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