Emily Seery Hotchkiss READ 7140 A Summer 2008

First Grade Genre: 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 ElementsMeets Criteria Partially Meets Criteria Does Not Meet Criteria Setting 2 or more setting features 1 setting featureNo 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. ElementsMeets 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/Modifications Differing 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- Drafting ElementsMeets Criteria Partially 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. ElementsMeets 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- Revising Did 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 ElementsMeets 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. ElementsMeets 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- Editing Did 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 ElementsMeets 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. ElementsMeets 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 ElementsMeets 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. ElementsMeets Criteria Partially Meets Criteria Does Not Meet Criteria Indented Paragraphs Most or all of the time Some of the timeNone 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