Genre: __Narrative__________________ Form: _____story_____________________Content area: __science_______________________Content topic/concept: ___basic needs of animals____________________Grouping ArrangementsGrouping ArrangementsGrouping ArrangementsCommon Proofreading SymbolsGrouping ArrangementsWilson, Jeanna READ 7140A Summer 2009 1Jeanna WilsonNarrative Writing UnitREAD 7140ASummer 2009Dr. RootWilson, Jeanna READ 7140A Summer 2009 2I. & II: Student Characteristics and Individual DifferencesName ___Jeanna Wilson_________________________ Grade _____1st__________Interdisciplinary Writing Unit: Student Characteristics and Individual DifferencesGenre: __Narrative__________________ Form: _____story_____________________Content area: __science_______________________Content topic/concept: ___basic needs of animals____________________Classroom’s Student CharacteristicsStudentso _11__ Number of boyso _9___ Number of girlso _6-8_Age rangeEthnicity (number of students)o _4__African Americano _2__Asian Americano ____ Native Americano __1_Hispanico _12Caucasiano ___OtherReading Achievement (number of students)o Based on: ___Criterion Referenced Competency Testo __7__ Above-average or advanced skill levelo _10__Average or intermediate skillo _2___ Below average skill levelWriting Achievement (number of students)o Based on: __no leveling writing test for 1st gradeo ____ Above-average or advanced skill levelo ____ Average or intermediate skillo ____ Below average skill levelClassroom Organization (Check as many as apply.)o __X_ Homogeneouso ____ Heterogeneouso ____ Self-Containedo ____ Team Teachingo ____ DepartmentalizedWilson, Jeanna READ 7140A Summer 2009 3o ____ Parallel BlockIndividual Differenceso 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)-3III: Student Writing SurveyName__________________ Date____________________Wilson, Jeanna READ 7140A Summer 2009 4YES!NO!1. I like writing stories.2. I like to write in my spare time.3. I like to write lettersto 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 tobecome 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 Unpublished manuscript.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 toliterature); 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 eachWilson, Jeanna READ 7140A Summer 2009 5domain 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 area4. 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 apaper 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 predeterminedWilson, Jeanna READ 7140A Summer 2009 6scoring 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