1 Interdisciplinary Writing Unit Amy E. Gilbert Valdosta State University READ 7140

2 Integrating Language Arts into Narrative Writing For Third Grade

3 Georgia Grade 3 Writing Assessment Stage 1 – The Emerging Writer Stage 2 – The Developing Writer Stage 3 – The Focusing Writer Stage 4 – The Experimenting Writer Stage 5 – The Engaging Writer Stage 6 – The Extending Writer

4 Georgia Grade 3 Writing Assessment All third grade students must participate, including students with disabilities and Limited English Proficiency.  Students with disabilities should participate in the Grade Three Writing Assessment unless alternate assessment plans are stipulated by their Individualized Education Plan.

5 Georgia Grade 3 Writing Assessment Teachers should collect and maintain samples of students’ writing throughout the school year. Holistic scoring is used for grade three. Based on:  Content  Personal expression  Surface features

6 The Writing Process Prewriting Drafting Revising Editing Publishing

7 How to Group… Think about where you are in the writing process Think about what best suits the mode of writing Think about the needs of the individual students

8 Ways to Group Whole group – all students get the same instruction, discussion is shared with entire class Small group/pairs – timid students may feel better about participation Individual – independent work, may be faster for some students

9 Grouping for Narrative Writing Prewriting and Drafting  Practice activity – whole group  Assessment activity - individual

10 Grouping for Narrative Writing Revising and Editing  Practice activity – whole group  Assessment activity - pairs

11 Grouping for Narrative Writing Publishing  Practice activity – whole group  Assessment activity – whole group

12 Pre-assessment Prompt Students are given minutes to write a story about something that happened to them over the summer  Or winter break  Or spring break

13 Prewriting Activities Practice activity  Complete story map about the entire class being shipwrecked on a island Assessment activity  Complete story map about being shipwrecked on an island alone

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15 Problem or Conflict:

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18 Name_____________________ Date__________________ Student Checklist for Prewriting ____ List title and author of story ____ Name the main character and list details about the character ____ Describe the setting of the story ____ State the problem in the story

19 ____ State events that occur in the story ____ First Event ____ Second Event ____ Third Event ____ Fourth Event ____ State the solution of the problem

20 Scoring Guide for Pre-Writing Stage of Narrative Writing for: Island of the Blue Dolphins

21 4 Exceeds the Standard 3 Meets the Standard 2 Making Progress Toward the Standard 1 Needs Improvement Title and AuthorLists both elements Lists one of the elements Does not list any elements Character Development Describes the main character with physical characteristics, actions of the character and thoughts of the character Describes the main character with physical characteristics and her actions Describes the main character with only physical characteristics Lists the main character’s name only

22 SettingDescribes the island with four or more details Describes the island with three details Describes the island with two details Knows that the setting is on an island Problem/ ConflictStates the problem of the story States the problem of the story vaguely Does not state the problem of the story EventsLists four or more events Lists three events Lists two events Lists one event SolutionStates solution of story, and lists what main character may have thought at the end of the story States the solution of the story Vaguely states the solution of the story Did not finish story

23 Drafting Activities Practice and assessment activities  Begin writing sentences  Have a beginning, middle, and end

24 Name___________________________ Date_______________ Student Checklist for Drafting ____ Include title and author of story ____ Name the main character and list details about the character in the introductory paragraph ____ Describe the setting of the story in the introductory paragraph ____ State the problem in the story in the introductory paragraph

25 ____ State events that occur in the story in the middle paragraph ____ First Event ____ Second Event ____ Third Event ____Fourth Event ____ State the solution of the problem in the concluding paragraph ____ Skips lines

26 Scoring Guide for Drafting Stage of Narrative Writing for: Island of the Blue Dolphins 4 Exceeds the Standard 3 Meets the Standard 2 Making Progress Toward the Standard 1 Needs Improvement Title and AuthorLists both elements Lists 1 of the elements Does not list any elements Character Development Describes the main character with physical characteristics, actions of the character, and thoughts of the character Describes the main character with physical characteristics and actions Describes the main character with only physical characteristics Lists the main character’s name only SettingDescribes the island with 4 or more details Describes the island with 3 details Describes the island with 2 details Knows that the setting is on an island

27 Does the introductory paragraph introduce the character, setting and problem of the story? Includes 3 elements Includes 2 elements Includes 1 or fewer elements Does the middle paragraph include the events in the story? Includes 4 events Includes 3 events Includes 2 events Includes 1 or fewer events Does the concluding paragraph state the ending of the story? States the ending of the story Partially states the ending of the story Does not state the ending of the story Skips LinesSkips linesDoes not skip lines Gilbert, A. (2006). Scoring guide, Valdosta, GA: Valdost State University, (READ 7140).

28 Revising Activities Revise for content  Use first three proofreader’s marks

29 Name_____________________________Date__________________ Revising Checklist _____ Does your story follow a logical sequence? _____ Does it have a beginning, middle, and end? _____ Did you add, delete or change any words _____ Did you use proofreader’s marks? _____ Does it capture the reader’s interest?

30 Scoring Guide for Revising Stage 3 Meets the Standard 2 Making progress towards standard 1 Needs improvement Follows a logical sequence Does not follow a logical sequence Has beginning, middle, and end Has 2 of the elements Has 1 or none of the elements Added, changed, deleted as needed Added, changed, and deleted as needed Made some corrections needed Made few or no corrections Uses proofreader’s marks to make changes Uses proofreader’s marks Makes changes, but does not use proofreader’s marks Does not make changes, does not use proofreader’s marks Gilbert, A. (2006). Revising checklist. Valdosta State University, GA. (READ 7140).

31 Editing Activities Edit for mechanical errors  Review grammar skills  Use additional mechanical marks

32 Name_____________________________Date____________________ Checklist for Editing Stage of Narrative Writing ____ Words spelled correctly ____ Proper capitalization ____ Correct punctuation ____ Commas ____ Periods ____ Apostrophes ____ Complete sentences ____ Used proofreader’s marks

33 Scoring Guide for Editing Stage of Narrative Writing 4 Exceeds the Standard 3 Meets the Standard 2 Progress Toward the Standard 1 Needs Improvement Words spelled correctly No misspelled words 3 or fewer misspelled words 6 or fewer misspelled words Has 7 or more misspelled words Uses proper capitalization Has no incorrect capitalization Has 2 or fewer capitalization errors Has 4 or fewer capitalization errors Has 5 or more capitalization errors Uses correct punctuation Has no punctuation errors Has 2 or fewer punctuation errors Has 4 or fewer punctuation errors Has 5 or more punctuation errors Complete sentences Writes in complete sentences Writes in mostly complete sentences Does not write in complete sentences Uses proofreader’s marks Uses some proofreader’s marks Does not use proofreader’s marks Gilbert, A. (2006). Editing scoring guide. Valdosta State University, GA. (READ 7140).

34 Publishing Activities Combine stories into book Invite parents

35 Name____________________________Date___________________ Checklist for Publishing Stage of Narrative Writing ____ Has name on paper ____ Used correct handwriting ____ Neat ____ Did not skip lines

36 Scoring Guide for Publishing Stage of Narrative Writing 4 Exceeds the Standard 3 Meets the Standard 2 Progress Toward the Standard 1 Needs Improveme nt Name on paper Has name on paper Does not have name on paper HandwritingUses correct handwriting Uses mostly correct handwriting Did not use correct handwriting NeatnessPaper is written neatly Paper is not written neatly Did not skip lines Skips lines Gilbert, A. (2006). Publishing scoring guide. Valdosta State University, GA. (READ 7140).

37 Accommodations/Modifications Visually impaired student Hearing impaired student Shy or timid students

38 Visually Impaired Sit close to screen or board Another student to help read things

39 Hearing Impaired Sit close to the teacher Teacher repeats what class members say

40 Shy or Timid When sharing aloud  Pairs first  Small group  Eventually in front of class/parents

41 Expository Writing for Third Grade Content Area Connection: Science

42 The Writing Process Prewriting Drafting Revising Editing Publishing

43 How to Group Think about where you are in the writing process Think about what best suits the mode of writing Think about the needs of the individual students

44 Ways to Group Whole group – all students get the same instruction, discussion is shared with entire class Small group/pairs – timid students may feel better about participation Individual – independent work, may be faster for some students

45 Grouping for Expository Writing Prewriting and Drafting  Practice activity – whole group  Assessment activity - individual

46 Grouping for Expository Writing Revising and Editing  Practice activity – whole group  Assessment activity - pairs

47 Grouping for Expository Writing Publishing  Whole group Make book Invite parents to school for “book review”

48 Pre-assessment Prompt for Expository Writing Write about one of the following:  Your home  Your neighborhood  The vehicle your mom/dad drives

49 Prewriting Activities Gather information on islands Practice activity  Fill out graphic organizer on Sapelo Island Assessment activity  Fill out graphic organizer on a different Georgia island

50 Name_______________________________Date__________________ Student Checklist for Prewriting: _____ Names the island and lists three points about the island _____ Point one _____ Point two _____ Point three _____ Gives details of the three points _____ Details for point one _____ Details for point two _____ Details for point three _____ Summarizes the text

51 Expository Graphic Organizer Name____________________________ Date_____________________ Introduction Point 1 Point 2 Point 3

52 Body Point 1___________________________________________________________ Details_________________________________________________________ _________________________________________________________________ Point 2___________________________________________________________ Details_________________________________________________________ _________________________________________________________________ Point 3___________________________________________________________ Details_________________________________________________________ _________________________________________________________________

53 Summary Gilbert, A. (2006). Expository graphic organizer. Valdosta State University, GA. (READ 7140).

54 Name_____________________________ Date__________________ Student Checklist for Expository Prewriting: _____ Names the island and lists three points about the island _____ Point one _____ Point two _____ Point three

55 _____ Gives details of the three points _____ Details for point one _____ Details for point two _____ Details for point three _____ Summarizes the text

56 Scoring Guide for Pre-Writing Stage of Expository Writing for: Georgia Islands 4 Exceeds the Standard 3 Meets the Standard 2 Making Progress Toward the Standard 1 Needs Improvement Names Island and lists 3 points about the island Names island and lists 3 points about the island Names island and lists 2 points about the island Lists the name of the island only Gives details on the 3 points Details are very well developed on all 3 points Details are well developed on 2 of the 3 points Gives vague details of 2 or 3 points or gives details on one point Does not give any details or does not have three points Summarizes the text Summarizes all points Summarizes 2 of the 3 points Summary is incomplete or nonexistent

57 Drafting Activities Practice activity  Sapelo Island  On board, whole group Assessment activity  Different island  At desks, independently

58 Name_____________________________Date___________________ Student Checklist for Drafting Stage ____ Names island and lists three points about island ____ Point one ____ Point two ____ Point three ____ Gives details about the three points ____ Details for point one ____ Details for point two ____ Details for point three ____ Summarizes the three points ____ Writes in sentences ____ Writes in an orderly sequence ____ Skips lines

59 Scoring Guide for Drafting Stage of Expository Writing for: Georgia Islands 4 Exceeds the Standard 3 Meets the Standard 2 Making Progress Towards Standard 1 Needs Improvement Names island and lists 3 points about the island Names the island and lists 2 points about the island Lists the name of the island only Gives details about the 3 points Details are well developed on all 3 points Details are well developed on 2 of 3 points Gives vague details on 2 of 3 points or gives details on one point Does not have any details Summarizes the 3points Gives a thorough summary of all 3 points Summarizes all 3 points Summarizes 2 of the 3 points or gives a vague summary Does not include a summary Writes in sentences Does not write in sentences Writes in an orderly sequence Does not write in an orderly sequence Skips lines Does not skip lines Gilbert, A. (2006). Scoring guide. Valdosta, GA: Valdosta State University, (READ 7140).

60 Revising Activities Review first three proofreader’s marks Practice activity  Couple of days later  Everyone revises Sapelo Island  Teacher at board, students at desk Assessment activity  In pairs, revise different island

61 Name_______________________________ Date__________________ Revising Checklist _____ Does your expository follow a logical sequence? _____ Does your expository have an introductory paragraph? _____ Does your expository have a body? _____ Does your expository have a conclusion? _____ Did you add, delete or change any words? _____ Did you use proofreader’s marks? _____ Does it capture the reader’s interest?

62 Scoring Guide for Revising Stage 3 Meets the Standard 2 Making progress towards standard 1 Needs improvement Follows a logical sequence Does not follow a logical sequence Has introductory paragraph, body and summary Has all 3 elements Has 2 of the elements Has 1 or none of the elements Uses proofreader’s marks to make changes Uses proofreader’s marks Makes changes, but does not use proofreader’s marks Does not make changes, does not use proofreader’s marks Gilbert, A. (2006). Revising scoring guide. Valdosta State University, GA. (READ 7140).

63 Editing Activities Review remaining proofreader’s marks Edit for mechanical errors Practice activity  Sapelo Island Assessment activity  Different Georgia Island

64 Name_____________________________Date____________________ Checklist for Editing Stage of Narrative Writing ____ Words spelled correctly ____ Proper capitalization ____ Correct punctuation ____ Commas ____ Periods ____ Apostrophes ____ Complete sentences ____ Used proofreader’s marks

65 Scoring Guide for Editing Stage of Expository Writing 4 Exceeds the Standard 3 Meets the Standard 2 Progress Toward the Standard 1 Needs Improvement Words spelled correctly No misspelled words 3 or fewer misspelled words 6 or fewer misspelled words Has 7 or more misspelled words Uses proper capitalization Has no incorrect capitalization Has 2 or fewer capitalization errors Has 4 or fewer capitalization errors Has 5 or more capitalization errors Uses correct punctuation Has no punctuation errors Has 2 or fewer punctuation errors Has 4 or fewer punctuation errors Has 5 or more punctuation errors Complete sentences Writes in complete sentences Writes in mostly complete sentences Does not write in complete sentences Uses proofreader’s marks Uses some proofreader’s marks Does not use proofreader’s marks Gilbert, A. (2006). Editing scoring guide. Valdosta State University, GA. (READ 7140).

66 Publishing Activities Draw picture of island, or something about island  i.e. type of wildlife, interesting business, etc. Picture on one side, expository on other Display in hallway outside of class

67 Name____________________________Date___________________ Checklist for Publishing Stage of Expository Writing ____ Has name on paper ____ Used correct handwriting ____ Neat ____ Did not skip lines ____ Has drawing

68 Scoring Guide for Publishing Stage of Expository Writing 4 Exceeds the Standard 3 Meets the Standard 2 Progress Toward the Standard 1 Needs Improveme nt Name on paper Has name on paper Does not have name on paper HandwritingUses correct handwriting Uses mostly correct handwriting Did not use correct handwriting NeatnessPaper is written neatly Paper is not written neatly Did not skip lines Skips lines DrawingHas drawing Does not have drawing Gilbert, A. (2006). Publishing scoring guide. Valdosta State University, GA. (READ 7140).

69 Accommodations/Modifications Visually impaired student Hearing impaired student Shy or timid students Unusual family circumstances

70 Visually Impaired Sit close to screen or board Another student to help read things

71 Hearing Impaired Sit close to teacher Teacher repeats what class members say

72 Shy or Timid When sharing aloud  Pairs first  Small group  Eventually in front of class/parents

73 Unusual Family Circumstances Death of parent or sibling Divorce of parents Moving  Just moved here  Moving somewhere else New sibling

74 All Spell Anxiety Be sympathetic Give extra class time to do work Allow time to see counselor

75 Cultural/Linguistic Modifications For ESOL students, pair with student who is fluent in English Encourage an appreciation for different cultures/backgrounds Non-standard English  Review grammar rules before each writing lesson  Model standard English in the classroom