Unit Presentation

Kamryn Herrington

Third_Narrative_SimulatedJournal_Fossils_Herrington_Kamryn

Narrative Simulated Journal

Fossils

3rd GradeScience

Georgia Writing Test

• Graded by the teacher• Will have practice from writing

prompts• 4 writing genres• Analytic scoring system• Collection of writing samples

Pre-assessment Prompt

• Simulated Journal Prompt:– Pretend you are one of your parents. Write what

you would do for a day as your parent.

Assessment: • Individual

Work with peers• Mixture of

abilities and cultures

Instruction: • Whole Group• Help with time-

on-task• Accuracy Practice:

• Whole Group• Teacher led

Grouping

Grouping

• Explanation of Grouping Options Relating to Students’ Developmental Needs – Talk quietly in groups– Heterogeneous mixture– Students can see model by the teacher (Tompkins,

2008)

Grouping

• Explanation of Grouping Options Relating to Students’ Cultural or Linguistic Needs– Heterogeneous mixture– Learn from each other– Different background knowledge

Prewriting Instructional Procedures

Write ideas Thoughts

and ideas

Don’t worry about spelling

Prewriting Graphic OrganizerWhat kind of fossil are you?

What happened the day you died? (Beginning)

Name:____________________________________________ Date:_______________

Describe what you looked like before you were a fossil.

Herrington, K. (2009, May 19) Fossils simulated journal graphic organizer.

Describe where you are located. (Water, land, desert, forest, etc.)

Prewriting Graphic Organizer

Herrington, K. (2009, May) Fossils Simulated Journal Graphic Organizer

How did you become a fossil? (End)

How did you die? (Middle)

Give a detail about yourself that you would want people today to know about you. (Make it personal)

Prewriting Scoring GuideParts of the Graphic Organizer

Completely Fulfilled (3 points)

Partially Fulfilled (1-2 points)

Not fulfilled(0 points)

Characters Gives what the fossil name and a description.

Gives either the description or just the fossil name.

Does not give either the fossil name or the description

Setting Gives a detailed description of setting.

Gives only the place with no details.

Does not give the setting.

Beginning Event Tells what they did the day they died

Gives little detail of what they did the day they died.

Gives no information on what they did the day they died.

Middle Event Gives a detailed description of how they died.

Gives little information on how they died.

Does not describe how they died.

End Event Gives a detailed description of how they became a fossil.

Gives general information of how they became a fossil.

Does not describe how they became a fossil.

Conclusion Gives an interesting detail about themselves.

Does not give a detail about themselves.

Drafting Instructional Procedures

Turn ideas into complete sentences

Skip lines

Label “Draft”

Use a pencil

Write out content from graphic organizers

Drafting Scoring GuideComponents Indicator met

(1 point)Indicator not met (0 points)

Introduction Has an introduction. Does not have an introduction.

Body Paragraph 1 Has 1st body paragraph. Does not have 1st body paragraph.

Body Paragraph 2 Has 2nd body paragraph. Does not have 2nd body paragraph.

Body Paragraph 3 Has 3rd body paragraph. Does not have 3rd body paragraph.

Conclusion Has a conclusion. Does not have a conclusion.

4 verbs of Revision• Add• Delete • Change• Rearrange

Revising Instructional Procedures

Read word-by-word

Different colored pen

Revising Scoring GuideFully Met(3 points)

Partially Met(2-1 points)

Did Not Meet(0 points)

Added sentences The student always added sentences where needed.

The student sometimes added sentences where needed.

The student did not add sentences where needed.

Added quotations/quotation marks

The student always used correct quotations/quotation marks

The student sometimes used correct quotations/quotation marks.

The student did not use quotation marks correctly.

Added punctuation The student used correct punctuation all the time

The student sometimes used correct punctuation

The student never used correct punctuation

Deleted unnecessary words

The student deleted unnecessary words when needed

The student sometimes deleted unnecessary words when needed

The student did not delete unnecessary words

Deleted unnecessary sentences

The student deleted sentences when needed

The student sometimes deleted sentences when needed

The student did not delete sentences when needed

Changed words into “sparkle” words

The student always used sparkle words when needed

The student sometimes used sparkle words when needed

The student did not add sparkle words when needed

Rearranged sentences The student always rearranged sentences when needed

The student sometimes rearranged sentences when needed

The student did not rearrange sentences when needed

Correct• misspelled

words• punctuation

errors

Editing Instructional Procedures

A.k.a. Proofreading

Use proofreaders marks

Editing Scoring GuideFully Met (3 points)

Partially Met(2-1 points)

Not Met (0 points)

Punctuation Corrected all punctuation errors

Corrected some punctuation errors

Did not correct any punctuation errors

Misspelled words

Corrected all misspelled words

Corrected some misspelled words

Did not correct any misspelled words

Final mistakes Corrected all final mistakes

Corrected some final mistakes

Did not correct any final mistakes

Publishing Instructional Procedures

Neat handwriting

Putting in final form

Rewrite/retype

Share

Add picture

Publishing Scoring GuideFully Met(3 points)

Partially Met(2-1 point)

Not Met(0 points)

Handwriting Handwriting is very neat and legible

Handwriting is slightly neat and legible

Handwriting is not legible

Creative Story Student’s story was very creative

Student’s story was slightly creative

Student’s story was not creative

Errors There were no errors on the published piece

There were few errors on the published piece

There were many errors on the published piece

Picture Student’s picture was neat and original

Student’s picture was slightly original

Student’s picture was not neat or original

Sharing Student shared their published piece

Student did not share their published piece

Accommodations

Accommodations and/or Modifications for Needs of Students from Differing Stages of Development

• “Student A” has trouble staying on task and has mild intellectual disabilities– May work with a partner

• “Student B” does not have the fine motor skills to write with a pencil– May type their journal entries

Accommodations and/or Modifications for Needs of Students from Differing Cultural or Linguistic Backgrounds

• Spanish-speaking students + English-speaking students