1. Grade 3 Writing Unit Erin Roberts Deloach

2. Georgia Grade 3 Writing Assessment Samples evaluated by teacher using analytic scoring system 4 types of writing: –Narrative –Informational –Persuasive –Response to literature

3. Georgia Grade 3 Writing Assessment Writing samples must be assembled throughout year Scoring rubrics applied to all 4 genres Three performance levels: –Does Not Meet –Meets –Exceeds

4. Georgia Grade 3 Writing Assessment Assessed analytically in four domains: –Ideas –Organization –Style –Conventions

5. 3 rd Grade Writing Unit Genre of writing: Persuasive Content area connection: Science Form of persuasive writing: Three reason argument

6. Pre-assessment prompt Pre-assess students with persuasive writing prompt Hand out materials Give students prompt- “Write Mr. Ragan, our principal, a note explaining why we should have a swimming pool here at school.”

7. Grouping strategies Teacher’s Instructional Needs Whole group arrangement- desks in cooperative pairs Content presentations of genre, form of writing, and stage of writing Practice activities

8. Grouping strategies Teacher’s Instructional Needs Individual grouping arrangement Used during assessments

9. Grouping Strategies Students’ Instructional Needs Cultural- cooperative pairs with higher SES students for explanations Linguistic- cooperative pairs with other Spanish speaking students

10. Grouping Strategies Students’ Instructional Needs Developmental- Behavior disorders: individual priority seating Fine motor skill: cooperative pairs for letter modeling

11. Prewriting Instructional Procedures Explanation of Genre Function- convinces others of specific viewpoint Forms- letters, advertisements, posters, book reviews Appeals- logical, emotional, ethical Language devices and tactics- propaganda phrases

12. Prewriting Instructional Procedures Explanation of Form Three Reason Argument Begin with proposition Develop three reasons to support proposition Explain three reasons using facts or examples

13. Prewriting Instructional Procedures Explanation of Prewriting Getting ready to write Consider the function- convince others to care for the environment Choose a specific topic- reasons to care for the environment Consider the audience- students in the lower grades

14. Prewriting Instructional Procedures Explanation of Prewriting Choose a form- three reason argument Choose an appeal- ethical

15. Teacher Modeling Uses model to explain prewriting stage Demonstrates how graphic organizer is used to structure writing Demonstrates how to include phrases and keywords

16. Practice Activity Graphic organizer on Smartboard screen Practice topic- “Why the Oak tree grove on campus shouldn’t be made into a parking lot” Students supply reasons and supportive facts Instructor records suggestions on graphic organizer

17. Graphic Organizer Three reason argument graphic organizer found on Read Write Think website: http://readwritethink.org/materials/persuasion_ map/

18. Assessment Students complete individual copies of graphic organizer over topic- “Why you should care for the environment” Students check work with individual persuasive prewriting checklist Instructor assesses student work with prewriting scoring guide

21. Modifications/Accommodations of Instructional Methods Differing Stages of Development Higher stage of development: students will include a resolution in their three reason argument

22. Modifications/Accommodations of Instructional Methods Differing Stages of Development Lower stage of development: Instructor will provide proposition for whole class trade books about effects of pollution will be provided for content support

23. Modifications/Accommodations of Instructional Methods Differing Cultural Backgrounds Individual feedback Individual instruction/explanation Visual accuracy checks and immediate feedback

24. Modifications/Accommodations of Instructional Methods Differing Linguistic Backgrounds Circulation to individuals Students will be asked to discuss ideas verbally with instructor Instructor will record using appropriate phrases when needed

25. Drafting Instructional Procedures Explanation of Drafting Turning ideas into sentences Use phrases and structure of prewriting graphic organizer to write rough draft Skip every other line for editing and revision purposes Discuss with students how to turn phrases and keywords into sentences Don’t worry about misspellings and punctuation

26. Teacher Modeling Using model, instructor demonstrates how phrases are turned into sentences Demonstrates how paragraph is formed Demonstrates how to focus on content, not mechanics Demonstrates how to skip lines

27. Practice Activity Students use prewriting graphic organizer “Save the Oak Trees” to suggest structure and sentences Instructor elicits responses from students and records using Smartboard Models paragraph formation and how to skip lines Models transformation of phrases into sentences

28. Assessment for Drafting Stage Student reads work and uses drafting checklist Instructor uses scoring guide to assess completed drafts

31. Revising Instructional Procedures Explanation of Revising Students reread drafts Additions, changes, and deletions are emphasized Attention to rearrangement of writing Explanation of revision marks: caret and deletion

32. Teacher Modeling Instructor uses model to explain how make additions, deletions, and rearrangements Demonstrates how to use the caret and the deletion mark

33. Practice Activity Instructor/class reread paragraphs formed during the practice activity of the drafting stage Class makes suggestions for additions, changes, and deletions Instructor records revisions on Smartboard Copy is printed for students

34. Assessment for Revising Stage Students use checklist to make sure writing has been added to, rearranged, and deleted Instructor uses rubric to assess revision stage

37. Editing Instructional Procedures Explanation of Editing Students don’t see work for a period of time Proofreading is explained as a word-by- word reading Students learn particular categories of proofreading marks

38. Teacher Modeling Instructor uses model to demonstrate how to edit Demonstrates how to use proofreader marks to indicate changes in punctuation, capitalization, misspellings, and paragraph formation

39. Proofreader’s Marks GTO CalComp. (n.d.) Proofreader’s Marks. Retrieved May 22,2007, from the GTO CalComp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif

40. Practice Activity Instructor opens revised paragraph from previous practice activities on Smartboard Using shared writing, students give suggestions for punctuation changes Instructor records responses using proofreading marks Instructor prints copies for students

41. Assessment Activity for Editing Students edit writing Use checklist to ensure correctness Instructor uses scoring guide to assess editing effort

44. Publishing Instructional Procedures Explanation of Publishing Students create final form – typed or handwritten Add pictures, illustrations, or diagrams Students share published work with real audience

45. Teacher Modeling Instructor uses model to demonstrate the publishing stage Demonstrates how to illustrate or add diagrams to work Demonstrates how to share work with an audience

46. Practice Activity Instructor retypes final piece Class adds visual suggestions such as font, clipart, and size Instructor prints out copies for students Instructor gives final piece to the appropriate audience

47. Assessment Activity for Publishing Students type or rewrite individual work Students make work visually appealing Students use checklist Teacher uses rubric to assess the publishing stage of writing