Narrative & Expository Writing 2nd GradeDevelopmental Stage Scoring Guidelines For The Georgia Grade 3 Writing AssessmentGeorgia Writing Test for 3rd GradeNarrative WritingPre-assessment PromptsGrouping OptionsInstructional ProceduresThe Prewriting StagePrewriting InstructionStory MapPowerPoint PresentationSlide 12Prewriting Stage Scoring GuideThe Drafting StageDrafting InstructionDrafting Stage Scoring GuideThe Revising StageRevising InstructionRevising Stage Scoring GuideThe Editing StageEditing InstructionEditing Stage Scoring GuideThe Publishing StagePublishing InstructionPublishing Stage Scoring GuideAccommodations and/or ModificationsAccommodations and/or Modifications cont’dExpository WritingSlide 29Slide 30Slide 31Slide 32Slide 33Graphic OrganizerSlide 35Slide 36Slide 37Slide 38Slide 39Slide 40Slide 41Slide 42Slide 43Slide 44Slide 45Slide 46Slide 47Slide 48Slide 49Slide 50ReferencesNarrative &Expository Writing2nd GradeNatasha CrosbyREAD 7140May 2006Developmental Stage Scoring Guidelines For The Georgia Grade 3 Writing Assessment The following guidelines allow teachers to determine what stage of writer their students are. The teacher will teach the students how to pick out different elements of writing in various writing samples. This enables students to become more effective writers.Georgia Writing Test for 3rd GradeStage 1 The Emerging WriterStage 2 The Developing WriterStage 3 The Focusing WriterStage 4 The Experimenting WriterStage 5 The Engaging WriterStage 6 The Extending WriterNarrative Writing2nd GradeSocial Studies - Cherokee IndiansSocial Studies GPS: SS2H2 The student will describe the GeorgiaCreek and Cherokee cultures of the past interms of tools, clothing, homes, ways of making a living, and accomplishments.Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.Pre-assessment PromptsWhat would happen if you grew taller than trees? How would this change your life? What would you do if you were in the middle of the lake and your boat began to leak? What would you do if a friend comes to your house and his/her mom doesn't know he's/she's there? What would you do if you promised to feed your pet and you didn't?Grouping OptionsWhole group – instruction, modeling, and practice activities for each stage of the writing process.Writing groups – revising and editing stages of the writing process.Individual – assessment for each stage of the writing process.Instructional ProceduresGenre/Mode of Writing InstructionA narrative writing is when students or other writers retell familiar stories, develop sequels for stories they have read, write stories called personal narratives about events in their own lives, or create original stories, ones they make up.The Prewriting StageThe author completes the following:Chooses a topicConsiders purpose, audience, and formGenerates and organizes ideas for writingPrewriting InstructionModeling – show story map and explainPractice activity – complete story map with students using interactive writingAssessment – students will complete a story map individuallyStory MapStory Map about the Cherokee IndiansAuthor _________Title ____________Characters with descriptions:Setting - Describe at least 2 elements.Place:Time of Day:Weather:Author ___________ Date________PlotEvent 1: What did you do when you first woke up?Event 2: What did you eat for breakfast?Event 3: What did you put on when you got dressed?Event 4: How did you help your family throughout the day? Event 5: What did you do in your free time?Event 6: What did you have for supper?Ending or Conclusion: Where did you sleep?Prewriting Stage Scoring Guide Skill Being Assessed Exceeds Criteria Meets Criteria 5 Points Almost Meets Criteria 3 Points Needs further Instruction 1 Point Character listed with description The student lists his/her character with 3 or more descriptions. The student lists his/her character with at least 3 descriptions. The student lists his/her character with at least 2 descriptions. The student lists his/her character with at least one description. Setting described The student describes the setting with 3 or more events. The student describes the setting with at least 2 elements. The student describes the setting with at least 1 element. The student describes the setting with 0 elements. Plot The student describes the plot with 4 or more events. The student describes the plot with at least 3 events. The student describes the plot with at least 2 events. The student describes the plot with at least 1 event. Ending/ Conclusion The student ends/concludes with 3 or more ideas. The student ends/concludes with 3 ideas. The student ends/ concludes with 2 ideas. The student ends/ concludes with 1 idea. Relevant information of Cherokee Indians All of the information in story map is relevant to the Cherokee Indians. Most of the information in the story map is relevant to the Cherokee Indians. Some of the information in the story map is relevant to the Cherokee Indians. Little of the information in the story map is relevant to the Cherokee Indians.The Drafting StageThe author completes the following:Writes a rough draftCreates leads to grab the readers’ attentionEmphasizes content rather than mechanicsDrafting InstructionModeling – show model of rough draft and explainPractice activity – complete a rough draft with students using interactive writingAssessment – students will complete a rough draft independentlyDrafting Stage Scoring Guide Skill Being Assessed Exceeds Criteria Meets Criteria 5 Points Almost Meets Criteria 3 Points Needs further Instruction 1 Point Relevant information of Cherokee Indians All of the information in story map is relevant to the Cherokee Indians. All of the information in story map is relevant to the Cherokee Indians. Most of the information in the story map is relevant to the Cherokee Indians. Little of the information in the story map is relevant to the Cherokee Indians. Blank lines between each written line Student leaves a blank line between every written line. Student leaves a blank line between every written line. Student leaves a blank line between most written lines. Student leaves few blank lines between written lines. Character(s) are described The student discusses his/her character with 3 or more descriptions. The student discusses his/her