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Interdisciplinary Writing Unit

Amy E. Gilbert

Valdosta State University

READ 7140

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Integrating Language Arts into Narrative Writing

For Third Grade

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Georgia Grade 3 Writing Assessment 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 Writer

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Georgia Grade 3 Writing Assessment All third grade students must participate,

including students with disabilities and Limited English Proficiency. Students with disabilities should participate in the

Grade Three Writing Assessment unless alternate assessment plans are stipulated by their Individualized Education Plan.

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Georgia Grade 3 Writing Assessment Teachers should collect and maintain

samples of students’ writing throughout the school year.

Holistic scoring is used for grade three. Based on:

Content Personal expression Surface features

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The Writing Process

Prewriting Drafting Revising Editing Publishing

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How to Group…

Think about where you are in the writing process

Think about what best suits the mode of writing

Think about the needs of the individual students

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Ways to Group

Whole group – all students get the same instruction, discussion is shared with entire class

Small group/pairs – timid students may feel better about participation

Individual – independent work, may be faster for some students

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Grouping for Narrative Writing Prewriting and Drafting

Practice activity – whole group

Assessment activity - individual

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Grouping for Narrative Writing Revising and Editing

Practice activity – whole group

Assessment activity - pairs

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Grouping for Narrative Writing Publishing

Practice activity – whole group

Assessment activity – whole group

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Pre-assessment Prompt

Students are given 15-20 minutes to write a story about something that happened to them over the summer Or winter break Or spring break

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Prewriting Activities

Practice activity Complete story map about the entire class being

shipwrecked on a island

Assessment activity Complete story map about being shipwrecked on

an island alone

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Name______________________________ Date_____________________

STORY MAP

Title:

Author:

Main Character: Physical Characteristics: Actions: Thoughts:

Setting: Detail 1: Detail 2: Detail 3: Detail 4:

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Problem or Conflict:

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Event 1

Event 2

Event 3

Event 4

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Gilbert, A. (2006). Narrative story map. Valdosta State University, GA. (READ 7140).

Ending:

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Name_____________________ Date__________________

Student Checklist for Prewriting

____ List title and author of story____ Name the main character and list details

about the character____ Describe the setting of the story____ State the problem in the story

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____ State events that occur in the story

____ First Event____ Second Event____ Third Event____ Fourth Event

____ State the solution of the problem

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Scoring Guide for Pre-Writing Stage of Narrative Writing for:

Island of the Blue Dolphins

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4Exceeds the

Standard

3Meets theStandard

2Making

Progress Toward theStandard

1Needs

Improvement

Title and Author Lists bothelements

Lists one of theelements

Does not listany elements

CharacterDevelopment

Describes themain characterwith physicalcharacteristics,actions of thecharacter andthoughts of thecharacter

Describes themain characterwith physicalcharacteristicsand her actions

Describes themain characterwith onlyphysicalcharacteristics

Lists the maincharacter’sname only

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Setting Describes the island with four or more details

Describes theisland withthree details

Describes theisland withtwo details

Knows thatthe setting ison an island

Problem/ Conflict States theproblem ofthe story

States theproblem ofthe storyvaguely

Does not statethe problemof the story

Events Lists four ormore events

Lists threeevents

Lists twoevents

Lists oneevent

Solution States solution ofstory, andlists what maincharacter mayhave thoughtat the end ofthe story

States thesolution of thestory

Vaguely statesthe solution ofthe story

Did not finishstory

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Drafting Activities

Practice and assessment activities

Begin writing sentences

Have a beginning, middle, and end

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Name___________________________ Date_______________

Student Checklist for Drafting

____ Include title and author of story

____ Name the main character and list details about the character in the introductory paragraph

____ Describe the setting of the story in the introductory paragraph

____ State the problem in the story in the introductory paragraph

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____ State events that occur in the story in the middle paragraph

____ First Event

____ Second Event

____ Third Event

____Fourth Event

____ State the solution of the problem in the concluding paragraph

____ Skips lines

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Scoring Guide for Drafting Stage of Narrative Writing for:Island of the Blue Dolphins

4Exceeds the

Standard

3Meets the Standard

2Making Progress

Toward the Standard

1Needs Improvement

Title and Author Lists both elements

Lists 1 of the elements

Does not list any elements

Character Development

Describes the main character with physical characteristics, actions of the character, and thoughts of the character

Describes the main character with physical characteristics and actions

Describes the main character with only physical characteristics

Lists the main character’s name only

Setting Describes the island with 4 or more details

Describes the island with 3 details

Describes the island with 2 details

Knows that the setting is on an island

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Does the introductory paragraph introduce the character, setting and problem of the story?

Includes 3 elements

Includes 2 elements

Includes 1 or fewer elements

Does the middle paragraph include the events in the story?

Includes 4 events

Includes 3 events

Includes 2 events

Includes 1 or fewer events

Does the concluding paragraph state the ending of the story?

States the ending of the story

Partially states the ending of the story

Does not state the ending of the story

Skips Lines Skips lines Does not skip lines

Gilbert, A. (2006). Scoring guide, Valdosta, GA: Valdost State University, (READ 7140).

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Revising Activities

Revise for content

Use first three proofreader’s marks

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Name_____________________________ Date__________________

Revising Checklist

_____ Does your story follow a logical sequence?_____ Does it have a beginning, middle, and end?_____ Did you add, delete or change any words_____ Did you use proofreader’s marks?_____ Does it capture the reader’s interest?

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Scoring Guide for Revising Stage

3 Meets the Standard

2Making progress towards standard

1 Needs

improvement

Follows a logical sequence

Follows a logical sequence

Does not follow a logical sequence

Has beginning, middle, and end

Has beginning, middle, and end

Has 2 of the elements

Has 1 or none of the elements

Added, changed, deleted as

needed

Added, changed, and deleted as

needed

Made some corrections

needed

Made few or no corrections

Uses proofreader’s

marks to make changes

Uses proofreader’s

marks

Makes changes, but does not use

proofreader’s marks

Does not make changes, does

not use proofreader’s

marks

Gilbert, A. (2006). Revising checklist. Valdosta State University, GA. (READ 7140).

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Editing Activities

Edit for mechanical errors

Review grammar skills Use additional mechanical marks

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Name_____________________________ Date____________________

Checklist for Editing Stage of Narrative Writing

____ Words spelled correctly ____ Proper capitalization ____ Correct punctuation

____ Commas____ Periods

____ Apostrophes____ Complete sentences

____ Used proofreader’s marks

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Scoring Guide for Editing Stage of Narrative Writing

4Exceeds the

Standard

3 Meets the Standard

2 Progress

Toward the Standard

1 Needs

Improvement

Words spelled correctly

No misspelled words

3 or fewer misspelled words

6 or fewer misspelled words

Has 7 or more misspelled words

Uses proper capitalization

Has no incorrect capitalization

Has 2 or fewer capitalization errors

Has 4 or fewer capitalization errors

Has 5 or more capitalization errors

Uses correct punctuation

Has no punctuation errors

Has 2 or fewer punctuation errors

Has 4 or fewer punctuation errors

Has 5 or more punctuation errors

Complete sentences

Writes in complete sentences

Writes in mostly complete sentences

Does not write in complete sentences

Uses proofreader’s marks

Uses proofreader’s marks

Uses some proofreader’s marks

Does not use proofreader’s marks

Gilbert, A. (2006). Editing scoring guide. Valdosta State University, GA. (READ 7140).

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Publishing Activities

Combine stories into book

Invite parents

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Name____________________________ Date___________________

Checklist for Publishing Stage of Narrative Writing

____ Has name on paper____ Used correct handwriting____ Neat____ Did not skip lines

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Scoring Guide for Publishing Stage of Narrative Writing

4Exceeds

the Standard

3Meets the Standard

2Progress

Toward the Standard

1Needs

Improvement

Name on paper

Has name on paper

Does not have name on paper

Handwriting Uses correct handwriting

Uses mostly correct handwriting

Did not use correct handwriting

Neatness Paper is written neatly

Paper is not written neatly

Did not skip lines

Did not skip lines

Skips lines

Gilbert, A. (2006). Publishing scoring guide. Valdosta State University, GA. (READ 7140).

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Accommodations/Modifications Visually impaired student

Hearing impaired student

Shy or timid students

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Visually Impaired

Sit close to screen or board

Another student to help read things

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Hearing Impaired

Sit close to the teacher

Teacher repeats what class members say

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Shy or Timid

When sharing aloud Pairs first Small group Eventually in front of class/parents

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Expository Writing for Third Grade

Content Area Connection:

Science

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The Writing Process

Prewriting Drafting Revising Editing Publishing

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How to Group

Think about where you are in the writing process

Think about what best suits the mode of writing

Think about the needs of the individual students

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Ways to Group

Whole group – all students get the same instruction, discussion is shared with entire class

Small group/pairs – timid students may feel better about participation

Individual – independent work, may be faster for some students

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Grouping for Expository Writing Prewriting and Drafting

Practice activity – whole group

Assessment activity - individual

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Grouping for Expository Writing Revising and Editing

Practice activity – whole group

Assessment activity - pairs

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Grouping for Expository Writing Publishing

Whole group Make book Invite parents to school for “book review”

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Pre-assessment Prompt for ExpositoryWriting Write about one of the following:

Your home Your neighborhood The vehicle your mom/dad drives

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Prewriting Activities

Gather information on islands

Practice activity Fill out graphic organizer on Sapelo Island

Assessment activity Fill out graphic organizer on a different Georgia

island

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Name_______________________________Date__________________

Student Checklist for Prewriting:

_____ Names the island and lists three points about the island_____ Point one_____ Point two_____ Point three

_____ Gives details of the three points_____ Details for point one_____ Details for point two_____ Details for point three

_____ Summarizes the text

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Expository Graphic OrganizerName____________________________

Date_____________________

Introduction

Point 1

Point 2

Point 3

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BodyPoint 1___________________________________________________________ Details_________________________________________________________

_________________________________________________________________

Point 2___________________________________________________________

Details_________________________________________________________

_________________________________________________________________

Point 3___________________________________________________________ Details_________________________________________________________

_________________________________________________________________

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Summary

Gilbert, A. (2006). Expository graphic organizer. Valdosta State University, GA. (READ 7140).

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Name_____________________________

Date__________________

Student Checklist for Expository Prewriting:

_____ Names the island and lists three points about the island

_____ Point one

_____ Point two

_____ Point three

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_____ Gives details of the three points

_____ Details for point one

_____ Details for point two

_____ Details for point three

_____ Summarizes the text

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Scoring Guide for Pre-Writing Stage of Expository Writing for:Georgia Islands

4Exceeds the

Standard

3Meets theStandard

2Making

ProgressToward theStandard

1Needs

Improvement

Names Islandand lists 3points aboutthe island

Names islandand lists 3points about theisland

Names island and lists 2points about theisland

Lists the nameof the islandonly

Gives detailson the 3points

Details are verywell developedon all 3points

Details are welldeveloped on2 of the 3points

Gives vaguedetails of 2 or3 points orgives details onone point

Does not giveany details ordoes not havethree points

Summarizesthe text

Summarizes allpoints

Summarizes2 of the 3points

Summary isincomplete ornonexistent

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Drafting Activities

Practice activity Sapelo Island On board, whole group

Assessment activity Different island At desks, independently

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Name_____________________________ Date___________________

Student Checklist for Drafting Stage

____ Names island and lists three points about island____ Point one____ Point two____ Point three

____ Gives details about the three points____ Details for point one____ Details for point two____ Details for point three

____ Summarizes the three points____ Writes in sentences____ Writes in an orderly sequence____ Skips lines

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Scoring Guide for Drafting Stage of Expository Writing for: Georgia Islands

4Exceeds the

Standard

3Meets the Standard

2Making

Progress Towards Standard

1Needs

Improvement

Names island and lists 3 points about the island

Names island and lists 3 points about the island

Names the island and lists 2 points about the island

Lists the name of the island only

Gives details about the 3 points

Details are well developed on all 3 points

Details are well developed on 2 of 3 points

Gives vague details on 2 of 3 points or gives details on one point

Does not have any details

Summarizes the 3points

Gives a thorough summary of all 3 points

Summarizes all 3 points

Summarizes 2 of the 3 points or gives a vague summary

Does not include a summary

Writes in sentences Writes in sentences

Does not write in sentences

Writes in an orderly sequence

Writes in an orderly sequence

Does not write in an orderly sequence

Skips lines Skips lines Does not skip lines

Gilbert, A. (2006). Scoring guide. Valdosta, GA: Valdosta State University, (READ 7140).

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Revising Activities

Review first three proofreader’s marks

Practice activity Couple of days later Everyone revises Sapelo Island Teacher at board, students at desk

Assessment activity In pairs, revise different island

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Name_______________________________ Date__________________

Revising Checklist

_____ Does your expository follow a logical sequence?_____ Does your expository have an introductory paragraph?_____ Does your expository have a body?_____ Does your expository have a conclusion?_____ Did you add, delete or change any words?_____ Did you use proofreader’s marks?_____ Does it capture the reader’s interest?

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Scoring Guide for Revising Stage

3 Meets the Standard

2Making

progress towards standard

1 Needs

improvement

Follows a logical sequence

Follows a logical sequence

Does not follow a logical sequence

Has introductory paragraph, body and summary

Has all 3 elements

Has 2 of the elements

Has 1 or none of the elements

Uses proofreader’s marks to make changes

Uses proofreader’s marks

Makes changes, but does not use proofreader’s marks

Does not make changes, does not use proofreader’s marks

Gilbert, A. (2006). Revising scoring guide. Valdosta State University, GA. (READ 7140).

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Editing Activities

Review remaining proofreader’s marks Edit for mechanical errors

Practice activity Sapelo Island

Assessment activity Different Georgia Island

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Name_____________________________ Date____________________

Checklist for Editing Stage of Narrative Writing

____ Words spelled correctly____ Proper capitalization____ Correct punctuation

____ Commas____ Periods____ Apostrophes

____ Complete sentences____ Used proofreader’s marks

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Scoring Guide for Editing Stage of Expository Writing

4Exceeds the

Standard

3 Meets the Standard

2 Progress

Toward the Standard

1 Needs

Improvement

Words spelled correctly

No misspelled words

3 or fewer misspelled words

6 or fewer misspelled words

Has 7 or more misspelled words

Uses proper capitalization

Has no incorrect capitalization

Has 2 or fewer capitalization errors

Has 4 or fewer capitalization errors

Has 5 or more capitalization errors

Uses correct punctuation

Has no punctuation errors

Has 2 or fewer punctuation errors

Has 4 or fewer punctuation errors

Has 5 or more punctuation errors

Complete sentences

Writes in complete sentences

Writes in mostly complete sentences

Does not write in complete sentences

Uses proofreader’s marks

Uses proofreader’s marks

Uses some proofreader’s marks

Does not use proofreader’s marks

Gilbert, A. (2006). Editing scoring guide. Valdosta State University, GA. (READ 7140).

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Publishing Activities

Draw picture of island, or something about island i.e. type of wildlife, interesting business, etc.

Picture on one side, expository on other Display in hallway outside of class

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Name____________________________ Date___________________

Checklist for Publishing Stage of Expository Writing

____ Has name on paper____ Used correct handwriting____ Neat____ Did not skip lines____ Has drawing

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Scoring Guide for Publishing Stage of Expository Writing

4Exceeds

the Standard

3Meets the Standard

2Progress

Toward the Standard

1Needs

Improvement

Name on paper

Has name on paper

Does not have name on paper

Handwriting Uses correct handwriting

Uses mostly correct handwriting

Did not use correct handwriting

Neatness Paper is written neatly

Paper is not written neatly

Did not skip lines

Did not skip lines

Skips lines

Drawing Has drawing

Does not have drawing

Gilbert, A. (2006). Publishing scoring guide. Valdosta State University, GA. (READ 7140).

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Accommodations/Modifications Visually impaired student

Hearing impaired student

Shy or timid students

Unusual family circumstances

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Visually Impaired

Sit close to screen or board

Another student to help read things

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Hearing Impaired

Sit close to teacher

Teacher repeats what class members say

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Shy or Timid

When sharing aloud Pairs first Small group Eventually in front of class/parents

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Unusual Family Circumstances Death of parent or sibling Divorce of parents Moving

Just moved here Moving somewhere else

New sibling

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All Spell Anxiety

Be sympathetic

Give extra class time to do work

Allow time to see counselor

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Cultural/Linguistic Modifications For ESOL students, pair with student who is

fluent in English Encourage an appreciation for different

cultures/backgrounds Non-standard English

Review grammar rules before each writing lesson Model standard English in the classroom