F ELICIA L OVE READ 4170 S UMMER ND G RADE WRITING UNIT

G RADE L EVEL : 2 ND G ENRE OF WRITING : N ARRATIVE W RITING F ORM : S IMULATED JOURNAL C ONTENT A REA C ONNECTION : S CIENCE L IFE C YCLE OF A NIMALS ( FROG )

G EORGIA WRITING ASSESSMENT 3 RD GRADE * Covers 4 types of writing: -Narrative -Informational -Persuasive -Response to literature * Three performance levels: -Does Not Meet -Meets -Exceeds

G EORGIA WRITING ASSESSMENT 3 RD GRADE C ONTINUED *Teacher uses a analytic scoring system (means that more than one feature or domain of a paper is evaluated.) * It is important to remember that samples must reflect what students can do independently.

P RE - ASSESSMENT PROMPT : *Materials: Paper and pencil *Prompt: “I want you to pick a person, someone you know, a famous athlete, or a hero. You are going to write what a day in the life of that person would be or look like. Make sure to include details that will allow someone else reading the story to feel as if they are that person too.”

G ROUPING A RRANGEMENTS : T EACHER ’ S NEEDS *Whole group instruction: -This will be done during direct instruction of all writing stages - This will cut down on repetition of information on the teacher’s part. * Individual work: -This will be done during assessments of the writing stages *Partner work: - This is be done during some of the whole group instruction and during the revising and editing stages.

G ROUPING A RRANGEMENTS : S TUDENT ’ S N EEDS *Development: More time will be given (if necessary) and key words/phrases will be given ahead of time to be placed on desk. *Culture: Pictures and visuals will be provided during all stages *Linguistic: Students will be paired with another student as well as given a Spanish/English dictionary to use at their desks.

A CCOMMODATIONS AND / OR MODIFICATIONS *Developmental: -More time will be given to complete graphic organizer (story map) -One on one time with the teacher will be given once the students have had time to get started on their G.O. (story map) *Cultural: -Students will be given pictures during the prewriting stage *Linguistic: -Any words or pieces of information that the students may have trouble with, they can write down and ask the teacher during their one on one time.

I NSTRUCTIONAL P ROCEDURE : G ENRE OF WRITING N ARRATIVE *character(s): Provide enough details that will help your reader feel as if they know him or her *problem: What is the main character doing or trying to solve *setting: Includes information such as time, location, weather, season, and time period *events: Events that take place in a specific order *conclusion/ending: As the story comes to an end the problem will be resolved

P REWRITING : P UT YOUR THINKING CAPS ON ! *During the first stage of the writing process students will: -choose a topic -consider the purpose -pick your audience -form (already chosen) -start to organize ideas by using graphic organizer.

I NSTRUCTIONAL P ROCEDURE : P REWRITING *Topic: Brainstorm a list of possible topics *Purpose: Ask yourself, “Why am I writing this?” *Audience: Ask yourself, “Who am I going to be writing to?” *Form: The kind of text you are writing (simulated journal) *Graphic organizer: story map for narrative

Frog Simulated Journal Story Map Character: * Who am I? *What is special about me? *What are my favorite things to do? *What do I like to eat? *What is my family like? Setting: *Where do I live or what type of home do I live in? *What is today’s date (when did the frog live)? *What is the weather like? *What does my house look like?

F ROG S IMULATED J OURNAL S TORY M AP C ONTINUED Beginning: *What did I have for breakfast or was I almost breakfast? *How did I get my breakfast? *What else did I do to get ready for the day? *What else is important about the beginning of my day?Middle: (Include your events for the day here) Event 1: Event 2: Details: Event 3: Event 4: Details:

F ROG S IMULATED J OURNAL S TORY M AP C ONTINUED Ending: *What did I do at the end of the day? *What did I do for dinner and how did I get it? *How did my day end? *What was special about my day? *If there was something that I could do over, if so what is it and how would I do it differently?

P REWRITING A SSESSMENT *Students will be paired with a partner of equal ability *Complete the same story map that was done as a class for the practice activity. *Students will use different names and descriptions than those used in practice activity. *Students will be given a check list to use as a guide.

S TUDENT C HECKLIST Don’t forget to…. 1. List setting information…. 2. List events…. 3. List characters…. 4. Give specific details about characters…. 5. Answered all or most questions from story map…. Ask yourself these questions: 6. Did events occur in order? 7. Is there enough supporting details? 8. Is there a clear problem? 9. Is there a clear resolution? 10. Did I stick to my topic throughout the story? 11. Did I reach the audience and keep them in mind?

P REWRITING RUBRIC

D RAFTING : P UT THOUGHTS INTO ACTION ! *During the second stage of the writing process students will: -take ideas from the graphic organizer and begin to put into complete thoughts to begin a rough draft or a “sloppy copy”

D RAFTING INSTRUCTIONAL P ROCEDURE In this stage, students will: * write on every other line *use the ideas from the graphic organizer to make complete sentences *remember that this is not the stage to worry about spelling, grammar, and other mistakes.

D RAFTING A SSESSMENT * Students will use their story maps to create a rough draft or a “sloppy copy.” * Students will turn ideas or pieces of information into complete sentences. * As they include the information from their story maps, students are able to add more details and other important information where needed.

D RAFTING S TUDENT C HECKLIST Don’t forget to…. 1. Write your name and other information on paper 2. Grab your audience’s attention 3. Skip lines (to make it easier go back and make corrections later on in the writing process.) Ask yourself these questions: 5. Did I take the information on my story map to make complete sentences? 6. Did I stay on topic? 7. Did I give events in the correct order? 8. Did I support events with plenty of details? 9. Did I end my story with a conclusion?

D RAFTING R UBRIC

R EVISING : R EFINE MY ROUGH DRAFT ! *In third stage of the writing process students will: -Reread story several times, as well as use peer revision -Read story out loud to self and to others -Uses feedback to make more revisions to story

R EVISING I NSTRUCTIONAL P ROCEDURES In this stage students will: * Not focus on spelling, grammar, and punctuation. *Refine ideas and details throughout paper. *Change, add, delete, and rearrange content in draft. *Read story out loud several times to themselves.

R EVISING A SSESSMENT * Students will revise their own rough drafts. *Students will add, delete, rearrange, details and events where needed. *Remind students not to focus on grammar, spelling, and punctuation. *Students will have a list of any questions that they would like to discuss ready before meeting with the teacher one on one.

R EVISING S TUDENT C HECKLIST Don’t forget to… 1. Clarify any confusing parts. 2. Omitt unnecessary parts. 3. Add details or more information where necessary. 4. Keep your audience and purpose in mind. 5. Check for point of view. 6. Use correct proofreading marks while revising. 7. Use peer feedback as a way to add to my story.

R EVISING R UBRIC

E DITING : P ROOFREAD, P ROOFREAD, P ROOFREAD ! * In fourth stage of the writing process students will: - take a break or set the story aside for a while - Proofread to locate any spelling, grammar, or punctuation errors. - Correct all errors using revising marks.

E DITING I NSTRUCTIONAL P ROCEDURES *In this stage the students will: - Proofread their rough draft several times, silently and out loud. (In a whisper voice) - Have a peer listen as they read along with the writer. -Correct any spelling, grammar, and punctuation errors as the students go along.

E DITING A SSESSMENT *Students will edit their own rough drafts. *They will pay close attention to grammar, spelling, and punctuation errors so that they will be corrected.

E DITING S TUDENT C HECKLIST Editor: (circle one) a. Self b. Peer c. Parent d. Writing Group e. Teacher Don’t forget to… 1. Use correct proofreading marks. 2. Correct all spelling, grammar, end punctuation errors. 3. Correct capitalization (beginning of sentences and proper nouns) errors where noted. 4. Correct any quotation errors where noted. 5. Have teacher take a final look over story before moving to the final stage.

E DITING RUBRIC

P UBLISHING : W HAT A PIECE OF WORK ! *In final stage of the writing process students will: -Publish their work -This can be done by binding, submitting into the school newsletter, or local newspaper. -Final pieces can be displayed around the school as well.

P UBLISHING I NSTRUCTIONAL P ROCEDURES *In this stage the students will: - rewrite the text in their best handwriting - not skip lines during the publishing stage - will use the last correct rough draft for this stage. - will have a completed text to show all their hard work!

P UBLISHING A SSESSMENT *Students will use their last corrected copy of their rough draft to “publish” their text. *Students will make sure to note all corrections that have been made to their final copy. *Students will not skip lines for this stage. *Teacher will provide time for one on one visit about final copy and the overall process.

P UBLISHING S TUDENT C HECKLIST Don’t forget to… 1. Write on every line. 2. Add all corrections and revisions from rough draft. 3. Indent before every paragraph. 4. Use your best handwriting. 5. Let someone (peer) listen to your final copy before meeting with the teacher one on one.

P UBLISHING R UBRIC

C ELEBRATE … YOUR STUDENTS HAVING FUN WITH THE WRITING PROCESS !!!