Genre: __Narrative___________________ Form: Simulated Journal_________Content area: __Social Studies__________________________Content topic/concept:__Native American Culture_______________________Teacher ModelSTORY MAPTessa Carden, READ 7140, OWA, Su 2009, 1Interdisciplinary Writing Unit:Narrative Simulated Journal4th GradeTessa CardenREAD 7140Dr. T. RootMay 2009Tessa Carden, READ 7140, OWA, Su 2009, 2Name __Tessa Carden________________________ Grade __4 th grade______________Interdisciplinary Writing Unit: Student Characteristics and Individual DifferencesGenre: __Narrative___________________ Form: Simulated Journal_________Content area: __Social Studies__________________________Content topic/concept:__Native American Culture_______________________ Student Characteristics and Individual DifferencesClassroom’s Student CharacteristicsStudentso __11__ Number of boyso __9_ Number of girlso _9-10_ Age rangeEthnicity (number of students)o __6__ African Americano ____ Asian Americano ____ Native Americano __3__ Hispanico __11_Caucasiano ____ OtherReading Achievement (Give percentages.)o Based on: _Spring 2009 CRCT Test Scores __o _ 2___ Above-average or advanced skill levelo _13___ Average or intermediate skillo __5__ Below average skill levelWriting Achievement (Give percentages.)o Based on: _Georgia 3 rd Grade Writing Assessmento __2__ Above-average or advanced skill levelo _12__ Average or intermediate skillo __6__ Below average skill levelClassroom Organization (Check as many as apply.)o _X_ Homogeneouso _X_ Heterogeneouso ___ Self-Containedo _X_ Team Teachingo ____ Departmentalizedo ____ Parallel BlockTessa Carden, READ 7140, OWA, Su 2009, 3o List other programs: Individual Differenceso 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____ OtherTessa Carden, READ 7140, OWA, Su 2009, 4Student 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, 57. What are some of your hobbies? GEORGIA GRADE FIVE WRITING ASSESSMENTThe 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 trainedto 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, 6Georgia Grade 5 Writing Assessment: Scoring RubricDomain 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. ComponentsControlling Idea/Focus Depth of DevelopmentSupporting Ideas Sense of CompletenessRelevance of Details Awareness of Genre5Full 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 Consistent focus on the assigned topic, genre, and purposeSupporting ideas are fully elaborated