Post on 29-Dec-2015
Georgia Writing Test – 3rd Grade
Teacher evaluation Four types of writing
Narrative Informational Persuasive Response to Literature
Assessment samples selected from each genreWriting opportunities provided throughout
the yearScored analytically in four domains
Ideas, organization, style & conventions Each domain scored holistically
Smith, Sarah READ 7140 May 2009
Georgia Writing Test – 3rd GradeTime Line
Writing process should be taught throughout the year
No set order to be taught Can teach all genres throughout the year
or each genre at a particular time School system should develop a plan
Samples should demonstrate what student can apply independently
Assessment samples & rubrics passed to grade 4 teachers for instructional planning
Smith, Sarah READ 7140 May 2009
Georgia Writing Test – 3rd GradeScoring Domains
Ideas:Focused on topicAwareness of purpose
Organization:Introduction, body, and conclusion
Style:Word choice interestingSome technical language used
Conventions:Command of usage and grammar conventions
evident Minor errors do not distract from meaning
Smith, Sarah READ 7140 May 2009
Pre-assessmentCan learn what students knowCan learn how students planCan learn how students organizeHelps in planning groupingHelps in planning accommodations
Smith, Sarah READ 7140 May 2009
Pre-Assessment Materials
Topic sheetThree sheets wide ruled notebook paper
Two sharpened pencils with erasers
Smith, Sarah READ 7140 May 2009
Pre-AssessmentTopic:Each morning when you wake up you begin your day. Write about a normal school day in your life. Include activities that you are involved in from the time you get up in the morning until you go to bed at night. You will have 35 minutes to complete your writing.
Smith, Sarah READ 7140 May 2009
PrewritingTopic: Habitats of Georgia
coastal, marsh, mountains, & Piedmont
Form of writing: Essay
Audience: Peers & family
Purpose: To inform
Smith, Sarah READ 7140 May 2009
Instructional Grouping (Teacher needs)Instruction/Modeling – Whole Group
Instruction delivered to all students at one timeEfficient & quickStudent responses & participation can be
monitored for scaffoldingPractice – Whole Group
Instruction delivered to all students at one timeEfficient & quickStudent responses & participation can be
monitored for scaffoldingAssessment – Individual
Can determine who needs more scaffoldingCan determine who needs advanced instruction
Smith, Sarah READ 7140 May 2009
Grouping Options (Student needs)Developmental Needs
Students functioning below average paired with students functioning above average
Cultural or Linguistic NeedsStudent who speaks mostly Spanish will be paired with a student who is bilingual
Smith, Sarah READ 7140 May 2009
Genre – Informational (Expository)Purpose – to informInformation is factualFacts should be from a non-biased source
Five most common patterns useddescription, sequence, comparison, cause and effect, and problem and solution
Smith, Sarah READ 7140 May 2009
Mode - EssayConsists of an introductory paragraph, three
body paragraphs, and a closing paragraph
Introductory paragraphIntroduces the topic and gives supporting details
Body paragraphsIntroduce a point and provide supporting details
Closing paragraphRestates the topic and subtopics to provide
closure
Smith, Sarah READ 7140 May 2009
PrewritingFirst stage of writing process – 70% of process
is completed hereDecide purpose for writing
Entertain, inform, or persuadeChoose audienceChoose topic you are familiar withChoose form of writing (journal, essay,
brochure, etc.)Gather ideas
Use graphic organizerUse only words or phrases
Smith, Sarah READ 7140 May 2009
Informational Essay Graphic Organizer Name: _______________________________ Audience: ___________________ Purpose: _________________________ Form: _______________________ Topic: ___________________________
INTRODUCTION OF HABITAT (Give at least 3 characteristics)
BODY (Give at least 3 supporting details)
Point 1 Point 2 Point 3
1. _____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ ___________________ 2._____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ __________________ _ 3._____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ ___________________
CONCLUSION
Smith, S. (2009). Modified from: Root, T. Expository Writing Organizer. Waycross, GA: Valdosta State University. http://www.valdosta.edu/~troot/read7140/expository.htm
1.
2.
3.
Plants and their features Animals and their features
What will happen if habitat is changed?
Smith, Sarah READ 7140 May 2009
Smith, Sarah READ 7140 OWA 1
I nformational Prewriting Grading Rubric
Student Name:_____________ Date:______________
Exceeds 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
I ntroduction
I ntroduced the topic, and f our or more characteristics of
topic.
I ntroduced the topic and
three subtopics.
I ntroduced the topic and
stated one-two subtopics.
Did not introduce the
topic or subtopics.
Body: Point #1
Stated the main point and f our or more
supporting details.
Stated the main point and three supporting
details.
Stated the main point and two supporting
details.
Did not state the main point or
supporting details.
Body: Point #2
Stated the main point and f our or more
supporting details.
Stated the main point and three supporting
details.
Stated the main point and two supporting
details.
Did not state the main point or
supporting details.
Body: Point #3
Stated the main point and f our or more
supporting details.
Stated the main point and three supporting
details.
Stated the main point and two supporting
details.
Did not state the main point or
supporting details.
Conclusion
Restated the main topic and restated
subtopics thoroughly in the conclusion.
Restated the main topic
and restated subtopics.
Restated the main topic and some subtopics
points.
Did not restate the topic and
subtopics.
Total Points: __________ Accuracy %: __________
Smith, S. (2009). Informational essay grading rubric. Unpublished manuscript. Valdosta State University,
Waycross, GA. Smith, Sarah READ 7140 May 2009
Prewriting Accommodations and/or Modifications
Differing stages of developmentExtra time given to students with developmental
delays for completing graphic organizer Students performing above average required to
provide three supporting details rather than two
Differing Cultural and Linguistic BackgroundsA student who speaks mostly Spanish will be paired
with one of the two students who are bilingualA Spanish/English dictionary will be provided
Smith, Sarah READ 7140 May 2009
Drafting StageSecond stage of writing processThe “rough draft” or “sloppy copy”Use graphic organizer to make complete sentencesConcentrate on getting ideas on paperNot concerned with spelling, grammar, or
punctuationSkip every other lineWrite only on one side of paperArrows can be used to move text aroundDo not erase or worry about neatnessWrite “Rough Draft” at top of paper
Smith, Sarah READ 7140 May 2009
Informational Essay Drafting Grading Rubric
Student Name:_____________ Date:______________
Exceeds 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Used Graphic Organizer
All words or phrases changed
into complete sentences
Some words or phrases
changed into complete sentences
Few words or phrases
changed into complete sentences
No words or sentences
changed into complete sentences
Introduction
Introduced the topic, and four or more characteristics of
topic.
Introduced the topic and three
subtopics.
Introduced the topic and stated
one-two subtopics.
Did not introduce the topic or subtopics.
Body: Point #1
Stated the main point and four or more
supporting details.
Stated the main point and three
supporting details.
Stated the main point and two
supporting details.
Did not state the main point or
supporting details.
Body: Point #2
Stated the main point and four or more
supporting details.
Stated the main point and three
supporting details.
Stated the main point and two
supporting details.
Did not state the main point or
supporting details.
Body: Point #3
Stated the main point and four or more
supporting details.
Stated the main point and three
supporting details.
Stated the main point and two
supporting details.
Did not state the main point or
supporting details.
Conclusion
Restated the main topic and restated
subtopics thoroughly in the conclusion.
Restated the main topic and
restated subtopics.
Restated the main topic and some subtopics
points.
Did not restate the topic and subtopics.
Total Points: __________ Accuracy %: __________
Smith, S. (2009). Informational essay drafting grading rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.
Smith, Sarah READ 7140 May 2009
Revising StageThird stage of the writing processRefine and clarify – look for ways to “make it better”May add, substitute, delete, and move text aroundFirst, reread the rough draftPut question marks beside problem areasShare writing in your writing group – author must
read his own writingAsk for help with problem areasRevise based on feedback using proofreaders’ marksUse different color of ink for revisionsProvide feedback to others in writing group
Smith, Sarah READ 7140 May 2009
Smith, Sarah READ 7140 OWA 1
Expository Revising Scoring Guide (3rd grade) Name__________________
Exceeds Standard
3
Meets Standard
2
Somewhat Meets
Standard 1
Does not Meet Standard
0
Self Score
Teacher Score
Adding *6 or more additions were
made *Additions
varied (words, sentences, etc.)
5-8 additions were made
3-5 additions were made
2 or less additions were
made
Deleting All unnecessary information or
words were deleted
Most unnecessary
information or words were
deleted
Some unnecessary
information or words were
deleted
There is inf ormation (or
words) that needs to be
deleted, yet no deletions were
made
Rearranging All rearrangements were made as
necessary
Most rearrangements made to clarif y
writing
Some rearrangements were made to clarif y writing
There were no rearrangements
that were needed were
not made
Color of revision marks
All revisions are made using
a diff erent colored pen
Most revisions are made using
a diff erent colored pen
Revisions are made with same color pen/ pencil in which draf t was written
Proof reading Marks
All proof reading
marks are used correctly
Most proof reading
marks are used correctly
Some proof reading
marks are used correctly
No proof reading marks have been used or all have been used incorrectly
Total Score: Kidd, L. (2007). Expository revising scoring guide. Retrieved May 26, 2009 from Dr. Root’s Web site:
http://www.valdosta.edu/~troot/read7140/expository.htm
Smith, Sarah READ 7140 May 2009
Editing StageDeals with conventions
Spelling, capitalization, punctuation, sentence structure, word usage, & format
ProofreadUse editor’s marksPair up with writing partner
Sit side-by-sideWriter reads – partner points to possible
errors/changesUse different color of ink
Smith, Sarah READ 7140 May 2009
Smith, Sarah READ 7140 May 2009
Scoring Guidelines For Editing Exceeds
Expectations 4
Meets Expectations
3
Meets Some Expectations
2
Improvement Needed
1
Complete Sentences
All sentences are complete
Most sentences are complete
Some sentences are
complete
Few sentences are complete
Subjects and verbs agree
All subjects and verbs
agree
Most subjects and verbs
agree
Some subjects and verbs
agree
Few subjects and verbs
agree
Spelling No misspelled words
Few misspelled
words
Some misspelled
words
Several misspelled
words
End marks All sentences have correct punctuation
(period, questions
marks, exclamation
marks)
Most sentences have correct punctuation
(period, questions
marks, exclamation
marks)
Several sentences have
correct punctuation
(period, questions
marks, exclamation
marks)
Few sentences have correct punctuation
(period, questions
marks, exclamation
marks)
Commas in a series
All commas in a series are
correct
Most commas in a series are
correct
Several commas in a
series are correct
Few commas in a series are
correct
Capitalization: Beginning of
Sentences
All sentences begin with a capital letter
Most sentences begin with a capital letter
Several sentences
begin with a capital letter
Few sentences begin with a capital letter
Capitalization: Proper Nouns
All proper nouns
Most proper nouns
Several proper nouns
Few proper nouns
Smith, T. D. (2006). Scoring guidelines for editing. Unpublished manuscript. Valdosta State University (Read 7140),
Valdosta, GA.
Publishing
Final stage of writing processMost fun stageWrite final copyPublish in appropriate form (book form for classroom library)
Sit in “author’s chair” and share
Smith, Sarah READ 7140 May 2009
Smith, Sarah READ 7140 May 2009
Publishing Scoring Rubric
Exceeds Standard
3
Meets Standard
2
Somewhat Meets
Standard 1
Does not Meet
Standard 0
Self Score
Teacher Score
Grammar Fewer than 5 grammar errors
Fewer than 8 grammar errors
Fewer than 10 grammar errors
More than 10 grammar errors
Spelling Less than 5 spelling errors
Less than 8 spelling errors
Less than 10 spelling errors
More than 10 spelling errors
Capitalization 2 or fewer capitalization errors made
5 or fewer capitalization errors made
7 or fewer capitalization errors made
More than 7 capitalization errors made
Sentence Structure Most sentences corrected
Many sentences corrected
Few sentences corrected
No sentences were corrected
Punctuation Fewer than 5 punctuation errors
Fewer than 8 punctuation errors
Less than 10 punctuation errors
More than 10 punctuation errors
Sharing Student read finished product to class
Student attempted to read finished product to class
Student somewhat attempted to read finished product
Student did not attempt to read finished product to class
Handwriting Handwriting is best to ability and legible
Handwriting is best to ability and mostly legible
Handwriting is somewhat best to ability and is barely legible
Handwriting is not the best to ability and is not legible
Total Score:
Whitmer, C. (2008). Publishing scoring rubric. Unpublished Manuscript. Valdosta State University, GA.