Science Habitats of Georgia: coastal, marsh, mountain, & Piedmont

Georgia Writing Test – 3 rd Grade  Teacher evaluation  Four types of writing  Narrative  Informational  Persuasive  Response to Literature  Assessment samples selected from each genre  Writing opportunities provided throughout the year  Scored analytically in four domains  Ideas, organization, style & conventions  Each domain scored holistically Smith, Sarah READ 7140 May 2009

Georgia Writing Test – 3 rd Grade  Time Line  Writing process should be taught throughout the year  No set order to be taught  Can teach all genres throughout the year or each genre at a particular time  School system should develop a plan  Samples should demonstrate what student can apply independently  Assessment samples & rubrics passed to grade 4 teachers for instructional planning Smith, Sarah READ 7140 May 2009

Georgia Writing Test – 3 rd Grade Scoring Domains Ideas: Focused on topic Awareness of purpose Organization: Introduction, body, and conclusion Style: Word choice interesting Some technical language used Conventions: Command of usage and grammar conventions evident Minor errors do not distract from meaning Smith, Sarah READ 7140 May 2009

Pre-assessment Can learn what students know Can learn how students plan Can learn how students organize Helps in planning grouping Helps in planning accommodations Smith, Sarah READ 7140 May 2009

Pre-Assessment Materials  Topic sheet  Three sheets wide ruled notebook paper  Two sharpened pencils with erasers Smith, Sarah READ 7140 May 2009

Pre-Assessment Topic: Each morning when you wake up you begin your day. Write about a normal school day in your life. Include activities that you are involved in from the time you get up in the morning until you go to bed at night. You will have 35 minutes to complete your writing. Smith, Sarah READ 7140 May 2009

First stage of writing process Smith, Sarah READ 7140 May 2009

Prewriting Topic: Habitats of Georgia coastal, marsh, mountains, & Piedmont Form of writing: Essay Audience: Peers & family Purpose: To inform Smith, Sarah READ 7140 May 2009

Instructional Grouping (Teacher needs) Instruction/Modeling – Whole Group Instruction delivered to all students at one time Efficient & quick Student responses & participation can be monitored for scaffolding Practice – Whole Group Instruction delivered to all students at one time Efficient & quick Student responses & participation can be monitored for scaffolding Assessment – Individual Can determine who needs more scaffolding Can determine who needs advanced instruction Smith, Sarah READ 7140 May 2009

Grouping Options (Student needs) Developmental Needs Students functioning below average paired with students functioning above average Cultural or Linguistic Needs Student who speaks mostly Spanish will be paired with a student who is bilingual Smith, Sarah READ 7140 May 2009

Genre – Informational (Expository) Purpose – to inform Information is factual Facts should be from a non-biased source Five most common patterns used description, sequence, comparison, cause and effect, and problem and solution Smith, Sarah READ 7140 May 2009

Mode - Essay Consists of an introductory paragraph, three body paragraphs, and a closing paragraph Introductory paragraph Introduces the topic and gives supporting details Body paragraphs Introduce a point and provide supporting details Closing paragraph Restates the topic and subtopics to provide closure Smith, Sarah READ 7140 May 2009

Prewriting First stage of writing process – 70% of process is completed here Decide purpose for writing Entertain, inform, or persuade Choose audience Choose topic you are familiar with Choose form of writing (journal, essay, brochure, etc.) Gather ideas Use graphic organizer Use only words or phrases Smith, Sarah READ 7140 May 2009

Prewriting Accommodations and/or Modifications Differing stages of development Extra time given to students with developmental delays for completing graphic organizer Students performing above average required to provide three supporting details rather than two Differing Cultural and Linguistic Backgrounds A student who speaks mostly Spanish will be paired with one of the two students who are bilingual A Spanish/English dictionary will be provided Smith, Sarah READ 7140 May 2009

Drafting Stage Second stage of writing process The “rough draft” or “sloppy copy” Use graphic organizer to make complete sentences Concentrate on getting ideas on paper Not concerned with spelling, grammar, or punctuation Skip every other line Write only on one side of paper Arrows can be used to move text around Do not erase or worry about neatness Write “Rough Draft” at top of paper Smith, Sarah READ 7140 May 2009

Revising Stage Third stage of the writing process Refine and clarify – look for ways to “make it better” May add, substitute, delete, and move text around First, reread the rough draft Put question marks beside problem areas Share writing in your writing group – author must read his own writing Ask for help with problem areas Revise based on feedback using proofreaders’ marks Use different color of ink for revisions Provide feedback to others in writing group Smith, Sarah READ 7140 May 2009

Editing Stage Deals with conventions Spelling, capitalization, punctuation, sentence structure, word usage, & format Proofread Use editor’s marks Pair up with writing partner Sit side-by-side Writer reads – partner points to possible errors/changes Use different color of ink Smith, Sarah READ 7140 May 2009

Publishing Final stage of writing process Most fun stage Write final copy Publish in appropriate form (book form for classroom library) Sit in “author’s chair” and share Smith, Sarah READ 7140 May 2009

That’s all folks! Informational /Expository writing on Georgia habitats Smith, Sarah READ 7140 May 2009