Editing RubricMichelle Albury, READ 7140A, Su 2009 1Interdisciplinary Writing Unit: Narrative, First GradeMichelle AlburyREAD 7140Valdosta State UniversitySummer 2009Michelle Albury, READ 7140A, Su 2009 2Student Characteristics and Individual DifferencesClassroom’s Student CharacteristicsStudentso __8_ Number of boyso _11 Number of girlso _7-9 Age rangeEthnicity (number of students)o __6_ African Americano ____ Asian Americano ___ Native Americano __4_ Hispanico __9_ Caucasiano ____ OtherReading Achievement (number of students)o Based on: ___CRCT_________________________________________o 14% Above-average or advanced skill levelo 62%_Average or intermediate skillo 24% Below average skill levelWriting Achievement (number of students)o Based on: ____CRCT________________________________________o 25%_ Above-average or advanced skill levelo 57%_ Average or intermediate skillo 18% Below average skill levelClassroom Organization (Check as many as apply.)o ____ Homogeneouso _X__ Heterogeneouso _X__ Self-Containedo ____ Team Teachingo ____ Departmentalizedo ____ Parallel Blocko List other programs: Individual Differenceso Students Attending Pull-Out or Supplementary Programs (number of students) ____ Title I _2__ Reading ____ Gifted _6__ Early Intervention ProgramMichelle 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 4Student Interest Survey1. 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 6Albury, M. (2009, May). Student Interest Survey. Unpublished Manuscript. Valdosta State University. Valdosta, GA.Michelle Albury, READ 7140A, Su 2009 7Georgia Writing Test Grade 3DescriptionThe writing assessment for grade three consists of teacher evaluation of student writing using an analyticscoring 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 WritingThe 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 thatthey 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 areaMichelle Albury, READ 7140A, Su 2009 84. 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 ScoringThe 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’ overallimpression 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