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The Writing Process: Expository Writing

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The Writing Process: Expository Writing Susan E. Kennedy Valdosta State University Summer 2005 Writing Process Prewriting- Getting ready to write stage Drafting ... – PowerPoint PPT presentation

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Title: The Writing Process: Expository Writing


1
The Writing Process Expository Writing
  • Susan E. Kennedy
  • Valdosta State University
  • Summer 2005

2
Writing Process
  • Prewriting- Getting ready to write stage
  • Drafting- Sloppy copy (ideas onto paper)
  • Revising- Adding, deleting, substituting words or
    sentences.
  • Editing- Grammar
  • Publishing- Making the final piece come to life.

3
Grouping
  • What is appropriate?
  • What are the needs of the students?
  • Do students communicate and brainstorm ideas
    individually, small groups or large group more
    appropriately?
  • What is the purpose of the mode and stage of
    writing?

4
Grouping Within Each Stage of Writing
  • Pre-Writing
  • Use whole group for modeling show students what
    is expected and acceptable.
  • Small group of 5 students for practice Have
    students highlight and find main details and
    interesting facts.
  • Individual for assessment activity Have student
    demonstrate understanding of writing stage.

5
Grouping Within Each Stage of Writing
  • Drafting
  • Whole Group with Modeling Demonstrate putting
    ideas from organizer to complete thoughts on
    paper.
  • Small Group for Practice Each person in group
    puts together a paragraph. Collaborate
  • Individual for Assessment Shows ownership of
    their knowledge on each stage of writing process.

6
Grouping Within Each Stage of Writing
  • Revising
  • Whole group for modeling Show how revisions are
    made and feedback is needed.
  • Small group for practice Individuals w/in group
    can give feedback and see other models of
    revisions and feedback in group.
  • Individual for assessment Students will evaluate
    and revise their thoughts.

7
Grouping Within Each Stage of Writing
  • Editing
  • Whole Group for Modeling Show the editing and
    proofreaders marks and how the are used.
  • Small Group for Practice Students will be able
    to ask questions to group members and use editing
    marks in paragraph.
  • Individual for Assessment Put their
    understanding of editing paper into their own
    paper.

8
Grouping Within Each Stage of Writing
  • Publishing
  • Whole Group for Modeling Show class the clean
    copy and expectations of published piece.
  • Small Group for Practice Group will put together
    paper and read to class. Make a class book of all
    papers.
  • Individual for Assessment Student will read in
    the authors chair and hand in paper for final
    submission.

9
Accomodations/Modifications
  • Individual students needs
  • For students with visual impairments, they can
    have the assessment material read to them and
    have the teacher write the information down that
    the student thinks should go in each individual
    column.
  • For students with a learning disability, the
    teacher can fill in the main idea headings for
    the student. The teacher may also highlight the
    facts that are important in the provided text.
  • Cultural diversity
  • As an extension, the class will write about how
    their culture is similar or different from the
    North American Indians. Many students may be able
    to connect or understand different cultures this
    way.
  • Linguistic diversity
  • Students that are not able to read the English
    language well may have the text translated into
    their dominant language.
  • Grouping
  • Students should be grouped homogenously in order
    for peers to learn from each other. Groups will
    be comprised of 5 students during the practice
    activity. Students that are not capable of
    working by themselves should be paired with
    another peer.

10
Georgia State Writing Test
  • http//www.doe.k12.ga.us/curriculum/testing/writin
    g.asp
  • Tests are taken 3rd, 5th, 8th and 11th grades
  • Write an imaginative story or personal essay
  • Tests are scored on 1-6 score
  • Students need continuous practice

11
Developmental Stage Scoring Guidelines for the
Georgia Grade 5 Writing Assessment
  • Stage 1- The Emerging Writer
  • Stage 2- The Developing Writer
  • Stage 3- The Focusing Writer
  • Stage 4- The Experimenting Writer
  • Stage 5- The Engaging Writer
  • Stage 6- The Extending Writer

12
Scoring Guides for Writing Process
  • Add the essential skills that the students must
    learn for a strong understanding of each stage.
  • Do not add anything to the rubric that you have
    not reviewed to the class.
  • Give each student a scoring guide to let them
    know what is expected of them.

13
Its About the Student
  • What can they identify with when writing?
  • How can you get their attention?
  • What are their likes and dislikes?
  • Writing is fun! Show them you enjoy writing.
  • Write with the students.

14
Georgia Performance Standards
  • Language Arts GPS
  • ELA4W2- The student demonstrates comprehension
    and shows evidence of a warranted and responsible
    explanation of a variety of literary and
    informational texts. The tests are of the
    quality and complexity illustrated by the Grade
    Four reading list.
  • For informational texts, the student reads and
    comprehends in order to develop understanding and
    expertise and produces evidence of reading that
  • Locates facts that answer the readers questions.
  • Identifies and uses knowledge of common graphic
    features (e.g., charts, maps, diagrams,
    illustrations).
  • Distinguishes cause and effect in context.
  • Summarizes main ideas and supporting details.

15
Georgia Performance Standards
  • Content Area GPS
  • SS4H1- The student will describe how early Native
    American cultures developed in
  • North America.
  • Describe how the American Indians used their
    environment to obtain food,
  • clothing, and shelter.

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