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READ 7140 OWA Summer 2009 3 rd Grade Narrative/Simulated Journal Social Studies Leaders of Democracy Dial, B. (2009).

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Presentation on theme: "READ 7140 OWA Summer 2009 3 rd Grade Narrative/Simulated Journal Social Studies Leaders of Democracy Dial, B. (2009)."— Presentation transcript:

1 READ 7140 OWA Summer 2009 3 rd Grade Narrative/Simulated Journal Social Studies Leaders of Democracy Dial, B. (2009).

2 Consists of teacher evaluation of student writing using an analytic scoring system covers four types of writing: narrative, informational, persuasive, and response to literature scoring system is analytic: more than one feature of a paper is evaluated assessed in four domains: Ideas, Organization, Style, and Conventions Dial, B. (2009).

3 no correct order for teaching the writing genres in a school year steps of the writing process should be taught throughout the year teachers should model the steps of the writing process it is essential that the assessment samples reflect what students can do independently Dial, B. (2009).


5 Directions: The teacher will write the following prompts on the board. Each child will pick one topic to write a narrative story. Students will be reminded that a story has a beginning, middle, and end. The story should have all the following: characters, a setting, problem, events, and solution. Students will be provided with wide-ruled paper and pencil. Prompt 1: Describe your favorite vacation or trip. Prompt 2: Describe the best day of your life. Dial, B. (2009).

6 hmm… Dial, B. (2009).

7 Instruction & Modeling whole group setting explain new concepts, give examples, and model what I expect the students to do all students receive all the information that needed to complete the assignment time management student management all students need to participate in the model Dial, B. (2009).

8 Assessment students will work independently students have the opportunity to reinforce skills and produce their new knowledge ensures that students produce their own ideas to their assigned topic allows the teacher to monitor students work and understanding of the assignment on an individual basis Dial, B. (2009).

9 Developmental: inclusion of every student on different developmental levels in whole group instruction will not have to be repeated and, if repeated, all students will benefit all students will face the teacher to ensure everyone can see any visual aids and hear what is being said Dial, B. (2009).

10 Developmental: the student with Attention Deficit Disorder and the student with a hearing impairment will be seated away from distractions such as computers and windows peer partnering will be implemented for scaffolding Dial, B. (2009).

11 Cultural & Linguistic three bilingual students will begin in a whole group setting with the other students every student receives the same learning opportunity will be sitting in different areas of the room so they can interact with and learn from others student with a speech impairment will not be affected during the prewriting stage Dial, B. (2009).

12 a story has a beginning, middle, and end includes a problem that becomes more complex as the story proceeds and finishes with the problem being resolved five elements that make up a narrative: plot, setting, characters, theme, and point of view Brooke Dial Dial, B. (2009).

13 Elements that make up a narrative: Plot: goal-based sequence of events that involves characters in conflict Setting: includes information such as a location, weather, time and time period Characters: people or personified animals who are involved in the story Theme: is the key meaning of a narrative Point of view: where the readers focus is drawn in order to gain a clear understanding of the story Dial, B. (2009).

14 first stage of the writing process four steps that need to be used in this stage: identifying the purpose of this writing activity choosing a topic selecting an audience gathering and organizing your thoughts Dial, B. (2009).



17 Developmental Needs: Gifted Students: two students who are gifted will be allowed to research more information regarding their topic and include any information they were able to find Hearing Impaired: sit facing the teacher during whole group instruction to ensure she can see any visual aids Dial, B. (2009).

18 Developmental Needs: Hearing impaired Cont.: will use a FM System and microphone to enhance the childs hearing will be seated away from windows or doors to minimize distraction Below Avg. in Reading/Writing: can be paired with a classmate who is functioning above average and readily grasped the concept to allow for further scaffolding Dial, B. (2009).

19 Developmental Needs: Student with ADD: will be seated away from areas that may cause distractions like computers and windows Dial, B. (2009).

20 Cultural & Linguistic: three students in the classroom who are bilingual encourage and reinforce verbal interactions with these students during whole group will be provided with a Spanish/English translation dictionary Dial, B. (2009).

21 Cultural & Linguistic: have had a chance to become familiar with the different types of culture because of work done on previous unit students have a peer partner and will be able to use their assistance as needed the student who has a speech impairment is not affected during this stage Dial, B. (2009).

22 Rough Draft Dial, B. (2009).

23 will use those thoughts and ideas from our graphic organizer to complete a draft a draft is simply getting all your ideas on paper do not have to worry about spelling, punctuation, or any other mechanical errors skip lines when writing Democracy Dial, B. (2009).


25 the teacher was Dial, B. (2009).

26 the third stage of the writing process you will explain and polish your ideas ask yourself, Does this make sense? the writer does their best to meet the readers needs by adding, deleting, substituting, and rearranging material Dial, B. (2009).

27 you will complete three steps in this part of the writing process: first reread your draft and make changes as you see necessary share your draft in a writing group revise your draft using the feedback from the writing group will use proofreader marks Dial, B. (2009).



30 4 th stage of the writing process put your writing into a final form before publishing Goal: to make your writing the best it can be for readers look back at your narrative and fix mechanical errors read word-by-word hunt for errors rather than read for meaning Mechanics - the accepted conventions of written standard English: spelling, punctuation, capitalization, etc. Dial, B. (2009).

31 For the practice activity, we will begin by reviewing the editing marks. I will provide the students with a practice sentences that have error. We will complete the editing marks together. Students will then practice independently using the assigned editing marks. After some time, we will go over the activity together. Students will come up to make corrections. Dial, B. (2009).



34 the final stage of the writing process the fun stage you will publish your individual report and share it with an appropriate audience begin by looking over your edited report for any missed mistake go to the computer lab to type your simulated journal in its final form Dial, B. (2009).

35 Steps: print off typed simulated journal glue your journal entry a piece of colored construction paper I will laminate all typed journal entries I will bind these with rings according to topic and display them in the class for everyone to read Dial, B. (2009).

36 When typing, remember: type Times New Roman 12 point font you need a title (larger font) your name on it double spaced Dial, B. (2009).


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