Social StudiesNatasha Crosby, READ 7140, Interdisciplinary Writing Unit: Narrative, 2nd Grade & Informational, 2nd GradeNatasha E. CrosbyREAD 7140Valdosta State UniversityMay 20061Natasha Crosby, READ 7140, Grade Level: 2ndInterdisciplinary Writing Unit:School and Student Characteristics and Individual DifferencesSchool System and School Your name and grade level: _Natasha Crosby, 3 rd grade_ Name of school system: _Jeff Davis County  Name of school: _Jeff Davis Primary__________School’s Student Characteristicso Students: 601 _352_ Number of boys _249_ Number of girls 8-11 Age rangeo Ethnicity (number of students) 257_ African American __0__ Asian American __0__ Native American __77_ Hispanic 267 Caucasian __0__ Othero Reading Achievement (Give percentages.) Based on: __CRCT_____________________________________ _20___ % Above-average or advanced skill level _45__ % Average or intermediate skill _35___ % Below average skill levelo Writing Achievement (Give percentages.) Based on: _Ga. Writing Assessment______________________ _17___ % Above-average or advanced skill level _65___ % Average or intermediate skill _18___ % Below average skill levelClassroom’s Student Characteristicso Students __9__ Number of boys __3__ Number of girls _7-8__ Age rangeo Ethnicity (number of students) __2__ African American __0__ Asian American __0__ Native American __3__ Hispanic __7__ Caucasian2Natasha Crosby, READ 7140,  __0__ Other3Natasha Crosby, READ 7140, Reading Achievement (Give percentages.) Based on: __CRCT______________________________________ _63__ % Above-average or advanced skill level _37__ % Average or intermediate skill ____ % Below average skill levelo Writing Achievement (Give percentages.) Based on: _Georgia Writing Assessment__________________________ _65___ % Above-average or advanced skill level _35___ % Average or intermediate skill ___ % Below average skill levelo Classroom Organization (Check as many as apply.) ____ Homogeneous __*__ Heterogeneous ____ Self-Contained ____ Team Teaching ____ Departmentalized ____ Parallel Block List other programs: Individual Differenceso Students Attending Pull-Out or Supplementary Programs (number of students) ____ Title I ____ Reading ____ Gifted ____ Early Intervention Program ____ Safety Net List other programs:o Language Proficiency (number of students) __20__ English language __3__ Bilingual __0__ 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 _1___ Emotional or behavioral disorder _2__ Learning disability ____ Mild intellectual disability  ____ Other health impairment ____ Physical disability4Natasha Crosby, READ 7140,  ____ Speech ____ Other5Natasha Crosby, READ 7140, Name:________________________ Date:______________________Story and Writing Interest Inventory- I like to write stories. Yes Sometimes No- I like to read. Yes Sometimes No- I have trouble thinking about what to write. Yes Sometimes No - I like to share my writing with others. Yes Sometimes NoAdapted by Natasha Crosby from http://www.region15.org/curriculum/ATTITUDE%20SURVEY-Portrait.doc retrieved on May 15, 20066Natasha Crosby, READ 7140, The Georgia Writing TestDevelopmental Stage Scoring Guidelines For The Georgia Grade 3Writing AssessmentThe 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.Stage 1 The Emerging WriterWriting samples produced by students at this stageexhibit most or all of the following characteristics:• Little or no evidence of topic development, organization, and/or detail. Little awareness of the audience or the writing task.• Errors in surface features that prevent the reader from understanding the writer’s message.Stage 4 The Experimenting WriterWriting samples produced by students at this stageexhibit most or all of the following characteristics:• A clear and developed topic although thedevelopment may be uneven.• A clear plan with a beginning, middle, and end.The beginning and/or ending may be clumsy.• Evidence of writing for an audience.• Evidence of experimentation with language and sentence patterns.• Word combinations and word choice may be novel.• Errors in surface features that may interrupt the flow of communication.Stage 2 The Developing WriterWriting samples produced by students at this stageexhibit most or all of the following characteristics:• A topic that is beginning to be developed.• The beginning of an organizational plan.• Limited awareness of the audience and/or thetask.• Simple word choice and simple sentence patterns.• Errors in surface features that interfere with communication.Stage 5 The Engaging WriterWriting samples produced by students at this stageexhibit most or all of the following characteristics:• A topic that is well developed.• A plan with a clear beginning, middle, and end.Organization that sustains the writer’s purpose.• Audience awareness techniques thatengage the reader.• Effective use of varied language and sentence patterns.• Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.7Natasha Crosby, READ 7140, Stage 3 The Focusing WriterWriting samples produced by students at this stageexhibit most or all of the following characteristics:• A clear topic although development of the topic is incomplete.• An apparent plan with loosely organized ideas.• A sense of audience and/or task.• Minimal variety of vocabulary and of sentencepatterns.• Errors in surface features that interrupt the flow of communication.Stage 6 The Extending WriterWriting samples produced by students at this stageexhibit most or all of the following characteristics:• A topic that is fully elaborated