S ARAH T ATUM READ 7140 OWA Summer 2008

N ARRATIVE W RITING 5 TH G RADE Social Studies Japanese Attack on Pearl Harbor

GEORGIA WRITING TEST-5 th Grade  consists of an evaluation of each student response to an assigned prompt  assigned a topic from a prompt bank  three genres represented: narrative, informational, and persuasive  students allowed approximately 120 minutes to write their essays  assessment administered in one day  make-up given the following day

ComponentDescription Types of writing being assessed Informational, Persuasive, Narrative Topic Assignment Topics are assigned to students randomly, and once a topic has been issued it becomes part of the practice test bank Scoring Analytic: more than one feature or domain of the paper is evaluated (organization, style, conventions, and ideas) Holistically: each domain itself is scored holistically Test Date Administration March First administration may begin March 7 (make-up exams may be given on the day following the initial test administration) Test Time Length 120 total minutes (two 60 min. sessions) Scoring Procedures  Each test is scored on four domains (idea, organization, style and conventions) by two scorers  1 to 5 is scored on each domain, by each scorer  domain scores are combined to find a total score  scores are divided into three performance categories ( Does Not Meet: , Meets: , and Exceeds:250+) GEORGIA WRITING TEST-5 th Grade

Reporting  Student Label – One label is provided for each student tested. The label is to be placed in the student ’ s permanent school record. It contains the total scale score.  Student Report – Two originals of the Student Report are provided; one is a student/parent copy and one copy is for the permanent record and instructional use by the student ’ s teacher(s).  Student Achievement Roster – Two copies of Student Achievement Rosters are provided. School or class level rosters are provided depending on the choice made by the school. Rosters contain the names of all students tested. For each student, the roster displays the total writing score and a notation of the performance level.  Scale Score Rank Order Roster – This roster lists students in rank order by scale scores. Two copies are provided.  School Report – A summary of student scores is provided for each school where testing was conducted. Three copies of the report are provided.  System Report – For each system, a summary report is provided which is identical in content to the school report. Three copies are provided.

PREWRITING First stage of the writing process Should take up approximately 70% of the total time spent in the writing process The time for idea generation and organization Topic: Japanese attack on Pearl Harbor Form: Simulated Journal Audience: peers/teacher Purpose: to inform/entertain Graphic organizers are used to organize information that will be included in the writing

G ROUPING O PTIONS ( TEACHER ’ S NEEDS ) Whole Group: instruction, modeling, practice  Instruction will be delivered to the entire class simultaneously.  Teacher can monitor for progress and understanding quickly by soliciting responses from students, evaluating participation, and discussion with me and other classmates.  Delivery of instruction is efficient and quick.  All students will be receiving the same instruction, and directions, at the same time  teacher and other students can scaffold information

GROUPING OPTIONS (TEACHER’S NEEDS), Cont. Small Group: assessment activity  More direct instruction can be given.  Directions can be repeated.  Additional examples can be provided.  Teacher can provide more immediate feedback to questions.  Teacher can clarify misunderstandings quickly. Individual: assessment activity  Students’ individual work can be assessed.  students can monitor their own understanding of the concepts.  application of knowledge

G ROUPING O PTIONS ( STUDENTS ’ NEEDS ) Developmental:  benefit from peer and teacher interaction during whole group and small group instruction; closer zone of proximal development  detailed sequence of instruction and directions  benefit from repeated directions and examples during small group instruction  direct instruction  more structured instruction Cultural:  benefit from the examples of other students during whole group  Scaffolding from teacher/peers  more individualized attention and more rapid feedback during small group  share personal examples; notice similarities and differences Linguistic:  provided with additional language that would aid in understanding  Receive peer assistance  Additional modeling of words during whole and small group

I NSTRUCTIONAL P ROCEDURES Genre of Instruction:  Relate narrative writing to story writing.  Relate a simulated journal to daily journal writing, but from the point of view of another person.  must have a beginning, middle and end  include plot, setting, characters, a problem, and resolution Stage of Instruction  prewriting: organizing ideas for writing  identify topic, form, purpose & audience  Use a graphic organizer for planning.  topic: the day the Japanese attacked Pearl Harbor  form: a simulated journal from the viewpoint of a Navy seaman  audience: others (teacher, peers, and parents), purpose: to inform and entertain,

I NSTRUCTIONAL PROCEDURES, CONT. Modeling:  provide example of teacher- made prewriting graphic organizer  Use transparency copies of my graphic organizers on the overhead projector.  cover up certain stages as graphic organizer is presented, then reveal other sections as they are discussed.  As the model is shown, reemphasize the importance of each section and how they relate to narrative writing. Practice:  Review some facts about the content area (Japanese attack on Pearl Harbor).  Begin shared writing activity.  Teacher will model the thought processes of thinking about a couple of components on the graphic organizer.  Students assume the role of a Navy seaman and provide information for the graphic organizer.

A SSESSMENT independently complete the graphic organizer for a simulated journal entry on the day the Japanese attacked Pearl Harbor, viewpoint of a Navy seaman. 2-page graphic organizer

A CCOMMODATIONS & M ODIFICATIONS FOR D EVELOPMENT Gifted Students:  given differing viewpoints from the rest of the students  Choose between the viewpoints of a businessman, doctor/nurse or other civilian.  Meets intellectual needs by pushing them to research to use and expand their knowledge Students with Disabilities (Intellectual Disabilities):  small group setting  Students can ask additional questions to clarify misunderstandings.  Teacher provides further modeling.  feedback given as they complete the graphic organizer

A CCOMMODATIONS & M ODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS Speech Disabilities:  Spell phonetically.  Consult with a neighbor.  close physical proximity to the students with high language abilities Bilingual Students:  picture prompts given  scaffold to expand vocabulary/understanding  support and guide idea generation/graphic organizer  Classroom textbooks may be used.

Characters There are varied and descriptive characters (2 or more) given that will function effectively in the setting and problem There are at least two characters with some detail describing each character There is one character with few details and that doesn’t relate to the setting and problem No characters were provided or described Problem There was a well-defined problem that relates to the story and the historical time period, and was supported with many descriptive details There was a problem that related to the historical context and had some describing details There was a problem without many details and didn’t relate well to the historical time period There was no problem presented Total: Total Points Earned /21 Modified by: Tatum, S. (2008) from: Dean, E. (2006). Scoring guide for prewriting: Influential people of the 1920s. Unpublished manuscript, Valdosta State University (READ 7140), GA.

D RAFTING ideas transferred from graphic organizer to sentence/paragraphs focus is to get ideas down on paper Little attention should be paid to spelling and punctuation.

G ROUPING O PTIONS ( STUDENTS ’ NEEDS ) Developmental:  peer and teacher interaction during whole group  detailed sequence of instruction in a timely manner  apply their knowledge learned through instruction during independent practice Cultural:  peer to peer interaction during whole group instruction  learn from the experiences/examples of peers  to apply the knowledge in expanded schema when writing independently. Linguistic:  benefit from the teacher/student models during whole group  will be called on to provide answers so language progress can be monitored  gain confidence through practicing talking in front of peers  Monitor their progress to find strengths/weaknesses with language during independent practice

I NSTRUCTIONAL P ROCEDURES Genre of Instruction  simulated journal  clear beginning, middle, and end  setting, characters, plot, conflict, resolution  journal form; date in top left-hand corner Stage of Instruction  “get ideas down on paper”  Take ideas from graphic organizer.  Make sentences/paragraphs  Focus on content, not mechanics.  Skip lines.  Write only on the front side of the page.

I NSTRUCTIONAL P ROCEDURES, C ONT. Modeling  Show teacher graphic organizer model  Show draft  Point out ideas/concepts that were made into sentences. Practice  Give students a copy of class graphic organizer.  shared writing on overhead projector  Demonstrate skipping lines.  Write what the students say.  Ignore mechanical/grammar errors.

A SSESSMENT draft written on lined paper drafting pencils will work independently on draft 3 events 3 supporting details for each event

A CCOMMODATIONS & M ODIFICATIONS FOR D EVELOPMENT Gifted Students:  can begin writing their draft after the model is shown  Use a checklist after model is shown to self-monitor while working independently Disabilities (Intellectual Disabilities):  given more time to complete their draft

A CCOMMODATIONS & M ODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS Bilingual Students:  Hispanic may have a peer dictate their draft.  After the dictation is taken, they will recopy the draft on another sheet of paper. Speech Disability:  may consult with a peer  may spell phonetically

R EVISING Ideas are clarified and refined. Students reread their story. (“seeing again”) share story in writing groups make substitutions, additions, deletions and moves proofreaders’ marks used for changes Dialogue is added. Details are added to the content. mechanical changes may be made, only if they change the content meaning

I NSTRUCTIONAL P ROCEDURES Genre of writing instruction:  simulated journal  dialogue added to a narrative Stage of writing instruction:  reread draft again /see the draft again  “clarify and refine ideas”  make additions, substitutions, and deletions, and moves  revision marks introduced/explained  share rough draft in a writing group  Make changes based on what group members say in the writing groups.

I NSTRUCTIONAL P ROCEDURES, C ONT. Modeling  Show teacher revision on overhead projector.  Point out special marks or changes.  show any additions, deletions, substitutions, or moves made  show how dialogue between characters was added  revised the beginning and ending of my story  added more details to explain events Practice Activity  Class draft will be shown on the overhead projector.  interactive writing/shared pen  will make content changes  explain what the change is and why it is being made  appropriate revision marks used when making changes

A SSESSMENT writing groups - 4 students per group each student shares each student gives/receives feedback after groups, revise independently blue pen to revise draft sheet with the revising symbols

A CCOMMODATIONS & M ODIFICATIONS FOR D EVELOPMENT Gifted Students:  begin the drafting after the model is shown  will write from a different view point from the rest of the class Students with Disabilities (Intellectual Disabilities):  placed in close proximity to the teacher’s desk  may ask additional questions  directions repeated again

A CCOMMODATIONS & M ODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS Bilingual Students:  may reference a translation dictionary (classroom/online)  Translate words or phrases from their native language into English. Speech Disability: may use developmental spelling focus of this stage is content, not spelling and mechanics

E DITING Get distance from the writing. piece is put into its final form “polish” writing Students use all proofreaders’ marks to make mechanical changes to the content. spelling corrected grammar corrected punctuation corrected

I NSTRUCTIONAL P ROCEDURES Genre of writing instruction:  simulated journal entry (narrative that tells a story from another person’s point of view)  focus on punctuating the dialogue  make mechanical changes to enhance story Stage of writing instruction:  ‘putting our simulated journal into final form’  ‘polish’ revised copy of journal entry  use proofreaders’ marks  peer editing  Make changes in grammar, spelling, punctuation, sentence structure, capitalization and overall accuracy of historical content.

I NSTRUCTIONAL P ROCEDURES, C ONT. Modeling:  example of teacher’s edited piece on the overhead projector  Point out that the editing marks are made in red.  Point out the proofreaders’ marks used to make changes.  Bring special attention to certain changes. Practice Activity:  peer editing power point demonstration  interactive writing with a sample paragraph on Smart Board  use appropriate proofreaders’ marks  teacher reads the passage slowly a few times,  the students and teacher will discuss the errors as they are located  students will correct errors using the appropriate proofreaders’ mark

A SSESSMENT Use your simulated journal to proofread on your own. Locate and correct the errors that you find using proofreaders’ marks. After proofreading, begin peer editing groups on your own. Use peer editing handout to help remind you about what to do as you edit with your read your journal entry to your partner partner makes suggestions peer will read story again to check for more mechanical errors

A CCOMMODATIONS & M ODIFICATIONS FOR D EVELOPMENT Gifted Students:  access the internet to locate photographs of a person with the profession that they are writing their simulated journal about  find pictures of the type of buildings they may have worked in (ex: hospital, lawyer’s office, etc.) during that time period  will extend their knowledge as they use the internet and locate historically accurate pictures to represent the person in their simulated journal. Students with Disabilities (Intellectual Disabilities): Assistive Technology: Write OutLoud May use a word processing program, such as Microsoft Word, when unsure of grammar of a peer when editing.

A CCOMMODATIONS & M ODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS Bilingual Students:  Students will be allowed to complete the peer editing process twice.  the first time through with another English language learner  Second time through with a student proficient in the English language Speech Disability: can use a taking word processor (Write OutLoud) will be paired with a student with exceptional speaking skills and enunciation, to provide modeling

P UBLISHING piece is written for the final form All changes from previous stages are made. Writing is shared with the class.

I NSTRUCTIONAL P ROCEDURES Genre of writing instruction: simulated journal entry Stage of writing instruction: last stage of the writing process: publishing publish and share our writing with an audience final form with all changes made Use your best handwriting. use the correct form: journal form After publishing, read from the author’s chair.

I NSTRUCTIONAL P ROCEDURES, C ONT. Modeling:  show edited draft  show the published piece  Note changes that were made in the revising and editing process present in the published piece.  Have students take notice the handwriting and form of the writing. Practice Activity :  shared writing  Give the students a copy of the edited class draft, so that they can read the sentences to me as I write them.  Teacher writes on the overhead to publish

A SSESSMENT Students use edited draft to write published simulated journal. Write on white, lined writing paper. Make all changes from previous stages. Use best handwriting. They will use the simulated journal form, which includes a date. On the following day, the students will read their published simulated journal to the class in the author’s chair.

A CCOMMODATIONS & M ODIFICATIONS FOR D EVELOPMENT Gifted Students:  These students will present the pictures found on the internet as they read.  This will challenge the gifted students, as well as expand the knowledge and understanding of the other students in the class. Students with Disabilities (Intellectual Disabilities):  may choose to read only their most favorite paragraph of their journal entry

A CCOMMODATIONS & M ODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS Bilingual Students/Speech Disability:  will be allowed to read only a portion, or most important part of their journal entry,  Students will also be able to pre-record their sharing.  As they share, they can sit in the author’s chair, and the teacher will play the tape for the class to hear.

Handwriting exceptional handwriting used for published copy acceptable handwriting used poor handwriting used Events/ Details 3+ clear and historically accurate events; 3+ exceptional details for each event 3 events present; 3 details for each event 1-2 events; 1-2 details for each event No events/details Spelling Very few or no errors present Few errorsMany errorsExcessive errors present Punctuation Very few or no errors present Few errorsMany errorsExcessive errors present Sharing Shared simulated journal orally and in print Shared journal entry on the class writing bulletin board did not share Score /27 Tatum, S. (2008). Simulated journal publishing rubric. Unpublished manuscript. Valdosta State University (READ 7140), GA..