Tessa Carden READ 7140 OWA Su 2009 1 Interdisciplinary Writing Unit Narrative Simulated Journal 4th Grade Tessa Carden READ 7140 Dr T Root May 2009 Tessa Carden READ 7140 OWA Su 2009 2 Name Tessa Carden Grade 4th grade Interdisciplinary Writing Unit Student Characteristics and Individual Differences Genre Narrative Form Simulated Journal Content area Social Studies Content topic concept Native American Culture Student Characteristics and Individual Differences Classroom s Student Characteristics Students o 11 Number of boys o 9 Number of girls o 9 10 Age range Ethnicity number of students o 6 African American o Asian American o Native American o 3 Hispanic o 11 Caucasian o Other Reading Achievement Give percentages o Based on Spring 2009 CRCT Test Scores o 2 Above average or advanced skill level o 13 Average or intermediate skill o 5 Below average skill level Writing Achievement Give percentages o Based on Georgia 3rd Grade Writing Assessment o 2 Above average or advanced skill level o 12 Average or intermediate skill o 6 Below average skill level Classroom Organization Check as many as apply o X Homogeneous o X Heterogeneous o Self Contained o X Team Teaching o Departmentalized o Parallel Block Tessa Carden READ 7140 OWA Su 2009 3 o List other programs Individual Differences o Students Attending Pull Out or Supplementary Programs number of students Title I 5 Reading 2 Gifted Early Intervention Program Safety Net List other programs o Language Proficiency number of students 17 English language 3 Bilingual Other languages List other languages o Students with Individual Education Plans IEP number of students 1 Blind or visual impairment Deaf or hearing impairment Developmental delay Emotional or behavioral disorder Learning disability Mild intellectual disability Other health impairment Physical disability 1 Speech Other Tessa Carden READ 7140 OWA Su 2009 4 Student Interest Survey Name Date 1 What do you like to do when you get home from school 2 Do you like to draw or write 3 What types of things do you like to draw or write about 4 What do you like the most about writing 5 What do you like the least about writing 6 What is your favorite book Tessa Carden READ 7140 OWA Su 2009 5 7 What are some of your hobbies GEORGIA GRADE FIVE WRITING ASSESSMENT The State Writing Assessment Core Development and Advisory Committees assisted the Georgia Department of Education in developing the writing component of the student assessment program The goal of the Writing Assessment Core Development and Advisory Committees and the GaDOE is to create developmentally appropriate assessment procedures to enhance statewide instruction in the language arts Statewide writing assessments serve the purpose of improving writing and writing instruction Georgia s performance based writing assessments are administered to students in grades three five eight and eleven Student writing samples are evaluated on an analytic scoring system in all grades to provide diagnostic feedback to teachers students and parents about individual performance The writing assessments provide information to students about their writing performance and areas of strength and challenge This information is useful for instruction and preparation for future writing assessments 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 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 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 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 Each paper is scored by two raters Raters who score the student compositions are trained to understand and use the standardized scoring system The raters score each paper independently Each of the four domains of effective writing is evaluated although these domains are interrelated during the writing process a strength or area of challenge is scored only once under a particular domain Scores in each domain range from 1 to 5 5 being the highest score Tessa Carden READ 7140 OWA Su 2009 6 Georgia Grade 5 Writing Assessment Scoring Rubric Domain 1 IDEAS The degree to which the writer establishes a controlling idea and elaborates the main points with examples illustrations facts or details that are appropriate to the assigned genre Components Controlling Idea Focus Depth of Development Supporting Ideas Sense of Completeness Relevance of Details Awareness of Genre Full command of the components of Ideas The writing is characterized by most or all of the following Fully developed controlling ideas that addresses all aspects of the assigned writing task 5 Consistent focus on the assigned topic genre and purpose Supporting ideas are fully elaborated throughout the paper and relevant to the writer s topic assigned genre of writing and audience Response contains specific examples and details that fully address reader concerns and perspectives Tessa Carden READ 7140 OWA Su 2009 7 Domain 2 Organization The degree to which the writer s ideas are arranged in a clear order and the overall structure of the response is consistent with the assigned genre Components Overall Plan Grouping Ideas Introduction Body Conclusion Genre Specific Strategies Sequence of Ideas Transitions Full command of the components of Organization The writing is characterized by most or all of the following Overall organizational strategy or structure introduction body and conclusion is