension level is before giving them the assessment. Fine motor skills: The students who have difficulty writing, due to fine motor skills, will also be given more time to complete their drafts. If the student is unable to write at all, the student can dictate while either the teacher or classmate writes for the student. The student may also be allowed to use a computer to type their draft. Julie Smith, Expository 21

Cultural Needs: ESOL students will be given a notebook to write words they do not understand. The teacher will meet with the students individually and explain these words to the students. These students will also be allowed to receive help from classmates. The teacher will assign one classmate per student that the student can receive help from. These students will be given books to help translate and look up words. Linguistic Needs: These students will also be given a notebook to write down words they have difficulty with. The teacher will meet with the students individually to go over words and assist students throughout drafting. Julie Smith, Expository 22

Revising Student Checklist

Name:______Date:______Title______

Proofread your story to look for information that should be added, deleted, changed, or rearranged? Have someone else proofread your story to look for information that should be added, deleted, changed, or rearranged? Add information that needed to be added?

Delete information that does not need to be in your story?

Change information that needed to be changed?

Rearrange information that could be rearranged?

Use the correct proofreader marks while revising your story?

Ask the teacher to look over your story to see if you have missed anything you should revise?

Smith, J. (2007). Revising student checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Julie Smith, Expository 23

Expository Revising Rubric

Elements Exceeds Criteria Meets Criteria Partially Meets Does not meet Criteria Criteria 3 2 1 0 Added ideas  Correctly  Added in  Added 1-2  No ideas or or details added in all ideas and ideas or details were ideas and details where details; more added details where appropriate; are needed needed more can be added

* Must meet for mastery of PLO Deleted ideas  Deleted all  Deleted most  Somew  No ideas or or details ideas/details that ideas/details hat or details were were irrelevant that were incorrectly deleted or not needed irrelevant or deleted not needed ideas/details; may have * Must meet for mastery of PLO deleted important information Changed  Changed all  Changed  Somewhat or  No ideas or ideas/details most incorrectly ideas/details details that needed to ideas/details changed were changed be changed that needed ideas/details throughout to be draft changed

* Must meet for mastery of PLO Rearranged  Rearranged all  Rearranged  Somew  No ideas or ideas or ideas/details most hat or details were details that needed to ideas/details incorrectly rearranged be rearranged that needed rearranged throughout to be ideas/details draft rearranged

* Must meet for mastery of PLO Proofreader  Correctly  Uses  Somewhat or  Proofreader Marks uses correct incorrectly marks are not Julie Smith, Expository 24

proofreader proofreader uses used marks marks in the proofreader throughout majority of marks draft the draft

* Must meet for mastery of PLO Total 3 X ______= 2 X____ = 1 X_____ = 0 X_____=

______Total Points (out of 15 possible points)

> 10 points exceeds the PLO 10 points required to meet the PLO. 5- 9 points required to partially meet the PLO < 5 points does not meet the PLO Julie Smith, Expository 25

Smith, J. (2007). Expository revising rubric. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Expository Editing Lesson Plan

Genre of writing: Expository Writing Stage of writing: Editing

English Language Arts GPS: ELA2W1 The student demonstrates competency in the writing process. The student: s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade- appropriate abbreviations. q. Uses common rules of spelling. r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory; simple and compound). j. Rereads writing to self and others, revises to add details, and edits to make corrections.

Student Materials: Smith, J. (2007). Expository editing student checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. paper pencil completed rough draft w/revisions Julie Smith, Expository 26

Teacher Materials: Smith, J. (2007). Expository editing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. overhead projector transparencies markers completed rough draft w/revisions computer with internet connection

Grouping Arrangements (required): Explanation of Instructional Grouping Options: Whole class/large group instruction will be used during the modeling and practice activities. It will be easier for the teacher to explain the editing proofreader marks to the class as a whole, instead of individually. This will also provide more time on task during instruction. If there is a student who is having difficulty with editing, the teacher will work with that child individually. Independent instruction will be used when the students are editing their own rough drafts. Each child will edit his/her own draft. The teacher will monitor the students by walking around and giving one-on-one assistance to all students. Additional assistance will be given to struggling students, either by the teacher or a classmate.

Instructional Procedures Genre of writing instruction: Julie Smith, Expository 27

Expository writing is also known as informational writing. It is when you write to explain and teach information about a specific topic. In expository writing, you do not give your opinion, you just state the facts. Also, do no use the word, “I” in informational writing. Your main goal in this type of writing is to give facts about a specific topic to the reader. You must include all of the important facts about the topic you are writing on. One helpful tip is to pretend as if your audience knows nothing about the topic you are writing on. You must make sure you give all of the facts and details so it is not confusing to the reader. It is very important to use words that clearly show what you are talking about; you do not want to confuse your reader. How many of you have ever written an essay or a book report? Good, these are both examples of expository writing. The main goal is to inform others of the information that you are familiar with. There are different types of expository writing. You can write a comparison between objects, a problem and solution, a cause and effect, a sequence of events, or a description of a particular topic. Any type of text that teaches the reader is expository or informational writing.

Stage of writing instruction: The fourth stage of the writing process is the editing stage. The editing stage is where you correct grammar mistakes and spelling mistakes. The editing stage requires you to read your text word by word and look for errors in spelling, punctuation, capitalization, etc. This stage is known as proofreading for errors. {The teacher will give the students a list of errors that they need to check for, and will demonstrate these errors and how to mark them in the text.} It is also helpful to have someone else proofread your text. You should not proofread your text right away; you should wait two to three days. If during editing, you need to go back and revise, this is fine. The purpose of the writing stage is to make your text as good as it can be. You apply the editing stage to informational writing the same way you would any other text. The purpose of the editing stage is to correct grammar, spelling, punctuation, and capitalization. You proofread your text, which means that you read it work for word and really check the words for spelling and spelling. You also may read it aloud to help check for punctuation and correct grammar. After you proofread your text for errors, you can have a peer proofread your text to make sure you found most of the errors in your story. The main goal of this stage of the writing process is to correct comma errors, sentence fragments, spelling, punctuation, capitalization, and any other errors that you find in your writing.

Practice Activity: The class as a whole will edit the class draft that they completed previously. They will practice correcting their grammar, punctuation, and spelling mistakes. The teacher will demonstrate how to correctly mark paper while making edits, so their papers are still legible.

Assessment Activity: Individually, the students will edit their own drafts. They will correct the grammar, punctuation, and spelling mistakes throughout their draft. The teacher will conference individually with the students.

Modifications and/or Accommodations of Instructional Methods: Developmental Needs: Students with developmental needs will be given more time to complete their drafts. Their assignments will be broken down step by step. They will also be given Julie Smith, Expository 28

more practice before the assessment. The teacher will work one on one with the students to get an understanding of where the students’ comprehension level is before giving them the assessment. Fine motor skills: The students who have difficulty writing, due to fine motor skills, will also be given more time to complete their drafts. If the student is unable to write at all, the student can dictate while either the teacher or classmate writes for the student. The student may also be allowed to use a computer to type their draft. Cultural Needs: ESOL students will be given a notebook to write words they do not understand. The teacher will meet with the students individually and explain these words to the students. These students will also be allowed to receive help from classmates. The teacher will assign one classmate per student that the student can receive help from. These students will be given books to help translate and look up words. Linguistic Needs: These students will also be given a notebook to write down words they have difficulty with. The teacher will meet with the students individually to go over words and assist students throughout drafting. Julie Smith, Expository 29

Editing Student Checklist

Name:______Date:______Title______

Proofread your story to look for spelling, capitalization, punctuation, and grammar errors? Have someone else proofread your story to look for errors?

Correct all of your spelling errors?

Correct all of your capitalization errors?

Correct all of your punctuation errors?

Correct all of your grammar errors?

Use the correct proofreader marks while correcting errors?

Ask the teacher to look over your story to see if you have missed any of these errors?

Smith, J. (2007). Editing student checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Julie Smith, Expository 30

Expository Editing Rubric

Elements Exceeds Criteria Meets Criteria Partially Meets Does not meet Criteria Criteria 3 2 1 0 Spelling  Corrects  Corrects  Corrects some  Does not all spelling most spelling spelling errors correct any errors errors throughout the spelling errors throughout the throughout draft draft the draft

* Must meet for mastery of PLO Capitalization  Corrects  Corrects  Corrects some  Does not all most capitalization correct any capitalization capitalization errors capitalization errors errors throughout the errors throughout the throughout draft draft the draft

* Must meet for mastery of PLO Punctuation  Corrects  Corrects  Corrects some  Does not all punctuation most punctuation correct any errors punctuation errors punctuation throughout the errors throughout the errors draft throughout draft the draft

* Must meet for mastery of PLO Grammar  Corrects  Corrects  Corrects some  Does not all grammar most grammar errors correct any errors grammar throughout the grammar errors throughout the errors draft draft throughout the draft

* Must meet for mastery of PLO Proofreader  Correctly  Uses  Somewhat or  Proofreader Marks uses correct incorrectly uses marks are not proofreader proofreader proofreader used marks marks in the marks Julie Smith, Expository 31

throughout majority of draft the draft * Must meet for mastery of PLO

Total 3 X ______= 2 X____ = 1 X_____ = 0 X_____=

Smith, J. (2007). Expository editing rubric. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Julie Smith, Expository 32 Julie Smith, Expository 33

Expository Publishing Lesson Plan

Genre of writing: Expository Writing Stage of writing: Publishing

English Language Arts GPS: ELA2W1 The student demonstrates competency in the writing process. The student: a. Writes text of a length appropriate to address a topic and tell the story. b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions). c. Uses transition words and phrases. k. Creates documents with legible handwriting. s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade- appropriate abbreviations. q. Uses common rules of spelling. r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory; simple and compound). l. Consistently writes in complete sentences with correct subject/verb agreement.

Student Materials: Smith, J. (2007). Expository publishing student checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. paper pencil Julie Smith, Expository 34

completed rough draft

Teacher Materials: Smith, J. (2007). Expository publishing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. overhead projector transparencies markers completed rough draft computer with internet connection

Grouping Arrangements (required): Explanation of Instructional Grouping Options: Whole class/large group instruction will be used during the modeling and practice activities. It will be easier for the teacher to explain how to create the published piece to the class as a whole, instead of individually. This will also provide more time on task during instruction. If there is a student who is having difficulty with publishing, the teacher will work with that child individually. Independent instruction will be used when the students are publishing their own rough drafts. Each child will publish his/her own draft. The teacher will monitor the students by walking around and giving one-on-one assistance to all students. Additional assistance will be given to struggling students, either by the teacher or a classmate

Instructional Procedures Julie Smith, Expository 35

Genre of writing instruction: Expository writing is also known as informational writing. It is when you write to explain and teach information about a specific topic. In expository writing, you do not give your opinion, you just state the facts. Also, do no use the word, “I” in informational writing. Your main goal in this type of writing is to give facts about a specific topic to the reader. You must include all of the important facts about the topic you are writing on. One helpful tip is to pretend as if your audience knows nothing about the topic you are writing on. You must make sure you give all of the facts and details so it is not confusing to the reader. It is very important to use words that clearly show what you are talking about; you do not want to confuse your reader. How many of you have ever written an essay or a book report? Good, these are both examples of expository writing. The main goal is to inform others of the information that you are familiar with. There are different types of expository writing. You can write a comparison between objects, a problem and solution, a cause and effect, a sequence of events, or a description of a particular topic. Any type of text that teaches the reader is expository or informational writing.

Stage of writing instruction: Publishing is the fifth and final stage of the writing process. The publishing stage comes after prewriting, drafting, revising, and editing. Once you have completed all of these stages and have your text they exact way you want it, you publish it. After a piece is published, it is meant to be shared with the audience it was written for. When you publish a text, you rewrite the text to include all of the changes that you have made during your revising and editing stages. Think about all of the stages coming together and coming to an end; this is what the publishing stage is. It is a completed text. In the publishing stage, you rewrite your text using your best handwriting. On the final, published piece, you do not skip lines; you write on every line on the paper. When you publish, make sure to include all of the corrections that you have made to your text. After you have rewritten and published your text, you share it with the audience that you wrote it for. Make sure your name and title are at the top of your published piece. {Teacher will model}. Like the revising and editing stage, the publishing stage is the same in informational writing as it is for any other form of text. The publishing stage is the fifth and final stage of the writing process. You publish your informational text after you have made revisions and edits, and you have your story the exact way you want it. When you have your story ready for your audience to read it, then you publish it. To publish your informational writing, you rewrite your story and include all of the revisions and edits that you made. The publish piece should be neat and organized. It should not contain markings for corrections. You do not skip lines on your final published piece. However, it should be written neatly in your best handwriting, so the reader can easily read it. After you have rewritten your informational text, it is published and ready to be shared. It will be shared with whoever you intended to share it with. Make sure your name and title are on your final published piece so the reader knows who the great story belongs to.

Practice Activity: The class as a whole will publish the class draft that they completed previously. They will include all of their revisions and editing corrections in their published pieces. The teacher will write on every line of the paper in neat, legible handwriting.

Assessment Activity: Julie Smith, Expository 36

Individually, the students will publish their own drafts. They will include all of their revisions and editing corrections in their published pieces. They will write on every line of their paper in neat, legible handwriting. The teacher will conference individually with the students.

Modifications and/or Accommodations of Instructional Methods: Developmental Needs: Students with developmental needs will be given more time to complete their drafts. Their assignments will be broken down step by step. They will also be given more practice before the assessment. The teacher will work one on one with the students to get an understanding of where the students’ comprehension level is before giving them the assessment. Fine motor skills: The students who have difficulty writing, due to fine motor skills, will also be given more time to complete their drafts. If the student is unable to write at all, the student can dictate while either the teacher or classmate writes for the student. The student may also be allowed to use a computer to type their draft. Cultural Needs: ESOL students will be given a notebook to write words they do not understand. The teacher will meet with the students individually and explain these words to the students. These students will also be allowed to receive help from classmates. The teacher will assign one classmate per student that the student can receive help from. These students will be given books to help translate and look up words. Linguistic Needs: These students will also be given a notebook to write down words they have difficulty with. The teacher will meet with the students individually to go over words and assist students throughout drafting. Julie Smith, Expository 37

Publishing Student Checklist

Name:______Date:______Title______

Write on every line of your paper?

Indent before starting a paragraph?

Include all of your revisions and editing corrections?

Use correct spelling?

Use correct punctuation?

Write in you best Zaner-Bloser handwriting?

Proofread to look for mistakes you might have missed before?

Make sure your story is perfect to you and just the way you want others to see it?

Smith, J. (2007). Publishing student checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Julie Smith, Expository 38

Expository Publishing Rubric

Elements Exceeds Criteria Meets Criteria Partially Meets Does not meet Criteria Criteria 3 2 1 0 Organization  Text is  Text is  Text is  Text is organized in a organized somewhat unorganized way that is  For the most organized  Unable to easy to read part is easy to  May be hard to read and and understand follow and understand or understand understand follow * Must meet for mastery of PLO Punctuation  0-1  2-4 punctuation  5-7 punctuation  More than 7 punctuation errors errors punctuation errors * Must meet for errors mastery of PLO

Spelling  0-1  2-4 spelling  5-7 spelling  More than 7 spelling errors errors errors spelling * Must meet for errors mastery of PLO Sentence  No sentences  1-2 sentence  3-5  More Structure fragments fragments sentence than 5  Story consists  Sentence fragments sentence of a mixture of structure  Some fragments sentence various among sentences vary  All sentences structures sentences in structure are similar in * Must meet for structure mastery of PLO Handwriting  All letters  Most  Some letters are  Letters are are written in letters are written in not written in Zaner-Bloser written in Zaner-Bloser Zaner-Bloser form Zaner-Bloser form form form * Must meet for mastery of PLO Total 3 X ______= 2 X____ = 1 X_____ = 0 X_____=

*Indicates minimum level needed to meet PLO. ______Total Points (out of 15 possible points) > 10 points exceeds the PLO 10 points required to meet the PLO. 5- 9 points required to partially meet the PLO Julie Smith, Expository 39

< 5 points does not meet the PLO Smith, J. (2007). Expository publishing rubric. Unpublished Manuscript. Valdosta State University, Valdosta, GA.