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Transcript of Expository Writing
The teacher demonstrates understanding of the central concepts, tools of inquiry, and structures of the disciplines and creates learning experiences that make content meaningful and purposeful for learners.
This Chapter Instructional Plan represents a range of ways to create learning experiences around Expository Writing.
A: Get them engaged!
What makes Expository Writing worth reading?
(RAFT, structured, 5 steps)
How can I retain more information from reading?
(SQ3R, QAR, Context Clue Discover)
Standard 1: The teacher knows the subject content.
Q: How will kids understand expository writing?
Thursday, May 1, 2014
Vol XCIII, No. 311
By Andy Adams
According to Richardson & Morgan, the acronym PAR stands for preparation, assistance and reflection, and it improves a teacher’s ability to both teach and assess reading comprehension of students.
The Preparation step is for determining background knowledge, building background knowledge, and overcoming text problems.
(My Lesson Plan Example – Reading Autobiography)
Teaching Expository Writing for
Grade 6 - English Language Arts, using textbook
CARI - Content Area Reading Inventory
IRI - Inventory of Reading Interests
The teacher understands and uses a variety of instructional strategies, including technology, to encourage learner development of critical thinking, problem solving, and performance skills.
Through this presentation I will demonstrate a variety of ways to engage learners in different levels of thinking.
Standard 4: The teacher knows how to teach.
The teacher organizes and plans systematic instruction based upon knowledge of educational foundations, subject matter, learners, the community, and curricular goals or standards.
Education is a means to enrich the lives of every learner. Because I will implement lessons that reveal student backgrounds and understandings, I can tailor my lessons to better match student abilities.
Standard 7: The teacher possesses knowledge of educational foundations and skill at instructional planning.
The teacher understands and uses a variety of formal and informal assessment strategies to evaluate students and ensure the continuous intellectual, social and physical development and advancement of the learner.
The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning
Standard 8: The teacher knows how to assess and evaluate student learning.
Critical Thinking Paradigm
Three Level Guide
for my ChIP
The Assistance step is for providing context, maintaining purpose and building comprehension during a lesson.
My Lesson Plan Example –Vocabulary Lesson (using Context Clue Discovery)
The Reflection step is for demonstrating learning, extending the reading experience, retention, and evaluation.
My Lesson Plan Examples – SQ3R and Three-Level Guide
Week 1 Week 2 Week 3
Plan for Teaching - Block Plan
TSW know the five stages of writing – Prewriting, Drafting, Revising, Editing, Publishing
TSW comprehend a new way to effectively read and study text (SQ3R).
TSW have a tool for understanding new vocabulary (Context Clue Discovery).
TSW demonstrate their ability to write a compare/contrast essay.
TSW complete assignments using text, technology, and visuals that show understanding of process, report writing, and book report formulation.
TSW identify and solve four types of QAR questions (Right There, Think and Search, Author and Me, and On Your Own).
TSW appreciate how expository writing can help anyone understand a new concept.
TSW learn the value of reflecting on previous reading and transforming memories into words.
TSW realize the value of interpersonal group work to create a high-quality product.
Common Core Standards within Assignments
Content- Expository Writing:
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Media & Technology A.8.3 Use a computer and productivity software to organize and create information
Media & Technology A.8.5 Use media and technology to create and present information
Students actively take part in the Process Approach for their Culminating Assessment
(Wednesday - Friday, Week 3)
They pre-write in groups about a their favorite books.
Then they draft the script.
Then they rehearse and revise the script/song.
Then they edit it together.
Lastly they perform it (publish)
for the whole class.
Assessment / Evaluation
Pre-assessment is done through CARI and IRI
Formative assessment is continuous through every lesson - through observation, questioning, checking responses on worksheets, and exit slips three times a week (MWF).
Summative Assessment is during Week 3, when students select 2 out of the 5 objectives, and create a comprehensive Venn Diagram about them with 10 elements in every circle.
Preparation: Reading Autobiography
Assistance - Vocabulary - Context Clue Discovery
Three Level Guide
4 Lesson Plans