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SUMMER 2008SUMMER 200822NDND GRADE WRITING UNIT GRADE WRITING UNIT

GRADE LEVEL: 2ND

GENRE OF WRITING: NARRATIVE WRITING

FORM: SIMULATED JOURNAL

CONTENT AREA CONNECTION:

SCIENCE LIFE CYCLE OF ANIMALS (FROG)

GEORGIA WRITING GEORGIA WRITING ASSESSMENTASSESSMENT

33RDRD GRADE GRADE

* Covers 4 types of writing:-Narrative-Informational-Persuasive-Response to literature

* Three performance levels:

-Does Not Meet-Meets-Exceeds

GEORGIA WRITING GEORGIA WRITING ASSESSMENTASSESSMENT

33RDRD GRADE CONTINUED GRADE CONTINUED

*Teacher uses a analytic scoring system (means that more than one feature or domain of a paper is evaluated.) * It is important to remember that samples must reflect what students can do independently.

PRE-ASSESSMENT PROMPT:PRE-ASSESSMENT PROMPT:

*Materials:Paper and pencil

*Prompt:“I want you to pick a person, someone you know, a famous athlete, or a hero. You are going to write what a day in the life of that person would be or look like. Make sure to include details that will allow someone else reading the story to feel as if they are that person too.”

GROUPING GROUPING ARRANGEMENTS:ARRANGEMENTS:TEACHER’S NEEDSTEACHER’S NEEDS

*Whole group instruction:-This will be done during direct instruction of all writing stages- This will cut down on

repetition of information on the teacher’s part. * Individual work:

-This will be done during assessments of the writing stages*Partner work:

-This is be done during some of the whole group instruction and during the revising and editing stages.

GROUPING GROUPING ARRANGEMENTS:ARRANGEMENTS:

STUDENT’S NEEDSSTUDENT’S NEEDS*Development:More time will be given (if necessary) and key words/phrases will be given ahead of time to be placed on desk.

*Culture:Pictures and visuals will be provided during all stages

*Linguistic:Students will be paired with another student as well as given a Spanish/English dictionary to use at their desks.

ACCOMMODATIONS AND ACCOMMODATIONS AND /OR MODIFICATIONS/OR MODIFICATIONS

*Developmental:-More time will be given to complete graphic organizer (story map)-One on one time with the teacher will be given once the students have had time to get started on their G.O. (story map)*Cultural:-Students will be given pictures during the prewriting stage*Linguistic:-Any words or pieces of information that the students may have trouble with, they can write down and ask the teacher during their one on one time.

INSTRUCTIONAL PROCEDURE:INSTRUCTIONAL PROCEDURE:GENRE OF WRITINGGENRE OF WRITING

NARRATIVENARRATIVE*character(s):Provide enough details that will help your reader feel as if they know him or her*problem:What is the main character doing or trying to solve*setting:Includes information such as time, location, weather, season, and time period*events:Events that take place in a specific order *conclusion/ending:As the story comes to an end the problem will be resolved

PREWRITING:PREWRITING:PUT YOUR THINKING CAPS ON!PUT YOUR THINKING CAPS ON!

*During the first stage of the writing process students will:

-choose a topic-consider the purpose-pick your audience -form (already chosen)-start to organize ideas by using graphic organizer.

INSTRUCTIONAL PROCEDURE:INSTRUCTIONAL PROCEDURE:PREWRITINGPREWRITING

*Topic: Brainstorm a list of possible topics

*Purpose: Ask yourself, “Why am I writing this?”

*Audience: Ask yourself, “Who am I going to be writing to?”

*Form: The kind of text you are writing (simulated journal)

*Graphic organizer: story map for narrative

Frog Simulated Journal Story Frog Simulated Journal Story MapMap

Character:Character:*Who am I? *What is special about me? *What are my favorite things to do? *What do I like to eat?*What is my family like?

Setting: Setting: *Where do I live or what type of home do I live in?*What is today’s date (when did the frog live)? *What is the weather like? *What does my house look like?

FROG SIMULATED JOURNAL FROG SIMULATED JOURNAL STORY MAP CONTINUEDSTORY MAP CONTINUED

Beginning:Beginning: *What did I have for breakfast or was I almost breakfast?*How did I get my breakfast? *What else did I do to get ready for the day? *What else is important about the beginning of my day?

Middle:Middle: (Include your events for the day here)

 Event 1: Event 2: Details: Details:   Event 3: Event 4: Details: Details:

FROG SIMULATED JOURNAL FROG SIMULATED JOURNAL STORY MAP CONTINUEDSTORY MAP CONTINUED

Ending:Ending: *What did I do at the end of the day? *What did I do for dinner and how did I get it? *How did my day end? *What was special about my day? *If there was something that I could do over, if so what is it and how would I do it differently?

PREWRITINGPREWRITINGASSESSMENTASSESSMENT

*Students will be paired with a partner of equal ability

*Complete the same story map that was done as a class for the practice activity.

*Students will use different names and descriptions than those used in practice activity.

*Students will be given a check list to use as a guide.

STUDENT CHECKLISTSTUDENT CHECKLISTDon’t forget to….

 

1. List setting information….

2. List events….

3. List characters….

4. Give specific details about characters….

5. Answered all or most questions from story map….

 

Ask yourself these questions: 6. Did events occur in order?

7. Is there enough supporting details? 

8. Is there a clear problem?

9. Is there a clear resolution?

10. Did I stick to my topic throughout the story?

11. Did I reach the audience and keep them in mind?

PREWRITING RUBRICPREWRITING RUBRIC Elements Exceeds Criteria

3

Meets Criteria 2

Partially meets Criteria

1

Does not meet Criteria

0 Characters A specific frog has been

chosen A name has been given 2-3 detailed sentences are written

A specific frog has been chosen A name has been given 1-2 detailed sentences are written

A specific frog has been chosen A name has not been given 0-1 detailed sentences are written

A specific frog has not been chosen A name has not been given No detailed sentences are written

Setting Has at least 3 or more setting parts

Has at least 2 setting parts

Has a least 1 setting part

Has no setting parts

Beginning

Answers at least 3 to 4 questions from story map

Answers at least 2 to 3 questions from story map

Answers at least 1 to 2 questions from story map

Does not answer any questions from story map

Middle Has 3-4 events included here

Has at least 2-3 events included here

Has at least 1-2 events included here

Does not have any events included here

Ending Answered all of questions from story map

Answered at least 2-3 questions from story map

Answered at least 1-2 questions from story map

Did not answer any questions from story map

Total:

Overall total:

DRAFTING:DRAFTING:PUT THOUGHTS INTO ACTION!PUT THOUGHTS INTO ACTION!

*During the second stage of the writing process students will:

-take ideas from the graphic organizer and begin to put into complete thoughts to begin a rough draft or a

“sloppy copy”

DRAFTING INSTRUCTIONAL DRAFTING INSTRUCTIONAL PROCEDUREPROCEDURE

In this stage, students will:* write on every other line*use the ideas from the

graphic organizer to make complete sentences

*remember that this is not the stage to worry about spelling, grammar, and other mistakes.

DRAFTING ASSESSMENTDRAFTING ASSESSMENT

* Students will use their story maps to create a rough draft or a “sloppy copy.”

* Students will turn ideas or pieces of information into complete sentences.

* As they include the information from their story maps, students are able to add more details and other important information where needed.

DRAFTING STUDENT DRAFTING STUDENT CHECKLISTCHECKLIST

Don’t forget to….1. Write your name and other information on paper2. Grab your audience’s attention3. Skip lines (to make it easier go back and make corrections later on in the writing process.)

Ask yourself these questions:5. Did I take the information on my story map to make complete sentences?6. Did I stay on topic?7. Did I give events in the correct order?8. Did I support events with plenty of details?9. Did I end my story with a conclusion?

DRAFTING RUBRICDRAFTING RUBRIC Exceeds

Standard 3

Meets Standard

2

Somewhat Meets Standard

1

Does not Meet Standard

0 graphic

organizer Used all ideas on graphic organizer and added to those ideas.

Used most ideas on graphic organizer.

Used some ideas on graphic organizer.

Did not appear to use the graphic organizer.

Skipped lines

Skipped lines Did not skip lines

Complete sentences

Always uses complete sentences.

1- 2 sentences are not complete.

3- 4 sentences are not complete.

No sentences are complete.

Paragraphs Made each event a new paragraph

Most events are new paragraphs

Some events are new paragraphs

No evidence of separate paragraphs.

Introduction/beginning

Introduces all characters, setting, and conflict with details.

I ntroduces all characters, setting, and conflict.

I ntroduces two of the following: characters, setting, and/or conflict.

I ntroduces one or none of the following: characters, setting, and/or conflict.

Middle Many or all events have descriptive details

Most events have descriptive details.

Some events have details.

Describes events using very little or no detail.

Conclusion/ end

Has a descriptive and logical ending to the story.

Has a logical ending to the story

Has an ending but reader is still wondering about some things.

Has no ending.

REVISING:REVISING:REFINE MY ROUGH DRAFT!REFINE MY ROUGH DRAFT!

*In third stage of the writing

process students will:

-Reread story several times, as

well as use peer revision

-Read story out loud to self and

to others

-Uses feedback to make more

revisions to story

REVISINGREVISINGINSTRUCTIONAL INSTRUCTIONAL

PROCEDURESPROCEDURESIn this stage students will:

* Not focus on spelling, grammar, and punctuation.*Refine ideas and details throughout paper.*Change, add, delete, and rearrange content in draft.*Read story out loud several times to themselves.

REVISINGREVISINGASSESSMENT ASSESSMENT

* Students will revise their own rough drafts.

*Students will add, delete, rearrange, details and events where needed.

*Remind students not to focus on grammar, spelling, and punctuation.

*Students will have a list of any questions that they would like to discuss ready before meeting with the teacher one on one.

REVISING STUDENT REVISING STUDENT CHECKLISTCHECKLIST

Don’t forget to…

1. Clarify any confusing parts.2. Omitt unnecessary parts.3. Add details or more information where necessary.4. Keep your audience and purpose in mind.5. Check for point of view.6. Use correct proofreading marks while revising.7. Use peer feedback as a way to add to my story.

REVISING RUBRICREVISING RUBRIC

Elements

Exceeds Criteria

3

Meets Criteria

2

Partially Meets Criteria

1

Does not Meet Standard

0

Added details Correctly added in all ideas and details where needed

Added in ideas and details where appropriate; more can be added

Added 1-2 ideas or details; more are needed

No details were added

Deleted details (if needed)

Deleted most ideas/details that were irrelevant or not needed

Somewhat or incorrectly deleted ideas/details; may have deleted important information

Shows no sign of details deleted where needed

Changed details (if needed)

Changed most ideas/details that needed to be changed

Somewhat or incorrectly changed ideas/details

Shows no sign of details being changed where needed

Rearranged details (if needed)

Rearranged most ideas/details that needed to be rearranged

Somewhat or incorrectly rearranged ideas/details

Shows no sign of details being rearranged where needed

Proofreader Marks

Correctly uses proofreader marks throughout draft

Uses correct proofreader marks in the majority of the draft

Somewhat or incorrectly uses proofreader marks

No proofreader marks were used

Total score:

EDITING:EDITING:PROOFREAD, PROOFREAD, PROOFREAD, PROOFREAD,

PROOFREAD!PROOFREAD!

*In fourth stage of the writing

process students will:- take a break or set the

story aside for a while-Proofread to locate any

spelling, grammar, or

punctuation errors.-Correct all errors using revising marks.

EDITINGEDITINGINSTRUCTIONAL INSTRUCTIONAL

PROCEDURESPROCEDURES

*In this stage the students will:- Proofread their rough draft several times, silently and

out loud. (In a whisper voice)- Have a peer listen as they

read along with the writer. -Correct any spelling,

grammar, and punctuation errors as the students go along.

EDITINGEDITINGASSESSMENT ASSESSMENT

*Students will edit their own rough drafts.

*They will pay close attention to grammar, spelling, and punctuation errors so that they will be corrected.

EDITING STUDENT EDITING STUDENT CHECKLISTCHECKLIST

Editor: (circle one) a. Self b. Peer c. Parent

d. Writing Group e. Teacher Don’t forget to…

1. Use correct proofreading marks. 2. Correct all spelling, grammar, end punctuation errors. 3. Correct capitalization (beginning of sentences and proper nouns) errors where noted.4. Correct any quotation errors where noted.5. Have teacher take a final look over story before moving to the final stage.

EDITING RUBRIC EDITING RUBRIC Elements Exceeds Criteria

3

Meets Criteria

2

Partially Meets Criteria

1

Does not meet Criteria 0

Spelling Corrects all spelling errors throughout the draft

Corrects most spelling errors throughout the draft

Corrects some spelling errors throughout the draft

Does not correct any spelling errors

Capitalization (Beginning of sentences and proper nouns)

Corrects all capitalization errors throughout the draft

Corrects most capitalization errors throughout the draft

Corrects some capitalization errors throughout the draft

Does not correct any capitalization errors

Punctuation (ending)

Corrects all punctuation errors throughout the draft

Corrects most punctuation errors throughout the draft

Corrects some punctuation errors throughout the draft

Does not correct any punctuation errors

Grammar Corrects all grammar errors throughout the draft

Corrects most grammar errors throughout the draft

Corrects some grammar errors throughout the draft

Does not correct any grammar errors

Proofreader Marks

Correctly uses proofreader marks throughout draft

Uses correct proofreader marks in the majority of the draft

Somewhat or incorrectly uses proofreader marks

Proofreader marks are not used

Total score:

PUBLISHING:PUBLISHING:WHAT A PIECE OF WORK!WHAT A PIECE OF WORK!

*In final stage of the writing process students will:

-Publish their work -This can be done by

binding, submitting into the school newsletter, or local newspaper.

-Final pieces can be displayed around the school as well.

PUBLISHINGPUBLISHINGINSTRUCTIONAL INSTRUCTIONAL PROCEDURES PROCEDURES

*In this stage the students will:- rewrite the text in their

best handwriting- not skip lines during the

publishing stage- will use the last correct

rough draft for this stage.- will have a completed text

to show all their hard work!

PUBLISHINGPUBLISHINGASSESSMENT ASSESSMENT

*Students will use their last corrected copy of their rough draft to “publish” their text.

*Students will make sure to note all corrections that have been made to their final copy.

*Students will not skip lines for this stage.

*Teacher will provide time for one on one visit about final copy and the overall process.

PUBLISHING STUDENT PUBLISHING STUDENT CHECKLISTCHECKLIST

Don’t forget to…

1. Write on every line.2. Add all corrections and revisions from rough draft.3. Indent before every paragraph.4. Use your best handwriting. 5. Let someone (peer) listen to your final copy before meeting with the teacher one on one.

PUBLISHING RUBRICPUBLISHING RUBRIC Elements Exceeds Criteria

3

Meets Criteria

2

Partially Meets Criteria 1

Does not meet Criteria

0

Organization Story is very well organized in a way that is easy to read and understand

Story is organized a easy to follow and understand

Story is somewhat organized, may be hard to understand or follow

Story is unorganized and unable to read or understand story

Punctuation 0-1 punctuation errors

2-4 punctuation errors * Must meet for

5-7 punctuation errors More than 7 punctuation errors

Spelling 0-1 spelling errors

2-4 spelling errors

5-7 spelling errors More than 7 spelling errors

Sentence Structure

No sentences fragments ; consists of a mixture of sentence structures

1-2 sentence fragments; consists somewhat of a mixture of sentence structures

3-5 sentence fragments; very few sentences vary in structure

More than 5 sentence fragments; all sentences are similar in structure

Handwriting

Is legible and can easily be read

Is not legible and cannot be read

CELEBRATE…YOUR STUDENTS HAVING FUN WITH THE WRITING

PROCESS!!!