Wilson Jeanna READ 7140A Summer 2009 1 Jeanna Wilson Narrative Writing Unit READ 7140A Summer 2009 Dr Root Wilson Jeanna READ 7140A Summer 2009 2 I II Student Characteristics and Individual Differences Name Jeanna Wilson Grade 1st Interdisciplinary Writing Unit Student Characteristics and Individual Differences Genre Narrative Form story Content area science Content topic concept basic needs of animals Classroom s Student Characteristics Students o 11 Number of boys o 9 Number of girls o 6 8 Age range Ethnicity number of students o 4 African American o 2 Asian American o Native American o 1 Hispanic o 12Caucasian o Other Reading Achievement number of students o Based on Criterion Referenced Competency Test o 7 Above average or advanced skill level o 10 Average or intermediate skill o 2 Below average skill level Writing Achievement number of students o Based on no leveling writing test for 1st grade o Above average or advanced skill level o Average or intermediate skill o Below average skill level Classroom Organization Check as many as apply o X Homogeneous o Heterogeneous o Self Contained o Team Teaching o Departmentalized Wilson Jeanna READ 7140A Summer 2009 3 o Parallel Block Individual Differences o Students Attending Pull Out or Supplementary Programs number of students Title I Reading Gifted 2 Early Intervention Program Safety Net List other programs Linda Mood Bell for SST 3 III Student Writing Survey Name Date Wilson Jeanna READ 7140A Summer 2009 4 YES NO 1 I like writing stories 2 I like to write in my spare time 3 I like to write letters to people 4 I like to write at school 5 Sometimes I have trouble starting my writing 6 Sometimes I have trouble writing my thoughts down 7 Sometimes I have trouble ending my writing 8 I like to share my writing with others 9 I think writing is fun 10 I would like to become a better writer Shadron D 2009 Student Survey Unpublished manuscript Valdosta State University Valdosta GA IV Grade 3 Writing Assessment Description The writing assessment for grade three consists of teacher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 to literature good practices for the instruction of writing sample student papers and ways to 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 Wilson Jeanna READ 7140A Summer 2009 5 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 The Georgia Grade Three Writing Assessment covers four types of writing narrative informational persuasive and response to literature 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 Analytic and Holistic Scoring The scoring system is analytic Analytic scoring means that more than one feature or domain of a paper is evaluated Each domain itself is scored holistically The score assigned indicates the test raters overall impression of the writer s command of the components using predetermined Wilson Jeanna READ 7140A Summer 2009 6 scoring criteria contained in the Scoring Rubrics Accurate scoring requires balancing a writer s strengths and areas of challenge Student writing will be assessed analytically in four domains Ideas Organization Style and Conventions Analytic scoring will provide detailed information on student writing including performance levels 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 Teachers may choose to teach all four genres of writing throughout the school year or teachers may choose to teach each genre at a particular time in the school year Some school systems integrate Response to Literature into the Reading Workshop curriculum and teach it throughout the school year simultaneously with the other three genres The writing process should be taught throughout the third grade year regardless of the order in which the genres are taught The steps of the writing process prewriting drafting revising editing and publishing should be taught throughout the year because third graders may not have fully learned this process and will need help applying each stage of the process to each genre of writing For each genre teachers should model the steps of the writing process providing