Student Interest SurveyBook Title: _________________________________Author: ___________________________________Reviewed by: _______________________________Spark your reader’s interest! ___________________________________________________________________________What is the book about? ___________________________________________________________________________This is why I think so: (Each numbered section will become a separate paragraph!)McDowell, R Persuasive Writing Unit - 1 -Interdisciplinary Writing Unit:Persuasive Writing 2nd GradeREAD 7140Summer 2007Rachael McDowellMcDowell, R Persuasive Writing Unit - 2 -Interdisciplinary Writing Unit:School and Student Characteristics and Individual DifferencesSchool System and SchoolYour name and grade level Mrs. Rachael McDowellName of school system Tift County SchoolsName of school Len Lastinger Primary SchoolSchool’s Student CharacteristicsStudents259 Number of boys211 Number of girls5-10 Age rangeEthnicity (number of students)134 African American11 Asian American__ Native American93 Hispanic218 Caucasian19 OtherReading Achievement (Give percentages.)Based on: CRCT Scores43 % Above-average or advanced skill level49 % Average or intermediate skill 8 % Below average skill levelWriting Achievement (Give percentages.)Based on: Georgia 3rd Grade Writing Assessment38 % Above-average or advanced skill level56 % Average or intermediate skill6 % Below average skill levelClassroom’s Student Characteristics9 Number of boys10 Number of girls7-8 Age rangeEthnicity (number of students)6 African American_ Asian American_ Native American3 Hispanic9 Caucasian1 OtherMcDowell, R Persuasive Writing Unit - 3 -Reading Achievement (Give percentages.)Based on: CRCT Scores24 % Above-average or advanced skill level62 % Average or intermediate skill14 % Below average skill levelWriting Achievement (Give percentages.)Based on: County 2nd Grade Writing Rubric28 % Above-average or advanced skill level54 % Average or intermediate skill28% Below average skill levelClassroom Organization (Check as many as apply.)____ Homogeneous√ Heterogeneous____ Self-Contained____ Team Teaching____ Departmentalized____ Parallel BlockList other programs: Individual DifferencesStudents Attending Pull-Out or Supplementary Programs (number of students)____ Title I____ Reading2 Gifted____ Early Intervention Program____ Safety NetList other programs:Language Proficiency (number of students)16 English language3 Bilingual____ Other languagesList other languages: SpanishStudents with Individual Education Plans (IEP) (number of students)____ Blind or visual impairment____ Deaf or hearing impairment____ Developmental delay2 Emotional or behavioral disorder1 Learning disability____ Mild intellectual disability ____ Other health impairment____ Physical disability1 Speech____ OtherMcDowell, R Persuasive Writing Unit - 4 -Student Interest SurveyI want to know all about you!Name: _________________________ Date:_________________ Tell me your favorite…color _________________________________________________animal ________________________________________________TV show ______________________________________________food _________________________________________________sport ________________________________________________game ________________________________________________person _______________________________________________thing to do at school _____________________________________I’ve travelled to…__________________________________________________________________________________________________________I don’t like…_______________________________________________________________________________________________________________________________________________________________McDowell, R. (2007). Student interest survey. Unpublished document. Valdosta State University, Valdosta, GA.Georgia Grade 3 Writing AssessmentDescriptionThe 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 toliterature); good practices for the instruction of writing; sample student papers; and ways toMcDowell, R Persuasive Writing Unit - 5 -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 Covered by the Grade 3 Writing AssessmentNarrative o 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. o Creating an Imaginative Story-Writing Assignments should direct students to produce stories that are grounded in imagination or fantasy. Informational o Writing Assignments may be related to all content areas specified in the Grade 3 GPS and may be produced during content area instruction. o Writing assignments may be related to any type of non-fiction writing whose purpose is to inform or explain a topic to a reader. o Students should incorporate information from resources (books, on-line sources, etc.) without copying the information verbatim. o 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. Persuasive o The writing assignment should direct students to take a position on an issue or topic that they are familiar with. o The assignment may occur after the class has researched the issue or read related texts. o The assignment may be part of a lesson on the issue in a particular content areaResponse to Literature o The assignment should direct students to form and support a position in response to a text they have read. o The assignment should be linked to a specific piece of literature (short stories, biographies, fables, plays, poetry, and chapter books). o Plot summaries or the retelling of an entire