Interdisciplinary Writing Unit Haley D. Livingston READ 7140 May 2006.

InterdisciplinarInterdisciplinary Writing Unity Writing Unit InterdisciplinarInterdisciplinary Writing Unity Writing Unit

Haley D. LivingstonHaley D. LivingstonREAD 7140READ 7140May 2006May 2006

Interdisciplinary Interdisciplinary Writing UnitWriting Unit


33rdrd Grade GradeNarrativeNarrative

The Georgia Writing Assessment

• Grade Three: The writing assessment for grade three is based on teacher judgment of the developmental stage most representative of student writings collected throughout the year. Third grade teachers apply the same developmental scale and scoring guidelines used for the fifth grade writing assessment. The results are sent to the state.

Introduction to Unit• Grade level: 3rd

• Mode of writing: Narrative• Content area integration: Science

Pre-Assessment Prompt• “Stories can be written in the form of fiction, such

as cartoons or in the form of non-fiction, such as real life experiences. I am going to pass out paper and pencils so you will need to clear your desks. I want you to sit up straight and put your thinking caps on tight. I have two story prompts. I will write both prompts on the board and read both of them to you two times. Then you are to pick one and write on that topic.”

• Prompt 1: Imagine that you have moved to a new neighborhood, write a story about meeting a new friend. Prompt 2: Write a story about what you did over the summer.

Pre-Assessment Rubric

Candler, L. (n.d.) Writing evaluation. Retrieved May 13, 2006, from http://www.lauracandler.com/

Grouping Options

• Instructional Grouping: Whole group

• Practice Grouping: Collaborative pairs.

• Assessment Grouping: Individual

Mode: Narrative

• Form • Purpose • Components

– setting, characters, problem, beginning, middle, end, and solution

• Audience

PrewritingPrewritingPrewritingPrewriting

Instructional Procedures

• Introduce writing process– Five stages

• Introduce prewriting stage– Brainstorm– Think of all components– Graphic organizer

• Modeling• Practice • Assessment

Name: ________________________________________ Story Title: _________________________________

STORY MAP

Setting Characters

Problem

Beginning Middle End

Solution

Regional 15. (n.d.) Narrative graphic organizer. Retrieved May 11, 2006 from

http://www.region15.org/curriculum/NARRATIVE%20WRITING-Landscape.doc

Pre-Organizer

Name:_______________________________________ Story Title:__________________________________________

Beginning - Picture Middle - Picture End - Picture

Beginning - Words Middle - Words End - Words

Livingston, H. D. (2006). Narrative pre-organizer. Unpublished manuscript, Valdosta State University, GA.

Assessment• Graphic organizer

– setting, at least 2 characters, problem, beginning and middle details, ending details, and solution.

• Use words or phrases• Use prewriting checklist • Graded using scoring guide

Livingston, H. D. (2006). Narrative prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.

Narrative Pre-Writing Scoring GuideName:______________________ Date:_______________________

Exceeds Standard(+1)

Meets Standard3

Somewhat Meets Standard

2

Does not meet standard1

Setting Includes more than 3 details/characteristics about the setting

Includes at least 3 details/characteristics about the setting

Includes at least 2 details/characteristics about the setting

Includes at least 1 detail/characteristic about the setting

Characters Lists and describes one main character and more than one supporting character

Lists and describes one main character and at least one supporting character

Lists and describes one main character

Lists characters with no description

Problem/Solution

Includes problem and solution with many supporting details

Includes problem and solution with supporting details

Includes problem and solution with few supporting details

Includes problem and solution with no supporting details

Events Includes more than 3 events in main character’s life

Includes at least 3 events in main character’s life



Phrases All information is written in phrases.

One to three pieces of information are not written in phrases.

Four to five pieces of information are not written in phrases.

More than five pieces of information are not written in phrases

Graphic organizer structure

All information is written in the correct place on the organizer.

One or two pieces of information are written in the incorrect place.

Three or four pieces of information are written in the wrong place.

More than four pieces of information are written in the wrong place.

Total

Accommodations / Modifications

• Gifted pairs work independently• Teacher appointed pairs• Pre-organizer

DraftingDraftingDraftingDrafting


• Introduce drafting stage– Use graphic organizer– Phrases to sentences– Adding details– Spelling not important – Getting it down


Assessment

• Use graphic organizer• Skip lines• All components included• Use drafting checklist• Graded using scoring guide


• Gifted pairs work independently• Teacher appointed pairs (same)

Livingston, H. D. (2006). Narrative drafting scoring guide, Unpublished manuscript, Valdosta State University, GA.

Narrative Drafting Scoring GuideName:______________________ Date:_______________________


Meets Standard3


2

Does not meet standard

1

Graphic Organizer

Followed all phrases and details from organizer

Followed most phrases and details from organizer

Followed some phrases and details from organizer

Did not follow organizer at all

Spacing Leaves a blank line between every written line

Leaves a blank line between most written lines

Leaves a blank line between some written lines

Leaves no blank lines between written lines

Sentences All paragraphs were written in complete sentences

Most paragraphs were written in complete sentences

Some paragraphs were written in complete sentences

Few complete sentences throughout piece

Beginning Introduces all three (characters, setting, and problem) with details

Introduces all three (characters, setting, and problem)

Introduces only two (characters, setting, and problem)

Introduces only one(characters, setting, and problem)

Middle Describes events with many descriptive details

Describes events with some descriptive details

Lists events with few descriptive details

Lists events with no descriptive detail

End Problem is solved with many details and all loose ends are tied(what happens to all characters)

Problem is solved with some details and loose ends are tied (what happens to all characters)

Problem is solved with few details but what happens to all characters?

Problem is not solved

Total

RevisingRevisingRevisingRevising


• Introduce revising stage– Use rough draft– Read – Add and delete details– Rearrange sentences– Proofreaders’ Marks


Assessment• Make changes• Partner revising• Use revising checklist• Graded using scoring guide

Livingston, H. D. (2006). Narrative revising scoring guide. Unpublished manuscript, Valdosta State University, GA.

Narrative Revising Scoring Guide Name:______________________ Date:_______________________


Meets Standard3


2


1

Add and delete Adds and deletes many details to make story more entertaining

Adds and deletes some details to make story more entertaining

Adds and deletes few details to make story more entertaining

Does not add and delete and details to make story more interesting

Proofreader’s marks All revisions utilized the correct marks so intended revisions are clear

Most revisions utilized the correct marks so that intended revisions are clear

Some revisions utilized the correct marks so that intended revisions are clear

Few revisions utilized the correct marks and intended revisions are not clear

Written revisions All revisions are written above the original words and are easy to read

Most revisions are written above the original words and are easy to read

Some revisions are written above the original words and are not easy to read

Few revisions are written above the original words and are not easy to read

Introduction First paragraph has a catchy beginning with descriptive details

First paragraph has a catchy beginning

First paragraph has a weak-catchy beginning

First paragraph has no catchy beginning

Focus on Topic All story details are related to the topic

Most story details are related to the topic

Some story details are related to the topic

Few story details are related to the topic

Organization The story is well organized. (one idea or scene follows another in a logical sequence)

The story is mostly organized (one idea or scene follows another in a logical sequence)

The story has some organization (some ideas or scenes are out of sequence)

The story has little organization (most ideas or scenes are out of sequence)

Creativity/Descriptions

The story contains many creative details and/or descriptions that contribute to the reader’s enjoyment

The story contains creative details and/or descriptions that contribute to reader’s enjoyment

The story contains a few creative details and/or descriptions that contribute to the reader’s enjoyment

There is little evidence of creativity in the story

Total


• Gifted pairs work independently• Teacher appointed pairs (same)• Teacher conference• Before practice activity:

– Mini-Lesson: subject-verb agreement, sentence structure, or writing in Standard English. (most needed)

EditingEditingEditingEditing


• Introduce editing stage– Reread revised draft– Spelling– Capitalization– Punctuation– Proofreaders’ Marks


Assessment• Make changes• Partner editing• Use revising checklist• Graded using scoring guide

Livingston, H. D. (2006). Narrative editing scoring guide. Unpublished manuscript, Valdosta State University, GA.

Narrative Editing Scoring Guide Name:______________________ Date:_______________________


Meets Standard3


2


1

Corrections Student reread entire paper more than once

Student reread entire paper

Student only read part of the paper.

Student did not reread the paper.

All changes utilized the correct marks so that intended changes are clear

Most changes utilized the correct marks so that intended changes are clear

Some changes utilized the correct marks so that intended changes are clear

Few changes utilized the correct marks and intended changes are not clear

Sentences All sentences are complete

Most sentences are complete

Some sentences are complete

Few sentences are complete

Spelling No spelling errors One to three spelling errors

Four to five spelling errors

More than five spelling errors

Punctuation No errors in punctuation

One to two errors in punctuation

Three to four errors in punctuation

More than four errors in punctuation

Capitalization No errors in capitalization

One to two errors in capitalization

Three to four errors in capitalization

More than four errors in capitalization

Total


• Gifted pairs work independently• Teacher appointed pairs (same)• Teacher conference

PublishingPublishingPublishingPublishing


• Introduce publishing stage– Reread edited draft– Rewrite edited draft

•Take your time•Record all changes

– Best handwriting (with illustrations)– Present to audience

Assessment• Rereads• Records all changes• Complete sentences• No errors• Best handwriting• Use publishing checklist• Graded using scoring guide

Livingston, H. D. (2006). Narrative publishing scoring guide, Unpublished manuscript, Valdosta State University, GA.

Narrative Publishing Scoring Guide Name:______________________ Date:_______________________


Meets Standard3


2


1

Title Title is very catchy and entices the reader to want to read the piece

Title entices the reader to want to read the piece

Title relates to story but is not catchy

Title does not relate to story
















Neatness Final paper uses legible handwriting and has been illustrated with great detail (or typed)

Final paper uses legible handwriting and has been illustrated (or typed)

Final paper uses somewhat legible handwriting and has been illustrated

Final paper uses illegible handwriting and has not been illustrated

Presentation Read story with a loud, clear, and expressive voice

Read story with a loud and clear voice

Read story with a clear voice but was not loud enough

Did not read story with a clear voice and was not loud enough

Total



33rdrd Grade Grade

InformationalInformational

The Georgia Writing Assessment

• Grade Three: The writing assessment for grade three is based on teacher judgment of the developmental stage most representative of student writings collected throughout the year. Third grade teachers apply the same developmental scale and scoring guidelines used for the fifth grade writing assessment. The results are sent to the state.

Introduction to Unit

• Grade level: 3rd

• Mode of writing: Informational• Content area integration: Science

Pre-Assessment Prompt• Reports can only be written in the form of non-

fiction such as real life facts. I am going to pass out paper and pencil so you will need to clear your desk. I want you to sit up straight and put your thinking caps on tight. I have a report prompt that I will read to you twice. After I have read it to you, you may begin.

• Prompt 1: Write down three topics that we have studied so far this year you would want to write about. Brainstorm facts about each and then choose one to write about. You must have at least ten sentences describing your topic.

Pre-Assessment Rubric

Modified by H. Livingston: Candler, L. (n.d.) Writing evaluation. Retrieved May 13, 2006, from

http://www.lauracandler.com/

Grouping Options• Instructional Grouping: Whole

group• Practice Grouping: Collaborative

pairs. • Assessment Grouping: Individual

Mode: Informational

• Form • Purpose • Components

– Introductory sentence, topic, three subtopics with three supporting details for each, and conclusion

• Audience

PrewritingPrewritingPrewritingPrewriting


• Introduce writing process– Five stages

• Introduce prewriting stage– Brainstorm– Think of all components– Graphic organizer


Name: _________________________ Date: ______________

_____________________

Subtopic 1

_________________________

Topic

_____________________ ____________________

Subtopic 2 Subtopic 3

Informational graphic organizer. (n.d.) Retrieved May 22, 2006 from

http://coefaculty.valdosta.edu/troot/read7140/expository%20writing%20graphic%20organizers.doc

Assessment

• Graphic organizer– Introductory sentence, topic, three

subtopics with three supporting details for each, and conclusion

• Use words or phrases• Use prewriting checklist • Graded using scoring guide

Livingston, H. D. (2006). Informational prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA.

Informational Pre-Writing Scoring Guide Name:_________________________ Date:_______________________


Meets Standard3


2


1

Topic Includes 1 topic Includes no topic

Subtopic Includes more than 3 sub-topics

Includes at least 3 sub-topics



Subtopic 1 Lists and describes more than 3 details

Lists and describes at least 3 details


Lists and describes at least 1 detail









Phrases All information is written in phrases.

One to three pieces of information are not written in phrases.

Four to five pieces of information are not written in phrases.

More than five pieces of information are not written in phrases

Graphic organizer structure

All information is written in the correct place on the organizer.

One or two pieces of information are written in the incorrect place.

Three or four pieces of information are written in the wrong place.

More than four pieces of information are written in the wrong place.

Total


• Gifted pairs work independently• Teacher appointed pairs (same)• Students w/ learning disabilities

– work in a small group with the teacher and complete the stage together.

DraftingDraftingDraftingDrafting


• Introduce drafting stage– Use graphic organizer– Phrases to sentences– Adding details– Spelling not important – Getting it down


Assessment

• Use graphic organizer• Skip lines• All components included• Use drafting checklist• Graded using scoring guide

Livingston, H. D. (2006). Informational drafting scoring guide. Unpublished manuscript, Valdosta State University, GA.

Informational Drafting Scoring GuideName:________________________ Date:_______________________


Meets Standard3


2


1

Title Includes title Includes no title

Subtopic Includes more than 3 sub-topics




Introductory Sentence

Includes a very creative, catchy introductory sentence

Includes a catchy introductory sentence

Includes an introductory sentence

Includes no introductory sentence

Paragraph 1 Lists one subtopic and describes more than 3 details

Lists one subtopic and describes 3 details


Lists one subtopic and describes 1 detail









Conclusion Sentence

Includes creative conclusion sentence that wraps up report

Includes conclusion sentence that wraps up report

Includes vague conclusion sentence

Includes no conclusion sentence

Total

RevisingRevisingRevisingRevising


• Introduce revising stage– Use rough draft– Reread– Add and delete details– Rearrange sentences– Proofreaders’ Marks


Assessment• Make changes• Partner revising• Use revising checklist• Graded using scoring guide

Livingston, H. D. (2006). Informational revising scoring guide. Unpublished manuscript, Valdosta State University, GA.

Informational Revising Scoring Guide Name:______________________

Date:_______________________Exceeds Standard

(+1)Meets Standard

3Somewhat Meets

Standard 2


1

Add and delete Student reread entire report more than once

Student reread entire report

Student only read part of the report

Student did not reread the report

Proofreaders’ marks All revisions utilized the correct marks so intended revisions are clear

Most revisions utilized the correct marks so that intended revisions are clear

Some revisions utilized the correct marks so that intended revisions are clear

Few revisions utilized the correct marks and intended revisions are not clear

Written revisions All revisions are written above the original words and are easy to read

Most revisions are written above the original words and are easy to read

Some revisions are written above the original words and are not easy to read

Few revisions are written above the original words and are not easy to read

Introduction First paragraph has a catchy introductory sentence with descriptive details

First paragraph has a catchy introductory sentence

First paragraph has a weak catchy introductory sentence

First paragraph has no catchy introductory sentence

Focus on Topic All facts/details are related to the topic

Most facts/details are related to the topic

Some facts/details are related to the topic

Few facts/details are related to the topic

Organization The report is well organized. (one idea or detail follows another in a logical sequence)

The report is mostly organized (one idea or detail follows another in a logical sequence)

The report has some organization (some ideas or details are out of sequence)

The story has little organization (most ideas or details are out of sequence)

Creativity/Descriptions

The report contains many creative details and/or descriptions that contribute to the reader’s enjoyment

The report contains creative details and/or descriptions that contribute to reader’s enjoyment

The report contains a few creative details and/or descriptions that contribute to the reader’s enjoyment

There is little evidence of creativity in the report

Total


• Gifted pairs work independently• Teacher appointed pairs (same)• Teacher conference• Before practice activity:

– Mini-Lesson: subject-verb agreement, sentence structure, or writing in Standard English. (most needed)

EditingEditingEditingEditing


• Introduce editing stage– Reread revised draft– Spelling– Capitalization– Punctuation– Proofreaders’ Marks


Assessment• Make changes• Partner editing• Use revising checklist• Graded using scoring guide

Livingston, H. D. (2006). Informational editing scoring guide. Unpublished manuscript, Valdosta State University, GA.

Informational Editing Scoring Guide Name:______________________ Date:_______________________


Meets Standard3


2


1

Corrections Student reread entire report more than once

Student reread entire report

Student only read part of the report

Student did not reread the report

All changes utilized the correct marks so that intended changes are clear

Most changes utilized the correct marks so that intended changes are clear

Some changes utilized the correct marks so that intended changes are clear

Few changes utilized the correct marks and intended changes are not clear
















Total


• Gifted pairs work independently• Teacher appointed pairs (same)• Teacher conference

PublishingPublishingPublishingPublishing


• Introduce publishing stage– Reread edited draft– Rewrite edited draft

•Take your time•Record all changes

– Best handwriting (with illustrations)– Typed (with clipart)– Class book in library

Assessment• Rereads• Records all changes• Complete sentences• No errors• Best handwriting / typed• Use publishing checklist• Graded using scoring guide

Livingston, H. D. (2006). Informational publishing scoring guide. Unpublished manuscript, Valdosta State University, GA.

Informational Publishing Scoring Guide Name:______________________ Date:_______________________


Meets Standard3


2


1

Introductory Sentence

Introductory is very catchy and entices the reader to want to read the piece

Introductory entices the reader to want to read the piece

Title relates to story but is not catchy

Title does not relate to story
















Neatness Final paper uses legible handwriting and has been illustrated with great detail (or typed)

Final paper uses legible handwriting and has been illustrated (or typed)

Final paper uses somewhat legible handwriting and has been illustrated

Final paper uses illegible handwriting and has not been illustrated

Presentation Read report with a loud, clear, and expressive voice

Read report with a loud and clear voice

Read report with a clear voice but was not loud enough

Did not read report with a clear voice and was not loud enough

Total

Interdisciplinary Writing Unit Haley D. Livingston READ 7140 May 2006.

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