Emily Seery READ 7140 A Su 2008 1 Interdisciplinary Writing Unit Narrative First Grade J Emily Seery Hotchkiss READ 7140 Valdosta State University Summer 2008 Emily Seery READ 7140 A Su 2008 2 Introductory Material Information on Writing Units for Both Genres Modes I Grade Level First II Student Characteristics and Individual Differences School System and School Your name and grade level Emily Seery Hotchkiss First Grade Name of school system Brooks County School System Name of school Quitman Elementary School System School s Student Characteristics o Students 474 Number of boys 363 Number of girls 4 10 Age range o Ethnicity number of students 518 African American 0 Asian American 1 Native American 24 Hispanic 179 Caucasian 14 Other o Reading Achievement Give percentages Based on CRCT 14 91 Above average or advanced skill level 67 36 Average or intermediate skill 17 74 Below average skill level o Writing Achievement Give percentages Based on CRCT 6 04 Above average or advanced skill level 70 57 Average or intermediate skill 23 40 Below average skill level Classroom s Student Characteristics o Students 8 Number of boys 7 Number of girls 6 7 Age range o Ethnicity number of students 8 African American Asian American Emily Seery READ 7140 A Su 2008 3 Native American 2 Hispanic 5 Caucasian Other o Reading Achievement Give percentages Based on CRCT 20 Above average or advanced skill level 60 Average or intermediate skill 20 Below average skill level o Writing Achievement Give percentages Based on CRCT 20 Above average or advanced skill level 53 Average or intermediate skill 27 Below average skill level o Classroom Organization Check as many as apply Homogeneous X Heterogeneous Self Contained Team Teaching Departmentalized Parallel Block List other programs Individual Differences o Students Attending Pull Out or Supplementary Programs number of students 15 Title I 3 Reading 2 Gifted Early Intervention Program Safety Net List other programs o Language Proficiency number of students 13 English language 2 Bilingual Other languages List other languages o Students with Individual Education Plans IEP number of students Blind or visual impairment Deaf or hearing impairment 1 Developmental delay Emily Seery READ 7140 A Su 2008 4 III 1 Emotional or behavioral disorder Learning disability Mild intellectual disability Other health impairment Physical disability Speech Other Student Interests Survey Name Date 1 I like writing stories not at all a little some a lot a whole lot 2 Writing is boring not at all some a lot a whole lot some a lot a whole lot 4 I enjoy writing notes and letters to people not at all a little some a lot a whole lot 5 I like writing at school not at all a little a lot a whole lot 6 I have trouble thinking about what to write not at all a little some a lot a whole lot 7 It s fun to write things at home not at all a little some a lot a whole lot 8 I like to share my writing with others not at all a little some a lot a whole lot 9 Writing is fun not at all a lot a whole lot a lot a whole lot a little 3 I like to write in my spare time not at all a little a little some some 10 I wish I had more time to write at school not at all a little some Emily Seery READ 7140 A Su 2008 5 Adapted by Emily Seery Hotchkiss from Regional School District 15 Middlebury and Southbury CT http www region15 org curriculum ATTITUDE SURVEYPortrait pdf on June 5 2008 IV Georgia Writing Test Third Grade In the third grade students are tested in four different types of writing These are narrative informational persuasive and response to literature Teachers will grade the students success by using an analytic scoring rubric Teachers should collect writing samples from students by providing many opportunities to write during the year When scoring the students success in the four different types of writing teachers will determine what level the student works independently in the four areas of writing ideas organization style and conventions Ideas Types of Writing The degree to which the writer establishes a focus and develops the main points with examples facts anecdotes and details Areas of Writing Organization Style The degree to which the ideas are arranged in a clear order with an introduction body and conclusion or a beginning middle and end The degree to which the writer controls language to capture the reader s interest Conventions The degree to which the writer demonstrates control of sentence formation usage and mechanics Informational Persuasive Narrative Response to Literature For each area of writing the student was assigned a performance level Does Not Meet the Georgia Performance Standard for Grade 3 Meets the Georgia Performance Standard for Grade 3 Exceeds the Georgia Performance Standard for Grade 3 N A unable to determine the student s performance level e g no sample due to recent enrollment written in language other than English illegible illustrations only Emily Seery READ 7140 A Su 2008 6 Georgia grade 3 writing assessment Individual student report Retrieved May 19 2008 from Georgia Department of Education Web site http public doe k12 ga us DMGetDocument aspx Gr 203 20Individual 20Student 20Report 202007 pdf p 6CC6799F8C1371F6F31406A04B919C00A1F68302B42DA37E894E8B0250ED2B14 Typ e D I Genre of Writing Narrative Journal II Content Area Connection A Content Area Social Studies B Topic and or Concept Benjamin Franklin C Previous Content Area Lessons Students have participated in a weeklong unit about Benjamin Franklin Our class has learned about his life and achievements We have read books watched videos and researched Benjamin Franklin as a class We have also compared his life and times to our own III English Language Arts GPS ELA1W1 The student begins to demonstrate competency in the writing process The student a Writes texts of a length appropriate to address a topic and tell a story c Rereads writing to self and others revises to add details and edits to make corrections d Prints with appropriate spacing between words and sentences e Writes in complete sentences with correct subject verb agreement f Uses nouns singular and plural correctly j Begins to use common rules of spelling l Uses appropriate end punctuation period and question mark and correct capitalization of initial words and common proper nouns e g personal names months m Uses commas in a series of items IV Content Area GPS SS1H1 The student will read about and describe the life of historical figures in American history a