grade 3 writing unit erin roberts deloach. georgia grade 3 writing assessment samples evaluated by...

Grade 3 Writing Unit

Erin Roberts Deloach

Georgia Grade 3 Writing Assessment

• Samples evaluated by teacher using analytic scoring system

• 4 types of writing:– Narrative– Informational– Persuasive– Response to literature

Georgia Grade 3 Writing Assessment

• Writing samples must be assembled throughout year

• Scoring rubrics applied to all 4 genres

• Three performance levels:– Does Not Meet– Meets– Exceeds

Georgia Grade 3 Writing Assessment

• Assessed analytically in four domains:– Ideas– Organization– Style– Conventions

3rd Grade Writing Unit

Genre of writing: Persuasive

Content area connection: Science

Form of persuasive writing: Three reason argument

Pre-assessment prompt

• Pre-assess students with persuasive writing prompt

• Hand out materials• Give students prompt-

“Write Mr. Ragan, our principal, a note explaining why we should have a swimming pool here at school.”

Grouping strategies

Teacher’s Instructional NeedsWhole group arrangement- desks

in cooperative pairs• Content presentations of genre, form

of writing, and stage of writing• Practice activities

Grouping strategies

Teacher’s Instructional Needs

Individual grouping arrangement

• Used during assessments

Grouping Strategies

Students’ Instructional NeedsCultural- cooperative pairs with higher

SES students for explanations

Linguistic- cooperative pairs with other Spanish speaking students

Grouping Strategies

Students’ Instructional Needs

Developmental-Behavior disorders: individual priority seatingFine motor skill: cooperative pairs for letter modeling

Prewriting Instructional ProceduresExplanation of Genre

• Function- convinces others of specific viewpoint

• Forms- letters, advertisements, posters, book reviews

• Appeals- logical, emotional, ethical• Language devices and tactics-

propaganda phrases

Prewriting Instructional ProceduresExplanation of Form

Three Reason Argument

• Begin with proposition• Develop three reasons to support

proposition• Explain three reasons using facts or

examples

Prewriting Instructional ProceduresExplanation of Prewriting

Getting ready to write

• Consider the function- convince others to care for the environment

• Choose a specific topic- reasons to care for the environment

• Consider the audience- students in the lower grades

Prewriting Instructional ProceduresExplanation of Prewriting

• Choose a form- three reason argument

• Choose an appeal- ethical

Teacher Modeling

• Uses model to explain prewriting stage

• Demonstrates how graphic organizer is used to structure writing

• Demonstrates how to include phrases and keywords

Practice Activity

• Graphic organizer on Smartboard screen

• Practice topic- “Why the Oak tree grove on campus shouldn’t be made into a parking lot”

• Students supply reasons and supportive facts

• Instructor records suggestions on graphic organizer

Graphic Organizer

Three reason argument graphic organizer found on Read Write Think website:

http://readwritethink.org/materials/persuasion_map/

Assessment

• Students complete individual copies of graphic organizer over topic- “Why you should care for the environment”

• Students check work with individual persuasive prewriting checklist

• Instructor assesses student work with prewriting scoring guide

Modifications/Accommodations of Instructional Methods

Differing Stages of Development

Higher stage of development:

• students will include a resolution in their three reason argument

Modifications/Accommodations of Instructional Methods

Differing Stages of Development

Lower stage of development:• Instructor will provide proposition for wholeclass • trade books about effects of pollution will beprovided for content support

Modifications/Accommodations of Instructional Methods

Differing Cultural Backgrounds

• Individual feedback • Individual instruction/explanation• Visual accuracy checks and

immediate feedback

Modifications/Accommodations of Instructional Methods

Differing Linguistic Backgrounds

• Circulation to individuals• Students will be asked to discuss

ideas verbally with instructor• Instructor will record using

appropriate phrases when needed

Drafting Instructional ProceduresExplanation of Drafting

Turning ideas into sentences• Use phrases and structure of prewriting

graphic organizer to write rough draft• Skip every other line for editing and

revision purposes• Discuss with students how to turn

phrases and keywords into sentences• Don’t worry about misspellings and

punctuation

Teacher Modeling

• Using model, instructor demonstrates how phrases are turned into sentences

• Demonstrates how paragraph is formed• Demonstrates how to focus on content,

not mechanics• Demonstrates how to skip lines

Practice Activity

• Students use prewriting graphic organizer “Save the Oak Trees” to suggest structure and sentences

• Instructor elicits responses from students and records using Smartboard

• Models paragraph formation and how to skip lines

• Models transformation of phrases into sentences

Assessment for Drafting Stage

• Student reads work and uses drafting checklist

• Instructor uses scoring guide to assess completed drafts

Revising Instructional ProceduresExplanation of Revising

• Students reread drafts• Additions, changes, and deletions are

emphasized• Attention to rearrangement of writing• Explanation of revision marks: caret

and deletion

Teacher Modeling

• Instructor uses model to explain how make additions, deletions, and rearrangements

• Demonstrates how to use the caret and the deletion mark

Practice Activity

• Instructor/class reread paragraphs formed during the practice activity of the drafting stage

• Class makes suggestions for additions, changes, and deletions

• Instructor records revisions on Smartboard

• Copy is printed for students

Assessment for Revising Stage

• Students use checklist to make sure writing has been added to, rearranged, and deleted

• Instructor uses rubric to assess revision stage

Editing Instructional ProceduresExplanation of Editing

• Students don’t see work for a period of time

• Proofreading is explained as a word-by-word reading

• Students learn particular categories of proofreading marks

Teacher Modeling

• Instructor uses model to demonstrate how to edit

• Demonstrates how to use proofreader marks to indicate changes in punctuation, capitalization, misspellings, and paragraph formation

Proofreader’s Marks

GTO CalComp. (n.d.) Proofreader’s Marks. Retrieved May 22,2007, from the GTO CalComp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif

Practice Activity

• Instructor opens revised paragraph from previous practice activities on Smartboard

• Using shared writing, students give suggestions for punctuation changes

• Instructor records responses using proofreading marks

• Instructor prints copies for students

Assessment Activity for Editing

• Students edit writing • Use checklist to ensure correctness• Instructor uses scoring guide to

assess editing effort

Publishing Instructional ProceduresExplanation of Publishing

• Students create final form – typed or handwritten

• Add pictures, illustrations, or diagrams• Students share published work with real

audience

Teacher Modeling

• Instructor uses model to demonstrate the publishing stage

• Demonstrates how to illustrate or add diagrams to work

• Demonstrates how to share work with an audience

Practice Activity

• Instructor retypes final piece• Class adds visual suggestions such as

font, clipart, and size• Instructor prints out copies for

students• Instructor gives final piece to the

appropriate audience

Assessment Activity for Publishing

• Students type or rewrite individual work

• Students make work visually appealing

• Students use checklist • Teacher uses rubric to assess the

publishing stage of writing