inferential

Secondary Content Teachers

Writing a Report

Reading Services Center

SUBJECT:

Writing a Report

COURSE OR GRADE:

Content Subjects

Content Area/Classroom Teachers

GOAL:

This strategy trains students to follow the necessary sequence involved in writing a report.

Supports the Learner Characteristic:

Has writing skills required in assignments and testing.

Completes long-range projects.

Participates in class discussions without excessive shyness or fear.

WHO:

Students who have difficulty working independently in accessing, evaluating, and organizing information from reading.

Content Area Teachers/Classroom Teachers

WHEN:

Use the procedure when assigning a report.

TEACHING PROCEDURES:

Provide copies of the Strategy for Writing a Report and Writer's Worksheet for students. Use an already completed student report to model how a report is developed. Explain the steps writing them on the board as you proceed. Invite student participation by suggesting sources for information, etc.

Select a topic of interest pertaining to the assigned theme.

Students must have sufficient prior knowledge to have a clear understanding of the material.

There must be enough information available and resources for accessing information.

Think of questions about the topic. Use the questions to guide your research.

Read extensively to find facts. Test all facts for accuracy. Write the facts to answer the questions about your topic.

Turn the questions into topic sentences. Write paragraphs in your own words telling details about the topic.

Proofread and edit your work. Make a neat copy ready to be handed in for final evaluation. Develop visual aids that would help understanding of the information. Place the work in a folder.

STUDENT PRACTICE:

Students are assigned a report on a theme pertaining to the course content. Provide the students with the Strategy for Writing a Report and Writer's Worksheet. Require students to submit work at each stage of the process for suggestions. Students may work in small writing groups at any stage to help each other clarify thinking.

CHECK UP:

Students submit the final report for final evaluation. Students present the report and information to the class to address the learner characteristic, "Participates in class discussions without excessive shyness or fear."

FOLLOW-UP:

Students experiencing difficulty may need support in the writing process (Think, Plan, Write, Reread, Revise, Share) at the paragraph level.

Students should practice with the development of one question.

STRATEGY FOR WRITING A REPORT:

Select a topic

Think of questions

Find facts

Make topic sentences and write

Proofread and copy

WRITING GUIDE:

Select a topic. (Be sure you can find enough information.)

Think of questions about the topic. (Use the questions to guide your research.)

Write facts to answer the questions about your topic.

Make the questions into headings. Use the facts to write paragraphs in your own words telling about the topic.

Proofread and edit your work. Make a neat copy. Add art work. Put in a folder.

WRITER'S WORKSHEET:

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SUBJECT:	Writing a Report
COURSE OR GRADE:	Content Subjects Content Area/Classroom Teachers
GOAL:	This strategy trains students to follow the necessary sequence involved in writing a report. Supports the Learner Characteristic: Has writing skills required in assignments and testing. Completes long-range projects. Participates in class discussions without excessive shyness or fear.
WHO:	Students who have difficulty working independently in accessing, evaluating, and organizing information from reading. Content Area Teachers/Classroom Teachers
WHEN:	Use the procedure when assigning a report.
TEACHING PROCEDURES:	Provide copies of the Strategy for Writing a Report and Writer's Worksheet for students. Use an already completed student report to model how a report is developed. Explain the steps writing them on the board as you proceed. Invite student participation by suggesting sources for information, etc. Select a topic of interest pertaining to the assigned theme. Students must have sufficient prior knowledge to have a clear understanding of the material. There must be enough information available and resources for accessing information. Think of questions about the topic. Use the questions to guide your research. Read extensively to find facts. Test all facts for accuracy. Write the facts to answer the questions about your topic. Turn the questions into topic sentences. Write paragraphs in your own words telling details about the topic. Proofread and edit your work. Make a neat copy ready to be handed in for final evaluation. Develop visual aids that would help understanding of the information. Place the work in a folder.
STUDENT PRACTICE:	Students are assigned a report on a theme pertaining to the course content. Provide the students with the Strategy for Writing a Report and Writer's Worksheet. Require students to submit work at each stage of the process for suggestions. Students may work in small writing groups at any stage to help each other clarify thinking.
CHECK UP:	Students submit the final report for final evaluation. Students present the report and information to the class to address the learner characteristic, "Participates in class discussions without excessive shyness or fear."
FOLLOW-UP:	Students experiencing difficulty may need support in the writing process (Think, Plan, Write, Reread, Revise, Share) at the paragraph level. Students should practice with the development of one question.
STRATEGY FOR WRITING A REPORT:	Select a topic Think of questions Find facts Make topic sentences and write Proofread and copy
WRITING GUIDE:	Select a topic. (Be sure you can find enough information.) Think of questions about the topic. (Use the questions to guide your research.) Write facts to answer the questions about your topic. Make the questions into headings. Use the facts to write paragraphs in your own words telling about the topic. Proofread and edit your work. Make a neat copy. Add art work. Put in a folder.
WRITER'S WORKSHEET:
home \|Writing a Report\| Parents' Corner