Barbie Simmons3rd GradeScience

EnvironmentPersuasive

Letter to the Principal

Georgia Writing Assessment• Teacher evaluated• Analytical Scoring• Students need practice

throughout the year• Covers four genres of writing

–Narrative– Informational/Expository–Persuasive–Response to Literature

• My unit will provide writing practice for the students.

Pre-Assessment Prompt• Materials: Blank paper, notebook

paper, and at least two sharpened pencils

• Topic: Choose somewhere that you would like to visit on vacation. Write a letter to your parents persuading them to take you on this trip.

• Time- 40 minutes• Use the blank paper to jot down your

ideas and then write you letter on notebook paper.

Instructional GroupingInstruction

• Large Group• Time on Task

• Scaffolding

Practice • Whole group

• Shared pen/Interactive

writing technique

• Students write ideas as well as teacher

Assessment• Individual

• Able to assess each students

own ability • Able to walk around and help

students as needed.

Grouping- Student’s Needs

For Developmentally Delayed and Learning Disabilities:

• Inclusion• Sit near teacher

• Involve in class discussion

For Linguistic Needs:• Incorporate English Language

Skills• Pair up with bilingual students• Provide assistance by one on

one time and repeating information

• Written to convince• Argue your

opinion• Focus on facts

and details

Persuasive Letter

Most Important

Don’t use complete sentences

Gather IdeasFirst Stage

Don’t Focus on Spelling

Prewriting Stage

Persuasive Letter Graphic Organizer

WHAT? What do I want to persuade my audience to do?

WHY? Why do I want this to be done? Please give three reasons why and details to support those reasons. Reason # 1:

Supporting Details a.

b. c.

Reason # 2:

Supporting Details a. b. c. Reason # 3:

Supporting Details

a. b. c.

HOW? How could I help to get this done?

Prewriting Rubric-Persuasive Letter

Simmons, B. (2009). Prewriting rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.

Element

Meets Standards

(3)

Partially Meets Standards

(2)

Does not meet Standards

(1)

Student Scoring:

Teacher Scoring:

What? Briefly described

clearly what you are

persuading your audience

to do.

Briefl y described somewhat

about what you are persuading your audience

to do.

Did not describe what

you are persuading

your audience to do.

Why? Gave at least 3 reasons why it should be done

Gave only 2 reasons why it should be done

Gave 1 or f ewer reasons why it should

be done

Reason #1 Relates to why topic should be

done

Does not relate to why topic

should be done

Reason #2 Relates to why topic should be

done

Does not relate to why topic

should be done

Reason # 3 Relates to why topic should be

done

Does not relate to why topic

should be done

Supporting Details for Reason # 1

Wrote down at least 3

supporting details.

Only wrote down 2

supporting details.

Wrote down only 1

supporting detail

Supporting Details for Reason # 2

Wrote down at least 3

supporting details.

Only wrote down 2

supporting details.

Wrote down only 1

supporting detail

Supporting Details for Reason # 3

Wrote down at least 3

supporting details.

Only wrote down 2

supporting details.

Wrote down only 1

supporting detail

How? Wrote down a good on how to

help get it done

Did not write down a way to

help get it done

Accommodations and Modifications

Developmentally Delayed Linguistic Needs

Provide a modified Checklist

Provide Assistive Technology as needed

Modified Graphic Organizer if needed.

Pair up with bilingual students

Model assignment as much as needed

Provide one-on-one time

Drafting Stage

Second Stage

Focus on Content

Put ideas into complete sentences

Don’t focus on spelling,

punctuation, or mechanics

Draf ting Rubric-Persuasive Letter

Simmons, B. (2009). Draf ting rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.

Element

Meets Standards

(3)

Partially Meets Standards

(2)

Does not meet Standards

(1)

Student Scoring:

Teacher Scoring:

Paragraphs Has all 5 paragraphs

Has only 3-4 paragraphs

Less than 3 paragraphs

Skipped Lines while drafting

Skipped every other line

Only skipped a f ew lines

Didn’t skip lines at all

I ntroduction

Clearly explains what they want their audience

to do

Explanation of what they want their audience to do is unclear

There is no introduction of what they want their audience

to do

Reason #1 Relates to why topic should be

done

Does not relate to why topic

should be done

Reason #2 Relates to why topic should be

done

Does not relate to why topic

should be done

Reason # 3 Relates to why topic should be

done

Does not relate to why topic

should be done

Supporting Details for Reason # 1

Presented at least 3

supporting details.

Only presented 2 supporting

details.

Presented only 1 supporting

detail

Supporting Details for Reason # 2

Presented at least 3

supporting details.

Only presented 2 supporting

details.

Presented only 1 supporting

detail

Supporting Details for Reason # 3

Presented at least 3

supporting details.

Only presented 2 supporting

details.

Presented only 1 supporting

detail

Conclusion Presented a good way to help get it

done

Did not present a way to help get it

done

Revising Stage

Third Stage

Don’t focus on spelling,

punctuation, or mechanics

Add and Delete

Information

Rearrange and Change Incorrect

Information

Revision Rubric-Persuasive Letter

Simmons, B. (2009). Revision rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.

Element

Meets Standards

(3)

Partially Meets Standards

(2)

Does not meet Standards

(1)

Student Scoring:

Teacher Scoring:

Adding Added necessary

information to the letter

Added less necessary and

more unnecessary

information to the letter

Added a lot of unnecessary

information to letter

Deleting Deleted unnecessary information

f rom the letter

Deleted less unnecessary

and more necessary

information f rom the letter

Deleted a lot of necessary

information f rom the letter

Rearranging

All rearrangements were made as

necessary

Most rearrangements were made to

the letter

Rearrangements needed in

writing were not made

Revision Marks All revision marks were

used correctly

Some revision marks were

used correctly

No revision marks were

used correctly

Editing Stage

Read your letter word-for-word looking

for mechanical errors

Fourth Stage

Look for capitalization,

punctuation, comma, and

spelling errors

Use proofreader’s

marks

Santa-Maria Bonita Schools: Posters, Charts, etc. (n.d.). Retrieved June 2, 2009, from http://www.smbsd.org/page.cfm?p=904

Editing Rubric-Persuasive Letter

Simmons, B. (2009). Editing rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.

Element

Meets Standards

(3)

Partially Meets Standards

(2)

Does not meet Standards

(1)

Student Scoring:

Teacher Scoring:

Spelling Corrected all spelling errors

Corrected some spelling errors

Corrected no spelling errors

Punctuation: Commas

Corrected all comma errors

Corrected some comma errors

Corrected no comma errors

Apostrophes Corrected all apostrophe

errors

Corrected some apostrophe

errors

Corrected no apostrophe

errors

Ending Punctuation

Corrected all ending

punctuation errors

Corrected some ending

punctuation errors

Corrected no ending

punctuation errors

Capitalization Beginning of Sentences

Corrected all capitalization

errors f or beginning of sentences

Corrected some capitalization

errors f or beginning of sentences

Corrected no capitalization

errors f or beginning of

sentence

Proper Nouns Corrected all capitalization

errors f or proper nouns

Corrected some capitalization

errors f or proper nouns

Corrected no capitalization

errors f or proper nouns

Proofreader’s Marks

Used all correct marks

Used some correct marks

Used no correct marks

Publishing Stage

Final Stage

Rewrite your edited version of your letter

Concentrate on using your best

handwriting skills

Publishing Rubric-Persuasive Letter

Simmons, B. (2009). Publishing rubric-persuasive letter. Unpublished rubric. Valdosta State University, Valdosta, GA.

Element

Meets Standards

(3)

Partially Meets Standards

(2)

Does not meet Standards

(1)

Student Scoring:

Teacher Scoring:

Persuading Topic

Topic is clearly stated and maintained throughout

letter

Topic is somewhat

explained and somewhat maintained throughout

letter

Topic is not explained well

and there is not maintained throughout

letter

Supporting Information

Reasons and details support

your topic

Reasons and details

somewhat support your

topic

Reasons and details do not support your

topic

Organization Structure of letter is

correct and easy to follow

Structure of letter is

somewhat correct and cannot be

easily f ollowed

Structure of letter is not correct and

does not flow together at all

Tone of letter Letter is written to persuade

Letter is somewhat persuasive

Letter is not persuasive

Sentence Structure

0 errors in sentence structure

2-3 errors in sentence structure

4 or more errors in sentence structure

Punctuation 0 errors in punctuation

2-3 errors in punctuation

4 or more errors in

punctuation

Capitalization 0 errors in capitalization

2-3 errors in capitalization

4 or more errors in

capitalization