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Interdisciplinary Writing Unit
Amy E. Gilbert
Valdosta State University
READ 7140
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Integrating Language Arts into Narrative Writing
For Third Grade
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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
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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.
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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
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The Writing Process
Prewriting Drafting Revising Editing Publishing
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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
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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
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Grouping for Narrative Writing Prewriting and Drafting
Practice activity – whole group
Assessment activity - individual
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Grouping for Narrative Writing Revising and Editing
Practice activity – whole group
Assessment activity - pairs
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Grouping for Narrative Writing Publishing
Practice activity – whole group
Assessment activity – whole group
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Pre-assessment Prompt
Students are given 15-20 minutes to write a story about something that happened to them over the summer Or winter break Or spring break
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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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Name______________________________ Date_____________________
STORY MAP
Title:
Author:
Main Character: Physical Characteristics: Actions: Thoughts:
Setting: Detail 1: Detail 2: Detail 3: Detail 4:
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Problem or Conflict:
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Event 1
Event 2
Event 3
Event 4
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Gilbert, A. (2006). Narrative story map. Valdosta State University, GA. (READ 7140).
Ending:
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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
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____ State events that occur in the story
____ First Event____ Second Event____ Third Event____ Fourth Event
____ State the solution of the problem
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Scoring Guide for Pre-Writing Stage of Narrative Writing for:
Island of the Blue Dolphins
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4Exceeds the
Standard
3Meets theStandard
2Making
Progress Toward theStandard
1Needs
Improvement
Title and Author Lists bothelements
Lists one of theelements
Does not listany elements
CharacterDevelopment
Describes themain characterwith physicalcharacteristics,actions of thecharacter andthoughts of thecharacter
Describes themain characterwith physicalcharacteristicsand her actions
Describes themain characterwith onlyphysicalcharacteristics
Lists the maincharacter’sname only
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Setting Describes the island with four or more details
Describes theisland withthree details
Describes theisland withtwo details
Knows thatthe setting ison an island
Problem/ Conflict States theproblem ofthe story
States theproblem ofthe storyvaguely
Does not statethe problemof the story
Events Lists four ormore events
Lists threeevents
Lists twoevents
Lists oneevent
Solution States solution ofstory, andlists what maincharacter mayhave thoughtat the end ofthe story
States thesolution of thestory
Vaguely statesthe solution ofthe story
Did not finishstory
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Drafting Activities
Practice and assessment activities
Begin writing sentences
Have a beginning, middle, and end
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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
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____ 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
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Scoring Guide for Drafting Stage of Narrative Writing for:Island of the Blue Dolphins
4Exceeds the
Standard
3Meets the Standard
2Making Progress
Toward the Standard
1Needs Improvement
Title and Author Lists 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
Setting Describes 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
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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 Lines Skips lines Does not skip lines
Gilbert, A. (2006). Scoring guide, Valdosta, GA: Valdost State University, (READ 7140).
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Revising Activities
Revise for content
Use first three proofreader’s marks
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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?
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Scoring Guide for Revising Stage
3 Meets the Standard
2Making progress towards standard
1 Needs
improvement
Follows a logical sequence
Follows a logical sequence
Does not follow a logical sequence
Has beginning, middle, and end
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).
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Editing Activities
Edit for mechanical errors
Review grammar skills Use additional mechanical marks
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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
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Scoring Guide for Editing Stage of Narrative Writing
4Exceeds 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 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).
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Publishing Activities
Combine stories into book
Invite parents
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Name____________________________ Date___________________
Checklist for Publishing Stage of Narrative Writing
____ Has name on paper____ Used correct handwriting____ Neat____ Did not skip lines
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Scoring Guide for Publishing Stage of Narrative Writing
4Exceeds
the Standard
3Meets the Standard
2Progress
Toward the Standard
1Needs
Improvement
Name on paper
Has name on paper
Does not have name on paper
Handwriting Uses correct handwriting
Uses mostly correct handwriting
Did not use correct handwriting
Neatness Paper is written neatly
Paper is not written neatly
Did not skip lines
Did not skip lines
Skips lines
Gilbert, A. (2006). Publishing scoring guide. Valdosta State University, GA. (READ 7140).
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Accommodations/Modifications Visually impaired student
Hearing impaired student
Shy or timid students
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Visually Impaired
Sit close to screen or board
Another student to help read things
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Hearing Impaired
Sit close to the teacher
Teacher repeats what class members say
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Shy or Timid
When sharing aloud Pairs first Small group Eventually in front of class/parents
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Expository Writing for Third Grade
Content Area Connection:
Science
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The Writing Process
Prewriting Drafting Revising Editing Publishing
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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
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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
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Grouping for Expository Writing Prewriting and Drafting
Practice activity – whole group
Assessment activity - individual
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Grouping for Expository Writing Revising and Editing
Practice activity – whole group
Assessment activity - pairs
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Grouping for Expository Writing Publishing
Whole group Make book Invite parents to school for “book review”
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Pre-assessment Prompt for ExpositoryWriting Write about one of the following:
Your home Your neighborhood The vehicle your mom/dad drives
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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
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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
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Expository Graphic OrganizerName____________________________
Date_____________________
Introduction
Point 1
Point 2
Point 3
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BodyPoint 1___________________________________________________________ Details_________________________________________________________
_________________________________________________________________
Point 2___________________________________________________________
Details_________________________________________________________
_________________________________________________________________
Point 3___________________________________________________________ Details_________________________________________________________
_________________________________________________________________
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Summary
Gilbert, A. (2006). Expository graphic organizer. Valdosta State University, GA. (READ 7140).
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Name_____________________________
Date__________________
Student Checklist for Expository Prewriting:
_____ Names the island and lists three points about the island
_____ Point one
_____ Point two
_____ Point three
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_____ Gives details of the three points
_____ Details for point one
_____ Details for point two
_____ Details for point three
_____ Summarizes the text
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Scoring Guide for Pre-Writing Stage of Expository Writing for:Georgia Islands
4Exceeds the
Standard
3Meets theStandard
2Making
ProgressToward theStandard
1Needs
Improvement
Names Islandand lists 3points aboutthe island
Names islandand lists 3points about theisland
Names island and lists 2points about theisland
Lists the nameof the islandonly
Gives detailson the 3points
Details are verywell developedon all 3points
Details are welldeveloped on2 of the 3points
Gives vaguedetails of 2 or3 points orgives details onone point
Does not giveany details ordoes not havethree points
Summarizesthe text
Summarizes allpoints
Summarizes2 of the 3points
Summary isincomplete ornonexistent
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Drafting Activities
Practice activity Sapelo Island On board, whole group
Assessment activity Different island At desks, independently
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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
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Scoring Guide for Drafting Stage of Expository Writing for: Georgia Islands
4Exceeds the
Standard
3Meets the Standard
2Making
Progress Towards Standard
1Needs
Improvement
Names island and lists 3 points about the island
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 Writes in sentences
Does not write in sentences
Writes in an orderly sequence
Writes in an orderly sequence
Does not write in an orderly sequence
Skips lines Skips lines Does not skip lines
Gilbert, A. (2006). Scoring guide. Valdosta, GA: Valdosta State University, (READ 7140).
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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
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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?
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Scoring Guide for Revising Stage
3 Meets the Standard
2Making
progress towards standard
1 Needs
improvement
Follows a logical sequence
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).
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Editing Activities
Review remaining proofreader’s marks Edit for mechanical errors
Practice activity Sapelo Island
Assessment activity Different Georgia Island
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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
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Scoring Guide for Editing Stage of Expository Writing
4Exceeds 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 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).
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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
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Name____________________________ Date___________________
Checklist for Publishing Stage of Expository Writing
____ Has name on paper____ Used correct handwriting____ Neat____ Did not skip lines____ Has drawing
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Scoring Guide for Publishing Stage of Expository Writing
4Exceeds
the Standard
3Meets the Standard
2Progress
Toward the Standard
1Needs
Improvement
Name on paper
Has name on paper
Does not have name on paper
Handwriting Uses correct handwriting
Uses mostly correct handwriting
Did not use correct handwriting
Neatness Paper is written neatly
Paper is not written neatly
Did not skip lines
Did not skip lines
Skips lines
Drawing Has drawing
Does not have drawing
Gilbert, A. (2006). Publishing scoring guide. Valdosta State University, GA. (READ 7140).
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Accommodations/Modifications Visually impaired student
Hearing impaired student
Shy or timid students
Unusual family circumstances
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Visually Impaired
Sit close to screen or board
Another student to help read things
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Hearing Impaired
Sit close to teacher
Teacher repeats what class members say
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Shy or Timid
When sharing aloud Pairs first Small group Eventually in front of class/parents
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Unusual Family Circumstances Death of parent or sibling Divorce of parents Moving
Just moved here Moving somewhere else
New sibling
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All Spell Anxiety
Be sympathetic
Give extra class time to do work
Allow time to see counselor
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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