Janna Smith READ 7140 OWA 1 Janna Smith READ 7140 OWA Narrative Writing Unit Simulated Journal Maymester 2008 Dr Root Janna Smith READ 7140 OWA 2 Interdisciplinary Writing Unit School and Student Characteristics and Individual Differences School System and School Your name and grade level Janna Smith 1st grade Name of school system Pierce County School System Name of school Blackshear Elementary School School s Student Characteristics o Students 513 Number of boys 589 Number of girls 4 11 yrs Age range o Ethnicity number of students 435 African American 13 Asian American Native American 124 Hispanic 526 Caucasian 4 Other o Reading Achievement Give percentages Based on CRCT 32 Above average or advanced skill level 54 Average or intermediate skill 14 Below average skill level o Writing Achievement Give percentages Based on Georgia s Performance based writing assessment 31 Above average or advanced skill level 56 Average or intermediate skill 13 Below average skill level Classroom s Student Characteristics o Students 9 Number of boys 11 Number of girls 6 8 Age range o Ethnicity number of students 6 African American Asian American Janna Smith READ 7140 OWA 3 Native American 3 Hispanic 11 Caucasian Other Janna Smith READ 7140 OWA 4 o Reading Achievement Give percentages Based on CRCT 27 Above average or advanced skill level 62 Average or intermediate skill 11 Below average skill level o Writing Achievement Give percentages Based on Georgia s Performance based writing assessment 25 Above average or advanced skill level 58 Average or intermediate skill 17 Below average skill level o Classroom Organization Check as many as apply X Homogeneous X Heterogeneous Self Contained Team Teaching Departmentalized Parallel Block List other programs Individual Differences o Students Attending Pull Out or Supplementary Programs number of students X Title I Reading X Gifted X Early Intervention Program Safety Net List other programs o Language Proficiency number of students 18 English language 2 Bilingual Other languages List other languages o Students with Individual Education Plans IEP number of students Blind or visual impairment Deaf or hearing impairment Developmental delay Emotional or behavioral disorder Learning disability Mild intellectual disability Janna Smith READ 7140 OWA 5 Other health impairment Physical disability Speech Other Janna Smith READ 7140 OWA 6 This survey is to help me get to know you a little better 1 What do you want to be when you grow up 2 When I watch television I like to watch 3 My favorite subject in school is 4 If you could visit any place in the world where would you go 5 Do you have any hobbies or collections Janna Smith READ 7140 OWA 7 Smith J 2007 Student Survey Unpublished Manuscript Waycross GA Valdosta State University 6 What is the title of the book that you like the most 7 Do play or like to watch any sports if so which ones 8 Where did you go this summer Smith J 2007 Student Survey Unpublished Manuscript Waycross GA Valdosta State University Janna Smith READ 7140 OWA 8 Georgia Writing Assessments GRADES 3 5 8 and 11 The assessments are assessed on a basis that will provide teachers students and parents about the students individual performance in writing The assessments will provide the strengths and challenges of the student The State Writing Assessment Core Development and Advisory Committees helped the Georgia Department of Education develop the writing assessment Educators with expertise knowledge of the instructions of writing skills and assessments made up the committees involved The goal of the committees is to develop an appropriate assessment that will enhance the instruction of language arts statewide GRADE 3 This assessment consists of teacher evaluation of student writing The assessors will us an analytic system to score the assessment Types of Writing Narrative Relating personal experience recount an event in life a story w plot characters An imaginative story stories grounded in imagination or fantasy Informational Writing assignments can be related to any other GPS and any type of nonfiction writing whose purpose is to inform or explain to reader Can be created during instructional time Students should incorporate information from resources w o copying word for word Paraphrasing information and using technical terms that is appropriate Persuasive Students should take a position on an issue or topic familiar with The writing may take place after the students have researched or it may be part of a lesson on an issue in particular content area Response to Literature Students should form a position in response to any text read The assignment should be linked to a certain piece of literature The retelling of the entire story is not appropriate for this genre Analytic and Holistic Scoring The scoring is analytic This means that there is more than one domain or feature of the paper that is evaluated There are four domains ideas organization style and conventions Each domain of the paper is score holistically The holistic score indicates the raters overall impression of the paper This uses predetermined criteria To find the writer s accurate score requires balancing the writer s strengths and areas of challenge Making Time It is suggested that each school system should develop a plan at the beginning of school to determine when to teach the four genres of writing that is included on the writing assessment The teachers should also collect examples of the students writings as well Janna Smith READ 7140 OWA 9 The Georgia Department of Education says There is no correct order or time to teach the different genres of writing Teachers should teach all five stages of the writing process throughout the year Teachers should model each stage for each genre The sample is a piece of writing that the teacher selects for the Grade 3 Writing Assessment There should be one sample per genre samples should be written after the genre is taught These assessments should demonstrate what each student has learned to apply independently about the writing process Using writing prompt is an option for collecting assessment samples but any classroom assignment that allows each student to demonstrate understanding of the writing process in that genre is appropriate Teachers review the Student Writing Record during the last two weeks of March The teachers will complete the Teacher Summary Report These writing samples may be included in the student s permanent record Scoring