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Interdisciplinary Narrative Writing Unit
By: Ty Sutz Grade 5 Narrative Writing Simulated Journal ELA Civil War
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Grade 5 GA Writing Assessment
utilizes ELA5W1, ELA5W2, and ELA5C1 test of narrative, informational and persuasive writing Scoring : ideas, organization, style, and conventions
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Grade 5 GA Writing Assessment Narrative Writing
recounts a story grounded in personal experience or the writer’s imagination uses a setting, characters, circumstances or events uses , a plot, point of view, and a sense of resolution employs flashback, foreshadowing, dialogue, tension, or suspense
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Grade 5 GA Writing Assessment Narrative Writing Student Checklist
Prepare Yourself to Write. Make Your Paper Meaningful. Make Your Paper Interesting to Read. Make Your Paper Easy to Read.
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-helps teacher determine student’s present level of performance
Pre-Assessment -helps teacher determine student’s present level of performance Choose a topic all students can write about. Pass out several sheets of paper and two sharpened pencils per student. Give students 30 minutes to write. Prompt given orally and in writing: You are a visitor to the Amazon Rainforest. Write a postcard to your friends in class explaining what you have learned about the people and creatures of the rainforest.
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Narrative Writing
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Narrative Writing… A story like in a book, movie, or play… Contains:
Setting Characters Problem or goal Key events Ending
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Instructional grouping during introduction and practice
Students’ Benefit Teacher interaction Attention focused Modeling Learn from each other Teacher’s Benefit Efficient use of time More time on task Scaffolding Equitable delivery of information
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Stage 1
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Prewriting 70% of writing process Utilizes graphic organizer
First stage 70% of writing process Utilizes graphic organizer Choose topic, gather & organize thoughts
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Pre-writing Graphic Organizer
STORY MAP 1 Beginning Topic Characters A day in the Civil War Setting
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Middle First… Next… Then…
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Ending Story Map #.6 Dr. Tonja Root’s ECED 4300 Website. Retrieved May 19, 2009 from
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Scoring Guide for Narrative Prewriting Stage
3: Met the PLO 2: Partially Met the PLO 1: Did Not Meet the PLO 0: Not Met Topic selection Well-defined topic Related appropriately to genre Somewhat too narrow or broad May need to make minor change to conform to genre Too narrow or too broad Not related to genre No attempt Story map Conforms to the function 3+ events Conclusion Somewhat conforms to the function 2 events May complete: Attempts made to conform to function Characters Lists 2+ characters Describes 2+ characters’ physical and personality traits Lists 1+ characters Describes 1-2 characters’ physical or personality traits No description included No characters listed Setting Describes 3 elements of setting Describes 2 elements of setting Describes 1 element of setting Setting not developed Problem Well-developed problem stated Clear problem stated Problem stated may not be related No problem Events 3+ events listed with details for each event 3+ events listed with details for 2 events 2 events listed Details not included 0-1 event listed Event 1 Relates to topic with three details Relates to topic with two details Relates to topic with one details Not related to topic Event 2 Event 3 Well-developed conclusion Developed but left reader hanging Conclusion attempted No conclusion Total points 3 x _______ = ______ points 2 x _______ = ______ points 1 x _______ = ______ points Developed by Root, T. (2006). Scoring guide for narrative prewriting stage. Valdosta, GA: Valdosta State University. Retrieved on May 18, 2009, from
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Accommodations Cultural Differences Proximity Body language
Verbal & written language Rephrasing Seating Translation dictionary Developmental differences Seating Rephrasing Repetition in verbal cues Prompting Extra assistance/practice
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Stage 2 Drafting
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Drafting 3+ body paragraphs w/ details
form IDEAS from graphic organizer F O C U S on content Catch readers attention w/ intro 3+ body paragraphs w/ details Conclusion sums up ideas F O C U S F O C U S
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4th Grade Rubric for Drafting
Area: Exceeds Meets Partially Meets Does Not Meet Introduction 3 or more characters with descriptive details were present in the introduction 4 or more parts of the setting with details was present in the introduction A problem with multiple supporting details was present in the introduction 2 characters with descriptive details were present in the introduction 3 parts of the setting with details were present in the introduction The problem with supporting details was listed in the introduction 1 character with descriptive details was present in the introduction 2 part of the setting with details was present in the introduction The problem was listed with no supporting details in the introduction 0 characters were present in the introduction 1 part or less of the setting was present in the introduction There was no problem listed in the introduction Body Body had 4 or more events with supporting details Body had 3 events with supporting details Body had 2 event with supporting details Body had 1 or no events with supporting details Events Listed 4 or more events Listed 4 or more supporting details for each event Listed 3 events Listed 3 supporting details for most events Listed 2 events Listed 1 to 2 supporting details for most events Listed 1 to 0 events Listed 0 supporting details for most events Conclusion Provided an end to the story Provided partial end to the story Did not provide an end to the story Sutz, T. (2009). Rubric for Drafting, unpublished rubric, Valdosta State University, Valdosta, Georgia.
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Stage 3 Revising
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Revising Meet reader’s needs Re-evaluate content Reread
Adding, deleting, changing, re-arranging Strategies: Selective expansion Author’s chair Writing groups
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Partially Meet Standard
Exceeded Standards Meets Standard Partially Meet Standard Standard Not Met Sentences Used complete sentences and complex sentence Used complete sentences. Used some sentences Mostly had phrases. Little to no sentences used. Paragraphs There is 1 beginning, 3 middle and 1 conclusion paragraph There is 1 beginning, 2 middle and 1 conclusion paragraph There is no clear beginning, middle, or conclusion paragraphs Revision Marks Used revision marks correctly to revise paper Used some revision marks correctly Attempted to use revision marks correctly No attempt to use revision marks Content Made correct changes to content to make reading flow, clear Changed content to improve clarity Changed content still lacks clarity Did not make any changes Revisions Rubric Sutz, T. (2009) Revision’s Rubric. Unpublished piece. Valdosta State University. Valdosta, GA Symbol Meaning Example Insert a word or punctuation little My brother fell , but he was hurt. not Delete …apples, cherries, carrots, and grapes. Re-arrange We bought some shoes. We went to the store. Revisions Marks Sutz, T. (2009) Revisions Marks. Unpublished piece. Valdosta State University. Valdosta, GA
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Stage 4 Editing
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Editing Set aside for a couple days Proofreading. Again and again.
Focus on mechanics: Spelling, capitalization, and punctuation. Use proofreader’s marks Peer editing/ teacher conferences
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Editing Rubric Category 4-Exceeds PLO 3-Meets PLO 2-Partially Meets PLO 1-Does Not Meet PLO 0-Does Not Meet PLO Spelling 0 errors in spelling 1-2 errors in spelling 3-4 errors in spelling 5 or more errors in spelling No attempt to correct spelling Punctuation Commas, apostrophes, ending punctuation 0-2 errors in punctuation 3-4 errors in punctuation 5-7 errors in punctuation 8 or more errors in punctuation No attempt to punctuate Capitalization Beginning of sentences, names, and proper nouns 0 errors in capitalization 1-2 errors in capitalization 3-4 errors in capitalization 5 or more errors in capitalization No attempt to capitalize Proofreader’s Marks 0 errors in use of proofreader’s marks. 1-4 errors in use of proofreader’s marks. 5 or more errors in proofreader’s marks. Did not properly use any proofreader’s marks. No attempt to use proofreader’s marks Sutz, T. (2009) Editing Rubric. Adapted from Dr. Root’s Web site
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Proofreader’s Marks
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Stage 5 publishing
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Publishing Sharing complete piece w/ others
Illustrations, displays, presentation Finest handwriting, or typed
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Partially Meets Standard
Narrative Publishing Scoring Guide Exceeds Standard Meets Standard Partially Meets Standard Does Not Meet Standard Ideas and Content -Includes a clearly presented central idea with relevant facts, supporting details, or explanations - Establishes a well developed idea/plot, and setting -Includes a central idea with mostly relevant facts, supporting details, or explanations - Establishes an idea/plot and setting limited facts, supporting details, and/or explanations • Establishes a weak idea/plot and setting -Includes a central idea but lacks related facts, supporting details, and/or explanations • Establishes no real idea/plot or setting Organization -Organizing structure that includes paragraphs - Engages reader creatively, relates significant events, and moves to a clear conclusion - Organizing structure that - Engages the reader, and moves to a conclusion -Organizing structure with very few paragraphs - Minimally developed sequence of events and fails to fully engage the reader or conclude story -Organization lacks paragraphing structure - Sequence of events is not present or confusing and fails to engage the reader or conclude story Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.
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Voice -Appropriate to topic, purpose, and audience - Engaging -Shows an awareness of Audience - Writing is somewhat engaging - inconsistent or Weak - Shows limited awareness of audience Little or no voice is evident - Awareness of audience or personal involvement is not evident Sentence Fluency Sentences flow - Sentence length, structure, and complexity is varied - Sentence structures are varied Sentences are fragmented, run-on or confusing limited in variety Sentences are incomplete and/or unclear Word Choice Uses dramatic descriptive language - Enables the reader to visualize the events or experiences Uses descriptive language - Enables the reader to Uses limited, repetitive word choice - Gives a visual picture - Does not give a visual picture Mechanics Contains few, if any, errors in mechanics that makes the writing easy to read and understand Contains some mechanical errors that do not interfere with the meaning Contains frequent mechanical errors that are noticeable and confuse the reader Contains many mechanical errors and the writing is difficult to follow Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.
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