Emily Seery HotchkissREAD 7140 ASummer 2008
First GradeGenre: Narrative Writing
Content Area: Social Studies
Georgia Writing Test Information for Third Grade
• Using an analytic scoring rubric, teachers are to grade students in the narrative, informational, persuasive, and response to literature areas of writing.
• Teachers should collect writing samples by giving many opportunities with varying genres to write during the school year.
Georgia Writing Test Information for Third Grade
• In the narrative area:– May be an event that the student
experienced– Should be a story with plot and
characters- not just a list of events– Can be an imaginary or fantasy
tale
Pre-assessment Prompt
• Hello students! I would like you to write a story as if you are spending the day with someone you know who is important to you. Include everything that you would do with him or her in one day.
• Some people that you might want to spend the day with: parent, principal, teacher, or coach
Prewriting
Grouping- Teacher’s Instructional Needs
• Whole Group– During prewriting– Students can ask questions that will
help all students. – Teacher will monitor students’ behavior
and success more effectively.•Can provide scaffolding when appropriate.
– Shorter instructional time because fewer repeated questions
Grouping- Teacher’s Instructional Needs, Cont.
• Independent/Paired Grouping– When completing the story map-
individual unless asking “neighbor” for help
– Enables students to develop individual ideas while receiving support from peers
– Increases background knowledge – Pairing increases discussion and
understanding between students because the zones of proximal development are close
Grouping- Students’ Needs• Developmental Needs
– Learning as a class– When discussing, students hear and learn from
the questions and answers. – Because they are in small groups there will be
more conversation• Cultural Needs
– Discussion builds background knowledge from peers’ statements.
– Makes the subject more meaningful • Linguistic Needs
– Encourages communication between peers– Helps comprehension of spoken knowledge
Instructional Procedures- Narrative
• Stories have three parts- beginning, middle, and end.
• Beginning– Characters- who is in the story– Setting- where and when is the story– Problem or conflict- what needs to be
solved• Middle
– Events- what happens in the story• End
– Solution- how the problem or conflict is solved
Prewriting Instructional Procedures• Consider topic, purpose, form, and audience
during prewriting.• Topic- What is your story about? Our story is
about a day with Benjamin Franklin.• Purpose- Why are you writing? To inform,
persuade, or entertain• Form- How will you be writing? Journal, essay,
or letter• Audience- Who will read your story, or who are
you writing to? We could be writing to our friends, parents, or teacher.
• Graphic Organizer- Helps map out our story– Do not use sentences, only phrases.
Graphic Organizer- Story Map
• Setting:– Where? When? What time?
• Characters:– Who?
• Problem:– What needs to be solved?
• Event 1:– First step to solve the problem.
Story Map, cont.
• Event 2:– Second step
• Event 3:– Third step
• Solution:– How was the problem solved?
Prewriting Assessment
• Students will complete the story map as if they are going to spend the day with Benjamin Franklin, like they did in the practice activity. They must complete the story map, but may only have two events instead of three. The students will be given a checklist to help complete their work.
Students’ Checklist- Prewriting
Did I remember to…• write my name on the top of my paper? • write the place and time in the setting box?• have Benjamin Franklin, myself, and anyone
else in my story in the characters box?• include a problem that can be solved in the
problem box? (Like searching for something, finishing a race, making an invention…)
• use at least 2 events to put in my story that help us solve the problem?
• solve the problem?
Teacher’s Scoring Guide- Prewriting
Elements Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
Setting 2 or more setting features
1 setting feature
No setting features
Characters
2 or more characters (Including B. Franklin and him/herself)
1-2 characters, but left out B. Franklin or him/herself
No characters or does not include B. Franklin or him/herself
Problem Has a problem that could have happened during the time period
Has a problem that could not have happened during the time period
Does not have a problem
Teacher’s Scoring Guide, cont.
Elements Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
Events Has 2 or more events in logical order
Has 2 or more events that are not in logical order
Has only one event
Solution Has a logical solution that solved the problem
Has a conclusion that does not solve the problem
Has no solution or ending to the story
Accommodations/Modifications
Developmental Needs
• More individual help• More time to complete tasks• Instead of regular checklist, a
person/partner/teacher’s aid to give step-by-step instructions
Accommodations/ModificationsDiffering Cultural and Linguistic
Backgrounds• Use labeled pictures
– Helps the students not only spell the word, but also build background knowledge
– Can be labeled in Spanish and English
• Spanish/English translation book – Encourages students to look up words
they are unsure of
Drafting
Drafting Instructional Procedures
• Write “Sloppy Copy” on the top of the paper – reminds us it is not perfect yet
• Skip lines, by marking an “X” on every other line
• Write in complete sentences• Spelling, punctuation, and grammar do not
matter • Focusing on getting our story down on
paper
Drafting Assessment
• Students will write their own draft of the story from the story maps completed previously. They may ask a “neighbor” for help before asking the teacher, if necessary. They must write in complete sentences and include all information from their story maps.
Students’ Checklist- Drafting
Did I remember to…• write my name and Sloppy
Copy on the top of my paper?• skip lines in between my
writing?• include everything from my
story map?• write in complete sentences?• stay on topic?• write the events of my story
in order?
Teacher’s Rubric- DraftingElements Meets
CriteriaPartially Meets Criteria
Does Not Meet Criteria
Introduction
Well-organized with details to catch the reader’s attention
Somewhat organized with few details to catch the reader’s attention
Not organized or no details to catch the reader’s attention
Characters
2 or more characters with detailed descriptions
1-2 characters with some descriptions
Does not describe characters
Setting Some setting features (at least 2) discussed
Only one setting feature discussed
No setting features discussed
Teacher’s Rubric- Drafting, cont.
Elements Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
Events All events are included in story
Left out some event details
No details or no events
Solution Organized ending
Abrupt ending with little detail
No ending or no detail
Organization
Complete sentences
Mostly complete sentences with few fragments
Only fragments
Revising
Revising Instructional Procedures• Write “Revision 1” on the top of the paper,
under “Sloppy Copy”• Reread your draft to yourself• Look for ways to improve writing by adding to,
taking out, changing, and moving details and sentences
• Read draft to a neighbor• Ask neighbor questions about your writing• Revise your paper after talking with your
neighbor• Do not worry about spelling, punctuation, or
grammar mistakes yet.
Revising Assessment
• Students will revise their “Sloppy Copies.” After rereading and changing things in their drafts individually, they will participate in the writing group procedure in pairs. They will have a checklist to remind them of what and how to complete.
Students’ Checklist- RevisingDid I remember to…
• read my story to a partner?• ask my partner, “What should have more
detail?”• listen to my partner read his/her story?• compliment my partner’s story?• give suggestions to my partner after he/she
asks, “What should have more details?”• make changes from listening to my partner’s
suggestions?• add details to make the story more interesting?• take out or change things that did not need to
be in my story?• sign my partner’s Sloppy Copy?
Teacher’s Rubric- Revising
Elements Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
Partner Work
Worked with a partner to revise paper
Did not work with a partner to revise paper
Added Details
Added details that were needed; could add more
Added few details; needs many more added
Did not add any details
Teacher’s Rubric- Revising, cont.
Elements Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
Took Out Ideas or Details
Deleted most ideas or details that were not needed
Deleted too many or too little ideas or details
Did not delete any ideas or details
Changed Ideas or Details
Changed most ideas and details that needed to be changed
Changed few ideas and details; more need to be changed
Did not change any ideas and details.
Editing
Editing Instructional Procedures
• Proofread your paper using proofreader’s marks – Correct any spelling, punctuation, or
grammar mistakes you find– Look up words you are not sure about
• Ask a partner for help if you need it, but not to correct it for you– Look up words in the dictionary that you
both are having trouble with
Editing Assessment
• Students will edit their revised drafts, individually. When proofreading and making corrections to their stories, students may ask a partner for help, but not to write on their paper. They will have a checklist to remind them of proofreader’s marks and what to complete.
Students’ Checklist- EditingDid I remember to…
• Look for spelling mistakes?• Look for punctuation
mistakes?• Look for grammar mistakes?• Look for capitalization
mistakes?• Use my proofreader marks
correctly?• Let a partner proofread my
paper?• Proofread a partner’s paper?
Teacher’s Rubric- Editing
Elements Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
Partner Work
Worked with a partner to edit paper
Did not work with a partner to edit paper
Spelling Corrects most spelling errors
Corrects few spelling errors
Does not correct any spelling errors
Punctuation-End of sentences-Commas in a series
Corrects most punctuation errors
Corrects few punctuation errors
Does not correct any punctuation errors
Teacher’s Rubric- Editing, cont.
Elements Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
Grammar-Subject verb agreement
Corrects most grammatical errors
Corrects few grammatical errors
Does not correct any grammatical errors
Capitalization-Beginning of sentences-Names of people, cities, and states
Corrects most capitalization errors
Corrects few capitalization errors
Does not correct any capitalization errors
Proofreader’s Marks
Uses proofreader’s marks correctly most of the time
Uses proofreader’s marks correctly some of the time
Does not use proofreader’s marks.
Publishing
Publishing Instructional Procedures
• Final stage of writing• Rewrite paper, with all of the corrections
and changes that you made• Do not skip lines• Use your best handwriting• Think of publishing a book- you want it to
look its very best!
Publishing Assessment
• Students will rewrite their stories including all of the corrections and revisions made previously. They will attempt to write in the neatest handwriting possible. The students will not skip lines. After completing their final copies, they will be allotted time to share with a friend. A checklist will be given for use during the assessment.
Students’ Checklist- Publishing
Did I remember to…• Write my name at the top of my story?• Use my neatest handwriting?• Write on every line?• Include all of my changes from the revising stage?• Include all of my corrections from the editing
stage?• Indent at the beginning of each paragraph?• Check over my final piece to make sure everything
is exactly how I want it?• Staple my Sloppy Copy to my published piece?
Teacher’s Rubric- Publishing
Elements Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
Handwriting
Legible handwriting
Illegible handwriting
Spacing Wrote on every line
Started skipping lines but corrected, and finished on every line
Skipped lines
Teacher’s Rubric- Publishing, cont.
Elements Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
Indented Paragraphs
Most or all of the time
Some of the time
None of the time
Revision Changes
Included all or most changes
Included few changes
Did not include changes
Editing Changes
Included all or most changes
Included few changes
Did not include changes
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