Interdisciplinary Writing Unit Haley D. Livingston READ 7140 May 2006

Interdisciplinary Writing Unit 3 rd Grade Narrative

The Georgia Writing Assessment Grade Three: The writing assessment for grade three is based on teacher judgment of the developmental stage most representative of student writings collected throughout the year. Third grade teachers apply the same developmental scale and scoring guidelines used for the fifth grade writing assessment. The results are sent to the state.

Introduction to Unit Grade level: 3 rd Mode of writing: Narrative Content area integration: Science

Pre-Assessment Prompt “Stories can be written in the form of fiction, such as cartoons or in the form of non-fiction, such as real life experiences. I am going to pass out paper and pencils so you will need to clear your desks. I want you to sit up straight and put your thinking caps on tight. I have two story prompts. I will write both prompts on the board and read both of them to you two times. Then you are to pick one and write on that topic.” Prompt 1: Imagine that you have moved to a new neighborhood, write a story about meeting a new friend. Prompt 2: Write a story about what you did over the summer.

Pre-Assessment Rubric Candler, L. (n.d.) Writing evaluation. Retrieved May 13, 2006, from

Grouping Options Instructional Grouping: Whole group Practice Grouping: Collaborative pairs. Assessment Grouping: Individual

Mode: Narrative Form Purpose Components –setting, characters, problem, beginning, middle, end, and solution Audience

PrewritingPrewriting

Instructional Procedures Introduce writing process –Five stages Introduce prewriting stage –Brainstorm –Think of all components –Graphic organizer Modeling Practice Assessment

Regional 15. (n.d.) Narrative graphic organizer. Retrieved May 11, 2006 from

Livingston, H. D. (2006). Narrative pre-organizer. Unpublished manuscript, Valdosta State University, GA.

Assessment Graphic organizer –setting, at least 2 characters, problem, beginning and middle details, ending details, and solution. Use words or phrases Use prewriting checklist Graded using scoring guide

Livingston, H. D. (2006). Narrative prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA. Narrative Pre-Writing Scoring Guide Name:______________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 SettingIncludes more than 3 details/characteristics about the setting Includes at least 3 details/characteristics about the setting Includes at least 2 details/characteristics about the setting Includes at least 1 detail/characteristic about the setting CharactersLists and describes one main character and more than one supporting character Lists and describes one main character and at least one supporting character Lists and describes one main character Lists characters with no description Problem/Solutio n Includes problem and solution with many supporting details Includes problem and solution with supporting details Includes problem and solution with few supporting details Includes problem and solution with no supporting details EventsIncludes more than 3 events in main character’s life Includes at least 3 events in main character’s life Includes at least 2 events in main character’s life Includes at least 1 events in main character’s life PhrasesAll information is written in phrases. One to three pieces of information are not written in phrases. Four to five pieces of information are not written in phrases. More than five pieces of information are not written in phrases Graphic organizer structure All information is written in the correct place on the organizer. One or two pieces of information are written in the incorrect place. Three or four pieces of information are written in the wrong place. More than four pieces of information are written in the wrong place. Total

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs Pre-organizer

DraftingDrafting

Instructional Procedures Introduce drafting stage –Use graphic organizer –Phrases to sentences –Adding details –Spelling not important –Getting it down Modeling Practice Assessment

Use graphic organizer Skip lines All components included Use drafting checklist Graded using scoring guide

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs (same)

Livingston, H. D. (2006). Narrative drafting scoring guide, Unpublished manuscript, Valdosta State University, GA. Narrative Drafting Scoring Guide Name:______________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 Graphic Organizer Followed all phrases and details from organizer Followed most phrases and details from organizer Followed some phrases and details from organizer Did not follow organizer at all SpacingLeaves a blank line between every written line Leaves a blank line between most written lines Leaves a blank line between some written lines Leaves no blank lines between written lines SentencesAll paragraphs were written in complete sentences Most paragraphs were written in complete sentences Some paragraphs were written in complete sentences Few complete sentences throughout piece BeginningIntroduces all three (characters, setting, and problem) with details Introduces all three (characters, setting, and problem) Introduces only two (characters, setting, and problem) Introduces only one (characters, setting, and problem) MiddleDescribes events with many descriptive details Describes events with some descriptive details Lists events with few descriptive details Lists events with no descriptive detail EndProblem is solved with many details and all loose ends are tied (what happens to all characters) Problem is solved with some details and loose ends are tied (what happens to all characters) Problem is solved with few details but what happens to all characters? Problem is not solved Total

RevisingRevising

Instructional Procedures Introduce revising stage –Use rough draft –Read –Add and delete details –Rearrange sentences –Proofreaders’ Marks Modeling Practice Assessment

Make changes Partner revising Use revising checklist Graded using scoring guide

Livingston, H. D. (2006). Narrative revising scoring guide. Unpublished manuscript, Valdosta State University, GA. Narrative Revising Scoring Guide Name:______________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 Add and deleteAdds and deletes many details to make story more entertaining Adds and deletes some details to make story more entertaining Adds and deletes few details to make story more entertaining Does not add and delete and details to make story more interesting Proofreader’s marksAll revisions utilized the correct marks so intended revisions are clear Most revisions utilized the correct marks so that intended revisions are clear Some revisions utilized the correct marks so that intended revisions are clear Few revisions utilized the correct marks and intended revisions are not clear Written revisionsAll revisions are written above the original words and are easy to read Most revisions are written above the original words and are easy to read Some revisions are written above the original words and are not easy to read Few revisions are written above the original words and are not easy to read IntroductionFirst paragraph has a catchy beginning with descriptive details First paragraph has a catchy beginning First paragraph has a weak-catchy beginning First paragraph has no catchy beginning Focus on TopicAll story details are related to the topic Most story details are related to the topic Some story details are related to the topic Few story details are related to the topic OrganizationThe story is well organized. (one idea or scene follows another in a logical sequence) The story is mostly organized (one idea or scene follows another in a logical sequence) The story has some organization (some ideas or scenes are out of sequence) The story has little organization (most ideas or scenes are out of sequence) Creativity/Description s The story contains many creative details and/or descriptions that contribute to the reader’s enjoyment The story contains creative details and/or descriptions that contribute to reader’s enjoyment The story contains a few creative details and/or descriptions that contribute to the reader’s enjoyment There is little evidence of creativity in the story Total

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs (same) Teacher conference Before practice activity: –Mini-Lesson: subject-verb agreement, sentence structure, or writing in Standard English. (most needed)

EditingEditing

Instructional Procedures Introduce editing stage –Reread revised draft –Spelling –Capitalization –Punctuation –Proofreaders’ Marks Modeling Practice Assessment

Make changes Partner editing Use revising checklist Graded using scoring guide

Livingston, H. D. (2006). Narrative editing scoring guide. Unpublished manuscript, Valdosta State University, GA. Narrative Editing Scoring Guide Name:______________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 CorrectionsStudent reread entire paper more than once Student reread entire paper Student only read part of the paper. Student did not reread the paper. All changes utilized the correct marks so that intended changes are clear Most changes utilized the correct marks so that intended changes are clear Some changes utilized the correct marks so that intended changes are clear Few changes utilized the correct marks and intended changes are not clear SentencesAll sentences are complete Most sentences are complete Some sentences are complete Few sentences are complete SpellingNo spelling errorsOne to three spelling errors Four to five spelling errors More than five spelling errors PunctuationNo errors in punctuation One to two errors in punctuation Three to four errors in punctuation More than four errors in punctuation CapitalizationNo errors in capitalization One to two errors in capitalization Three to four errors in capitalization More than four errors in capitalization Total

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs (same) Teacher conference

PublishingPublishing

Instructional Procedures Introduce publishing stage –Reread edited draft –Rewrite edited draft Take your time Record all changes –Best handwriting (with illustrations) –Present to audience

Assessment Rereads Records all changes Complete sentences No errors Best handwriting Use publishing checklist Graded using scoring guide

Livingston, H. D. (2006). Narrative publishing scoring guide, Unpublished manuscript, Valdosta State University, GA. Narrative Publishing Scoring Guide Name:______________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 TitleTitle is very catchy and entices the reader to want to read the piece Title entices the reader to want to read the piece Title relates to story but is not catchy Title does not relate to story SentencesAll sentences are complete Most sentences are complete Some sentences are complete Few sentences are complete SpellingNo spelling errorsOne to three spelling errors Four to five spelling errors More than five spelling errors PunctuationNo errors in punctuation One to two errors in punctuation Three to four errors in punctuation More than four errors in punctuation CapitalizationNo errors in capitalization One to two errors in capitalization Three to four errors in capitalization More than four errors in capitalization NeatnessFinal paper uses legible handwriting and has been illustrated with great detail (or typed) Final paper uses legible handwriting and has been illustrated (or typed) Final paper uses somewhat legible handwriting and has been illustrated Final paper uses illegible handwriting and has not been illustrated PresentationRead story with a loud, clear, and expressive voice Read story with a loud and clear voice Read story with a clear voice but was not loud enough Did not read story with a clear voice and was not loud enough Total

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs (same)

Interdisciplinary Writing Unit 3 rd Grade Informational

The Georgia Writing Assessment Grade Three: The writing assessment for grade three is based on teacher judgment of the developmental stage most representative of student writings collected throughout the year. Third grade teachers apply the same developmental scale and scoring guidelines used for the fifth grade writing assessment. The results are sent to the state.

Introduction to Unit Grade level: 3 rd Mode of writing: Informational Content area integration: Science

Pre-Assessment Prompt Reports can only be written in the form of non- fiction such as real life facts. I am going to pass out paper and pencil so you will need to clear your desk. I want you to sit up straight and put your thinking caps on tight. I have a report prompt that I will read to you twice. After I have read it to you, you may begin. Prompt 1: Write down three topics that we have studied so far this year you would want to write about. Brainstorm facts about each and then choose one to write about. You must have at least ten sentences describing your topic.

Pre-Assessment Rubric Modified by H. Livingston: Candler, L. (n.d.) Writing evaluation. Retrieved May 13, 2006, from

Grouping Options Instructional Grouping: Whole group Practice Grouping: Collaborative pairs. Assessment Grouping: Individual

Mode: Informational Form Purpose Components –Introductory sentence, topic, three subtopics with three supporting details for each, and conclusion Audience

PrewritingPrewriting

Instructional Procedures Introduce writing process –Five stages Introduce prewriting stage –Brainstorm –Think of all components –Graphic organizer Modeling Practice Assessment

Informational graphic organizer. (n.d.) Retrieved May 22, 2006 from

Assessment Graphic organizer –Introductory sentence, topic, three subtopics with three supporting details for each, and conclusion Use words or phrases Use prewriting checklist Graded using scoring guide

Livingston, H. D. (2006). Informational prewriting scoring guide. Unpublished manuscript, Valdosta State University, GA. Informational Pre-Writing Scoring Guide Name:_________________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 TopicIncludes 1 topicIncludes no topic SubtopicIncludes more than 3 sub-topics Includes at least 3 sub- topics Includes at least 2 sub- topics Includes at least 1 sub- topics Subtopic 1Lists and describes more than 3 details Lists and describes at least 3 details Lists and describes at least 2 details Lists and describes at least 1 detail Subtopic 2Lists and describes more than 3 details Lists and describes at least 3 details Lists and describes at least 2 details Lists and describes at least 1 detail Subtopic 3Lists and describes more than 3 details Lists and describes at least 3 details Lists and describes at least 2 details Lists and describes at least 1 detail PhrasesAll information is written in phrases. One to three pieces of information are not written in phrases. Four to five pieces of information are not written in phrases. More than five pieces of information are not written in phrases Graphic organizer structure All information is written in the correct place on the organizer. One or two pieces of information are written in the incorrect place. Three or four pieces of information are written in the wrong place. More than four pieces of information are written in the wrong place. Total

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs (same) Students w/ learning disabilities – work in a small group with the teacher and complete the stage together.

DraftingDrafting

Instructional Procedures Introduce drafting stage –Use graphic organizer –Phrases to sentences –Adding details –Spelling not important –Getting it down Modeling Practice Assessment

Use graphic organizer Skip lines All components included Use drafting checklist Graded using scoring guide

Livingston, H. D. (2006). Informational drafting scoring guide. Unpublished manuscript, Valdosta State University, GA. Informational Drafting Scoring Guide Name:________________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 TitleIncludes titleIncludes no title SubtopicIncludes more than 3 sub-topics Includes at least 3 sub- topics Includes at least 2 sub- topics Includes at least 1 sub- topics Introductory Sentence Includes a very creative, catchy introductory sentence Includes a catchy introductory sentence Includes an introductory sentence Includes no introductory sentence Paragraph 1Lists one subtopic and describes more than 3 details Lists one subtopic and describes 3 details Lists one subtopic and describes 2 details Lists one subtopic and describes 1 detail Paragraph 2Lists one subtopic and describes more than 3 details Lists one subtopic and describes 3 details Lists one subtopic and describes 2 details Lists one subtopic and describes 1 detail Paragraph 3Lists one subtopic and describes more than 3 details Lists one subtopic and describes 3 details Lists one subtopic and describes 2 details Lists one subtopic and describes 1 detail Conclusion Sentence Includes creative conclusion sentence that wraps up report Includes conclusion sentence that wraps up report Includes vague conclusion sentence Includes no conclusion sentence Total

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs (same)

RevisingRevising

Instructional Procedures Introduce revising stage –Use rough draft –Reread –Add and delete details –Rearrange sentences –Proofreaders’ Marks Modeling Practice Assessment

Make changes Partner revising Use revising checklist Graded using scoring guide

Livingston, H. D. (2006). Informational revising scoring guide. Unpublished manuscript, Valdosta State University, GA. Informational Revising Scoring Guide Name:______________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 Add and deleteStudent reread entire report more than once Student reread entire report Student only read part of the report Student did not reread the report Proofreaders’ marksAll revisions utilized the correct marks so intended revisions are clear Most revisions utilized the correct marks so that intended revisions are clear Some revisions utilized the correct marks so that intended revisions are clear Few revisions utilized the correct marks and intended revisions are not clear Written revisionsAll revisions are written above the original words and are easy to read Most revisions are written above the original words and are easy to read Some revisions are written above the original words and are not easy to read Few revisions are written above the original words and are not easy to read IntroductionFirst paragraph has a catchy introductory sentence with descriptive details First paragraph has a catchy introductory sentence First paragraph has a weak catchy introductory sentence First paragraph has no catchy introductory sentence Focus on TopicAll facts/details are related to the topic Most facts/details are related to the topic Some facts/details are related to the topic Few facts/details are related to the topic OrganizationThe report is well organized. (one idea or detail follows another in a logical sequence) The report is mostly organized (one idea or detail follows another in a logical sequence) The report has some organization (some ideas or details are out of sequence) The story has little organization (most ideas or details are out of sequence) Creativity/Description s The report contains many creative details and/or descriptions that contribute to the reader’s enjoyment The report contains creative details and/or descriptions that contribute to reader’s enjoyment The report contains a few creative details and/or descriptions that contribute to the reader’s enjoyment There is little evidence of creativity in the report Total

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs (same) Teacher conference Before practice activity: –Mini-Lesson: subject-verb agreement, sentence structure, or writing in Standard English. (most needed)

EditingEditing

Instructional Procedures Introduce editing stage –Reread revised draft –Spelling –Capitalization –Punctuation –Proofreaders’ Marks Modeling Practice Assessment

Make changes Partner editing Use revising checklist Graded using scoring guide

Livingston, H. D. (2006). Informational editing scoring guide. Unpublished manuscript, Valdosta State University, GA. Informational Editing Scoring Guide Name:______________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 CorrectionsStudent reread entire report more than once Student reread entire report Student only read part of the report Student did not reread the report All changes utilized the correct marks so that intended changes are clear Most changes utilized the correct marks so that intended changes are clear Some changes utilized the correct marks so that intended changes are clear Few changes utilized the correct marks and intended changes are not clear SentencesAll sentences are complete Most sentences are complete Some sentences are complete Few sentences are complete SpellingNo spelling errorsOne to three spelling errors Four to five spelling errors More than five spelling errors PunctuationNo errors in punctuation One to two errors in punctuation Three to four errors in punctuation More than four errors in punctuation CapitalizationNo errors in capitalization One to two errors in capitalization Three to four errors in capitalization More than four errors in capitalization Total

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs (same) Teacher conference

PublishingPublishing

Instructional Procedures Introduce publishing stage –Reread edited draft –Rewrite edited draft Take your time Record all changes –Best handwriting (with illustrations) –Typed (with clipart) –Class book in library

Assessment Rereads Records all changes Complete sentences No errors Best handwriting / typed Use publishing checklist Graded using scoring guide

Livingston, H. D. (2006). Informational publishing scoring guide. Unpublished manuscript, Valdosta State University, GA. Informational Publishing Scoring Guide Name:______________________ Date:_______________________ Exceeds Standard (+1) Meets Standard 3 Somewhat Meets Standard 2 Does not meet standard 1 Introductory Sentence Introductory is very catchy and entices the reader to want to read the piece Introductory entices the reader to want to read the piece Title relates to story but is not catchy Title does not relate to story SentencesAll sentences are complete Most sentences are complete Some sentences are complete Few sentences are complete SpellingNo spelling errorsOne to three spelling errors Four to five spelling errors More than five spelling errors PunctuationNo errors in punctuation One to two errors in punctuation Three to four errors in punctuation More than four errors in punctuation CapitalizationNo errors in capitalization One to two errors in capitalization Three to four errors in capitalization More than four errors in capitalization NeatnessFinal paper uses legible handwriting and has been illustrated with great detail (or typed) Final paper uses legible handwriting and has been illustrated (or typed) Final paper uses somewhat legible handwriting and has been illustrated Final paper uses illegible handwriting and has not been illustrated PresentationRead report with a loud, clear, and expressive voice Read report with a loud and clear voice Read report with a clear voice but was not loud enough Did not read report with a clear voice and was not loud enough Total

Accommodations / Modifications Gifted pairs work independently Teacher appointed pairs (same)