Slide 1Georgia Writing Test – 3rd GradeGeorgia Writing Test – 3rd GradeGeorgia Writing Test – 3rd Grade Sample RubricPre-assessment PromptPREWRITINGInstructional Grouping OptionsInstructional Grouping OptionsGrouping OptionsGrouping OptionsGrouping OptionsGenre of Writing: NarrativeGenre of Writing: NarrativePrewritingGraphic Organizer Story MapPrewriting Scoring GuideAccommodations and/or ModificationsAccommodations and/or ModificationsAccommodations and/or ModificationsAccommodations and/or ModificationsAccommodations and/or ModificationsDraftingInstructional ProcedureDrafting Scoring GuideRevisingRevisingRevisingRevising Scoring GuideEditingEditingEditing Practice ActivityEditing Scoring GuidePublishingPublishingPublishingPublishingPublishing Scoring GuideREAD 7140 OWASummer 2009Brooke Dial (Musgrove)3rd GradeNarrative/Simulated JournalSocial StudiesLeaders of DemocracyDial, B. (2009).Consists of teacher evaluation of student writing using an analytic scoring system covers four types of writing: narrative, informational, persuasive, and response to literaturescoring system is analytic: more than one feature of a paper is evaluated assessed in four domains: Ideas, Organization, Style, and Conventions Georgia Writing Test – 3rd GradeDial, B. (2009).no “correct” order for teaching the writing genres in a school year steps of the writing process should be taught throughout the year teachers should model the steps of the writing process it is essential that the assessment samples reflect what students can do independently Georgia Writing Test – 3rd GradeDial, B. (2009).Georgia Writing Test – 3rd GradeSample RubricDial, B. (2009).Directions: The teacher will write the following prompts on the board. Each child will pick one topic to write a narrative story. Students will be reminded that a story has a beginning, middle, and end. The story should have all the following: characters, a setting, problem, events, and solution. Students will be provided with wide-ruled paper and pencil. Prompt 1: Describe your favorite vacation or trip.Prompt 2: Describe the best day of your life. Pre-assessment PromptDial, B. (2009).PREWRITINGhmm…Dial, B. (2009).Instruction & Modelingwhole group settingexplain new concepts, give examples, and model what I expect the students to doall students receive all the information that needed to complete the assignment time managementstudent management all students need to participate in the modelInstructional Grouping OptionsDial, B. (2009).Assessmentstudents will work independentlystudents have the opportunity to reinforce skills and produce their new knowledgeensures that students produce their own ideas to their assigned topic allows the teacher to monitor student’s work and understanding of the assignment on an individual basis Instructional Grouping OptionsDial, B. (2009).Developmental:inclusion of every student on different developmental levels in whole groupinstruction will not have to be repeated and, if repeated, all students will benefitall students will face the teacher to ensure everyone can see any visual aids and hear what is being saidGrouping OptionsDial, B. (2009).Developmental:the student with Attention Deficit Disorder and the student with a hearing impairment will be seated away from distractions such as computers and windowspeer partnering will be implemented for scaffoldingGrouping OptionsDial, B. (2009).Cultural & Linguisticthree bilingual studentswill begin in a whole group setting with the other studentsevery student receives the same learning opportunitywill be sitting in different areas of the room so they can interact with and learn from othersstudent with a speech impairment will not be affected during the prewriting stageGrouping OptionsDial, B. (2009).a storyhas a beginning, middle, and endincludes a problem that becomes more complex as the story proceeds and finishes with the problem being resolvedfive elements that make up a narrative: plot, setting, characters, theme, and point of view Genre of Writing:NarrativeBrooke DialDial, B. (2009).Elements that make up a narrative:Plot: goal-based sequence of events that involves characters in conflict Setting: includes information such as a location, weather, time and time periodCharacters: people or personified animals who are involved in the storyTheme: is the key meaning of a narrativePoint of view: where the reader’s focus is drawn in order to gain a clear understanding of the storyGenre of Writing:NarrativeDial, B. (2009).first stage of the writing processfour steps that need to be used in this stage:identifying the purpose of this writing activitychoosing a topicselecting an audiencegathering and organizing your thoughts PrewritingDial, B. (2009).Graphic OrganizerStory MapDial, B. (2009).Prewriting Scoring GuideDial, B. (2009).Developmental Needs:Gifted Students: two students who are gifted will be allowed to research more information regarding their topic and include any information they were able to findHearing Impaired:  sit facing the teacher during whole group instruction to ensure she can see any visual aidsAccommodations and/or ModificationsDial, B. (2009).Developmental Needs:Hearing impaired Cont.:will use a FM System and microphone to enhance the child’s hearingwill be seated away from windows or doors to minimize distractionBelow Avg. in Reading/Writing: can be paired with a classmate who is functioning above average and readily grasped the concept to allow for further scaffoldingAccommodations and/or ModificationsDial, B. (2009).Developmental Needs:Student with ADD: will be seated away from areas that may cause distractions like computers and windowsAccommodations and/or ModificationsDial, B. (2009).Cultural & Linguistic:three students in the classroom who are bilingual encourage and reinforce verbal interactions with these students during whole groupwill be provided with a Spanish/English translation dictionary Accommodations and/or ModificationsDial, B. (2009).Cultural & Linguistic:have had a chance to become familiar with the different types of culture because of work done on previous unit students have a peer partner and will be able to use their assistance as needed the student who has a speech impairment is not affected during this stage