informational writing 2 nd grade crystal patterson read 7140 valdosta state university may 2007
TRANSCRIPT
Introduction
Grade Level: 2nd
Genre of writing: Informational Writing Content Area Connection: Science (Life
Cycle of Animals)
Grade 3 Writing Assessment
Teacher evaluation of student writing Covers four types of writing: narrative,
informational, persuasive, and response to literature
Students are scored analytically in four domains: ideas, organization, style, and conventions.
Three performance levels: does not meet, meets, and exceeds
Pre-assessment Prompts
What is your favorite animal? Write about why this animal is your favorite animal.
Tell about your favorite game. Explain why this is your favorite game to play.
Think about one of your friends. Tell at least three things that make this person a good friend.
Pre-assessment Prompts Explain why Valdosta is a great place to live.
Think about things you like to do here. Think about your favorite thing that you own.
It can be something that was given to you or something you bought. Explain why this is your favorite thing.
Tell about your favorite place to go (can be a vacation spot or even somewhere in Valdosta). Why is this your favorite place to visit?
Grouping Options Based on Teacher’s Needs
Whole group – takes place during instruction, modeling, and practice activities for each stage
Partners – Students will work with a partner to revise the draft.
Individual – takes place during the assessment activity for each stage
Grouping Options Based on Development, Culture, and Linguistics
Development – work in pairs for revising, work in pairs for spelling help, teacher monitoring during assessment, copies of instructions and other materials made
Culture – extra instruction during some stages based on need because of background in writing
Grouping Options Based on Development, Culture, and Linguistics
Linguistics – informal conferences during assessment, reading checklists and graphic organizers to EIP student
Informational Writing
Informational writing provides information using facts from resources like books and the internet.
Sequence writing is to list items or events in order using transition words.
Contains: table of contents, topic pages or chapters, pictures with captions, index
The Prewriting Stage
Choose a topic Consider the purpose for writing Consider the audience Organize ideas for writing using a graphic
organizer
Prewriting Instruction
Modeling – show completed graphic organizer on elephants and explain each part
Practice – use interactive writing to complete a graphic organizer on butterflies
Assessment – students will complete a graphic organizer individually
Animal Life Cycle Graphic Organizer
Introduction: What is the name of your animal? What do you already know about your animal? What will you be providing information about?
1st stage: What is the name of this stage? What happens during this stage? Detail 1: Detail 2: Detail 3: Detail 4:
2nd stage: What is the name of this stage? What happens during this stage? Detail 1: Detail 2: Detail 3: Detail 4:
3rd stage: What is the name of this stage? What happens during this stage? Detail 1: Detail 2: Detail 3: Detail 4:
Conclusion: What are the names of all the stages? Is there anything you found interesting about this
animal? If so, what was it? If not, why not?
Checklist for Prewriting
Writing Checklist for Prewriting_____________________ Life Cycle
Introduction_______ I told the reader what my animal will be._______ I told the reader what I will be writing about.Stages of the Life Cycle_______ I named at least 3 stages of the animal’s life cycle._______ I provided at least two details for each stage.Conclusion______ I repeated/summarized what I wrote about.
Scoring Guide for PrewritingExceeds Standard
4 Meets Standard
3 Approaching
Standard
2
Does not meet standard
1
Introduction The topic is listed and described, and characteristics are
given.
The topic is listed and described.
The topic is listed. No topic clearly identified.
Stages of the Life Cycle
More than three stages of the life cycle are named.
Three stages of the life cycle are named.
Two stages of the life cycle are named.
One stage or no stages of the life cycle are named.
Stage 1 At least three details of the stage are
described.
Two details are provided.
One detail is provided.
No details are given.
Stage 2 At least three details of the stage are
provided.
Two details are provided.
One detail is provided.
No details are given.
Stage 3 At least three details of the stage are
provided.
Two details are provided.
One detail is provided.
No details are given.
Conclusion The student renamed the stages and
added extra information relevant
to the topic.
The student renamed the stages.
The student provides no conclusion.
Accommodations for Development
Reference to class drafts Copies of materials for EIP students Teacher monitoring
Accommodations for Cultural and Linguistic Backgrounds
Cultural – extra background information, extra teaching time for certain stages
Linguistic – teacher will read certain materials to EIP students, student pairing for additional assistance, teacher monitoring
The Drafting Stage
Focus is getting ideas down on paper, not on spelling or grammar
Write a rough draft Grab reader’s attention with an introduction
Drafting Instruction
Modeling – show model of elephant rough draft and explain
Practice – use shared writing to create a rough draft about butterflies
Assessment – students will complete rough draft using their own graphic organizer
Writing Checklist for DraftingWriting Checklist for DraftingAnimal Life Cycle_____ I left a blank line in between each written line._____ I used complete sentences._____ I have a table of contents._____ I have an introduction that tells about my topic._____ All of my details are true facts that I found from books or
the internet.
_____ I wrote about at least three stages of the life cycle of my animal.
_____ I used at least two details for each stage of the life cycle._____ I have a conclusion that summarizes my topic.
Scoring Guide for DraftingExceeds Standard 4 Meets Standard 3 Approaching Standard 2 Does not meet standard 1
Table of Contents The student correctly labels a table of contents.
The student labels a table of contents with a few
errors.
The student does not make a table of contents or it is completely wrong.
Introduction The introduction introduces the subject
and includes characteristics.
The topic sentence previews the content.
The student uses only the title to introduce the topic.
There is no introduction or topic stated.
Stage 1 The student lists and describes the stage with
at least 3 details.
The student lists and describes the stage with
at least 2 details.
The student lists and describes the stage with
one detail.
The student does not describe the stage.
Stage 2 The student lists and describes the stage with
at least 3 details.
The student lists and describes the stage with
at least 2 details.
The student lists and describes the stage with
one detail.
The student does not describe the stage.
Stage 3 The student lists and describes the stage with
at least 3 details.
The student lists and describes the stage with
at least 2 details.
The student lists and describes the stage with
one detail.
The student does not describe the stage.
Stage 4 (if needed) The student lists and describes the stage with
at least 3 details.
The student lists and describes the stage with
at least 2 details.
The student lists and describes the stage with
one detail.
The student does not describe the stage.
Details All details are accurate. Most details are accurate. No details are accurate.
Conclusion The student provides elaborate detail.
The student provides a concluding sentence or
section.
The student provides a simple concluding
sentence.
No conclusion is provided.
The Revising Stage
Reread the rough draft Share writing with others Revise based on feedback of others Four types of revisions: add, delete, change
(substitute), and move information
Drafting Instruction
Modeling – show model of revised rough draft with proofreader’s marks and explain
Practice – use shared writing to revise the class rough draft
Assessment – students will revise independently, then with a partner, and individually again to make final changes
Writing Checklist for Revising
Writing Checklist for Revising_____ I added details (words, phrases, or
sentences) to my report._____ I deleted unimportant information from my
report._____ I changed details (words, phrases, or
sentences) in my report._____ I rearranged details (words, phrases, or
sentences) in my report._____ I used proofreader’s marks in the correct way
to make any changes.
Scoring Guide for Revising Stage
Exceeds Standard 4
Meets Standard3 Approaching Standard 2
Does Not Meet Standard1
Adds Details The student adds details to the
report.
The student adds a few details to
the report.
The student adds no details to the
report.
Deleted Details The student deletes
unimportant details.
The student deletes a few unimportant
details.
The student deletes no
unimportant details.
Substitutes Details
The student changes details or
word choices in the report.
The student changes a few details or word choices in the
report.
The student changes no
details or word choices in the
report.
Proofreader’s Marks
The student uses proofreader’s
marks correctly all of the time.
The student use proofreader’s
marks correctly with a few errors.
The student uses proofreader’s
marks correctly some of the time.
The student does not use
proofreader’s marks completely.
The Editing Stage
Stay away from the paper for a few days Proofread to find mechanical mistakes
(capitalization, punctuation, spelling, sentence structure, usage, and formatting)
Correct mistakes
Editing Instruction
Modeling – show the edited rough draft and explain
Practice – use interactive writing to edit the class draft on butterflies
Assessment – students will edit individual reports
Checklist for Editing StageChecklist for Editing StageCapitalization____ Beginning of sentences____ Proper nounsPunctuation____ Period, question mark, or exclamation point at the
end of every sentence____ Commas in appropriate places (compound sentences,
commas in a series)____ Apostrophes in correct places (contractions,
possessives)Spelling____ Misspelled words have been corrected.
Scoring Guide for EditingExceeds Standard
4
Meets Standard
3
Approaching Standard
2
Does Not Meet Standard
1
Capitalization The student uses capitalization
correctly all of the time.
The student use capitalization
correctly most of the time.
The student uses capitalization
correctly some of the time.
The student does not use
capitalization correctly.
Ending Punctuation
The student uses correct end
punctuation all of the time.
The student uses correct end
punctuation most of the time.
The student uses correct end
punctuation some of the time.
The student does not use correct
end punctuation.
Commas The student uses commas correctly
all of the time.
The student uses commas correctly most of the time.
The student uses commas correctly some of the time.
The student does not use commas
correctly.
Apostrophes The student uses apostrophes
correctly in all places necessary.
The student uses apostrophes
correctly in most places necessary.
The student uses apostrophes
correctly in some places necessary.
The student does not use
apostrophes where needed.
Spelling The student spelled all words
correctly.
The student spelled most
words correctly.
The student has a lot of spelling
errors.
Publishing Instruction
Modeling- sow the final copy of elephant piece and explain
Practice – use interactive writing to publish the class piece on butterflies
Assessment – students will publish their individual drafts
Checklist for Publishing StageChecklist for Publishing Stage (2nd grade)____ I used legible handwriting that other people can
read.____ I did not skip lines. ____ I made all revisions on my final copy.____ I used correct spelling on my final copy.____ I used correct capitalization.____ I used correct punctuation.____ I drew pictures on the pages about the stages of
the life cycle.
Scoring Guide for PublishingExceeds Standard
4
Meets Standard
3
Approaching Standard
2
Does Not Meet Standard
1
Legible handwriting The student writes using legible handwriting.
The student does not write using legible
handwriting.
No skipped lines The student did not skip lines.
The student skipped a few lines.
The student skipped many lines.
Revisions (based on student’s revised
draft)
The student made all revisions on the final
copy.
The student made most revisions on the
final copy.
The student made very few revisions on
the final copy.
Spelling The student spelled all words correctly.
The student spelled most words correctly.
The student spelled very few words
correctly.
Punctuation The student used correct punctuation
all of the time.
The student used correct punctuation
most of the time.
The student used correct punctuation
little of the time.
The student did not use correct punctuation.
Capitalization The student used correct capitalization
all of the time.
The student used correct capitalization
most of the time.
The student used correct capitalization
little of the time.
The student did not use correct
capitalization.
Illustrations The student drew pictures on all pages related to the topic.
The student drew pictures on the stage
content pages related to each
stage.
The student drew pictures on one or two of the stage content pages related to each
stage.
The student did not draw illustrations.