Emily Seery Hotchkiss READ 7140 A Summer 2008. First Grade Genre: Narrative Writing Content Area:...

Emily Seery HotchkissREAD 7140 ASummer 2008

First GradeGenre: Narrative Writing

Content Area: Social Studies

Georgia Writing Test Information for Third Grade

• Using an analytic scoring rubric, teachers are to grade students in the narrative, informational, persuasive, and response to literature areas of writing.

• Teachers should collect writing samples by giving many opportunities with varying genres to write during the school year.

Georgia Writing Test Information for Third Grade

• In the narrative area:– May be an event that the student

experienced– Should be a story with plot and

characters- not just a list of events– Can be an imaginary or fantasy

tale

Pre-assessment Prompt

• Hello students! I would like you to write a story as if you are spending the day with someone you know who is important to you. Include everything that you would do with him or her in one day.

• Some people that you might want to spend the day with: parent, principal, teacher, or coach

Prewriting

Grouping- Teacher’s Instructional Needs

• Whole Group– During prewriting– Students can ask questions that will

help all students. – Teacher will monitor students’ behavior

and success more effectively.•Can provide scaffolding when appropriate.

– Shorter instructional time because fewer repeated questions

Grouping- Teacher’s Instructional Needs, Cont.

• Independent/Paired Grouping– When completing the story map-

individual unless asking “neighbor” for help

– Enables students to develop individual ideas while receiving support from peers

– Increases background knowledge – Pairing increases discussion and

understanding between students because the zones of proximal development are close

Grouping- Students’ Needs• Developmental Needs

– Learning as a class– When discussing, students hear and learn from

the questions and answers. – Because they are in small groups there will be

more conversation• Cultural Needs

– Discussion builds background knowledge from peers’ statements.

– Makes the subject more meaningful • Linguistic Needs

– Encourages communication between peers– Helps comprehension of spoken knowledge

Instructional Procedures- Narrative

• Stories have three parts- beginning, middle, and end.

• Beginning– Characters- who is in the story– Setting- where and when is the story– Problem or conflict- what needs to be

solved• Middle

– Events- what happens in the story• End

– Solution- how the problem or conflict is solved

Prewriting Instructional Procedures• Consider topic, purpose, form, and audience

during prewriting.• Topic- What is your story about? Our story is

about a day with Benjamin Franklin.• Purpose- Why are you writing? To inform,

persuade, or entertain• Form- How will you be writing? Journal, essay,

or letter• Audience- Who will read your story, or who are

you writing to? We could be writing to our friends, parents, or teacher.

• Graphic Organizer- Helps map out our story– Do not use sentences, only phrases.

Graphic Organizer- Story Map

• Setting:– Where? When? What time?

• Characters:– Who?

• Problem:– What needs to be solved?

• Event 1:– First step to solve the problem.

Story Map, cont.

• Event 2:– Second step

• Event 3:– Third step

• Solution:– How was the problem solved?

Prewriting Assessment

• Students will complete the story map as if they are going to spend the day with Benjamin Franklin, like they did in the practice activity. They must complete the story map, but may only have two events instead of three. The students will be given a checklist to help complete their work.

Students’ Checklist- Prewriting

Did I remember to…• write my name on the top of my paper? • write the place and time in the setting box?• have Benjamin Franklin, myself, and anyone

else in my story in the characters box?• include a problem that can be solved in the

problem box? (Like searching for something, finishing a race, making an invention…)

• use at least 2 events to put in my story that help us solve the problem?

• solve the problem?

Teacher’s Scoring Guide- Prewriting

Elements Meets Criteria

Partially Meets Criteria

Does Not Meet Criteria

Setting 2 or more setting features

1 setting feature

No setting features

Characters

2 or more characters (Including B. Franklin and him/herself)

1-2 characters, but left out B. Franklin or him/herself

No characters or does not include B. Franklin or him/herself

Problem Has a problem that could have happened during the time period

Has a problem that could not have happened during the time period

Does not have a problem

Teacher’s Scoring Guide, cont.




Events Has 2 or more events in logical order

Has 2 or more events that are not in logical order

Has only one event

Solution Has a logical solution that solved the problem

Has a conclusion that does not solve the problem

Has no solution or ending to the story

Accommodations/Modifications

Developmental Needs

• More individual help• More time to complete tasks• Instead of regular checklist, a

person/partner/teacher’s aid to give step-by-step instructions

Accommodations/ModificationsDiffering Cultural and Linguistic

Backgrounds• Use labeled pictures

– Helps the students not only spell the word, but also build background knowledge

– Can be labeled in Spanish and English

• Spanish/English translation book – Encourages students to look up words

they are unsure of

Drafting

Drafting Instructional Procedures

• Write “Sloppy Copy” on the top of the paper – reminds us it is not perfect yet

• Skip lines, by marking an “X” on every other line

• Write in complete sentences• Spelling, punctuation, and grammar do not

matter • Focusing on getting our story down on

paper

Drafting Assessment

• Students will write their own draft of the story from the story maps completed previously. They may ask a “neighbor” for help before asking the teacher, if necessary. They must write in complete sentences and include all information from their story maps.

Students’ Checklist- Drafting

Did I remember to…• write my name and Sloppy

Copy on the top of my paper?• skip lines in between my

writing?• include everything from my

story map?• write in complete sentences?• stay on topic?• write the events of my story

in order?

Teacher’s Rubric- DraftingElements Meets

CriteriaPartially Meets Criteria


Introduction

Well-organized with details to catch the reader’s attention

Somewhat organized with few details to catch the reader’s attention

Not organized or no details to catch the reader’s attention

Characters

2 or more characters with detailed descriptions

1-2 characters with some descriptions

Does not describe characters

Setting Some setting features (at least 2) discussed

Only one setting feature discussed

No setting features discussed

Teacher’s Rubric- Drafting, cont.




Events All events are included in story

Left out some event details

No details or no events

Solution Organized ending

Abrupt ending with little detail

No ending or no detail

Organization

Complete sentences

Mostly complete sentences with few fragments

Only fragments

Revising

Revising Instructional Procedures• Write “Revision 1” on the top of the paper,

under “Sloppy Copy”• Reread your draft to yourself• Look for ways to improve writing by adding to,

taking out, changing, and moving details and sentences

• Read draft to a neighbor• Ask neighbor questions about your writing• Revise your paper after talking with your

neighbor• Do not worry about spelling, punctuation, or

grammar mistakes yet.

Revising Assessment

• Students will revise their “Sloppy Copies.” After rereading and changing things in their drafts individually, they will participate in the writing group procedure in pairs. They will have a checklist to remind them of what and how to complete.

Students’ Checklist- RevisingDid I remember to…

• read my story to a partner?• ask my partner, “What should have more

detail?”• listen to my partner read his/her story?• compliment my partner’s story?• give suggestions to my partner after he/she

asks, “What should have more details?”• make changes from listening to my partner’s

suggestions?• add details to make the story more interesting?• take out or change things that did not need to

be in my story?• sign my partner’s Sloppy Copy?

Teacher’s Rubric- Revising




Partner Work

Worked with a partner to revise paper

Did not work with a partner to revise paper

Added Details

Added details that were needed; could add more

Added few details; needs many more added

Did not add any details

Teacher’s Rubric- Revising, cont.




Took Out Ideas or Details

Deleted most ideas or details that were not needed

Deleted too many or too little ideas or details

Did not delete any ideas or details

Changed Ideas or Details

Changed most ideas and details that needed to be changed

Changed few ideas and details; more need to be changed

Did not change any ideas and details.

Editing

Editing Instructional Procedures

• Proofread your paper using proofreader’s marks – Correct any spelling, punctuation, or

grammar mistakes you find– Look up words you are not sure about

• Ask a partner for help if you need it, but not to correct it for you– Look up words in the dictionary that you

both are having trouble with

Editing Assessment

• Students will edit their revised drafts, individually. When proofreading and making corrections to their stories, students may ask a partner for help, but not to write on their paper. They will have a checklist to remind them of proofreader’s marks and what to complete.

Students’ Checklist- EditingDid I remember to…

• Look for spelling mistakes?• Look for punctuation

mistakes?• Look for grammar mistakes?• Look for capitalization

mistakes?• Use my proofreader marks

correctly?• Let a partner proofread my

paper?• Proofread a partner’s paper?

Teacher’s Rubric- Editing




Partner Work

Worked with a partner to edit paper

Did not work with a partner to edit paper

Spelling Corrects most spelling errors

Corrects few spelling errors

Does not correct any spelling errors

Punctuation-End of sentences-Commas in a series

Corrects most punctuation errors

Corrects few punctuation errors

Does not correct any punctuation errors

Teacher’s Rubric- Editing, cont.




Grammar-Subject verb agreement

Corrects most grammatical errors

Corrects few grammatical errors

Does not correct any grammatical errors

Capitalization-Beginning of sentences-Names of people, cities, and states

Corrects most capitalization errors

Corrects few capitalization errors

Does not correct any capitalization errors

Proofreader’s Marks

Uses proofreader’s marks correctly most of the time

Uses proofreader’s marks correctly some of the time

Does not use proofreader’s marks.

Publishing

Publishing Instructional Procedures

• Final stage of writing• Rewrite paper, with all of the corrections

and changes that you made• Do not skip lines• Use your best handwriting• Think of publishing a book- you want it to

look its very best!

Publishing Assessment

• Students will rewrite their stories including all of the corrections and revisions made previously. They will attempt to write in the neatest handwriting possible. The students will not skip lines. After completing their final copies, they will be allotted time to share with a friend. A checklist will be given for use during the assessment.

Students’ Checklist- Publishing

Did I remember to…• Write my name at the top of my story?• Use my neatest handwriting?• Write on every line?• Include all of my changes from the revising stage?• Include all of my corrections from the editing

stage?• Indent at the beginning of each paragraph?• Check over my final piece to make sure everything

is exactly how I want it?• Staple my Sloppy Copy to my published piece?

Teacher’s Rubric- Publishing




Handwriting

Legible handwriting

Illegible handwriting

Spacing Wrote on every line

Started skipping lines but corrected, and finished on every line

Skipped lines

Teacher’s Rubric- Publishing, cont.




Indented Paragraphs

Most or all of the time

Some of the time

None of the time

Revision Changes

Included all or most changes

Included few changes

Did not include changes

Editing Changes

Included all or most changes

Included few changes

Did not include changes

Emily Seery Hotchkiss READ 7140 A Summer 2008. First Grade Genre: Narrative Writing Content Area:...

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