Emily Seery HotchkissFirst Grade Genre: Narrative Writing Content Area: Social StudiesGeorgia Writing Test Information for Third GradeSlide 4Pre-assessment PromptPrewritingGrouping- Teacher’s Instructional NeedsGrouping- Teacher’s Instructional Needs, Cont.Grouping- Students’ NeedsInstructional Procedures- NarrativePrewriting Instructional ProceduresGraphic Organizer- Story MapStory Map, cont.Prewriting AssessmentStudents’ Checklist- PrewritingTeacher’s Scoring Guide- PrewritingTeacher’s Scoring Guide, cont.Accommodations/Modifications Developmental NeedsAccommodations/Modifications Differing Cultural and Linguistic BackgroundsDraftingDrafting Instructional ProceduresDrafting AssessmentStudents’ Checklist- DraftingTeacher’s Rubric- DraftingTeacher’s Rubric- Drafting, cont.RevisingRevising Instructional ProceduresRevising AssessmentStudents’ Checklist- RevisingTeacher’s Rubric- RevisingTeacher’s Rubric- Revising, cont.EditingEditing Instructional ProceduresEditing AssessmentStudents’ Checklist- EditingTeacher’s Rubric- EditingTeacher’s Rubric- Editing, cont.PublishingPublishing Instructional ProceduresPublishing AssessmentStudents’ Checklist- PublishingTeacher’s Rubric- PublishingTeacher’s Rubric- Publishing, cont.Emily Seery HotchkissREAD 7140 ASummer 2008First GradeGenre: Narrative WritingContent Area: Social StudiesGeorgia 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 talePre-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 coachPrewritingGrouping- 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 questionsGrouping- Teacher’s Instructional Needs, Cont. •Independent/Paired Grouping–When completing the story map- individual 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 closeGrouping- 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 knowledgeInstructional Procedures- Narrative•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 solvedPrewriting Instructional Procedures•Consider topic, 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’ Checklist- PrewritingDid 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 Guide- PrewritingElements Meets CriteriaPartially Meets CriteriaDoes Not Meet Criteria Setting2 or more setting features 1 setting featureNo setting featuresCharacters2 or more characters (Including B. Franklin and him/herself) 1-2 characters, but left out B. Franklin or him/herselfNo characters or does not include B. Franklin or him/herself ProblemHas a problem that could have happened during the time period Has a problem that could not have happened during the time periodDoes not have a problemTeacher’s Scoring Guide, cont. Elements Meets CriteriaPartially Meets CriteriaDoes Not Meet Criteria EventsHas 2 or more events in logical orderHas 2 or more events that are not in logical orderHas only one eventSolutionHas a logical solution that solved the problemHas a conclusion that does not solve the problemHas no solution or ending to the storyAccommodations/ModificationsDevelopmental Needs•More individual help•More time to complete tasks•Instead of regular checklist, a person/partner/teacher’s aid to give step-by-step instructionsAccommodations/ModificationsDiffering Cultural and Linguistic Backgrounds•Use labeled pictures –Helps the students not only spell