1. Regina Mahoney Georgia Animals and Habitats Interdisciplinary Writing Unit Narrative- Simulated Journal 3 rd Grade- Science By: Regina Mahoney READ 7140 Valdosta State University

2. Georgia Writing Test- 3 rd Grade Teacher evaluates writing samples by students Essential: assessment samples reflect what students can do independently Four genres of writing:  Narrative  Informational  Persuasive  Response to literature Domains assessed:  Ideas  Organization  Style  Conventions Mahoney, R. READ 7140, May 2009

3. Teaching the Writing Process  Teach throughout the year  Teach in any order  Model each genre  Provide assistance and conferencing at each step Mahoney, R. READ 7140, May 2009

4. Assessing Writing Samples One sample per student for each genre Demonstrates what students have learned to apply, independently, about the writing process Assessments passed on to 4th grade teachers for instructional planning Mahoney, R. READ 7140, May 2009

5. Pre-Assessment Activity Materials: Pencils Paper Marker White board Mahoney, R. READ 7140, May 2009

6. Pre-Assessment Activity Instructions: Today, students, you are going to write a narrative story as a pre- assessment activity. You will not be graded on this assignment. I want to find out what you know about writing a narrative story in a pretend journal. This is only a practice activity, because we will be starting a writing assignment in the next few weeks that will be very similar to this practice activity. Even though this is a practice activity, you need to do your best to write an interesting story. You will choose one of the two topics that I have written on the white board to write your story. The topics are about going on a trip. Your journal entry should include what happened and what you did on your trip. Pick a topic and begin. Pretend that you are on vacation with your family. Pretend that you are on a field trip with the school. Mahoney, R. READ 7140, May 2009

7. Whole group Instruction :  Deliver new content (explanation of the prewriting process)  Deliver Instructions  Model  Practice  Provide scaffolding within students zone of proximal development  Insures time-on-task  Saves instructional time Instructional Grouping Options: Teacher’s Instructional Needs Individual:  Assess understanding  Address students needs Mahoney, R. READ 7140, May 2009

8. Peer Buddy o Safe friendly support o Gain confidence and skills necessary to become independent learners Mahoney, R. READ 7140, May 2009

9. Peer Buddy o Talk out ideas and vocabulary o Exposure to English language and usage Mahoney, R. READ 7140, May 2009

10. Genre What is Narrative Writing? A story: fictitious or true stories entertain readers includes beginning, middle, and ending problem and solution sometimes told from character’s point of view Mahoney, R. READ 7140, May 2009

11. Narrative Components Characters people or animals Setting location or place where story happens weather time of day time period Plot character trying to solve problem Theme underlying meaning of story Point of view story told from character’s perspective Mahoney, R. READ 7140, May 2009

12. “Getting- ready- to- write” Mahoney, R. READ 7140, May 2009

14. 3: Met the PLO2: Partially Met the PLO 1: Did Not Meet the PLO 0: Not Met Characters Lists 2+ characters Describes 2+ characters’ physical and personality traits Lists 1+ characters Describes 1-2 characters’ physical or personality traits Lists 1+ characters No description included No characters listed SettingDescribes 3 elements of setting Describes 2 elements of setting Describes 1 element of setting Setting not developed ProblemWell-developed problem stated Clear problem statedProblem stated may not be related No problem Events3+ events listed with details for each event 3+ events listed with details for 2 events 2 events listed Details not included 0-1 event listed Event 1Relates to topic with two details Relates to topic with one details Not related to topic Event 2Relates to topic with two details Relates to topic with one details Not related to topic Event 3Relates to topic with two details Relates to topic with one details Not related to topic ConclusionWell-developed conclusion Developed but left reader hanging Conclusion attemptedNo conclusion Total points 3 x _______ = ______ points 2 x _______ = ______ points 1 x _______ = ______ points Grade level ______Name of student ___________________________ Title of Narrative ____________________________________________ Total Points for Narrative Prewriting Stage (of 30) = ____________ 3 = Indicates the level required to meet the PLO 2 = Indicates the level required to partially meet the PLO 1 = Indicates the level that does not meet the PLO Mahoney, R. READ 7140, May 2009

15. Accommodations and/or Modifications Different Developmental Needs Visual  Seated close to teacher and overhead projector  All print bolded and in a large font Hand Tremors  Pencil wedges  Portable word processor  Frequent breaks Lower Level Peer buddy Higher Level  Include more events on organizer  Peer tutor Mahoney, R. READ 7140, May 2009

16. Accommodations and Modifications Cultural and Linguistic Needs English/Spanish Dictionary Peer buddy Mahoney, R. READ 7140, May 2009

17. Drafting “Getting ideas on paper” Label paper: Rough Draft Skip every other line Mark with an ‘X’ Use sentence format Let’s write a story! Mahoney, R. READ 7140, May 2009

18. Drafting Practice: Collaborative writing to determine what details to include our story. Where does the story take place? What is the problem? Who are the characters? What time of day is it? What is a possible solution to the problem? Mahoney, R. READ 7140, May 2009

19. Drafting Mahoney, R. READ 7140, May 2009

20. CATEGORY4321 IntroductionFirst paragraph has a attention grabber or catchy beginning. First paragraph has a weak attention 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 Topic The 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. 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. Simulated Journal: Drafting Rubric Student Name: ______________________ Date:_______________________________ Mahoney, R. READ 7140, May 2009

21. 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. Solution/ResolutionThe solution to the character's problem is easy to understand, and is logical. There are no loose ends. The solution to the character's problem is easy to understand, and is somewhat logical. The solution to the character's problem is a little hard to understand. No solution is attempted or it is impossible to understand. 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. Score: _____/ 32. Mahoney, R. READ 7140, May 2009

22. Revising  Re-read your rough draft to a peer editor  Use editing marks to mark changes suggested by peer editor  Read your rough draft Add words and sentences Move words and sentences around Delete unnecessary words or sentences Mahoney, R. READ 7140, May 2009

23. Meets Standard 3 Partially Meets Standard 2 Does not meet standard 1 Sentences All sentences are complete and well- structured. Most sentences are complete and well- structured.- few phrases Few sentences are used –Mostly just phrases Additions If needed, words/phrases/ sentences were added to help clarify narrative. Only some of the words/phrases/ sentences were added to help clarify narrative Little to no words were added to help clarify narrative Removals When needed, words/phrases/ sentences were deleted to help clarify narrative. Only some of the words/phrases/ sentences that were taken out to help clarify narrative Little to no deletions were made that would have helped the flow or clarity of the narrative Rearrangements When needed, rearrangements were made to help clarify narrative. Only some of the needed rearrangements were made to clarify report Rearrangements were not made that would have helped the flow or clarity of the narrative Replacements When needed, replacements were made to help clarify narrative. Only some of the replacements were made to help clarify narrative. Few replacements were made, when needed, to help clarify Revisions/ Proofreader’s marks Revisions made are marked with the correct revision marks were appropriate Some revisions made are marked with the correct proofreaders marks & some were appropriate Few revisions made are marked with the correct proofreaders marks & few were appropriate Simulated Journal Rubric – Revising stage 3 rd grade Comments: Mahoney, R. READ 7140, May 2009

24. Editing Re-read your revised rough draft to your peer Use editing marks (author) What to look for: Spelling errors Punctuation errors Comma errors Capitalization errors Mahoney, R. READ 7140, May 2009

25. Editing Scoring Guide E= Exceeded Expectation M= Met the PLO PM=Partially Met the PLO D= Did not Meet Name _____________________________ Category4-Exceeds PLO3-Meets PLO2-Partially Meets PLO 1-Does Not Meet PLO 0-Does Not Meet PLO Spelling0-3 errors in spelling (E) 4-5 errors in spelling (M) 6-7 errors in spelling (PM) 8 or more errors in spelling No attempt Punctuation Commas 0-3 errors in punctuation (E) 4-5 errors in punctuation (M) 6-7 errors in punctuation (PM) 8 or more errors in punctuation No attempt Apostrophes,0-1 errors in punctuation (E) 2-3 errors in punctuation (M) 4-5 errors in punctuation (PM) 6 or more errors in punctuation No attempt Ending punctuation 0-1 errors in punctuation (E) 2-3 errors in punctuation (M) 4-5 errors in punctuation (PM) 6 or more errors in punctuation No attempt Capitalization Beginning of sentences, names, and proper nouns 0-1 errors in capitalization (E) 2-3 errors in capitalization (M) 4-5 errors in capitalization (PM) 6 or more errors in capitalization (D) No attempt Mahoney, R. READ 7140, May 2009

26. Publishing “Put into final form” Write final copy Best cursive handwriting Proper simulated journal form Correct errors found in revising and editing stage Draw or print a picture of your animal Present in “author’s chair” to the class Mahoney, R. READ 7140, May 2009

27. Publishing Scoring Guide CriteriaExceeds 4 pts. Meets 3 pts. Partially Meets 2 pts. Does not meet No pts. Points IdeasReasonable accurate details to support the main idea of the entire story. Has a sense of topic, but ideas are too broad and needs to be refined. Lacks a clear sense of purpose or theme. Has no main idea or topic Word ChoicePrecise, original, fresh words that create vivid images of the character. Uses some descriptive words to create an image of the character. Little or no use of descriptive words to create an image of the character. Includes inappropriate words or limited use of descriptive words. Language Conventions (spelling, grammar, punctuation) All words spelled correctly; contains few or no errors in grammar and punctuation that do not interfere with the reader’s understanding. Few errors in spelling, grammar, and punctuation; contains some errors but do not interfere with the reader’s understanding. Many errors in spelling, grammar, and/or punctuation that may interfere with the reader’s understanding. Frequent and numerous errors in spelling, grammar, and punctuation that interferes with the reader’s understanding. ContentThe content of entire simulated journal is clearly related to the topic. The content of simulated journal relates to the topic well. The content of simulated journal minimally relates to the topic. The content of simulated journal does not relate to the topic. FormatClearly focused and follows journal format. Follows journal format. Partially follows journal format. Did not follow journal format. Name _________________________________________ Mahoney, R. READ 7140, May 2009

28. Illustration/ Picture Effective and creative use of an illustration or picture to enhance the journal entry. Includes an illustration or picture to enhance the journal entry. Uses an Illustration or picture that may add to the journal entry. Lacks an illustration or picture. EffortStudent’s work demonstrates a complete understanding of the assignment. and goes beyond the requirements. Student’s work demonstrates an understanding of the assignment. Student’s work demonstrates some understanding of the assignment. Student’s work lacks understanding of the assignment. Neatness (“Readable”) Handwriting is legibly written or typed. Handwriting is mostly legible. Handwriting lacks some legibility. Handwriting needs improvement. Mahoney, R. READ 7140, May 2009

29. The End Mahoney, R. READ 7140, May 2009