Leaders of American Revolution 4 th Grade – Social Studies Narrative/Short Story Chassidy Altman 1

 Administered to...  assess writing instruction  evaluate student performance  guide teachers in future instructional decisions  Topics (one of three genres)  narrative  informational  persuasive

 Analytically scored in four domains:  Ideas or Conventions (40%)  Organization (20%)  Style (20%)  Conventions (20%)

IdeasOrganizationStyleConventions Controlling Idea/Focus Supporting Ideas Relevance of Detail Depth of Development Sense of Completeness Awareness of Genre Overall Plan Introduction/ Body/Conclusion Sequence of Ideas Grouping of Ideas Genre-Specific Strategies Transitions Word Choice Audience Awareness Voice Sentence Variety Strategies Appropriate to the Genre Sentence Formation (correctness; clarity of meaning; simple, compound, and complex sentences; end punctuation) Usage (subject-verb agreement; standard word forms; possessives; contractions; pronoun- antecedent agreement Mechanics (internal punctuation; spelling; paragraph breaks; capitalization) Components for Scoring

Perform assessment to determine what students know how to do Practice by choosing one of two topics Pretend you are teacher for the day. Describe your favorite day from this past summer. Remember to include a beginning, middle, and end.

SS4H4. The student will explain the causes, events, and results of the American Revolution. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.

1.Prewriting 2.Drafting 3.Revising 4.Editing 5.Publishing

Story that entertains reader Has beginning, middle, and end Original stories, personal narratives, retellings of stories, sequels to stories, scripts of stories Has five distinctive parts: plot setting characters theme point of view

Whole Group during instruction, modeling, and practice present instructions to all students at once, maximizing time on task immediate feedback is obtained provides scaffolding

Individual during assessment, to determine each student’s performance can monitor class and provide assistance one-on-one Partners when needed, peers can provide assistance to each other, allowing teacher to help others

Developmental Needs Students with learning disabilities are included in whole group Students assisted by peer partner when necessary Cultural/Linguistic Needs Bilingual students assigned peer partners Students with higher level writing skills assist them

The “get ready to write” stage Choose a topic ( Key persons of American Revolution) Consider the purpose (entertain) Determine the audience (peers, author) Choose a form (story) Complete Graphic Organizer (model) Brainstorm – gather and organize ideas Words and phrases, not sentences

Practice Activity Shared writing Choose person Complete graphic organizer Assessment Activity Complete graphic organizer independently Provide rubric and checklist

Differing Stages of Development Gifted students/higher level writers will develop four events instead of three Students with weaker writing skills, given extra time or can complete at home

Differing Cultural/Linguistic Backgrounds Provided Spanish/English Visual Dictionary Access to peer partners Visual impairment : larger font documents, optimal seating Hearing impairment : FM system, optimal seating

The “getting ideas onto paper” stage Label “rough draft” or “sloppy copy” Skip lines Write sentences and paragraphs from ideas on graphic organizer Focus on content, not mechanics Allow thoughts to flow onto paper Show and discuss model draft

Practice Activity Shared writing Complete draft of story using class graphic organizer Assessment Activity Complete own draft using graphic organizer independently Provide rubric and checklist

The “see again” stage Reread rough draft Focus is to make content better Clarify and refine ideas Add, delete, substitute, and rearrange Use proofreader’s marks Use different color ink for changes

Share in writing group Get and give feedback Write on your own paper! Show and discuss revising model of draft

Practice Activity Shared writing Revise class draft Focus on making content better Assessment Activity Revise own drafts Get and give feedback from peers Provide rubric and checklist

The “polishing” stage Come back to writing after a few days Prepare to put into final form Fix errors in mechanics Spelling Capitalization Punctuation Grammar

Proofread to find errors Use different color ink to correct mistakes Apply proofreader’s marks Show and discuss edited model draft

Introduce topic of mini-lesson Review rules Model correcting subject – verb agreement in example sentences Lead guided practice with whole group Examples written on board Students volunteer to correct them Independent Practice – Find Your Other Half Game

Practice Activity Guided practice Edit class draft Apply proofreader’s marks Assessment Activity Edit own drafts Use proofreader’s marks chart Provide rubric and checklist

The “sharing” stage Use appropriate form Include changes from revising and editing stages Share with appropriate audience Writer feels like real author Promotes confidence Show and discuss model published piece

Practice Activity Publish class draft Encourage best handwriting and neatness Assessment Activity Publish own drafts Provide rubric and checklist Share with classmates

The End!