1. 4th grade Expository, biography Social Studies- Native Americans
Casey Pearson
4th grade
Expository, biography
Social Studies- Native Americans

2. Georgia Writing Assessment
5th grade students must take the writing test
Consists of an evaluation of each student response to an assigned prompt
assigned a topic from a prompt bank representing three genres:
narrative,
informational
persuasive

3. Georgia Writing Assessment
Four domains of writing are evaluated
Ideas
Organization
Style
Conventions

4. Preparing for the Writing Test
Important to prepare students for the test
Have students write regularly
Have students write on the three topics
Should be familiar with the guidelines of the writing test
Try to use the released prompts for practice
Most writing should be done based on the test

5. Pre-assessment Helps teacher understand the level of each student
Gain teaching points
Learn students strengths and weakness
Students are given a few prompts
Teacher able to see difference in writing before unit and after unit
Encourage students to use what they know about the writing process

6. What is expository writing?
Informational writing
Students write information about a specific topic
Should be meaningful, easy to read, and accurate
Ex: newspaper reports, biographies, reports…etc

7. Prewriting 1st stage of writing The planning stage
Use graphic organizer to help students plan their writing
Graphic organizer structured as
Introduction
Body
conclusion

8. Prewriting- grouping
Group students in several ways, each class has its own needs
Group according to level- helps teacher target specific students easily
Group randomly- have higher level and lower level students together –
Better if peers need to help each other

9. Prewriting- grouping
Group according to development, cultural, linguistic background
Development- where the students are currently functioning
Cultural- some background may make a difference in writing .
Linguistic- some oral language difficulties also have difference in writing

10. Prewriting- instructional procedures
Teach the stage
Explain the stage, purpose, audience, function
Should model own writing- own graphic organizer
Point out specific items you want students to notice ex: incomplete sentences on graphic organizer
Should have class practice – whole class complete graphic organizer
Discuss topics, points the students may have trouble with… etc

11. Prewriting- assessment
Students will complete an independent practice
Will complete their own graphic organizer
Teacher will conference with individuals
Students should use checklist to help remember the guidelines
Teacher will use rubric to score students

12. Prewriting- Checklist
My name is written by Author of Story
My story has a title
My story is about a famous Native American
I have given the basic information about the person I am writing about.
I have given information about the tribe of the famous Native American.
I have included at least three major life events.

13. Prewriting - Checklist
I have included at least three supporting details for each major life event.
I have included information about the Native American’s death.
I have stated why the Native American I am writing about was famous.
I have done research and all of the information included on my graphic organizer is factual.

14. Prewriting- Rubric

15. Prewriting- rubric

16. Accommodations/ modifications development
learning disabilities, emotional behavior disorders, and other health impairments grouped according to their level
Students will be closely monitored
Teacher will provide scaffolding
If needed break the graphic organizer down into smaller sections
give the students more key words

17. Accommodations/modifications- linguistic & cultural backgrounds
Students who receive speech services are grouped
Grouped in two different groups
The two Hispanic students have been grouped together
both students will be receiving much of the same instruction.

18. Drafting 2nd stage of writing process
Write graphic organizer in complete repentances
“sloppy copy” of paper
Main point- Basic skeleton of story

19. Drafting – instructional procedures
Teach the stage
Explain the stage
Should model own writing- own revisions stage
Point out specific items you want students to notice ex: skipping lines
Should have class practice – whole class revises story
Discuss topics, points the students may have trouble with… etc

20. Drafting –assessment Students will complete an independent practice
Will write their own draft
Teacher will conference with individuals
Students should use checklist to help remember the guidelines
Teacher will use rubric to score students

21. Drafting- Checklist
I used most of the information from my graphic organizer.
My story has a title.
My story is about a famous Native American.
I used the word I throughout my story.
I skipped lines I did not worry about mechanics, spelling, or other grammar.

22. Drafting- Checklist I have used complete sentences.
I have an introduction which includes information about the birth of the Famous Native American, and information about his/her tribe.
I have included all three events and their supporting detail in the body of my story.
My conclusion sums up my story.

23. Drafting Checklist
The reason why the person is famous is stated in my conclusion.
The conclusion contains information about the person’s death.
My story flows and stays on the same topic.

24. Drafting Rubric

25. Drafting Rubric

26. Drafting Rubric

27. Revision 3rd stage of writing process Writer refines ideas and content
Four types of changes to be made
Additions- words, phrases, dialogue
Substitutions- words, phrases
Deletions- unnecessary information
Moves- Move sentences to make more sense

28. Revision – instructional procedures
Teach the stage
Explain the stage
Should model own writing- Own revising stage
Point out specific items you want students to notice ex: adding dialogue
Should have class practice – whole class revises draft
Discuss topics, points the students may have trouble with… etc

29. Revision – Assessment Students will complete an independent practice
Will revise own draft
Teacher will conference with individuals
Students should use checklist to help remember the guidelines
Teacher will use rubric to score students

30. Revision - Checklist My story is at least a page and half long.
If my story is too short I completed an activity to make it longer.
I added description into my story.
I removed words or sentences that did not make sense.
I rearranged words, sentences, or paragraphs to make my writing better.

31. Revision - Checklist
I took made changes to my story with the help of my partner and my teacher.
I gave advice to my partner.
I asked my partner questions about my own story.
I used a different color pen when I was making changes.

32. Revision Rubric

33. Revision Rubric

34. Revision Rubric

35. Editing 4th stage of writing process Proofreading
Look for grammatical errors, misspelled words
Read word by word
Read end to start
Use proofreader marks

36. Editing – instructional procedures
Teach the stage
Explain the stage
Should model own writing- Own editing stage
Point out specific grammatical errors you want students to notice ex: subject verb agreement
Should have class practice – whole class edits revision stage together
Discuss topics, points the students may have trouble with… etc

37. Editing – Assessment Students will complete an independent practice
Will revise own revision stage
Teacher will conference with individuals
Students should use checklist to help remember the guidelines
Teacher will use rubric to score students

38. Proofreader marks
Proof reader marks. Retrieved May 28, 2007, from the gtocolcal.com Website:

39. Editing - Checklist I corrected all mechanical errors.
I used all words appropriately.
I made sure all words were spelled correctly.
I used a variety of sentence types.

40. Editing - Checklist
I used correct proofreader marks when I made changes.
I used a different color pen to make editing marks.

41. Editing Rubric

42. Editing Rubric

43. Publishing 5th & last stage of writing process Writing comes to life
Put writing in final form
“perfect copy”
All changes from revision and editing should be made in published piece
Rewrite story in best handwriting

44. Publishing – instructional procedures
Teach the stage
Explain the stage
Should model own writing- Own publishing stage
Point out specific items you want students to notice ex: good handwriting
Should have class practice – whole class publishes class story
Discuss topics, points the students may have trouble with… etc

45. Publishing – Assessment
Students will complete an independent practice
Re-write one writing piece
Teacher will conference with individuals
Students should use checklist to help remember the guidelines
Teacher will use rubric to score students

46. Publishing - Checklist
I made all changes from the revising and editing stages.
My handwriting is neat and legible.
I have made sure all spelling is correct.
I have used the correct punctuation in all of my sentences.

47. Publishing - Checklist
I have used correct capitalization. (Proper nouns and beginning of sentences)
I have used complete sentences.
I have used at least five paragraphs, including an introduction, three body paragraphs, and a conclusion

48. Publishing Rubric

49. Publishing Rubric

50. Publishing Rubric