Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks

Georgia Writing Assessment Grade 5 Writing assessment to evaluate student response Genres: – Persuasive – Narrative – Informational Topic spiraled Time allotted: 120 minutes Next day make up No dictionaries Allow IEP requirements

Georgia Performance Standard SS5CG1 The student will explain how a citizen's rights are protected under the U.S. Constitution. a. Explain the responsibilities of a citizen.

1.Prewriting 2.Drafting 3.Revising 4.Editing 5.Publishing Stages of the Writing Process

Stage 1: Prewriting

Genre: Persuasive Convince Evidence State Ideas Position for or against something Use reasoning and proof Be logical and sensible in reasoning

Students: 1 – Bilingual 3 – Learning Disability 3 – Gifted 2 – Speech Delay 10 – On level

Prewriting Grouping options according to teacher’s instructional needs. Individual: – For assessment activity – For one on one work – Whole Group: For preliminary instruction For the practice activity. – Time on task Equal instruction Questions

Prewriting Grouping options based on students needs – Developmental  3 students with a Learning Disability  Whole Group  Students learn through:  Observation  Group work  Peer to peer and peer to teacher interactions  Individual:  One on one  Provide modeling and accommodations.  Accommodate standards for high/low level

Prewriting Grouping options based on students needs – Cultural  1 bilingual student Whole Group :  Student can observe group work to gain understanding.  Student will be paired with a higher level student during preliminary instruction  Use terms and vocabulary that student understands Individual:  One on one  Modeling  Accommodate assignment  Read materials

Prewriting Grouping options based on students needs – Linguistic  2 students with a speech delay Whole Group: –Pair with higher level student –Participate in group activity –Observe practice activity Individual: –One on one –Use simplistic vocabulary – Review group practice activity –Learn through observation of teacher

Instructional Procedures Stage1: Prewriting  70% of writing  GET READY TO WRITE!  Gather ideas  Decide side  Put ideas on paper  US Constitution  Rights as a Citizen  Voting  Should I vote?  Convince me  Graphic Organizer  Consider: topic, form, purpose, and audience  Topic  Introduction  Reasons  Supporting Details  Transition word/phrase  Conclusion

Practice Activity Project graphic organizer Shared pen technique Students work together Teacher fills in information Identify topic –Voting Identify where we stand –Support voting Identify one reason Identify one supporting detail Create transition

Assessment Activity Work individually Fill out graphic organizer Determine topic, form, purpose, and audience Choose side 3 supporting reasons 3 supporting details per reason Transition Conclusion

CATEGORY 3 - Above Standards2 - Meets Standards1 Partially Meets0 Does not MeetScore Position Statement The position statement provides a clear, strong statement of the author's position on the topic. The position statement provides a clear statement of the author's position on the topic. A position statement is present, but does not make the the author's position clear. There is no position statement. Support for Position Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). Evidence and Examples All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Evidence and examples are NOT relevant AND/OR are not explained. Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience. Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. It is not clear who the author is writing for. Jenks, M. (2008, May).Rubric for prewriting stage. Unpublished scoring guide, Valdosta State University, Valdosta, GA. Modified from: 4teachers.org ( Retrieved May 22, 2008

Prewriting Accommodations Differing stages of development Higher Level: – Modify graphic organizer to challenge students – 5 supporting reasons  Lower Level:  -Modify graphic organizer  -2 supporting reasons  -2 supporting details

Prewriting Accommodations Differing culture background  Bilingual: Individual Discuss topic Relate to ethnic background Explain leadership Discuss similarities in leaders of countries Relate to home country

Stage 2: Drafting

Drafting Grouping options according to teacher’s instructional needs. – Whole Group: See prewriting stage – Individual: See prewriting stage - Developmental, cultural, and linguistic : See prewriting

Instructional Procedures Stage 2: Drafting  First put X on every other line  Write on line with X  Take information from graphic organizer  Put into complete thoughts  Use information to form sentences  Transfer information  Reasoning for your argument on voting  Supporting details  Add more details  Title as rough draft  Legible

Practice Activity Whole group Students work together Students determine what to write Use class graphic organizer Develop a topic sentence Attention grabber Develop brief introduction paragraph Develop first body paragraph One supporting detail Transition Brief conclusion

Assessment Activity Individual work Label rough draft Use graphic organizer Use information Develop sentences Develop complete thoughts Attention grabber Add details Thorough supporting details

CATEGORY4 - Above Standards3 - Meets Standards 2 - Approaching Standards 1 - Below StandardsScore Attention GrabberThe introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. The author has an interesting introductory paragraph but the connection to the topic is not clear. The introductory paragraph is not interesting AND is not relevant to the topic. Position StatementThe position statement provides a clear, strong statement of the author's position on the topic. The position statement provides a clear statement of the author's position on the topic. A position statement is present, but does not make the the author's position clear. There is no position statement. Support for PositionIncludes 3 or more pieces of evidence (facts, statistics, examples, real- life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). Evidence and Examples All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Evidence and examples are NOT relevant AND/OR are not explained.

SequencingArguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought. Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought. A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. TransitionsA variety of thoughtful transitions are used. They clearly show how ideas are connected Transitions show how ideas are connected, but there is little variety Some transitions work well, but some connections between ideas are fuzzy. The transitions between ideas are unclear OR nonexistant. Closing paragraph The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. The author's position is restated within the closing paragraph, but not near the beginning. There is no conclusion - the paper just ends. AudienceDemonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience. Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. It is not clear who the author is writing for. Jenks, M. (2008, May).Rubric for persuasive drafting stage. Unpublished scoring guide, Valdosta State University, Valdosta, GA. Modified from: 4teachers.org ( Retrieved May 22, 2008

Drafting Accommodations Differing stages of development Higher Level: –5+ supporting reasons –3+ supporting details  Lower Level:  Small group  Discuss  Model  Show class example  Review graphic organizer  Instruct

Drafting Accommodations Differing culture background  Bilingual:  Review topic  Review relation to ethnic background  Review meaning of leadership  Review similarities in leaders of countries  Student identify one reason  Teacher check  Student continues with rough draft

Stage 3: Revising

Revising Grouping options according to teacher’s instructional needs. – Whole Group: See prewriting stage – Individual: See prewriting stage Developmental, cultural, and linguistic: See prewriting Partner:  Peer to peer work  Read rough draft  Discuss  Advise revisions

Instructional Procedures Stage 3: Revising -Reread the rough draft -Content -Information -Details -Add information -Add details -Take out irrelevant details -Rearrange information -Not concentrated on mechanics or spelling -Work with partner

Practice Activity Whole group Shared pen technique Use class rough draft Students identify corrections Students determine information to add/delete Brief Teacher makes the corrections

Assessment Activity Individual work Reread rough draft Add more details Add reasoning Be clear and precise Delete information Rearrange sentences

Adapted from: Dean, E. (2006). Scoring guide for revising: Influential people of the 1920s. Unpublished Manuscript, Valdosta State University (READ 7140), GA.

CategoryExceptionally Met 3 Points Met 2 Points Partially Met 1 Point Not Met 0 Points Setting-Add details or changed Thoroughly added details about the setting or changed it if needed Added details about the setting or changed it if needed Partially added details about the setting Did not added details about the setting. Characters- details/dialogue Thoroughly added details about characters and made sure that there was dialogue included Added details about characters and made sure that there was dialogue included. Partially added details about characters and made sure that there was minimal dialogue Did not add details about characters and there was no dialogue included Events/actions- details Thoroughly added or deleted details about events or actions Added or deleted details about events or actions Partially added or deleted details about events or actions Did not add or delete details about events or actions Word useWords use was above the 5 th grade level. Thesaurus, dictionary, vocabulary list, and appropriate adjectives implemented throughout writing. Words use was appropriate. Thesaurus, dictionary, vocabulary list, and appropriate adjectives implemented few times in writing. Word use was partially appropriate. Thesaurus, dictionary, vocabulary list, and appropriate adjectives implemented once in writing. Word use was not considered appropriate. Thesaurus, dictionary, vocabulary list, and appropriate adjectives not implemented in writing.

Sequence of eventsSequence was appropriate Sequence was partially appropriate Story sequence was not in order Revision of beginning and ending Exceeded the expectations of revision in the beginning and ending of the story Revised the beginning and ending of the story Partially revised the beginning and ending of the story Did not revise the beginning and ending of the story Use of proofreaders’ marks Thoroughly used the proofreaders’ mark with understanding Used the proofreaders’ mark with understanding Partially used the proofreaders’ marks Did not use the proofreaders’ marks Thinking about Audience Thoroughly considered their audience during revision, making changes where needed Considered their audience during revision, making changes where needed Partially considered their audience during revision, making changes minor changes Did not consider their audience or make any changes Score

Revising Accommodations Differing stages of development  Higher Level:  Work with lower level student  Read aloud  Identify changes  Assist  Lower Level:  Small group  Discuss stage  Model changes  Observe  Show class example  Read with students

Revising Accommodations Differing culture background  Bilingual:  Individual  Discuss stage  Show class example  Show revisions  Adding  Deleting  moving  Review rough draft  Model a revision  Give pointers

Stage 4: Editing

Editing Grouping options according to teacher’s instructional needs. – Whole Group: See prewriting stage – Individual: See prewriting stage Developmental, cultural, and linguistic: See prewriting Partner:  Peer to peer work  Read rough draft  Discuss  Advise revisions

Instructional Procedures Stage 4: Editing Getting ready for final cut Checklist Proofread Spellings Mechanics Grammar Punctuation Sentence structure Partner check

Practice Activity Whole group Project class rough draft Read aloud Students identify corrections Make corrections Use Checklist Brief Dictionary Interaction Frontwards Backwards – Break down

Assessment Activity Individual Edit for final cut Proofread carefully frontwards 3 times Mechanical errors Spelling errors Grammar errors Dictionary Proofread backwards Proofreader’s Checklist

Modified from:Dean, E. (2006). Scoring guide for editing: Influential people of the 1920s. Unpublished manuscript, Valdosta State University (READ 7140).

CategoryExceptionally Met 3 Points Met 2 Points Partially Met 1 Point Not Met 0 Points The use of Editing Proofreaders ’ marks The student used all the appropriate editing marks that were needed. Paper only has 1 omission of mark. The student used most of the appropriate editing marks that were needed. Paper only has 1-4 omissions of marks. The student partially used all the appropriate editing marks that were needed. Paper has 5- 8 omissions of marks. The student did not use all the appropriate editing marks that were needed. Paper has 8 or more omissions of marks. Subject/Verb Agreement The student made sure that all of their subjects and verbs agreed. No errors The student made sure that most of their subjects and verbs agreed errors The student partially made sure that all of their subjects and verbs agreed. 3-7 errors The student did not make sure that all of their subjects and verbs agreed. 7+ errors SpellingThe student made sure that all of their words were spelled correctly. No errors The student made sure that most of their words were spelled correctly errors The student partially made sure that all of their words were spelled correctly. 3-7 errors The student did not make sure that all of their words were spelled correctly. 7+ errors Ending Punctuation The student made sure that they used all the correct ending punctuation in the correct places. No errors The student made sure that they used mostly all of the correct ending punctuation in the correct places errors The student partially made sure that they used all the correct ending punctuation in the correct places errors The student did not make sure that they used all the correct ending punctuation in the correct places. 7+ errors

Commas/ Apostrophe The student made sure that they used commas and apostrophes in the correct places. No errors The student made sure that they used commas and apostrophes in the correct places errors The student partially made sure that they used commas and apostrophes in the correct places. 3-7 errors The student did not make sure that they used commas and apostrophes in the correct places. 7+ errors CapitalizationThe student made sure that they used capitalization in the correct places. No errors The student made sure that they used capitalization in the correct places errors The student partially made sure that they used capitalization in the correct places. 3-7 errors The student did not make sure that they used capitalization in the correct places. 7+ errors Paragraphs/ Indentions The student made sure that they used paragraphs or indentions in the correct places. No errors The student made sure that they used paragraphs or indentions in the correct places errors The student partially made sure that they used paragraphs or indentions in the correct places. 3-7 errors The student did not make sure that they used paragraphs or indentions in the correct places. 7+ errors Score

Editing Accommodations Differing stages of development Higher Level: –Work with lower level student –Read aloud –Identify changes –Assist –Model –Dictionary  Lower Level:  Small group  Discuss stage  spelling, mechanics, grammar  Get ready for final  Show class example  Identify corrections  Model  Dictionary

Editing Accommodations Differing culture background  Bilingual:  Individual  Discuss stage  Show class example  Show revisions  Adding  Deleting  moving  Review rough draft  Model a revision  Give pointers

Stage 5: Publishing

Publishing Grouping options according to teacher’s instructional needs. – Whole Group: See prewriting stage – Individual: See prewriting stage Developmental, cultural, and linguistic: See prewriting

Instructional Procedures Stage 5: Publishing Last stage Final Cut!!! Copy rough draft Make last corrections Best handwriting Publish Share

Practice Activity Whole group Shared pen technique Publish class piece Rewrite with corrections Students identify corrections Neatness Legible

Assessment Activity Individual Rewrite Final corrections Neat Legible Publish Author’s chair

Jenks, M. (2008, May).Rubric for publishing drafting stage. Unpublished scoring guide, Valdosta State University, Valdosta, GA. Modified from: 4teachers.org ( Retrieved June 2, 2008

CATEGORY3210 Writing ProcessStudent devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn't seem to care. IntroductionFirst paragraph has a "grabber" or catchy beginning. First paragraph has a weak "grabber". A catchy beginning was attempted but was confusing rather than catchy. No attempt was made to catch the reader's attention in the first paragraph. Focus on Assigned TopicThe entire story is related to the assigned topic and allows the reader to understand much more about the topic. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the story is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. OrganizationThe story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The story is a little hard to follow. The transitions are sometimes not clear. Ideas and scenes seem to be randomly arranged. Spelling and PunctuationThere are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors.

CreativityThe story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination. SettingMany vivid, descriptive words are used to tell when and where the story took place. Some vivid, descriptive words are used to tell the audience when and where the story took place. The reader can figure out when and where the story took place, but the author didn't supply much detail. The reader has trouble figuring out when and where the story took place. Problem/ConflictIt is very easy for the reader to understand the problem the main characters face and why it is a problem. It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem. It is not clear what problem the main characters face. CharactersThe main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. The main characters are named and described. Most readers would have some idea of what the characters looked like. The main characters are named. The reader knows very little about the characters. It is hard to tell who the main characters are. NeatnessThe final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. Score_______/ 36.

Publishing Accommodations Differing stages of development  Lower Level:  Small group  Discuss  Model  Show class example  Work with peer  Higher Level:  Create cover page  Work with lower level student

Publishing Accommodations Differing culture background  Bilingual:  Individual  Discuss Final Stage  Model with class example  Give pointers  Work with peer