WRITING UNITKATIE WALLER

Grade Level: Second GradeGenre: Expository Writing Content: Social Studies

GEORGIA WRITING ASSESSMENT

3RD GRADE Will be evaluated by teachers using analytic

scoring system 4 types of writing will be scored

Narrative Response to Literature Persuasive Informational (Expository)

Collect samples throughout the year to score Levels of Scoring

Exceeds Meets Does Not Meet

PRE-ASSESSMENT PROMPTS The student will be given a blank sheet

of white paper and lined paper. The blank will be for ideas and lined will be for writing copy.

They will have 40 minutes to write an expository writing about the day in the life of the principal.

This will be a newspaper article to inform the community about what the Principal does during a regular day!

PREWRITING

GROUPING STRATEGIES: TEACHER’S INSTRUCTIONAL NEEDS Whole Group Instruction

Students will respond to questions and ask any questions they may have

Teacher will monitor progress and time on task

Use of scaffolding to help the student progress on their own

Independent PracticeCompleting the story map using the

guide of the teacher

GROUPING STRATEGIESBASED ON STUDENTS NEEDS Cultural Issues

2 Hispanic students seated next to advanced English students

Both students are aware they may have whisper questions and answers

The questions should deal with the content that the Hispanic students do not understand due to cultural differences

Ask neighbor before asking the teacher

GROUPING STRATEGIESBASED ON STUDENTS NEEDS Developmental Delayed

Spelling Barrier Seated next to partner who is an

excellent writer and readerBoth students are aware that they

may use whisper conversation to help any major spelling issue

The student can read his writing to the teacher if there is any difficulty with being able to evaluate his work

GROUPING STRATEGIESBASED ON STUDENTS NEEDS

Linguistic IssuesBilingual Hispanic studentNo real effect on learningSeated – by student who clearly

grasps instructions and is an advanced student

Both are aware they can have whisper conversations if needed to help clear up any confusion the student may have

INSTRUCTIONAL PROCEDURES Explanation of Prewriting

Getting Ready to WriteWe have chosen the from – Expository Need to have a clear audience and

purpose in order to inform the bestCommunicate our information through

a newspaper articleTo get all of our thoughts and ideas on

to paper we will use a Graphic Organizer

Planning for a Newspaper Article: “So You Want to be President?”Name______________________________ Date___________________Title of Article_______________________________________________

Introduction:

Who:_________________________________________________________ What:________________________________________________________________________________________________________________________________________________________________________________________ When:_________________________________________________________ Where: ________________________________________________________ Why:_______________________________________________________________________________________________________________________________________________________________________________________

Body:

First, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Next, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Finally, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion: (Reflect on Entire Event)_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PRACTICE ACTIVITY Student will participate with the

teacher in an interactive writing activity.

The class will complete a graphic organizer together on chart paper and students will come up and write on the graphic organizer

The practice topic will be “So You Want to be Governor”

ASSESSMENT ACTIVITY

Complete graphic organizer individual on the topic of “So You Want to be President”

The students will use a checklist to go along with the graphic organizer to ensure they have completed all necessary

The students work will be assessed using a scoring guide for Expository-prewriting

Planning for a Newspaper Article: “So You Want to be President?”

Expository- Prewriting ChecklistName_________________________________ Date_______________________Title of Article______________________________________________

•_______ Did I write who this is about?

•_______ Did I write what this is about?

•_______ Did I write when this took place?

•_______ Did I write where this took place?

•_______ Did I write why I am writing this? (the purpose)

•_______ Did I write what must happen first to become President and include 2 details?

•_______ Did I write what must happen next to become President and include 2 details?

•_______ Did I write what the last step to becoming President is and include 2 details?

•_______ Did I write a clear conclusion summing up the process of becoming President of the United States?

Met Standard3

Partially Met2

Did Not Meet1

Introduction:Who

Cleary introduced who the article was about

Did not fully introduce who the article was about

Did not introduce who the article was about

Introduction:What

Cleary introduced what the article was about

Did not fully introduce what the article was about

Did not introduce what the article was about

Introduction:When

Cleary introduced when the article took place

Did not fully introduce when the article took place

Did not introduce when the article was about

Introduction:Where

Cleary introduced where the article took place

Did not fully introduce where the article took place

Did not introduce where the article took place

Introduction:Why

Cleary introduced why this article was written

Did not fully introduce why the article was written

Did not introduce why the article was written

Body:First Part

Clearly stated the first step to becoming President & 2 details

Did not clearly state the first step to becoming President & 2 details

Did not state the first step to becoming President & 2 details

Body:Next Part

Clearly stated the next step to becoming President & 2 details

Did not clearly state the next step to becoming President & 2 details

Did not state the next step to becoming President & 2 details

Body:Final Part

Clearly stated the final step to becoming President & 2 details

Did not clearly state the final step to becoming President & 2 details

Did not clearly state the final step to becoming President & 2 details

Ending:Conclusion

Had a clear conclusion that summed up the entire article

Did not have a clear conclusion that summed up the entire article

Did not have a conclusion

ACCOMMODATIONS/MODIFICATIONS

Developmental IssuesSpelling Delayed

Clear Model of ExpectationsSeated next to excellent reader and writer

Allowed to have whisper conversations with neighbor

Reads papers to peers or teacher if spelling of words are un-readable

ACCOMMODATIONS/MODIFICATIONS

Linguistic IssuesHispanic Students (1 Bilingual)

Seated next to advanced students in reading and writing and understand and grasp instructions well

Are allowed to have whisper conversations with neighbor when help is needed

Cultural IssuesFrom Cuba

Discuss different leaders among different areas of the world

DRAFTING

INSTRUCTIONAL PROCEDURES Use the completed graphic organizer

to create a rough draft Skip Lines- as a reminder place a “X”

on every other line Remember spelling and punctuation is

not important at this stage Create complete thoughts into full

sentences and paragraphs Get your thoughts on paper

INSTRUCTIONAL PROCEDURES:PRACTICE ACTIVITY

Create a classroom draft using the classroom created graphic organizer

We will skip linesCreate full sentences using the

graphic organizer as a guideThe teacher will write all of the

students ideas as they share

ASSESSMENT FOR DRAFTING Students will write their own individual

draft using their completed graphic organizers

They will use a checklist to be sure they included all necessary aspects in the rough draft

The teacher will use a scoring guide to evaluate their rough draft

They will be reminded to skip lines and include all parts on the graphic organizer

Planning for a Newspaper Article: “So You Want to be President?”Expository- Drafting Checklist

Name_________________________________________ Date_______________________

Title of Article______________________________________________

•1_______ Did I skip lines?

•2_______ Did I describe the 5W’s in the introduction?

•3_______ Did I describe the first step to becoming President with at least 2 details?

•4_______ Did I describe the next step to becoming President with at least 2 details?

•5_______ Did I describe the final step to becoming President with at least 2 details?

•6_______ Did I have a clear conclusion that summed up what the newspaper article was about?

•7_______ Did I read over my newspaper article after writing?

Met Standard3

Partially Met2

Did Not Meet1

Introduction:Who

Cleary introduced who the article was about

Did not fully introduce who the article was about

Did not introduce who the article was about

Introduction:What

Cleary introduced what the article was about

Did not fully introduce what the article was about

Did not introduce what the article was about

Introduction:When

Cleary introduced when the article took place

Did not fully introduce when the article took place

Did not introduce when the article was about

Introduction:Where

Cleary introduced where the article took place

Did not fully introduce where the article took place

Did not introduce where the article took place

Introduction:Why

Cleary introduced why this article was written

Did not fully introduce why the article was written

Did not introduce why the article was written

Body:First Part

Clearly stated the first step to becoming President & 2 details

Did not clearly state the first step to becoming President & 2 details

Did not state the first step to becoming President & 2 details

Body:Next Part

Clearly stated the next step to becoming President & 2 details

Did not clearly state the next step to becoming President & 2 details

Did not state the next step to becoming President & 2 details

Body:Final Part

Clearly stated the final step to becoming President & 2 details

Did not clearly state the final step to becoming President & 2 details

Did not clearly state the final step to becoming President & 2 details

Ending:Conclusion

Had a clear conclusion that summed up the entire article

Did not have a clear conclusion that summed up the entire article

Did not have a conclusion

REVISING

INSTRUCTIONAL PROCEDURES Students will follow these steps:

Writer Reads their draft to partnerListener Complements the writers writingWriter Asks questionsListener Answers writers questions

Students will mark on their own writing to add, change, delete, remove, and rearrange where necessary

ASSESSMENT FOR REVISING Students will read over and edit their drafts

on their own Students will then work in pairs to do more

editing listening to others advice Students will:

Add Delete Rearrange Remove

The student will use their check list to help!

CHECKLIST FOR REVISING

1.______ Did I read my newspaper article? 2.______ Did my partner listen to me read? 3.______ Did I listen to my listener give complements? 4.______ Did I ask questions to my listener? 5.______ Did I listen to my listeners answers? 6.______ Did I stay on topic? 7.______ Did I use details to support my topic? 8.______ Did I include all 5 W’s in my introduction? 8.______ Did I remove unnecessary information? 9.______ Did I add information where needed? 10.______ Did I delete inf ormation were necessary? 11._____ Did I rearrange information when necessary?

RUBRIC FOR REVISING

Met Standard

3 Partially Met

2 Did Not Meet

1

Read to Partner Yes No

Listen to Partner give complements

Yes No

Ask ?’s to my Listener

Yes No

Stay on topic Cleary stayed on topic Did not f ully stay on topic

Did not stay on topic

I nclude 5W’s in I ntroduction

Clearly stated 5W’s in introduction

Did not clearly state all 5W’s in introduction

Did not state all 5W’s in introduction

Removed Unnecessary I nfo

Yes- or none needed No

Add inf o where needed

Yes- or none needed No

Deleted info where needed

Yes- or none needed No

Rearrange inf o when necessary

Yes-or none needed No

EDITING

INSTRUCTIONAL PROCEDURES Wait at least a day to look at paper again They will use proofreaders marks Students will make corrections using a

different color pen Not red

Students will look for errors such as Spelling Punctuation Errors Capitalization Errors

Students will have these editing marks on their desks.

The marks will also be placed in the room.

ASSESSMENT FOR REVISING The students will work independently and in

pairs to revise Student will make corrections and peers will

give suggestions to peers. The students will be working with a new partner

The writer of the paper will be the only one to write on their own paper (just as editing)

The writer will use a different color pen then the one used in editing

Students will follow a checklist to be sure they have me

CHECKLIST FOR EDITING

Planning for a Newspaper Article: “So You Want to be President?” Expository- Revising Checklist

Name_________________________________________ Date_______________________ Title of Article______________________________________________ 1.______ Did I read my newspaper article alone? 2.______ Did I read my news paper article to a partner? 3.______ Did I listen to my partner give suggestions? 4.______ Did I correct misspelled words? 5.______ Did I capitalize proper nouns and the beginning of sentences? 6.______ Did I use punctuation at the end of my sentences? 7.______ Did I put commas in a series and with compound sentences?

RUBRIC FOR EDITING

Met Standard

3 Partially Met

2 Did Not Meet

1

Read my Article Alone

Yes No

Read my Article to partner

Yes No

Listen to Partner give suggestions

Yes No

Correct misspelled Lunch

All corrected Most words corrected Few or none corrected

Capitalized proper nouns and begin of sentences

All corrected Most words corrected Few or none corrected

Punctuation at end of sentences

All corrected Most words corrected Few or none corrected

Put commas in a series and in compound sentences

All corrected Most words corrected Few or none corrected

PUBLISHING

INSTRUCTIONAL PROCEDURES Students will be making a final copy All corrections will be made from both

revising and editing The student will use their best handwriting

and not skip lines on the final draft Students will finally share their published piece

ASSESSMENT OF PUBLISHED PIECE Students will work alone to complete their

publishing Student will use their best handwriting They should use their checklist to be sure

they cover all areas

CHECKLIST FOR PUBLISHING

1.______ Did I used my best handwriting? 2.______ Did I make all corrections? 3.______ Did I use correct spelling? 4.______ Did I use correct punctuation at the end of my

sentences? 5.______ Did I capitalize proper nouns and the beginning of

sentences? 6.______ Did I put commas in a series and with compound

sentences? 7.______ Did I read over my newspaper article one final

time?

RUBRIC FOR PUBLISHING

Met Standard

3 Partially Met

2 Did Not Meet

1

Used best handwriting

Yes No

Made all corrections f rom previous stages

Yes No

Correct misspelled words

All corrected Most words corrected Few or none corrected

Capitalized proper nouns and begin of sentences

All corrected Most words corrected Few or none corrected

Punctuation at end of sentences

All corrected Most words corrected Few or none corrected

Put commas in a series and in compound sentences

All corrected Most words corrected Few or none corrected

Shared with other when completed

Yes No