Let’s Plan a Let’s Plan a Scaffolded Writing Scaffolded Writing

AssignmentAssignment

MaterialsMaterials

1. Highlighters2. Rubrics3. Peer Editing

Checklists4. Student Work

Samples5. Document

reader/ Overhead Projector

6. Patience

Example: Research Report- Example: Research Report- Day 1Day 1

Sample Writing PromptWrite 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.

Research Report RubricResearch Report Rubric

Resource Packet, p. 13 Research Report Rubric

Distribute• Highlighters• Rubric

– Go over it– Students

highlight key points.

Student Work SamplesStudent 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.

Student Work SampleStudent Work Sample

Resource Packet, p. 16

Peer Editing ChecklistPeer Editing Checklist

Resource Packet, p. 17

ModelingModeling

• 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

• 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.

More ModelingMore Modeling

Let’s do it!Let’s do it!

sample class

~

4

20

3

Student Work Sample with Student Work Sample with Peer Editing ChecklistPeer Editing Checklist

27

The Next Step: The Next Step: Independent PracticeIndependent 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.

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 class1. Decide on a topic2. Brainstorm with a KWL chart3. Turn the W’s into questions to head

notecards4. Read the research together, guiding the

students to highlight answers to questions and clarifying confusing points

Adaptation: Research ReportAdaptation: Research Report - Day 2- Day 2

Let’s do it!Let’s do it!

KWL ChartKWL Chart

K W L

NotecardsNotecards

Class Research PagesClass Research Pages

Resource Packet, pp. 14-15 The Mexican Revolution

Let’s do it!Let’s do it!

Highlighting = Highlighting = ParaphrasingParaphrasing

UC Professional Development Institute, High Point, Follow-up 8, Slide 19

Class NotecardsClass NotecardsGoodGood vs. vs.

Plagiarized Plagiarized

Class EssayClass Essay

Assign a topic that you know your library has available at the appropriate reading level to pairs of students.

With a partner students will:1. Write notecard questions2. Look for research in teacher

approved places3. Paraphrase the answers to their

questions onto their notecards

Research ReportResearch Report - Day 3- Day 3

Independently students will:1. Translate the notecards into an

essay2. Exchange essays with the partner

for a peer edit3. Write a second draft and show/turn

in to teacher for feedback

Research ReportResearch Report - Days 4/5- Days 4/5

Teacher EditingTeacher Editing

1. Highlight grammar errors on the 2nd draft and create a + (plus) (delta) T-chart.

2. On the + side, write the things the student did well. On the side, write things the student should change.

+

1. You should pass out and collect things like highlighters.

2. Give different colored highlighters to each group.

3. Colored pencils would work the same as highlighters, and colors can stand for different problems.

4. Be okay with talking. 5. NEVER SIT DOWN. 6. Make sure each student chooses his/her topic

by the end of the first day.7. Set clear goals for each session. 8. It’s okay to give students sentence starters!9. Collect everything at the end of each class to

be passed out at the beginning of the next one. 10. Be sure students respond to corrections after

the peer editing step on their first draft.

TipsTips

Questions? Queries?Questions? Queries?