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Third Grade Writing Assessment Test

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  1. Third Grade Writing Assessment Test Students must have a variety of work samples Students go through the writing process (prewriting, drafting, revising, editing, and publishing) Test scores are based on Tech evaluation Content Surface features Personal expression

  2. Third Grade Writing Assessment Test • Content Standards • Uses correct spelling for sight words • Uses examples from literature to create stories. • Writes a variety of genres • Uses phonemic strategies • Writes a short paragraph • Applies correct principles of grammar, parts of speech, and usage of mechanics

  3. Overview of Interdisciplinary Writing Unit Lauren Dunn READ 7140 Summer 2007

  4. Interdisciplinary Writing Unit Presentation • Grade Level: 2nd • Genre of Writing: Narrative/Expository • Content area connection: Reading/Science

  5. Writing Process Stages • Prewriting: What am I going to write about, who is my audience, brainstorming, graphic organizers, getting ideas down • Drafting: Putting ideas into sentences • Revising: Adding details, taking things out, rearranging things, • Editing: Punctuation, capitalization, spelling, neat handwriting • Publishing: Sharing final copy

  6. Unit 1 Narrative Writing Response to Literature/Personal Story

  7. Unit 1 • Grade Level: 2nd • Genre: Narrative (Response to Literature/Personal Story) • Content Area Connection: Reading

  8. Narrative Writing • Response to Literature/ Personal Story • Narrative writing is where the writer tells a story about something that has a beginning, middle, and an ending/ • Content Area Integration • ELA2R4 The student uses a variety of strategies to gain meaning from grade level text. The student: • h. Makes connections between texts and/or personal experiences. • m. Recognizes, plot, setting and character within text, and compares and contrasts these elements among texts.

  9. Pre-assessment for Narrative Writing • I will conduct the activity by having the students write a five paragraph essay about something personal, such as a favorite television show, song, color, vacation, etc… • This will let me know what they already know about the writing process and will help guide my teaching. It will let me know what I really need to focus on when teaching.

  10. Grouping Arrangements • I will read the book and teach the lesson through whole class instruction. • After the lesson, I will break the children into small groups, so that they will be able to work on their assessment activity together and help one another. • I will also be walking around observing and helping them as needed.

  11. Prewriting

  12. Prewriting • Getting ready stage • Brainstorm ideas • Complete graphic organizer • Decide what you are going to write about • Consider Audience

  13. Prewriting • Modeling • I have completed an awesome endings graphic organizer of my own as an example for you to look at. I am going to explain each part to you one by one. Practice • We are going to fill out a new happy endings graphic organizer together based on one of the happy memories that we have had here at school. We are going to do this through shared writing. • Assessment • Students will complete an Awesome Endings graphic organizer using details from what they did during modeling and practice.

  14. Awesome Endings Graphic Organizer • AWESOME ENDINGS • Name: __________________________Date: ________________ • Memory ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Feeling ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Decision ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Wish or Hope ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Modified by Dunn, L. from Root, T. (n.d.). Graphic Organizers Website. Valdosta, GA: Valdosta State University

  15. Checklist for Narrative Prewriting Process • ____Do I have my name and date on my paper? • ____Do I have a memory? • ____Do I have a title? • ____Do I have a setting? • ____ Did I list characters? • ____ Do I have a feeling? • ____Do I have decision? • ____Do I list supporting events? • ____Do I have a wish or a hope? • ____ Do I have a conclusion? • ____ Did I look back over my awesome ending graphic organizer to make sure that I did not leave anything out?

  16. Rubric for Narrative Prewriting Dunn, L. (2007) Rubric for Graphic Organizer. Unpublished manuscript. Valdosta State University. GA.

  17. Accommodations and Modifications • Developmental: • There are some students in the classroom who have difficulties producing legible handwriting with skinny pencils. These children will be allowed to use a fat pencil or a pencil grip. • There are some students in the classroom who perform at lower academic levels. Their prewriting will be less detailed than the students that achieve at higher levels. Their checklists will also be shorter. • Cultural: • During shared writing, all of the children will get to express their ideas. Since the classroom is diverse, different aspects will be given from different cultures. This will allow all of the children to express how they think. This accommodates cultural and linguistic backgrounds by allowing all students to present their ideas rather than conforming to one culture. • Linguistic: • There are some students in the classroom who get ESOL services. Their prewriting will be less detailed than the student with the English native due to lower achievement levels. They will also get to fill out their checklist with a buddy.

  18. Drafting

  19. Drafting • Put details from graphic organizer into sentences • Ad more details • Wide ruled paper • Focus on what you are trying to say in the story

  20. Drafting • Modeling • Remember how I completed my awesome endings graphic organizer on my happiest memory. It was a story about a time when I went to the beach with my parents. Well, today we are going to use that to write a draft. I am going to give each of you a copy of that organizer to look at while I demonstrate the drafting process. • Practice • I want all of you to get out the graphic organizer that we did yesterday during shared writing dealing with the field trip to the zoo that we took last week. Today, we are going to take that organizer and put our ideas into sentences. We are going to do it through shared writing again. You are gong to give me your ideas and I am going to write them on the overhead. • Assessment • that you have seen the drafting process modeled, and we have worked on one together, you are going to compose a draft on your own. It will stem from the graphic organizer that you did yesterday on your own.

  21. Wide Ruled Paper

  22. Checklist for Narrative Drafting Stage • ____ Do I have a title? • ____ Did I put each of my ideas into sentences? • ____ Do I have an introduction that states what I am writing about? • ____ Did I list the characters in my introduction? • ____ Did I list the setting in my introduction? • ____ Do I have a minimum of three reasons why my memory was happiest? • ____Do I have three supporting paragraphs? • ____Do each of my paragraphs support why my memory was • happiest? • ____Do I have a conclusion? • ____Did my conclusion summarize what I wrote my story about? • ____ At the end of my conclusion, did I leave my reader knowing what kind of feeling I had? • ____ Did I write on wide ruled paper? • ____ Did I skip lines? • ____ Did I look back over my draft to make sure that I did • not leave anything out?

  23. Rubric for Narrative Drafting

  24. Revising

  25. Revising • Should I add anything? • Should I delete anything? • Should I rearrange anything? • Do my words and sentences make sense?

  26. Revising • Modeling • I am going to go through my draft and revise my draft. I am going to first read my paper out loud to you. I will then say out loud what you should be talking about when you are revising your drafts. I will show you on the overhead how I use the proofreading marks on my draft to show what I would like to change. I will do my revising in red ink. • Practice • Do you remember the example of how we drafted our paper that we did as a class on our field trip to the zoo last week? Today, we are going to go through it and revise it. We will be doing this through shared writing. I will read each sentence out loud and you will tell me what I need to add, take away, rearrange, etc… You will tell me what to do and I will do it on the draft. • Assessment • I am going to have you revise your drafts on your favorite memory narrative that you wrote.

  27. Checklist for Narrative Revising • ___ Did I add details? • ___ Did I delete unneeded information? • ___ Did I rearranged information? • ___ Did I used correct proofreading marks? • ___ Did I read my paper to my paper to my partner? • ___ Did I only mark on my paper? • ___ Did I get suggestions? • ___ Did I use red ink?

  28. Rubric for Narrative Revising

  29. Accommodations and Modifications • Developmental: • There are some students in the classroom who have difficulties producing legible handwriting with skinny pencils. These children will be allowed to use a fat pencil or a pencil grip. • There are some students in the classroom who perform at lower academic levels. Their revising may not be as good as the higher achieving students. These students will also have shorter checklists. • Cultural: • During shared writing, all of the children will get to express their ideas. Since the classroom is diverse, different aspects will be given from different cultures. This will allow all of the children to express how they think. This accommodates cultural and linguistic backgrounds by allowing all students to present their ideas rather than conforming to one culture. • Linguistic: • There are some students in the classroom who get ESOL services. Their revising may not be as good as the higher achieving students. These students will also get to do their checklists with a buddy.

  30. Editing

  31. Editing • Are my tenses correct? • Punctuation • Capitalization • Spelling • Neat handwriting

  32. Editing • Modeling • Do you remember what I said you have to do in the editing stage? That is what I am going to show you on my revised draft today. First, I am going to read my paper to you and make the appropriate grammatical corrections on my overhead transparency. I will explain each thing that I edit and why as I go along. Notice how I use the appropriate marks to show what corrections I need to make. I will do all of this in blue ink. • Practice • Do you remember the example of how we revised our paper that we did as a class on our field trip to the zoo? Today, we are going to go through it and edit it. We will be doing this through shared writing. I will read each sentence out loud and you will tell me if you see any punctuation, capitalization, spelling, language, or handwriting is correct. You will tell me what to do and I will do it on the draft. • Assessment • Now that you have seen the editing process modeled, we have worked on one together; I am going to have you edit your story on your own. I want you to take out the completed revised story. I want you to read your paper and make any grammatical corrections using the proofreading marks we used during modeling and practice. Once you have made the editing corrections on your paper, I want you to get with your partner I am about to assign you and do the editing process with a partner.

  33. Checklist for Narrative Editing • ___ Did I spell my words correctly? • ___ Did I correctly punctuate my sentences? • ___ Did I use correct capitalization? • ___ Are my sentences structured correctly? • ___ Did I use proofreading marks? • ___ Did I use blue ink? • ___Did I read my paper to my partner? • ___ Did I only mark on my paper? • ___Did I get suggestions?

  34. Rubric for Narrative Editing

  35. Publishing

  36. Publishing • Make final copy • Neat handwriting • Don’t skip lines • Read

  37. Publishing • Modeling • Do you remember what I said you have to do in the publishing stage? This is what I am going to show you on my edited draft today. I will show you my model and point out the things that need to be done to have a finished published piece. • Practice • Now that I have modeled how to correctly publish a narrative story, we will publish our essay that we produced together about our field trip to the zoo. We will do this through shared writing. • Assessment • Now that you have seen the publishing stage modeled and have worked on one together, I am going to have you publish your story on your own. I want you to rewrite your story on regular paper, using correct handwriting, and write on every line. Make sure that there are no errors and if there are you only make one line through it and correct the error. When you are finished your paper should be ready to read by your audience.

  38. Checklist for Publishing • ___ Did I write my name? • ___ Did I use correct handwriting? • ___ Did I write neat? • ___ Did use the correct mark to correct my errors? • ___ Did I did not skip lines?

  39. Rubric for Publishing

  40. Accommodations/Modifications • Developmental: • There are some students in the classroom who have difficulties producing legible handwriting with skinny pencils. These children will be allowed to use a fat pencil or a pencil grip. • There are some students in the classroom who perform at lower academic levels. Their publishing will be less detailed than the students that achieve at higher levels. These children will also have a shorter checklist. • Cultural: • During shared writing, all of the children will get to express their ideas. Since the classroom is diverse, different aspects will be given from different cultures. This will allow all of the children to express how they think. This accommodates cultural and linguistic backgrounds by allowing all students to present their ideas rather than conforming to one culture. • Linguistic: • There are some students in the classroom who get ESOL services. When they read their story, they may need assistance. These children will also get to complete their checklist with a buddy.

  41. Unit 2 Expository Writing Science Collaborative Reports

  42. Unit 2 • Grade level: 2nd • Genre: Expository/Collaborative Reports • Content are integration: Science/Life Cycle of a Sapping Turtle

  43. Expository/Informational Writing • Collaborative Reports • This is a type of report where students work in groups in order to inform their audience about a topic. • I will put the students in groups of four. I will give each of them a graphic organizer with four questions on it. Each child will be responsible for one question. When all of the questions have been answered for the group, the children will share answers. This will get them ready to individually write their informational reports.

  44. Expository/ Informational Writing • English Language Arts GPS: • ELA2R4 The student uses a variety of strategies to gain meaning from grade level text. The student. a. Reads a variety of texts for information and pleasure. d. Recalls explicit fats and infers implicit facts. e. Summarizes text content. • ELA2W1 The student demonstrates competency in the writing process. The student b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity, and, answering questions.) c. Begins to create graphic features (charts, tables, graphs). h. Prewrites to generate ideas orally. k. Creates documents with legible handwriting. t. Uses a variety of resources (Encyclopedia, Internet, books) to research and share information on a topic. • Content Area GPS: • S2CS7 Students will understand important features of the process of scientific inquiry. b. In doing science, it is often helpful to work as a team. All team members should reach their own individual conclusions and share their understandings with other members of the team in order to develop a consensus. • S2L1 Students will investigate the life cycles of different living organisms. a. Determines the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly

  45. Expository/Informational Writing Pre-assessment activity • Before I begin, I will have my students complete a pre-assessment activity to see how much they have learned after completing this stage of writing I will have my students complete a pre-assessment activity. The activity will deal with the writing process. This will let me know what they learned about the writing process and will help guide my teaching. It will let me know what I really need to focus on when teaching. Once the stories have been written, I will grade them based on an attached rubric. I will conduct the activity by having the students write a five paragraph essay about something personal, such as a favorite television show, song, color, vacation, etc… Script • Before we begin our lesson today, I want to do an activity. I would like for you to take out a piece of paper and a pencil. I want you to write a story about your favorite television show, song, color, vacation, etc… If you do not want to use one of these topics, write about your favorite thing.

  46. Grouping Arrangements • I will teach the lesson through whole class instruction. Whole class instruction is beneficial because it allows all of the students to get the same information and same formative assessment, and it promotes time on task. After the lesson, I will break the children into small groups, so they will be able to work on their assessment activity together and help one another. I will also be walking around observing and helping them as needed. Small group instruction is beneficial because it allows children to work together to help one another work through problems. It is beneficial for me to walk around so I can see that the children are doing their assignment correctly and they can ask me questions. • Whole class instruction will be beneficial to students with learning developmental needs. They will be able to obtain information from all of the students in the classroom. Some may be hesitant to ask questions, so with whole-class instruction they will get to hear all questions and answers. Small group instruction will be beneficial to students because it allows students with higher and lower achievement levels to work together. Walking around the classroom will be beneficial to everyone because I will get to see if they got the concept down and the students will be able to ask me questions if needed. • Whole class instruction will be beneficial to students with cultural needs. They will be able to connect with students about trends that are popular for their age group. Small group instruction will be beneficial to students with cultural needs because they will be grouped together and will be able to understand that they connect with other children in their age group and that they are not different. Walking around the classroom will be beneficial to students with cultural needs because they will be able to explain to me their memory and why it may be different than the other students. • Whole class instruction will be beneficial to students with linguistic needs. They will be able to able to obtain information from all of the students in the classroom. Some may be hesitant to ask questions, so with whole-class instruction they will get to hear all questions and answers. Small group instruction will be beneficial to students because it allows students with higher and lower achievement levels to work together. The higher achievers may be able to help the students who speak another language in breaking down the language of the assignment. Walking around the classroom will be beneficial to the students with linguistic needs because I will get to see if they got the concept down and they will be able to ask me questions if needed.

  47. Prewriting

  48. Modeling Your assignment will be to write an informational report on the life cycle of a snapping turtle. I have completed an organizer of my own as an example for you to look at. I am going to explain each part to you one by one. I want you to pay close attention because you will be expected to do one when I finish. Practice I want us to do a shared writing activity as a class before I let you get into groups. I am going to write an informational report myself to show you how it is done. I am doing mine on sea turtles. I have some of the Internet sites that I used to find my information on the topic that I wrote about pulled up. I want to briefly go through each one so that you will get an idea of how I got the information that I need for my prewriting. You will then have a better idea of how to retrieve your information. As we go through the sites, we will list one or two facts about my topic so that I can use it when I do my graphic organizer. If I call your name, I want you to come to the computer to find some information for me to write. You will tell me what it is and I will write it on the overhead. Assessment Now that I have shown you my example of the graphic organizer on snapping turtles and that we have fond some general information together as a class, you will get into groups of four and look up the information on snapping turtles as a team. Each person will be responsible for one question. Once all of the questions are answered, each of you will share your information with your group members for them to write down. Prewriting

  49. Graphic Organizer • Name: Date: • RESEARCH • Topic: Snapping Turtles • 1st QUESTION I want answered: • How are snapping turtles born? • snapping turtles born? • NOTES ON THE 1ST QUESTION:______________________________________________________________________________________________________________________________________________________________________

  50. Graphic Organizer Cont… • 2nd QUESTION I want answered: • What happens after snapping turtles are born? • NOTES ON THE 2nd QUESTION:______________________________________________________________________________________________________________________