Science Habitats of Georgia: coastal, marsh, mountain, & Piedmont.

Science

Habitats of Georgia: coastal, marsh, mountain, & Piedmont

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


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


Pre-assessmentCan learn what students knowCan learn how students planCan learn how students organizeHelps in planning groupingHelps in planning accommodations


Pre-Assessment Materials

Topic sheetThree sheets wide ruled notebook paper

Two sharpened pencils with erasers


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.


First stage of writing process


PrewritingTopic: Habitats of Georgia

coastal, marsh, mountains, & Piedmont

Form of writing: Essay

Audience: Peers & family

Purpose: To inform


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


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


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


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


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


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 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


supporting details.


details.


details.


supporting details.

Body: Point #3


supporting details.


details.


details.


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


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


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


No words or 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.


supporting details.

Body: Point #2


supporting details.


supporting details.


supporting details.


supporting details.

Body: Point #3


supporting details.


supporting details.


supporting details.


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.


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 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


Some proof reading


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


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



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



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.

That’s all folks!

Informational/Expository writing on Georgia habitats


Science Habitats of Georgia: coastal, marsh, mountain, & Piedmont.

Documents

Transcript of Science Habitats of Georgia: coastal, marsh, mountain, & Piedmont.