1. Interdisciplinary Writing Unit Dave McGovern Valdosta State University Summer 2006

2. DEVELOPMENTAL STAGE SCORING GUIDELINES FOR THEGEORGIA GRADE 5 WRITING ASSESSMENT Stage 1 The Emerging Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: Little or no evidence of topic development, organization, and/or detail. Little awareness of the audience or the writing task. Errors in surface features that prevent the reader from understanding the writer’s message.

3. Stage 2 The Developing Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A topic that is beginning to be developed. The beginning of an organizational plan. Limited awareness of the audience and/or the task. Simple word choice and simple sentence patterns. Errors in surface features that interfere with communication.

4. Stage 3 The Focusing Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A clear topic although development of the topic is incomplete. An apparent plan with loosely organized ideas. A sense of audience and/or task. Minimal variety of vocabulary and of sentence patterns. Errors in surface features that interrupt the flow of communication.

5. Stage 4 The Experimenting Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A clear and developed topic although the development may be uneven. A clear plan with a beginning, middle, and end. The beginning and/or ending may be clumsy. Evidence of writing for an audience. Evidence of experimentation with language and sentence patterns. Word combinations and word choice may be novel. Errors in surface features that may interrupt the flow of communication.

6. Stage 5 The Engaging Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A topic that is well developed. A plan with a clear beginning, middle, and end. Organization that sustains the writer’s purpose. Audience awareness techniques that engage the reader. Effective use of varied language and sentence patterns. Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.

7. Stage 6 The Extending Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A topic that is fully elaborated with rich details. Organization that sustains the writer’s purpose and moves the reader through the piece. Audience awareness techniques that engage and sustain the reader’s interest. Effective use of varied sentence patterns. Creative and novel language. Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.

8. 1 st Unit Grade level - 5th Mode of Writing - Expository Form of Writing - Compare and Contrast Content Area Integration - Social Studies

9. Grouping Options Prewriting - Whole group - everyone will hear the same instructions and student question. Drafting - Independent with the option to discuss their progress with their writing partner. Revising - Paired with writing partner. Editing - Paired with writing partner. Publishing - Independent with the option to discuss their progress with their writing partner.

10. Pre-assessment prompt In order to assess where the students are currently in their understanding of expository writing I will give them a short assignment that will have them demonstrate the skills that we will use during the lessons. As we are going to use the format of compare and contrast we will also use that same form with the pre-assessment. "I want everyone to clear your desks. You will have 40 minutes to compare and contrast your teacher from third grade to your teacher from fourth grade. I want these papers to be appropriate and positive. I do not want to see any negative remarks at all on these papers. When we write a compare and contrast paper, we look at what these people have in common and what their differences are.

11. You should spend most of your time brainstorming what facts you will use on your paper. I have a compare and contrast graphic organizer that you will turn in with your first draft. You will only need to write a first draft and do not need to be concerned with grammar. I do want to see completed sentences and completed paragraphs. After you finish your drafts you can take out an A.R. book and read, I would suggest that you use the full time to work on your drafts and make changes that you feel are needed. At anytime you have a question raise your hand and I will be over to assist you."

12. Prewriting This stage is the getting ready to write stage. This stage is where the writer decides on an audience, collects their ideas, and organizes them. In this stage the writer uses a graphic organizer to help put their thoughts together. Students will read articles on the life of Martin Luther King Jr. and Malcolm X. I will model the use of the graphic organizer. We will complete a graphic organizer together. They will complete the graphic organizer.

14. Compare and Contrast Pre-writing Rubric 5th Grade Name__________________________________Date_____________________ Compare and Contrast Pre-writing Rubric Exceeds standard 5 Meets standard 4 Partially Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 - 0 Student Information The heading Name and Date are completed One of the headings is completed No headings completed How are they alike? More than three items that demonstrates areas of similarities Three items that demonstrates areas of similarities Two items that demonstrates areas of similarities One item that demonstrates areas of similarities No items that demonstrates areas of similarities How are they different? More than three items that demonstrates areas of difference Three items that demonstrates areas of difference Two items that demonstrates areas of difference One item that demonstrates areas of difference No items that demonstrates areas of difference

15. Drafting Drafting converts ideas from the prewriting stage into complete sentences. This is where we concentrate on the content of the piece being written. Punctuation is not the emphasis during Drafting. I will model transferring the information from my graphic organizer to a first draft. We will transfer the information from our class graphic organizer to a first draft. The students will transfer the information from their graphic organizer to a first draft.

16. Compare and Contrast Drafting Rubric 5th Grade Name_________________________________Date________________ Compare and Contrast Drafting Rubric Exceeds standard 5 Meets standard 4 Partially Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 - 0 Opening paragraphOpening paragraph introduces both subjects equally and catches the readers interest Opening paragraph introduces both subjects and catches the readers interest Opening paragraph catches readers interest but does not introduce both subjects Opening paragraph does not catch readers interest and does not introduce both subjects Opening paragraph missing. Items transferred from graphic organizer More than 6 items transferred from graphic organizer At least 6 items transferred from graphic organizer At least 4 items transferred from graphic organizer At least 2 items transferred from graphic organizer Only 1 or no items transferred from graphic organizer

17. Subjects are discussed in an organized progression Both subjects discussed in the order they were introduced with many details in an organized progression Both subjects are discussed with details in an organized progression Both subjects are discussed with few details in an organized progression Both subjects are discussed but the organization is hard to follow The organization is hard to follow and it is not clear what items belong to what subject Conclusion demonstrates how both subjects contributed to the Civil Rights movement. Conclusion is clear and not repetitive. Both subjects contributions were demonstrated towards the Civil Rights movement with many details Conclusion is clear and not repetitive. Both subjects contributions were demonstrated towards the Civil Rights movement Conclusion is clear. Both subjects contributions were demonstrated towards the Civil Rights movement Conclusion is unclear. Both subjects contributions were demonstrated towards the Civil Rights movement Conclusion is unclear. Subjects contributions were not demonstrated towards the Civil Rights movement Total points McGovern, D. (2006) Compare and contrast Pre-writing rubric Valdosta State University

18. Revising Refines ideas and content. The writer focuses on the needs of the reader. We change, add, delete, and rearrange content to refine the content to make it easier for the reader to understand. I will model asking for a compliment, the appropriate way to respond, ask for suggested changes, and how to make the changes the writer feels are appropriate. I will use the class draft and ask for compliments, ask for suggested changes, and we will make the changes we feel are appropriate. The students will get with their writing partners and ask for compliments, ask for suggested changes, and make the changes the writer feels are appropriate.

19. Compare and Contrast Revising Rubric Exceeds standard 5 Meets standard 4 Partially Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 - 0 Revises the draft by adding, deleting, consolidating, clarifying, and rearranging words and sentences. Used all five components Used four of the five components Used three of the five components Used two of the five components Used one or zero of the five components Proofreaders marks Used proofreaders marks Used proofreaders marks more than 50% of the time Used proofreaders marks less than 50% of the time. Did not use proofreaders marks Opening paragraphOpening paragraph introduces both subjects equally and catches the readers interest Opening paragraph introduces both subjects and catches the readers interest Opening paragraph catches readers interest but does not introduce both subjects Opening paragraph does not catch readers interest and does not introduce both subjects Opening paragraph missing.

20. Subjects are discussed in an organized progression Both subjects discussed in the order they were introduced with many details in an organized progression Both subjects are discussed with details in an organized progression Both subjects are discussed with few details in an organized progression Both subjects are discussed but the organization is hard to follow The organization is hard to follow and it is not clear what items belong to what subject Conclusion demonstrates how both subjects contributed to the Civil Rights movement. Conclusion is clear and not repetitive. Both subjects contributions were demonstrated towards the Civil Rights movement with many details Conclusion is clear and not repetitive. Both subjects contributions were demonstrated towards the Civil Rights movement Conclusion is clear. Both subjects contributions were demonstrated towards the Civil Rights movement Conclusion is unclear. Both subjects contributions were demonstrated towards the Civil Rights movement Conclusion is unclear. Subjects contributions were not demonstrated towards the Civil Rights movement

21. Editing Editing is proofreading for errors. The writer focuses on capitalization, spelling, and punctuation. Set the revised piece aside for at least a day so we can see it fresh. I will explain the use of Proofreader’s Marks and handout a guide. I will model editing using my revised paper showing the common errors that writers make and how to use proofreader’s marks. We will edit the class revised paper and I will ask the students what changes we should make and what proofreader’s marks we should use. The students will edit their papers using proofreader’s marks.

22. Compare and Contrast Editing Rubric Exceeds standard 5 Meets standard 4 Partially Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 - 0 Edits to correct errors in spelling, punctuation, and grammar, and capitalization Edited 100% of errors Edited 80% of errors Edited 60% of errors Edited 40% of errors Edited less than 40% of errors Proofreaders marks Used proofreaders marks Used proofreaders marks more than 50% of the time Used proofreaders marks less than 50% of the time. Did not use proofreaders marks

23. Publishing This is where we put the piece in the final written form. Add visuals if needed. This is where we share the final piece with others. I will model asking for any final revisions that students might notice or changes that I see that need to be made. We will use the class paper to make any final revisions that need to be made. The students will make their final revisions with the option to use their writing partner.

24. Compare and Contrast Publishing Rubric Exceeds standard 5 Meets standard 4 Partially Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 - 0 Opening paragraphOpening paragraph introduces both subjects equally and catches the readers interest Opening paragraph introduces both subjects and catches the readers interest Opening paragraph catches readers interest but does not introduce both subjects Opening paragraph does not catch readers interest and does not introduce both subjects Opening paragraph missing. Subjects are discussed in an organized progression Both subjects discussed in the order they were introduced with many details in an organized progression Both subjects are discussed with details in an organized progression Both subjects are discussed with few details in an organized progression Both subjects are discussed but the organization is hard to follow The organization is hard to follow and it is not clear what items belong to what subject Conclusion demonstrates how both subjects contributed to the Civil Rights movement. Conclusion is clear and not repetitive. Both subjects contributions were demonstrated towards the Civil Rights movement with many details Conclusion is clear and not repetitive. Both subjects contributions were demonstrated towards the Civil Rights movement Conclusion is clear. Both subjects contributions were demonstrated towards the Civil Rights movement Conclusion is unclear. Both subjects contributions were demonstrated towards the Civil Rights movement Conclusion is unclear. Subjects contributions were not demonstrated towards the Civil Rights movement

25. Accommodations and Modifications My class has 21 students. I have 18 of the 21 students receiving free or reduced meals. Many of these children have had limited experiences outside of the rural town they reside in. I make sure to use as many photos of other places as I can find to try and give them a visual of places and people that we discuss. I use my personal experiences as well as student experiences to try and gap the lack of experiences outside of the children's homes. I have two students with a learning disability. Both students have specific modifications that must be met on their IEP. I also make sure to group them with children that they feel comfortable with receiving scholastic advice from. I check on their work more frequently to keep them on task and at the class pace. I have one student with an emotional behavioral disability. Although it is rare that this becomes an issue, I monitor her daily to make sure that she is comfortable and on task in this classroom. She also has specific modifications that must be met.

26. 2nd Unit Grade level - 5th Mode of Writing - Persuasive Form of Writing – Persuasive Essay Content Area Integration - Social Studies

27. Grouping Options Prewriting - Whole group - everyone will hear the same instructions and student question. Drafting - Independent with the option to discuss their progress with their writing partner. Revising - Paired with writing partner. Editing - Paired with writing partner. Publishing - Independent with the option to discuss their progress with their writing partner.

28. Pre-assessment prompt In order to assess where the students are currently in their understanding of expository writing I will give them a short assignment that will have them demonstrate the skills that we will use during the lessons. As we are going to use the format of persuasive writing we will also use that same form with the pre-assessment. "I want everyone to clear your desks. You will have 40 minutes write a paper trying to convince me as to why we should continue to have afternoon recess. I want an opening paragraph with the reason stated and some background information on why we have recess. I then want at least three reasons why you think we should have recess. There are of course people that do not like or want recess, I want you to give a few reasons why they do want recess and why you think that is not right. I want you to finish with a concluding paragraph. I will list all these things on the white board. Please raise your hand if you need help. When you are finished you may read your A.R. book, but I would suggest you use that time to check your paper."

29. Prewriting This stage is the getting ready to write stage. This stage is where the writer decides on an audience, collects their ideas, and organizes them. In this stage the writer uses a graphic organizer to help put their thoughts together. Students will read the article Depression-era Soup Kitchens. I will model the use of the graphic organizer. We will complete a graphic organizer together. They will complete the graphic organizer.

31. Persuasive prewriting rubric 5th Grade Name___________________________________Date____________________ Pre-writing Concept Map rubric Exceeds standard 5 Meets standard 4 Partially Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 - 0 Student Information The heading Author and Title are completed One of the headings is completed No headings completed Reason 1Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail

32. Reason 2Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Reason 3Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Total points McGovern d. (2006) Student scoring guide persuasive writing, unpublished paper. Valdosta, Ga. Valdosta state University

33. Drafting Drafting converts ideas from the prewriting stage into complete sentence. This is where we concentrate on the content of the piece being written. Punctuation is not the emphasis during Drafting. I will model the use of the drafting graphic organizer. We will complete the class drafting graphic organizer. The students will complete their graphic organizers. I will model transferring the information from my graphic organizer to a first draft. We will transfer the information from our class graphic organizer to a first draft. The students will transfer the information from their graphic organizer to a first draft.

34. Persuasive drafting rubric 5th Grade Name___________________________________Date____________________ Pre-writing Concept Map rubric Exceeds standard 5 Meets standard 4 Partially Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 - 0 Student Information The heading Author and Title are completed One of the headings is completed No headings completed My opinion and background information Opinion clearly stated and background information has many details Opinion clearly stated and background information Stated but opinion is unclear, background information is given Stated but opinion is unclear, background information is not given No opinion or background information given

35. Reason 1Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Reason 2Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Reason 3Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Rebuttal Counter opinions and rebuttals are given both clearly stated Counter opinions and rebuttals are given Either opinions or rebuttals missing Both opinions or rebuttals missing Total points

36. Revising Refines ideas and content. The writer focuses on the needs of the reader. We change, add, delete, and rearrange content to refine the content to make it easier for the reader to understand. I will model asking for a compliment, the appropriate way to respond, ask for suggested changes, and how to make the changes the writer feels are appropriate. I will use the class draft and ask for compliments, ask for suggested changes, and we will make the changes we feel are appropriate. The students will get with their writing partners and ask for compliments, ask for suggested changes, and make the changes the writer feels are appropriate.

37. Persuasive revising rubric 5th Grade Name___________________________________Date____________________ Persuasive revising rubric Exceeds standard 5 Meets standard 4 Partially Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 - 0 Revises the draft by adding, deleting, consolidating, clarifying, and rearranging words and sentences. Used all five components Used four of the five components Used three of the five components Used two of the five components Used one or zero of the five components Proofreaders marksUsed proofreaders marks 100% of the time. Used proofreaders marks 90% of the time. Used proofreaders marks more than 50% of the time. Used proofreaders marks less than 50% of the time. Did not use proofreaders marks.

38. My opinion and background information Opinion clearly stated and background information has many details Opinion clearly stated and background information Stated but opinion is unclear, background information is given Stated but opinion is unclear, background information is not given No opinion or background information given Reason 1Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Reason 2Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Reason 3Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Rebuttal Counter opinions and rebuttals are given both clearly stated Counter opinions and rebuttals are given Either opinions or rebuttals missing Both opinions or rebuttals missing Total points

39. Editing Editing is proofreading for errors. The writer focuses on capitalization, spelling, and punctuation. Set the revised piece aside for at least a day so we can see it fresh. I will explain the use of Proofreader’s Marks and handout a guide. I will model editing using my revised paper showing the common errors that writers make and how to use proofreader’s marks. We will edit the class revised paper and I will ask the students what changes we should make and what proofreader’s marks we should use. The students will edit their papers using proofreader’s marks.

40. Persuasive editing rubric Exceeds standard 5 Meets standard 4 Partially meets standard 3 Partially meets standard 2 Does not meet standard 1-0 Edits to correct errors in spelling, punctuation, and grammar, and capitalization Edited 100% of errors. Edited 80% of errors. Edited 60% of errors. Edited 40% of errors. Edited less than 40% of errors. Proofreaders marksUsed proofreaders marks 100% of the time. Used proofreaders marks 90% of the time. Used proofreaders marks more than 50% of the time. Used proofreaders marks less than 50% of the time. Did not use proofreaders marks.

41. Publishing This is where we put the piece in the final written form. Add visuals if needed. This is where we share the final piece with others. I will model asking for any final revisions that students might notice or changes that I see that need to be made. We will use the class paper to make any final revisions that need to be made. The students will make their final revisions with the option to use their writing partner.

42. Persuasive revising rubric 5th Grade Name___________________________________ Date____________________ Persuasive publishing rubric Exceeds standard 5 Meets standard 4 Partially Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 - 0 My opinion and background information Opinion clearly stated and background information has many details Opinion clearly stated and background information Stated but opinion is unclear, background information is given Stated but opinion is unclear, background information is not given No opinion or background information given Reason 1Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail

43. Reason 2Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Reason 3Reason is clear and more than two supporting details Reason is clear and two supporting details Reason is clear and one supporting detail Reason is unclear and one supporting detail Reason is unclear and no supporting detail Rebuttal Counter opinions and rebuttals are given both clearly stated Counter opinions and rebuttals are given Either opinions or rebuttals missing Both opinions or rebuttals missing Total points

44. Accommodations and Modifications My class has 21 students. I have 18 of the 21 students receiving free or reduced meals. Many of these children have had limited experiences outside of the rural town they reside in. I make sure to use as many photos of other places as I can find to try and give them a visual of places and people that we discuss. I use my personal experiences as well as student experiences to try and gap the lack of experiences outside of the children's homes. I have two students with a learning disability. Both students have specific modifications that must be met on their IEP. I also make sure to group them with children that they feel comfortable with receiving scholastic advice from. I check on their work more frequently to keep them on task and at the class pace. I have one student with an emotional behavioral disability. Although it is rare that this becomes an issue, I monitor her daily to make sure that she is comfortable and on task in this classroom. She also has specific modifications that must be met.