N ICOLE W HELAN K INDERGARTEN G ENRE : I NFORMATIONAL W RITING M ODE : ABC B OOK C ONTENT : S CIENCE

What writing looks like in a developmentally appropriate kindergarten classroom!

Young Author’s

3 RD G RADE G EORGIA W RITING T EST Samples evaluated by teachers Analytic Scoring Four Genres: Narrative Informational Persuasive Response to Literature

3 RD G RADE G EORGIA W RITING T EST Assessment Writing samples taken throughout year Assessment involves 4 domains: Ideas Organization Style Conventions Rubrics used for scoring Assessed at 3 performance levels: Exceeds Meets Does not meet

T HOMAS C OUNTY S CHOOLS : H AND - IN -H AND P RIMARY Teach genre’s Teach stages of writing Introduce rubrics Use writing samples as models Post key vocabulary Make writing FUN!!! How can we gear our teaching towards the Georgia Writing Test?

P RE - ASSESSMENT Crayons Paper Pencils Give prompt Pass out supplies 30 minute time period MaterialsDirections Prompt: All About Me!

Whole group: Modeling and practice activities Small group: Some practice activities Individual: Assessment Instructional Grouping

Whole group: Modeling and practice activities Time on task Scaffolding Small group: Some practice activities Instruction directed toward individual students needs Zone of proximal development Individual: Assessment One on one time with teacher Conferencing Instructional Grouping

Grouping: Cultural or Linguistic Needs Whole group & small group-sit near teacher Placed near students willing to help/teach Grouping: Developmental Needs Whole group-sit near support teacher Small group-sit near teacher Repeat directions Signals to keep focused

Informational Writing Nonfiction writing Gives information

Prewriting Form Purpose Audience Topic Most Important Stage! Use Graphic Organizers!!!

Prewriting Graphic Organizer

Aa alligator

Cool Links! Alphabet Organizer Animal Inquiry

Exceeds Standard 4 Meets Standard 3 Approaching 2 Does not meet 1 Illustrations Student illustrated a living thing with color and detail Student illustrated a living thing Student did not illustrate a living thing Student had no illustrations Prewriting scoring guide

Accommodations and Modifications Differing Stages of Development Gifted: label pictures, add extra details about living thing, give extra letter to complete Struggling: provide extra support/conferencing, seating arrangements All students: breaks to sing, dance stretch Handwriting difficulty: choice of pencil size, grips, paper, etc. Differing Cultural and Linguistic backgrounds Cultural: English/Spanish dictionary, pictures, seating arrangements, repeat vocabulary Linguistic: Repeat instructions, talk clearly, repeat important terms

Drafting Write on every other line Form ideas from graphic organizer Convert ideas into sentences Provide support and feedback!

Exceeds Standard 4 Meets Standard 3 Approaching 2 Does not meet 1 Writing Student spelled the name of their living thing correctly Student spelled the name of their living thing phonetically Student did not match their word to their illustration Student did not write anything UnderliningStudent underlined the beginning letter of the word Student underlined the wrong letter in the word Student did not underline any letter Drafting scoring guide

Revising Change! Add! Delete! Rearrange!

Exceeds Standard 4 Meets Standard 3 Approaching 2 Does not meet 1 Sentences Student wrote more than 2 sentences about their living thing Student wrote 2 sentences about their living thing Student wrote 1 sentence about their living thing Student did not write about their living thing Details Student added 3 or more details to their sentences Student added 2 details to their sentences Student added 1 detail to their sentences Student did not add details Revising Scoring Guide

Editing Follow checklists Read word by word Use proofreader’s marks Peer editing!

Proofreader’s Marks Capitalize. Insert period Insert space Editing

Exceeds Standard 4 Meets Standard 3 Approaching 2 Does not meet 1 Capitalization Student used capitalization at the beginning of 3 or more sentences Student used capitalization at the beginning of 2 sentences Student used capitalization at the beginning of 1 sentence Student did not use capitalization Punctuation Student used punctuation at the end of 3 or more sentences Student used punctuation at the end of 2 sentences Student used punctuation at the end of 1 sentence. Student did not use punctuation Spacing Student used correct spacing in 3 or more sentences Student used correct spacing in 2 sentences Student used correct spacing in 1 sentence Student did not space words Editing scoring guide

Publishing Rewrite Share!!!

Exceeds Standard 4 Meets Standard 3 Approaching 2 Does not meet 1 Illustrations Student illustrated a living thing with color and detail Student illustrated a living thing Student did not illustrate a living thing Student had no illustrations Writing Student spelled the name of their living thing correctly Student spelled the name of their living thing phonetically Student did not match their word to their illustration Student did not write anything Underlining Student underlined the beginning letter of the word Student underlined the wrong letter in the word Student did not underline any letter Sentences Student wrote more than 2 sentences about their living thing Student wrote 2 sentences about their living thing Student wrote 1 sentence about their living thing Student did not write about their living thing Details Student added 3 or more details to their sentences Student added 2 details to their sentences Student added 1 detail to their sentences Student did not add details Capitalization Student used capitalization at the beginning of 3 or more sentences Student used capitalization at the beginning of 2 sentences Student used capitalization at the beginning of 1 sentence Student did not use capitalization Punctuation Student used punctuation at the end of 3 or more sentences Student used punctuation at the end of 2 sentences Student used punctuation at the end of 1 sentence Student did not use punctuation Spacing Student used correct spacing in 3 or more sentences Student used correct spacing in 2 sentences Student used correct spacing in 1 sentence Student did not space words Letter Formation Student formed all letters correctly Student formed most letters correctly Student formed a few letters correctly Student did not form letters correctly Neatness Student work is neat, easy to read, and rewritten Student work is neat and easy to read Student work is neat, but hard to read Student work is not legible Publishing Scoring Guide

“So you see! There’s no end to the things you might know, depending how far beyond Zebra you go.” -Dr. Seuss