Narrative Story 5th GradeGeorgia Writing Test Fifth GradeIntroductionNarrative WritingPre-assessment PromptsGrouping OptionsPrewritingPrewritingPrewritingAssessmentModifications/AccommodationsAn American Inventor Scoring Guide for PrewritingGraphic OrganizerDraftingSlide 15Slide 16Slide 17Slide 18Drafting Scoring Guide An American InventorRevisingSlide 21Slide 22Slide 23Slide 24Revising Checklist An American InventorScoring Guide for Revising An American InventorEditingSlide 28Slide 29Slide 30Slide 31Scoring Guide for Editing An American InventorEditing Checklist An American InventorPublishingSlide 35Slide 36Slide 37Slide 38Publishing Checklist An American InventorScoring Guide for Publishing An American InventorInformational Writing: Report Fifth GradeSlide 42Pre-assessmentSlide 44Slide 45Slide 46Slide 47Slide 48Graphic Organizer ReportScoring GuideSlide 51Slide 52Slide 53Slide 54Slide 55Drafting Scoring GuideSlide 57Slide 58Slide 59Slide 60Slide 61Revising Scoring GuideRevising ChecklistSlide 64Slide 65Slide 66Slide 67Slide 68Slide 69Slide 70Slide 71Slide 72Slide 73Slide 74Slide 75Slide 76Slide 77Narrative Story5th GradeBy: Katie CarlsonSpring 2006Georgia Writing TestFifth Grade•Goal: Enhance Language Arts Instruction•Scoring: Uses Developmental Stages• Includes Six Stages–Emerging Developing–Focusing Experimenting–Engaging ExtendingIntroduction•Fifth Grade•Narrative–Short Story•Social Studies–SS5H3 The student will describe how life changed in America at the turn of the century.b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).Narrative Writing•Narrative writing is a form of writing that is used to create characters that entertain and inform readers. Students can use narrative writing to retell familiar stories, write sequels and new episodes for favorite characters, and compose original stories and scripts. When writing narratives the author must consider the audience and form.Pre-assessment Prompts•Prompts given to pre-assess students writing•Prompt #1: What If...Animals Could Talk?Prompt #2: What If.... You were less than an inch tall?Grouping Options•During Instruction–Whole Class•Cultural/linguistic•Students with good Standard English skills in both speaking and writing will work with students who struggle with subject/verb agreement during the stages of revising and editing.•During Assessment–Individual: Prewriting, Drafting, Publishing–Pairs: Revising, EditingPrewriting•Instructional Procedures–Choose a topic: American Inventor–Consider purpose, audience, and form•Narrative, class, short story–Generate and Organized ideas for writingPrewriting•Model–Show students completed Graphic Organizer–Overview–Main PointsPrewriting•Practice Activity–Shared Pen Technique–Show students completed data sheet–Use blank story map on chart paper–Wright BrothersAssessment•T. gives s. story map•Students must choose topic (George Washington Carver, Thomas Edison, Alexander Graham Bell)•Students complete story mapModifications/Accommodations•Individual student’s needs:– The student who exceeds in the area of writing will be allowed to begin working on the graphic organizer after modeling. Gifted students often do not need procedures to be modeled as extensively as other students and are often bored during this time.An American InventorScoring Guide for PrewritingTask or Skill Meets 3 Almost Meets 2 Needs Improvement 1 Setting The student describes the setting using at least 3 descriptions. The student describes the setting using at least 2 descriptions. The student describes the setting using less than 2 descriptions Characters The student lists the characters with at least 3 descriptions. The student lists the characters with at least 2 descriptions. The student lists the characters with less than 2 descriptions. Events The student lists three events and describes each. The student lists almost 3 events and describes most. The students list at least one event and few descriptions. Problem The student lists the problem and describes it. The student either lists the problem or gives a description. The student does not list a problem or description. Solution The student lists an appropriate solution and describes it. The student either lists the solution or gives a description. The student does not list a solution or description. Total: Carlson, B. (2006).An American inventor: Scoring guide for prewriting. Unpublished manuscript, Valdosta State University, GA.Graphic OrganizerDrafting•Label Rough Draft•Emphasizes content rather than mechanics•Skip every other line•Get you ideas down on paper•Modify Earlier DecisionsDrafting•Modeling–Completed Draft–Point out errors – “It’s Okay”–Skipped linesDrafting•Practice Activity–Shared Pen Method–Tell students they will write a draft•Wright Brothers–Teacher will write draft with studentsDrafting•Assessment Activity–Students will complete a rough draft–S. use data sheet and story map–Teacher encourages students to be creative–Reminds them of conventions: Skipping lines, not worrying about conventionsModifications/Accommodations•Individual students’ needs: –Students who are gifted or exceed in the area of writing will be allowed to begin the drafting after the modeling stage if the teacher is confident that the students are ready and fully understand the task.Drafting Scoring GuideAn American InventorTask or Skill Exceeds 4 Meets 3 Almost Meets 2 Needs Improvement 1 Characters Characters are defined and brought to life Characters are clearly defined Main Character is defined; more info. needed for supporting characters Characters are not clearly defined Events (Beginning, Middle, End) Student includes all Events Student includes Most events Student includes few events Point of view The student writes entirely from the first person point of view The student writes mostly from the fi rst person point of view The students writes some from the fi rst person point of view Details Details were expressed in a clear and organized fashion Details were expressed in a pretty clear manner, organization needs improvement Details were somewhat organized, but not very clear Details were unrelated and not organized Total Teacher CommentsRevising•Revising is the stage