Third_Narrative_SimulatedJournal_Fossils_Herrington_Kamryn

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

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 Organizer

Prewriting Scoring Guide Parts of the Graphic Organizer Completely Fulfilled (3 points) Partially Fulfilled (1-2 points) Not fulfilled (0 points) CharactersGives 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 SettingGives a detailed description of setting. Gives only the place with no details. Does not give the setting. Beginning EventTells 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 EventGives a detailed description of how they died. Gives little information on how they died. Does not describe how they died. End EventGives 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. ConclusionGives 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 Guide ComponentsIndicator met (1 point) Indicator not met (0 points) IntroductionHas an introduction.Does not have an introduction. Body Paragraph 1Has 1 st body paragraph.Does not have 1 st body paragraph. Body Paragraph 2Has 2 nd body paragraph.Does not have 2 nd body paragraph. Body Paragraph 3Has 3 rd body paragraph.Does not have 3 rd body paragraph. ConclusionHas 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 Guide Fully Met (3 points) Partially Met (2-1 points) Did Not Meet (0 points) Added sentencesThe 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 punctuationThe 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 sentencesThe 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 Guide Fully 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 mistakesCorrected 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 Guide Fully 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 SharingStudent 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