Emily Seery, READ 7140 A, Su 2008 1Interdisciplinary Writing Unit: Narrative, First GradeJ. Emily Seery HotchkissREAD 7140Valdosta State UniversitySummer 2008Emily Seery, READ 7140 A, Su 2008 2Introductory Material/Information on Writing Units for Both Genres/ModesI. Grade Level: FirstII. 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 Characteristicso Students _474 Number of boys _363 Number of girls _4-10_ Age rangeo Ethnicity (number of students) _518 African American ___0 Asian American ___1 Native American __24 Hispanic _179 Caucasian __14 Othero 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 levelo 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 levelClassroom’s Student Characteristicso Students _8__ Number of boys _7__ Number of girls 6-7_ Age rangeo Ethnicity (number of students) __8_ African American ____ Asian AmericanEmily Seery, READ 7140 A, Su 2008 3 ____ Native American __2_ Hispanic __5_ Caucasian ____ Othero Reading Achievement (Give percentages.) Based on: __CRCT___________________________________________ _20_ % Above-average or advanced skill level _60_ % Average or intermediate skill _20_ % Below average skill levelo Writing Achievement (Give percentages.) Based on: ___CRCT__________________________________________ _20_ % Above-average or advanced skill level _53_ % Average or intermediate skill _27_ % Below average skill levelo Classroom Organization (Check as many as apply.) ____ Homogeneous _X_ Heterogeneous ____ Self-Contained ____ Team Teaching ____ Departmentalized ____ Parallel Block List other programs: Individual Differenceso 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 ofstudents) ____ Blind or visual impairment ____ Deaf or hearing impairment __1_ Developmental delayEmily Seery, READ 7140 A, Su 2008 4 __1_ Emotional or behavioral disorder ____ Learning disability ____ Mild intellectual disability  ____ Other health impairment ____ Physical disability ____ Speech ____ OtherIII. Student Interests Survey:Name _________________________ Date _____________________1. I like writing stories.not at all a little some a lot a whole lot2. Writing is boring.not at all a little some a lot a whole lot3. I like to write in my spare time.not at all a little some a lot a whole lot4. I enjoy writing notes and letters to people.not at all a little some a lot a whole lot5. I like writing at school.not at all a little some a lot a whole lot6. I have trouble thinking about what to write.not at all a little some a lot a whole lot7. It’s fun to write things at home.not at all a little some a lot a whole lot8. I like to share my writing with others.not at all a little some a lot a whole lot9. Writing is fun.not at all a little some a lot a whole lot10. I wish I had more time to write at school.not at all a little some a lot a whole lotEmily Seery, READ 7140 A, Su 2008 5Adapted by Emily Seery Hotchkiss from: Regional School District 15. Middlebury andSouthbury, CT. http://www.region15.org/curriculum/ATTITUDE_SURVEY-Portrait.pdf on June 5. 2008.IV. Georgia Writing Test: Third GradeIn 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 thefour areas of writing: ideas, organization, style, and conventions. Areas of WritingIdeas Organization Style ConventionsThe degree to whichthe writer establishes a focusand develops the main points with examples, facts,anecdotes, and details.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 whichthe writer controls language to capturethe reader’s interest.The degree to which the writer demonstratescontrol of sentenceformation, usage, and mechanics.Types of WritingInformationalPersuasiveNarrativeResponse to LiteratureFor 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 6Georgia 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&Type=D.I. Genre of Writing: Narrative/ JournalII. Content Area Connection:A. Content Area: Social StudiesB. Topic and/or Concept: Benjamin FranklinC. 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/