Michelle Albury READ 7140A Su 2009 1 Interdisciplinary Writing Unit Narrative First Grade Michelle Albury READ 7140 Valdosta State University Summer 2009 Michelle Albury READ 7140A Su 2009 2 Student Characteristics and Individual Differences Classroom s Student Characteristics Students o 8 Number of boys o 11 Number of girls o 7 9 Age range Ethnicity number of students o 6 African American o Asian American o Native American o 4 Hispanic o 9 Caucasian o Other Reading Achievement number of students o Based on CRCT o 14 Above average or advanced skill level o 62 Average or intermediate skill o 24 Below average skill level Writing Achievement number of students o Based on CRCT o 25 Above average or advanced skill level o 57 Average or intermediate skill o 18 Below average skill level Classroom Organization Check as many as apply o Homogeneous o X Heterogeneous o X Self Contained o Team Teaching o Departmentalized o Parallel Block o List other programs Individual Differences o Students Attending Pull Out or Supplementary Programs number of students Title I 2 Reading Gifted 6 Early Intervention Program Michelle Albury READ 7140A Su 2009 3 Safety Net List other programs o Language Proficiency number of students 15 English language 4 Bilingual Other languages List other languages o Students with Individual Education Plans IEP number of students Blind or visual impairment Deaf or hearing impairment 2 Developmental delay Emotional or behavioral disorder Learning disability Mild intellectual disability 2 Other health impairment ADHD Physical disability Speech List other Michelle Albury READ 7140A Su 2009 4 Student Interest Survey 1 My favorite subject in school is 2 I like to read books that are about 3 When I am not in school I like to 4 I like to write about 5 The hardest thing about writing is Michelle Albury READ 7140A Su 2009 5 6 My favorite movie is 7 What I like most about school is 8 What I dislike most about school is Michelle Albury READ 7140A Su 2009 6 Albury M 2009 May Student Interest Survey Unpublished Manuscript Valdosta State University Valdosta GA Michelle Albury READ 7140A Su 2009 7 Georgia Writing Test Grade 3 Description The writing assessment for grade three consists of teacher evaluation of student writing using an analytic scoring system The Grade 3 Assessment and Instructional Guide contains the scoring rubric types of writing required by the GPS narrative informational persuasive and response to literature good practices for the instruction of writing sample student papers and ways to evaluate student writing Using representative samples of student writing third grade teachers are to use the analytic scoring rubrics in the Guide to determine the performance levels in each domain for each child in the classroom Teachers collect writing samples by providing many opportunities for students to produce the various types of writing throughout the year Types of Writing The Georgia Grade Three Writing Assessment covers four types of writing narrative informational persuasive and response to literature 1 Narrative Relating Personal Experience Writing assignments should direct students to recount an event grounded in their own experiences The assignment should elicit a story with a plot and characters rather than a list Creating an Imaginative Story Writing Assignments should direct students to produce stories that are grounded in imagination or fantasy 2 Informational Writing Assignments may be related to all content areas specified in the Grade 3 GPS and may be produced during content area instruction Writing assignments may be related to any type of non fiction writing whose purpose is to inform or explain a topic to a reader Students should incorporate information from resources books on line sources etc without copying the information verbatim Paraphrasing information and using technical vocabulary from source material is appropriate for the informational assessment sample For example the informational samples collected for this guide on the topic of minerals may use technical vocabulary such as igneous metamorphic or sedimentary rocks 3 Persuasive The writing assignment should direct students to take a position on an issue or topic that they are familiar with The assignment may occur after the class has researched the issue or read related texts The assignment may be part of a lesson on the issue in a particular content area Michelle Albury READ 7140A Su 2009 8 4 Response to Literature The assignment should direct students to form and support a position in response to a text they have read The assignment should be linked to a specific piece of literature short stories biographies fables plays poetry and chapter books Plot summaries or the retelling of an entire story are not appropriate responses to literature Analytic and Holistic Scoring The scoring system is analytic Analytic scoring means that more than one feature or domain of a paper is evaluated Each domain itself is scored holistically The score assigned indicates the test raters overall impression of the writer s command of the components using predetermined scoring criteria contained in the Scoring Rubrics Accurate scoring requires balancing a writer s strengths and areas of challenge Student writing will be assessed analytically in four domains Ideas Organization Style and Conventions Analytic scoring will provide detailed information on student writing including performance levels Georgia Department of Education 2008 Grade 3 writing assessment Retrieved May 24 2009 from Georgia Department of Education Website http www doe k12 ga us ci testing aspx PageReq CITestingWA3 Michelle Albury READ 7140A Su 2009 9 Georgia Department of Education 2008 Grade 3 writing assessment and instructional guide Retrieved May 24 2009 from Georgia Department of Education Website http www doe k12 ga us DMGetDocument aspx Georgia 20Grade 203 20Writing 20Assessment 20with 20notes pdf p 6CC6799F8C1371F6EE57F90425C713A4DF51D0D4BD337FC5868580170E06206E Type D This interdisciplinary writing unit will help prepare students for narrative writing prompts Students are expected to relate personal experiences and this writing unit focuses on personal experiences Michelle Albury READ 7140A Su 2009 10 Genre Mode of Writing Narrative Content Area English Language Arts Topic Developing characters using adjectives Previous Content Area The class would have been read many different stories and analyzed the characters using the adjectives given in