Emily Seery Hotchkiss READ 7140 A Summer 2008 First Grade Genre Narrative Writing Content Area Social Studies Georgia Writing Test Information for Third Grade Using an analytic scoring rubric teachers are to grade students in the narrative informational persuasive and response to literature areas of writing Teachers should collect writing samples by giving many opportunities with varying genres to write during the school year Georgia Writing Test Information for Third Grade In the narrative area May be an event that the student experienced Should be a story with plot and characters not just a list of events Can be an imaginary or fantasy tale Pre assessment Prompt Hello students I would like you to write a story as if you are spending the day with someone you know who is important to you Include everything that you would do with him or her in one day Some people that you might want to spend the day with parent principal teacher or coach Prewriting Grouping Teacher s Instructional Needs Whole Group During prewriting Students can ask questions that will help all students Teacher will monitor students behavior and success more effectively Can provide scaffolding when appropriate Shorter instructional time because fewer repeated questions Grouping Teacher s Instructional Needs Cont Independent Paired Grouping When completing the story mapindividual unless asking neighbor for help Enables students to develop individual ideas while receiving support from peers Increases background knowledge Pairing increases discussion and understanding between students because the zones of proximal development are close Grouping Students Needs Developmental Needs Learning as a class When discussing students hear and learn from the questions and answers Because they are in small groups there will be more conversation Cultural Needs Discussion builds background knowledge from peers statements Makes the subject more meaningful Linguistic Needs Encourages communication between peers Helps comprehension of spoken knowledge Instructional ProceduresNarrative Stories have three parts beginning middle and end Beginning Characters who is in the story Setting where and when is the story Problem or conflict what needs to be solved Middle Events what happens in the story End Solution how the problem or conflict is solved Prewriting Instructional Consider topic Procedures purpose form and audience during prewriting Topic What is your story about Our story is about a day with Benjamin Franklin Purpose Why are you writing To inform persuade or entertain Form How will you be writing Journal essay or letter Audience Who will read your story or who are you writing to We could be writing to our friends parents or teacher Graphic Organizer Helps map out our story Do not use sentences only phrases Graphic Organizer Story Map Setting Where When What time Characters Who Problem What needs to be solved Event 1 First step to solve the problem Story Map cont Event 2 Second step Event 3 Third step Solution How was the problem solved Prewriting Assessment Students will complete the story map as if they are going to spend the day with Benjamin Franklin like they did in the practice activity They must complete the story map but may only have two events instead of three The students will be given a checklist to help complete their work Students ChecklistPrewriting Did I remember to write my name on the top of my paper write the place and time in the setting box have Benjamin Franklin myself and anyone else in my story in the characters box include a problem that can be solved in the problem box Like searching for something finishing a race making an invention use at least 2 events to put in my story that help us solve the problem solve the problem Teacher s Scoring GuidePrewriting Elements Meets Partially Does Not Criteria Meets Criteria Meet Criteria Setting 2 or more setting features 1 setting feature No setting features Character s 2 or more characters Including B Franklin and him herself 1 2 characters but left out B Franklin or him herself No characters or does not include B Franklin or him herself Problem Has a problem that could have happened during the time period Has a problem Does not have that could not a problem have happened during the time period Teacher s Scoring Guide cont Elements Meets Criteria Partially Meets Criteria Does Not Meet Criteria Events Has 2 or more events in logical order Has 2 or more Has only one events that event are not in logical order Solution Has a logical solution that solved the problem Has a conclusion that does not solve the problem Has no solution or ending to the story Accommodations Modificatio ns Developmental Needs More individual help More time to complete tasks Instead of regular checklist a person partner teacher s aid to give step by step instructions Accommodations Modifications Differing Cultural and Linguistic Backgrounds Use labeled pictures Helps the students not only spell the word but also build background knowledge Can be labeled in Spanish and English Spanish English translation book Encourages students to look up words they are unsure of Drafting Drafting Instructional Procedures Write Sloppy Copy on the top of the paper reminds us it is not perfect yet Skip lines by marking an X on every other line Write in complete sentences Spelling punctuation and grammar do not matter Focusing on getting our story down on paper Drafting Assessment Students will write their own draft of the story from the story maps completed previously They may ask a neighbor for help before asking the teacher if necessary They must write in complete sentences and include all information from their story maps Students ChecklistDrafting Did I remember to write my name and Sloppy Copy on the top of my paper skip lines in between my writing include everything from my story map write in complete sentences stay on topic write the events of my story in order Teacher s Rubric Drafting Elements Meets Criteria Partially Meets Criteria Does Not Meet Criteria Introducti Wellorganized on Somewhat organized with few details to catch the reader s attention Not organized or no details to catch the reader s attention Character 2 or more characters s 1 2 characters with some descriptions Does not describe characters Setting Only one No setting setting feature features discussed discussed with details to catch the reader s attention with detailed descriptions Some setting features at least 2 Teacher s Rubric