Let

1
Lets Plan a Scaffolded Writing Assignment
2
Materials

1. Highlighters
2. Rubrics
3. Peer Editing Checklists
4. Student Work Samples
5. Document reader/ Overhead Projector
6. Patience

3
Example Research Report- Day 1

• Sample Writing Prompt
• Write 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.

4
Research Report Rubric

• Distribute
• Highlighters
• Rubric
• Go over it
• Students highlight key points.

Research Report Rubric
Resource Packet, p. 13
5
Student 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.

6
Student Work Sample
Resource Packet, p. 16
7
Peer Editing Checklist
Resource Packet, p. 17
8
Modeling

• 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

9
More Modeling

• 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.

10
Lets do it!
11
Student Work Sample with Peer Editing Checklist
class
sample
?
?
?
?
?
?
?
?
?
?
?
?
4
?
?
20
?
3
?

27
12
The Next Step Independent 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.

13
Adaptation Research Report - Day 2

• 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 class
• Decide on a topic
• Brainstorm with a KWL chart
• Turn the Ws into questions to head notecards
• Read the research together, guiding the students
  to highlight answers to questions and clarifying
  confusing points

14
Lets do it!
15
KWL Chart
K W L

16
Notecards
17
Class Research Pages
The Mexican Revolution
Resource Packet, pp. 14-15
18
Lets do it!
19
Highlighting Paraphrasing
UC Professional Development Institute, High
Point, Follow-up 8, Slide 19
20
Class NotecardsGood vs. Plagiarized
21
Class Essay
22
Research Report - Day 3

• Assign a topic that you know your library has
  available at the appropriate reading level to
  pairs of students.
• With a partner students will
• Write notecard questions
• Look for research in teacher approved places
• Paraphrase the answers to their questions onto
  their notecards

23
Research Report - Days 4/5

• Independently students will
• Translate the notecards into an essay
• Exchange essays with the partner for a peer edit
• Write a second draft and show/turn in to teacher
  for feedback

24
Teacher 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.

?

25
Tips

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. Its 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.

26
Questions? Queries?