Shantelle Roberson READ 7140 OWA 1 Running Head Interdisciplinary Writing Interdisciplinary Writing Unit Expository Social Studies Immigration Bio poem Grade 5 Shantelle Roberson READ 7140 OWA Summer 2008 Dr Tonja Root Shantelle Roberson READ 7140 OWA 2 Interdisciplinary Writing Unit School and Student Characteristics and Individual Differences School System and School Your name and grade level Shantelle Roberson 5th grade Name of school system Ware County School System Name of school Memorial Drive Elementary School s Student Characteristics o Students 156 Number of boys 187 Number of girls 5 12 Age range o Ethnicity number of students 98 African American 27 Asian American Native American 37 Hispanic 163 Caucasian 18 Other o Reading Achievement Give percentages Based on CRCT scores 19 Above average or advanced skill level 57 Average or intermediate skill 24 Below average skill level o Writing Achievement Give percentages Based on Writing Portfolio Scoring Guide 28 Above average or advanced skill level 51 Average or intermediate skill 21 Below average skill level Classroom s Student Characteristics o Students 10 Number of boys 14 Number of girls 10 12 Age range o Ethnicity number of students 6 African American 1 Asian American Native American 3 Hispanic 14 Caucasian Other Shantelle Roberson READ 7140 OWA 3 o Reading Achievement Give percentages Based on CRCT scores 9 Above average or advanced skill level 51 Average or intermediate skill 41 Below average skill level o Writing Achievement Give percentages Based on Writing Portfolio Scoring Guide 11 Above average or advanced skill level 47 Average or intermediate skill 42 Below average skill level o Classroom Organization Check as many as apply X Homogeneous X Heterogeneous Self Contained X Team Teaching X Departmentalized Parallel Block List other programs Individual Differences o Students Attending Pull Out or Supplementary Programs number of students Title I 1 Reading 1 Gifted Early Intervention Program Safety Net List other programs o Language Proficiency number of students 23 English language Bilingual 1 Other languages low vocabulary skills 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 1 Other health impairment ADHD Shantelle Roberson READ 7140 OWA 4 Physical disability Speech Other Student Interest Inventory Name 1 What do you like to do when you get home from school 2 What do you like to do on Saturday 3 Do you like to watch television programs If you do what are the names of you favorite 4 Do you have a hobby If you do what is your hobby 5 Do you like to make or collect things If you do what have you make or collected 6 What is your favorite sport 7 What games do you like best 8 Do you like to go to the movies If you do what was your favorite movie 9 Do you have a pet If you do what is your pet 10 Where have you spent your summer vacations 11 Have you ever made a special study of rocks animals dinosaurs others 12 What are your favorite subjects in school art social studies P E creative writing spelling 13 What subjects are the hardest to you space science math plants handwriting music other 14 What kinds of books do you like to have someone read to you animal stories picture books fairy tales true stories science fiction adventure mystery stories sports stories poems humorous stories other kinds of stories 15 What is your favorite book that someone has read to you 16 What kinds of books do you like to read by yourself animal stories picture books fairy tales true stories science fiction adventures mystery stories sports stories poems funny stories other kinds of stories Shantelle Roberson READ 7140 OWA 5 17 What is your favorite book that you have read to yourself 18 Would you rather read a book by yourself or have someone read to you 19 Name a book that you read this week 20 What books or magazines do you have at home Norton D E 1989 The effective teaching on language arts 3rd ed Columbus OH Merrill Publishing Company Grade 5 Writing Assessment Description The writing assessment for grade five consists of an evaluation of each student response to an assigned prompt Students are assigned a topic from a prompt bank representing three genres narrative informational and persuasive Students are allowed approximately 120 minutes to write their essays The writing assessment must be administered in one day A make up is also given the following day Type of Writing The Georgia Grade 5 Writing Assessment is a test of narrative informational and persuasive writing Students will be given either an informational persuasive or narrative writing topic Because topics will be spiraled students may receive any one of the three writing topics thus requiring them to be prepared to write in informational narrative and persuasive genres Topics will be released after each test administration and will become part of the practice topic bank 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 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 scale scores and performance levels The Grade 5 Writing Assessment will also be linked to a common reporting scale allowing for greater capability to compare scores over time Time Line Shantelle Roberson READ 7140 OWA 6 The Grade 5 Writing Assessment is administered during the first week of March All grade five students will take the assessment on the same day There will also be one day for make up Testing time will be 120 minutes 2 sessions of 60 minutes each Each system will have the flexibility to determine what time of day to administer each of the sessions No extra time will be allowed except as specified in a student s Individual Education Plan IEP Section 504 Plan or Test Participation Plan TPP Scoring Procedures and Types of Scores Four domains of writing are evaluated in the grade five Each