READ 7140 Root Su 2008 1 Interdisciplinary Writing Unit Persuasive 1st Grade Narrative 1st Grade Crissy Megow READ 7140 Valdosta State University May 2008 READ 7140 Root Su 2008 2 Mentor Teacher s Signature Date Approved Contextual Factors for Block III The teacher uses information about the learning teaching context and student individual difference to set learning goals and plan instruction and assessment Community School System School Factors o Geographic Location Urban List unique features of community o Valdosta State University is right across the street o Moody Air Force base also has an impact on S L Mason List contributions of community to school o Papa Johns o School System Name of school system Valdosta City Schools 7149 Number of students in school system 68 38 Number of students in school system on free or reduced lunch o School Name of school S L Mason Elementary Pre K to 3rd Grades served in school 633 Number of students in school 75 19 Number of students in school on free or reduced lunch Classroom Characteristics o Number of students 8 Number of boys 11 Number of girls 7 9 Age range o Ethnicity number of students READ 7140 Root Su 2008 3 16 African American 0 Asian American 0 Native American 1 Hispanic 0 Caucasian 2 Other o Reading Achievement Based on Rigby Reading 10 Above average or advanced skill level 53 Average or intermediate skill 37 Below average skill level o Mathematics Achievement Based on System Wide Tests 16 Above average or advanced skill level 63 Average or intermediate skill 21 Below average skill level o Classroom Organization check as many as apply Homogeneous X Heterogeneous X Self Contained Team Teaching Departmentalized Parallel Block List other programs o Resources check as many as apply X Television X Classroom library 2 Number of computers in classroom 200 Estimate number of books List other resources such as math and science manipulative materials Math boxes for each student closet of assorted math manipulatives interactive math board Individual Differences o Students Attending Pull Out or Supplementary Programs number of students 19 Title I 0 Reading 1 Gifted READ 7140 Root Su 2008 4 4 Early Intervention Program 0 Safety Net List other programs none o Language Proficiency number of students 0 English language 1 Bilingual 0 Other languages List other languages none o Students with Individual Education Plans IEP number of students 0 Blind or visually impaired 0 Deaf or hearing impaired 0 Developmentally delayed 0 Emotionally or behaviorally disordered 0 Learning disabled 0 MiMH 0 OHI 0 Physically disabled 0 Speech 0 Other READ 7140 Root Su 2008 5 Student Interest Survey My name is My birthday is I have brothers and sisters My favorite things to do are 1 2 3 Things that I do not like to do are 1 2 3 My best friends are The thing that I like to do most in school is The thing that I like least about school is If I could do one thing in the world it would be When I grow up I want to be a an If I could write about one thing I would want to write on READ 7140 Root Su 2008 6 What I like most about writing is What I like least about writing is Adapted from Student Writing Attitude Survey Unpublished manuscript Retrieved May 20 2008 from Region 15 Web site www region15 org curriculum ATTITUDE 20SURVEY Portrait doc Grade 3 Writing Assessment Description Georgia law O C G A Section 20 2 281 requires that writing assessments be administered to students in grades three five eight and eleven The State Writing Assessment Core Development and Advisory Committees assisted the Georgia Department of Education GaDOE in developing the writing component of the student assessment program The committees comprised of educators with expertise in the instruction of writing skills and writing assessments READ 7140 Root Su 2008 7 consist of eight committees a Core Development and Advisory Committee for each grade level 3 5 8 and 11 The goal of the Writing Assessment Core Development and Advisory Committees and the GaDOE is to create developmentally appropriate assessment procedures to enhance statewide instruction in the language arts Statewide writing assessments serve the purpose of improving writing and writing instruction Types of writing covered by the grade 3 writing assessment 1 Narrative 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 2 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 3 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 area 4 Response 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 story are not appropriate responses to literature Time Line Because writing assessment at grade three is an outgrowth of the writing instruction program each elementary school or system should develop a plan at the beginning of the school year for teaching the four genres of writing and collecting assessment samples There is no correct order for teaching the writing genres in a school year READ 7140 Root Su 2008 8 Teachers may choose to teach all four genres of writing throughout the school year or teachers may choose to teach each