Interdisciplinary Writing Unit Narrative & Informational Writing 4 th Grade By: Sheri Bashlor.

Interdisciplinary Writing UnitInterdisciplinary Writing UnitNarrative & Informational WritingNarrative & Informational Writing

44thth Grade Grade

By: Sheri Bashlor

Georgia Writing TestGeorgia Writing Test

There are standard guidelines that teachers go by to identify what stage of writing each student belongs to.

When putting a student in a particular stage, teachers must collect and consider several written pieces from the child.

This following general guidelines give students the feedback needed in becoming effective writers.

The following is a list of stages and descriptions for grade 5.


Stage 1 – Emerging Writer Little of no evidence of topic development,

organization, and/or detail. Little awareness of the audience or the writing task. Errors in surface features that prevent the reader

from understanding the writer’s message. Stage 2 – The Developing Writer

A topic that is beginning or developed. The beginning of an organizational plan. Limited awareness of the audience and/or the task. Simple word choice and simple sentence patterns. Errors in surface features that interfere with

communication.


Stage 3 – The Focusing Writer A clear topic although development of the topic is incomplete. An apparent plan with loosely organized ideas. A sense of audience and/or task. Minimal variety of vocabulary and of sentence patterns. Errors in surface features that interrupt the flow of communication.

Stage 4 – The Developing Writer A clear and developed topic although the development may be

uneven. A clear plan with a beginning, middle, and end. The beginning and/or

end may be clumsy. Evidence of writing for an audience. Evidence of experimentation with language and sentence patterns. Word combinations and word choice may be novel. Errors in surface features that may interrupt the flow of

communication.


Stage 5 – The Emerging Writer A topic that is well developed. A plan with a clear beginning, middle, and end. Organization that sustains the writer’s purpose. Audience awareness techniques that engage the reader. Effective use of varied language and sentence patterns. Errors in surface features that do not interfere with the reader’s

understanding of the writer’s message. Stage 6 – The Extending Writer

A topic that is fully elaborated with rich details. Organization that sustains the writer’s purpose and moves the reader

through the piece. Audience awareness techniques that engage and sustain the reader’s

interest. Effective use of varied sentence patterns. Creative and novel language. Errors in surface features that do not interfere with the reader’s

understanding of the writer’s message.

Narrative Writing UnitNarrative Writing Unit

Grade: 4th Genre: Narrative

Social Studies Connection

Pre-Assessment PromptPre-Assessment Prompt

Directions: The teacher will write the following prompts on the board.

Each child will pick one topic to write a narrative story on, which should include: characters, a setting, conflict, events, solution, and conclusion.

I will remind the children that each story should have a beginning, middle, and end.

The following page are the topic choices for the pre-assessment.

Pre-Assessment PromptsPre-Assessment Prompts

Choice #1: How did you meet your closest friend?

Choice #2: Describe a place you remember going to that was really fun.

Choice #3: Tell your life story from someone else’s point of view.

Choice #4: Describe a typical day in the life of your mother or father.

Choice #5: Describe the adventure from your most favorite vacation.

Prewriting StagePrewriting Stage

Grouping ArrangementsModeling: whole group instructionPractice Activity: whole group (shared pen)Assessment Activity: individual

Instructional ProceduresModeling: A Day in the Life of a Seminole

Woman is the name of the story I wrote as a model. The graphic organizer is below.


Native American Culture Story Map

Name: ____________ ______ Tribe: _______ _ Date:________

Characters: List and describe at least two characters.

Setting: Describe at least two elements of the setting.

Place: Time of Day: Weather: Season:

1


List and describe the conflict in the story.

Describe the events that take place during your day as an I ndian.

Event #1: Morning Time Event #2: Afternoon Time

Event #3: Afternoon Time

Event #4: Night Time


Conclusion: What happened at the end of the day?

3 Bashlor, S. (2006). Native American culture story map. Unpublished manuscript. Valdosta State University, GA.


Instructional Procedures Continued: Practice Activity: We completed a graphic organizer on

the beginning of a story about a Seminole man. Assessment Activity: The students completed a story

map on either Hopi/Pawnee man or woman. They were required to use the checklist to make sure they included everything. I used the rubric to grade the assessment activity.

Accommodations: A student with poor motor skills used the computer

during the assessment activity. Two gifted and one high achieving student started

assessment activity early.

Prewriting Stage: Prewriting Stage: ChecklistChecklist

Student Name:_______________________ Tribe:__________ Date:________

Narrative Pre-Writing Checklist

Topic: Native American Culture Prewriting Characters: List and describe two characters. _____ List and describe character #1. _____ List and describe character #2. Setting: Describe at least two elements of the setting. _____ Description of element #1 in setting. _____ Description of element #2 in setting. Events: Describe at least four events that occurred during the day. _____ Event #1 _____ Event #2 _____ Event #3 _____ Event #4 List and describe the confl ict and solution in the story. _____ Confl ict _____ Solution Conclusion: Describe an ending to the story. _____ Ending/ Conclusion Modified by Sheri Marie Bashlor f rom Root, T. (2005). Narrative process writing checklist. Unpublished manuscript. Valdosta State University, GA.

Prewriting Stage Grading Prewriting Stage Grading RubricRubric

Native American Culture

Pre- Writing Grading Rubric

Student Name:______________ Tribe:__________ Date:________

Exceptionally Met 3 Points

Met 2 Points

Partially Met 1 Point

Not Met 0 Points

Characters

Listed and thoroughly

described at least two characters.

Listed and described at

least two characters.

Listed and described just one

character.

Did not list or describe a character.

Setting

Thoroughly described at least two elements in

the setting.

Described at least two

elements in the setting.

Described one element

in the setting.

Did not describe

element in setting

Events

Thoroughly described four

events that occurred during

the day.

Described four events occurring during the

day.

Described two to three events that occurred.

Described zero to one event

that occurred.

Confl ict & Solution

The story had a concrete confl ict

and solution.

The story had a confl ict and

solution.

The story had either a

confl ict or a solution.

The story did not contain a confl ict or solution.

Conclusion

The ending was thoroughly

described in the story.

The ending was

described in the story.

There was an ending but no description in

the story.

There was not an ending to the story.

Total Points: ________

Percentage Grade: __________

Drafting StageDrafting Stage

Grouping Arrangements are the same as prewriting. During the assessment activity, the Spanish speaking children sat with me to confirm understanding of subject-verb agreement (accommodation).

Instructional Procedures Modeling: Modeled story about the day in the life

of a Seminole woman Practice Activity: shared pen (interactive writing)

with whole group Assessment Activity: Students completed

individual rough drafts from their story maps.

Drafting Stage - ChecklistDrafting Stage - Checklist


Draf ting Checklist Topic: Native American Culture Draf ting Getting I deas to Paper _____ Use the ideas in your story map. _____ Use the ideas in your data collection for more details. Skipping Lines _____ Skip lines while writing to leave room to make corrections later. Story I ntroduction _____ Describe the characters. _____ Describe the setting. _____ State and describe your problem. _____ Draf t the beginning of your story. Middle of Story _____ Draf t at least f our events that occurred. _____ Add details to your events using your story map. Story Conclusion _____ Draf t the conclusion or ending of your story. Modifi ed by Sheri Marie Bashlor f rom Root, T. (2005). Narrative process writing checklist . Unpublished manuscript. Valdosta State University, GA.

Drafting Stage – Scoring Drafting Stage – Scoring GuideGuide


Drafting Grading Rubric

Student Name:________ ______ Tribe:__________ Date:____ ____


Met 2 Points


Not Met 0 Points

Story Map

Used ideas f rom story map

and data collection for rough draf t.

Used ideas f rom story

map for draf t.

Used some ideas f rom story map for draf t.

Did not use ideas f rom story map.

Skip Lines

Gave suffi cient space in

skipping lines.

Skipped lines Skipped some lines.

Did not skip lines when

writing

I ntroduction or Beginning

Gave a thorough

introduction to the story while

draf ting.

I ntroduced the story

while draf ting.

Somewhat introduced

story.

Did not introduce the story.

Middle

Used detailed events in the middle of the

story.

Described events in the middle of the

story.

I ncluded some events in the middle of the story.

Did not have events in the

story.

Ending

Gave a detailed and concrete ending to the

story.

Gave an ending to the

story.

Somewhat gave an

ending to the story.

Did not give an ending to the story.

Total Points: _____________ Percentage: _____________

Bashlor, S. (2006). Native American culture draf ting grading rubric. Unpublished manuscript. Valdosta State University, GA.

Revising StageRevising Stage

The grouping arrangements are the same as prewriting.

Modeling: Main focus is to show students my paper with marks adding, deleting, changing, and rearranging words/sentences in paper.

Practice Activity: Main focus is to show kids how to add, delete, change, rearrange information using proofreaders’ marks. Make sure kids know not to worry about grammatical errors at this point.

Revising Stage - Revising Stage - ChecklistChecklist


Revising Checklist Topic: Native American Culture Revising Getting Started: _____Reread your story. _____Think about your readers: make appropriate changes. Adding _____ Add details to the characters, setting, events, etc. _____ Add dialogue of the characters. _____ Add events and actions (and details about each). Deleting _____ Delete words that do not make sense in the story. _____ Delete anything that is not relevant to the story. Changing _____ Change the word use or adjectives. _____ Change the order of sentences if need to. Rearranging _____ Rearrange or change the sequence of events. _____ Rearrange or change the beginning/ ending of the story. Proof readers’ Marks _____ Use the correct marks for each change made to the paper. Bashlor, S. (2006). Revising checklist . Unpublished manuscript. Valdosta State University, GA.

Revising Stage – Scoring Revising Stage – Scoring GuideGuide


Revising Grading Rubric



Met 2 Points


Not Met 0 Points

Adding

Many details to the story and

dialogue as well

Added many details to the

story

Added details to the story

Did not add anything to the story

Deleting

Deleted all unneeded words or information f rom the story

Deleted most unneeded words or

information

Deleted some unneeded words or

information

Did not delete

anything f rom the story

Changing

Changed all the words/ sentences that needed to

be change

Changed most all the words or sentences that needed to change

Changed some of the words or sentences that needed to change

Did not make changes to

the words or sentences

Rearranging

Rearranged all events that

needed to be rearranged

Rearranged most events that needed

to be

Rearranged some events that needed

to be

Did not rearrange anything

Proof readers’ Marks

Used all the correct marks in making changes

to the paper

Used most all correct marks in making changes

Used some correct marks in making changes

Did not use any marks

when making changes to

paper


Bashlor, S. (2006). Native American culture revising grading rubric. Unpublished manuscript. Valdosta State University, GA.

Editing StageEditing Stage

Grouping Arrangements are consistent throughout the entire writing process. I will make an accommodation during the editing stage for linguistic need children spending one-on-one time with each of them.

Instructional Procedures Modeling: Main focus is to show students how to

change grammatical errors using proofreaders’ marks.

Practice Activity: Shared pen activity (interactive writing)

Assessment Activity: Individual activity

Editing Stage - ChecklistEditing Stage - ChecklistStudent Name:_______________________ Tribe:__________ Date:________

Editing Checklist Topic: Native American Culture Editing _____ _____ Complete Sentences _____ _____ Subject and verb agreement in sentences _____ _____ Spelling _____ _____ Ending punctuation of sentences _____ _____ Commas in a series _____ _____ Capitalization

Bashlor, S. (2006). Editing checklist . Unpublished manuscript. Valdosta State University, GA.

Editing Stage – Scoring Editing Stage – Scoring GuideGuide


Editing Grading Rubric



Met 2 Points


Not Met 0 Points

Complete Sentences

All sentences are correct and complete.

All sentences are complete

in paper.

Most sentences are

complete.

Little sentences are

complete.

Subject-verb agreement

Correct s-v agreement in all

sentences.

Correct s-v agreement in

most sentences.


some sentences.

Does not have correct s-v agreement.

Correct Spelling

All spelling is correct in paper.

Most spelling is correct in

paper.

Some spelling is correct in

paper.

Little spelling is correct in

paper.

Punctuation All punctuation is correct in paper.

Most punctuation is

correct in paper.

Some punctuation is

correct in paper.

Little punctuation is

correct in paper.

Capitalization All capitalization is correct in

paper.

Most capitalization is correct in

paper.

Some capitalization

is correct.

Little capitalization

is correct.


Bashlor, S. (2006). Native American culture revising grading rubric. Unpublished manuscript. Valdosta State University, GA.

Publishing StagePublishing Stage

Grouping arrangements are consistent throughout the writing process.

Instructional Procedures Modeling: silhouette Indian with story attached

(typed product) Practice Activity: I type story while children

dictate what to type/changes to make. Assessment Activity: Individual

publishing/computer use will take place.

Publishing Stage - Publishing Stage - ChecklistChecklist


Narrative Publishing Checklist

Topic: Native American Culture Publishing ____ Make all changes to the paper. ____ Spell check on the computer ____ Grammar check on the computer. ____ Use the correct f ormat. ____ Make silhouette and glue f inal copy down. Modifi ed by Sheri Marie Bashlor f rom Root, T. (2005). Narrative process writing checklist. Unpublished manuscript.

Valdosta State University, GA.

Publishing Stage – Scoring Publishing Stage – Scoring GuideGuide


Publishing Grading Rubric



Met 2 Points


Not Met 0 Points

Changes Made all changes to fi nal paper

Made most changes to fi nal paper

Made some change to fi nal paper

Did not make

changes to fi nal paper

Correct Format

Used correct f ormat

fi nalizing the paper

Did not correct f ormat


Final Copy – Silhouette

Correctly glued and

completed the silhouette part of the

paper.

Glued and completed

the silhouette part of the

paper.

Did not do one of the two: glue or

complete the

silhouette.

Did not publish the fi nal copy correctly.


Bashlor, S. (2006). Native American culture publishing grading rubric. Unpublished manuscript. Valdosta State University,

GA.

Informational UnitInformational Unit

Grade: 4th Genre: InformationalScience Connection

Pre-Assessment PromptsPre-Assessment Prompts

Directions: The teacher will write the following prompts on the board. Each child will pick one topic to write an informational essay on, which should include: an introductory paragraph, three body paragraphs, and a conclusion paragraph. The purpose of the essay will be to inform.

Prompt #1: Write an essay about three major rules at the school you attend (explain each rule and why you like or dislike the rule).

Prompt #2: Write an essay about the life of a butterfly (previously taught).


Grouping Arrangements: Whole group for both modeling and practice

activities will be most appropriate. Individual work during the assessment activity will be expected.

Instructional Procedures Modeling: Precipitation Practice Activity: Formation of Clouds Assessment Activity: Water Cycle (graphic

organizer)

Prewriting StagePrewriting StageStudent Name:_______________________ Tribe:__________ Date:________

I nf ormational Pre-Writing Checklist

Topic: The Water Cycle Prewriting Preparation: _____ Read about the topic carefully and acquire correct information. _____ I dentif y the audience of your writing. I ntroduction: _____ I dentif y the thesis statement. _____ Give three points you want to make. Body: Have three main details and supporting details f or each. _____ Detail #1 and supporting details. _____ Detail #2 and supporting details. _____ Detail #3 and supporting details. Concluding paragraph _____ Ending/ conclusion to report summing the information up. Modifi ed by Sheri Marie Bashlor f rom Root, T. (2006). Expository writ ing checklist. Retrieved May 8, 2006, f rom http:/ / coef aculty.valdosta.edu/ troot / read7140/expository.htm.


Water Cycle Prewriting Grading Rubric



Met 2 Points


Not Met 0 Points

I ntroduction

I ntroduced the topic thoroughly and stated

three subtopics.

I ntroduced the topic and

three subtopics.

I ntroduced the topic and

stated one-two subtopics.

Did not introduce the

topic or subtopics.

Body: Point #1

Stated the main point and thorough

supporting details.

Stated the main point

and supporting

details.

Stated the main point and

some supporting

details.

Did not state the main point or

supporting details.

Body: Point #2


supporting details.


and supporting

details.


some supporting

details.


supporting details.

Body: Point #3


supporting details.


and supporting

details.


some supporting

details.


supporting details.

Conclusion

Restated the main topic and restated

subtopics thoroughly in the conclusion.

Restated the main topic

and restated subtopics.

Restated the main topic and some subtopics

points.

Did not restate the topic and

subtopics.

Total Points: __________ Accuracy %: __________

Bashlor, S. (2006). Native American culture prewriting grading rubric. Valdosta, GA: Valdosta State University (READ 7140).


Grouping arrangements are consistent throughout process.

Instructional Procedures: Modeling: Show and review model, checklist,

and proofreaders’ marks. Practice Activity: shared pen with class (whole

group instruction) Assessment Activity: Individual (with help for

linguistically challenged students).

Drafting StageDrafting StageStudent Name:_______________________________ Date:_______________

I nf ormational Draf ting Checklist

Topic: The Water Cycle Draf ting _____ Position stated clearly on topic? _____ Specific details given to support position? _____ I nformation complete and accurate? _____ I nformation verifiable? _____ Major f ocus identifi ed and discussed throughout report? _____ Organized ideas f rom beginning to end? _____ Has f ive paragraphs?

- I ntroduction - Body Paragraph #1 - Body Paragraph #2 - Body Paragraph #3 - Concluding Paragraph

Modified by Sheri Marie Bashlor f rom Root, T. (2006). Expository writ ing checklist. Retrieved May 8, 2006, f rom

http:/ / coef aculty.valdosta.edu/ troot/ read7140/expository.htm.


Water Cycle Drafting Grading Rubric



Met 2 Points


Not Met 0 Points

I ntroduction

I ntroduced topic thoroughly and

accurately.

I ntroduced topic

accurately.

I ntroduced topic.

Did not introduce topic.

Body: Point #1


supporting details.


and supporting

details.


some supporting

details.


supporting details.

Body: Point #2


supporting details.


and supporting

details.


some supporting

details.


supporting details.

Body: Point #3


supporting details.


and supporting

details.


some supporting

details.


supporting details.

Conclusion

Restated the main topic and restated

subtopics thoroughly in the conclusion.

Restated the main topic

and restated subtopics.

Restated the main topic and some subtopics

points.

Did not restate the topic and

subtopics.


Bashlor, S. (2006). Water cycle draf ting grading rubric. Unpublished manuscript, Valdosta, GA: Valdosta State University

(READ 7140).


The grouping arrangements are consistent throughout writing process.

Instructional Procedures:Modeling: I will show my model and correct

revision marks adding, deleting, changing, and rearranging any words/sentences needed.

Practice Activity: Shared pen Assessment Activity: Students must complete

a checklist before turning in revised paper.

Revising StageRevising StageStudent Name:_______________________________ Date:_______________

I nf ormational Revising Checklist

Topic: The Water Cycle Revising Word Choice _____ Most eff ective word choice f or audience? _____ Most eff ective word choice f or purpose? Sentence Structure _____ Varied in structure, length, and type? _____ Constructed eff ectively? _____ Convey an interesting message to audience? Report Structure _____ Has a clear beginning, middle, and ending _____ Did I add, delete, change, and rearrange appropriate? _____ Did I use correct proof readers’ marks when making changes? Modified by Sheri Marie Bashlor f rom Root, T. (2006). Expository writ ing checklist. Retrieved May 8, 2006, f rom

http:/ / coef aculty.valdosta.edu/ troot/ read7140/expository.htm.


Water Cycle Revising Grading Rubric



Met 2 Points


Not Met 0 Points

Word Choice

Used most eff ective and interesting word

choice to catch reader’s attention.

Used eff ective and interesting

word choice.

Used ef fective word choice in some areas of

report.

Did not use eff ective word

choice.

Sentence Structure

Varied in length, structure, and type

and sentences constructed eff ectively.

Varied in length,

structure, and type.

Little variation in length,

structure, and type

Did not vary in length,

structure, and type

Flow of report

Has a clear beginning, middle, and end:

expresses supporting details for each

subtopic.

Has a clear beginning,

middle, and end.

Has a beginning,

middle, and end

Does not have beginning,

middle, or end.

Correct Changes

Made changes to add, delete, change, and rearrange sentences to make report more eff ective to reader

Made changes to the paper that were eff ective

Made some changes to the

paper

Did not make changes to the

paper

Proof readers Marks

Used correct proofreaders marks in the correct locations

Used correct proofreaders

marks

Use some proofreaders

marks

Did not use proofreaders

marks.


Bashlor, S. (2006). Water cycle revising grading rubric. Unpublished manuscript, Valdosta, GA: Valdosta State University

(READ 7140).

Editing StageEditing Stage

Grouping arrangements are consistent throughout the writing process (except for practice activity – see below)

Instructional Procedures Modeling: Will model editing by showing

proofreaders’ marks and model paper Practice Activity: Children will practice editing a

paper in small groups. The paper will be the practice paper used from previous sessions.

Assessment Activity: Individual editing with self and one other person.

Editing Stage - ChecklistEditing Stage - ChecklistStudent Name:________________________________ Date:______________

Editing Checklist Topic: The Water Cycle Editing Author Partner

_____ _____ Complete Sentences _____ _____ Subject and verb agreement in sentences _____ _____ Spelling _____ _____ Ending punctuation of sentences _____ _____ Commas in a series _____ _____ Capitalization

Bashlor, S. (2006). Editing checklist. Unpublished manuscript. Valdosta State University, GA.

Editing Stage – Scoring Editing Stage – Scoring GuideGuide

The Water Cycle

Editing Grading Rubric

Student Name:______________ Tribe:__________ Date:____ ____


Met 2 Points


Not Met 0 Points

Complete Sentences

All sentences are correct and complete.

All sentences are complete

in paper.

Most sentences are

complete.

Little sentences are

complete.

Subject-verb agreement

Correct s-v agreement in all

sentences.


most sentences.


some sentences.

Does not have correct s-v agreement.

Correct Spelling

All spelling is correct in paper.

Most spelling is correct in

paper.

Some spelling is correct in

paper.

Little spelling is correct in

paper.

Punctuation (ending punctuation and commas in a series are main punctuation)

All punctuation is correct in paper.

Most punctuation is

correct in paper.

Some punctuation is

correct in paper.

Little punctuation is

correct in paper.

Capitalization All capitalization is correct in

paper.

Most capitalization is correct in

paper.

Some capitalization

is correct.

Little capitalization

is correct.


Bashlor, S. (2006). The water cycle revising grading rubric. Unpublished manuscript. Valdosta State University, GA.

Publishing StagePublishing Stage

Grouping arrangements are the same. Instructional Procedures

Modeling: Model of finished productPractice: Make model of practice

writingAssessment: individual to see

strengths and weaknesses of every student

Publishing Stage - Publishing Stage - ChecklistChecklist

Student Name:______________________________________ Date:________

I nf ormational Publishing Checklist

Topic: The Water Cycle Publishing ____ Make all changes to the typed paper. ____ Spell check on the computer ____ Make silhouette and complete book. Modifi ed by Sheri Marie Bashlor f rom Root, T. (2005). Narrative process writing checklist. Unpublished manuscript.

Valdosta State University, GA.

Publishing Stage – Scoring Publishing Stage – Scoring GuideGuide

The Water Cycle

Publishing Grading Rubric

Student Name:________ ______ Date:________

Exceptionally Met (+1)

Met 2 Points


Not Met 0 Points

Changes Made all changes to fi nal paper

Made most changes to fi nal paper

Made some change to fi nal paper

Did not make

changes to fi nal paper

Correct Format

Used correct f ormat


Did not correct f ormat



Bashlor, S. (2006). Native American culture publishing grading rubric. Unpublished manuscript. Valdosta State University,

GA.

That’s All Folks!!That’s All Folks!!

Interdisciplinary Writing Unit Narrative & Informational Writing 4 th Grade By: Sheri Bashlor.

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