casey pearson 4 th grade expository, biography social studies- native americans

Casey Pearson

4th grade

Expository, biography

Social Studies- Native Americans

Georgia Writing Assessment

5th grade students must take the writing test Consists of an evaluation of each student

response to an assigned prompt assigned a topic from a prompt bank

representing three genres: narrative, informational persuasive

Georgia Writing Assessment

Four domains of writing are evaluated Ideas Organization Style Conventions

Preparing for the Writing Test

Important to prepare students for the test Have students write regularly Have students write on the three topics Should be familiar with the guidelines of the

writing test Try to use the released prompts for practice Most writing should be done based on the test

Pre-assessment Helps teacher understand the level of each

student Gain teaching points Learn students strengths and weakness Students are given a few prompts Teacher able to see difference in writing

before unit and after unit Encourage students to use what they know

about the writing process

What is expository writing?

Informational writing Students write information about a specific

topic Should be meaningful, easy to read, and

accurate Ex: newspaper reports, biographies,

reports…etc

Prewriting

1st stage of writing The planning stage Use graphic organizer to help students plan

their writing Graphic organizer structured as

Introduction Body conclusion

Prewriting- grouping

Group students in several ways, each class has its own needs

Group according to level- helps teacher target specific students easily

Group randomly- have higher level and lower level students together – Better if peers need to help each other

Prewriting- grouping

Group according to development, cultural, linguistic background

Development- where the students are currently functioning

Cultural- some background may make a difference in writing .

Linguistic- some oral language difficulties also have difference in writing

Prewriting- instructional procedures Teach the stage

Explain the stage, purpose, audience, function Should model own writing- own graphic

organizer Point out specific items you want students to notice

ex: incomplete sentences on graphic organizer Should have class practice – whole class

complete graphic organizer Discuss topics, points the students may have

trouble with… etc

Prewriting- assessment

Students will complete an independent practice

Will complete their own graphic organizer Teacher will conference with individuals Students should use checklist to help

remember the guidelines Teacher will use rubric to score students

Prewriting- Checklist My name is written by Author of Story My story has a title My story is about a famous Native American I have given the basic information about the

person I am writing about. I have given information about the tribe of the

famous Native American. I have included at least three major life events.

Prewriting - Checklist

I have included at least three supporting details for each major life event.

I have included information about the Native American’s death.

I have stated why the Native American I am writing about was famous.

I have done research and all of the information included on my graphic organizer is factual.

Prewriting- Rubric

Elements Exceeds PLO Meets PLO Partially meets PLO

Does not meet PLO

Topic Selection

Wrote about a famous Native American.

Included all factual information.


Included most factual information.

* Must meet for mastery of PLO


Included some non factual information

Did not write about a famous Native American.

Did not include factual information

Characters Included the famous Native American they were writing about.

Included where this person was born and what year.

Included which tribe the Native American was a member of.

Included the famous Native American they were writing about.

Included where this person was born and what year.

Must meet for mastery of PLO

Included the famous Native American they were writing about.

Did not include what famous Native American they were writing about.

Tribe Has at least three or more tribe features information

Has two tribe feature information

* Must exceed for mastery of PLO

Has one tribe feature information

Has no setting features

Prewriting- rubric

Pearson, C. (2006). Native American graphic organizer rubric, unpublished rubric, Valdosta State University, Valdosta, GA.

Events Has more than three events. Has more than three

supporting details for each event.

Has at least three events.

Has at least three supporting details for most events


Has at least three events.

Has few supporting details

Has less than three events.

Does not have supporting details.

Conclusion Included reason why the Native American was famous.

Included how Native American Died

Included any major changes the famous person made to the way of life for Native Americans.

Included reason why the Native American was famous.

Included how Native American Died


Included reason why the Native American was famous.

Has no conclusion

Total

Accommodations/ modifications development learning disabilities, emotional behavior

disorders, and other health impairments grouped according to their level

Students will be closely monitored Teacher will provide scaffolding If needed break the graphic organizer down

into smaller sections give the students more key words

Accommodations/modifications- linguistic & cultural backgrounds Students who receive speech services are

grouped Grouped in two different groups The two Hispanic students have been

grouped together both students will be receiving much of the same

instruction.

Drafting

2nd stage of writing process Write graphic organizer in complete

repentances “sloppy copy” of paper Main point- Basic skeleton of story

Drafting – instructional procedures Teach the stage

Explain the stage Should model own writing- own

revisions stage Point out specific items you want students

to notice ex: skipping lines Should have class practice – whole class

revises story Discuss topics, points the students may

have trouble with… etc

Drafting –assessment


Will write their own draft Teacher will conference with individuals Students should use checklist to help


Drafting- Checklist

I used most of the information from my graphic organizer.

My story has a title. My story is about a famous Native

American. I used the word I throughout my story. I skipped lines I did not worry about

mechanics, spelling, or other grammar.

Drafting- Checklist

I have used complete sentences. I have an introduction which includes

information about the birth of the Famous Native American, and information about his/her tribe.

I have included all three events and their supporting detail in the body of my story.

My conclusion sums up my story.

Drafting Checklist

The reason why the person is famous is stated in my conclusion.

The conclusion contains information about the person’s death.

My story flows and stays on the same topic.

Drafting RubricElements Exceeds PLO Meets PLO Partially

meets PLO Does not meet PLO

Graphic organizer

All information from the graphic organizer was used appropriately

Most information from the graphic organizer was used appropriately


Some information from the graphic organizer was used appropriately

No information from the graphic organizer was used appropriately

Introduction Introduces character

Introduced tribe information

* Must meet for

mastery of PLO

Introduced characters

No clear introduction of story

Drafting Rubric

Body Body contains events

Develops characters

Events are those which have to do with the reason the Native American is famous.

Contains a body which contains events

Develops characters

Must meet for mastery of PLO

Contains a body which contains events.

Has no clear body

Events Contains more than three well developed events

Or Contains three

events Includes most

supporting details Have well

developed events

Contains at least three events

Include some supporting details

* Must exceed for

mastery of PLO

Contains three events

Events not well developed

Include little to no supporting details

Has less than three developed events.

Drafting RubricConclusion Conclusion does

not contain information about why the person is famous.

Story is ended in conclusion

Reason of death is stated in conclusion

Effects of person were discussed in conclusion.

Conclusion does not contain information about why the person is famous.


Reason of death is stated in conclusion


Conclusion does not contain information about why the person is famous.


Has no conclusion

Organization Contains most complete sentences.

Refers to main character in first person

Includes logical paragraph organization

Contains most complete sentences.


Includes some logical paragraph organization

* Must meet for

mastery of PLO

Contains most complete sentences.


No clear organization of story.

Total Pearson, C. (2006). Biography drafting rubric, unpublished rubric, Valdosta State

University, Valdosta, Georgia.

Revision

3rd stage of writing process Writer refines ideas and content Four types of changes to be made

Additions- words, phrases, dialogue Substitutions- words, phrases Deletions- unnecessary information Moves- Move sentences to make more sense

Revision – instructional procedures Teach the stage

Explain the stage Should model own writing- Own revising

stage Point out specific items you want students

to notice ex: adding dialogue Should have class practice – whole class

revises draft Discuss topics, points the students may


Revision – Assessment


Will revise own draft Teacher will conference with individuals Students should use checklist to help


Revision - Checklist

My story is at least a page and half long. If my story is too short I completed an

activity to make it longer. I added description into my story. I removed words or sentences that did not

make sense. I rearranged words, sentences, or

paragraphs to make my writing better.

Revision - Checklist

I took made changes to my story with the help of my partner and my teacher.

I gave advice to my partner. I asked my partner questions about my own

story. I used a different color pen when I was

making changes.

Revision Rubric


Does not meet PLO

Story length Story is more than a page and a half long

Story is at least a page and a half long

* Must meet for mastery

of PLO

Story is less than a page and half long, and

Student did complete the activity

Story is less than a page and a half long and

Student did not complete the activity

description Student added description in more than 7 parts of the story.

Or student added more than 1 whole paragraph with description of the story

Student added description in 4-7 parts of the story.

Or student added at least 1 whole paragraph with description into the story

* Must meet for mastery

of PLO

Student added description in 1-3 parts of the story.

Did not add in description into the story

Revision Rubric

Deletion All unnecessary information or words were deleted

Most unnecessary information or words were deleted


Some unnecessary information or words were deleted

Did not make any deletions that were needed

Rearranging All rearrangements were made as necessary

Most rearrangements were made as necessary

Some rearrangements were made as necessary

No necessary rearrangements were made

Peer review ( partners will

be held responsible for giving

advise)

Made more than 4 changes during peer review

Made at least 2-4 changes during peer review

* Must exceed for

mastery of PLO

Made at least 1 change during peer review

Made no changes during peer review

Revision Rubric

Teacher review

Made more than 4 changes during teacher review

Made at least 2-4 changes during teacher review


Made at least 1 change during teacher review

Made no changed during teacher review

Total

Pearson, C. (2007). Revision rubric, unpublished rubric, Valdosta State University, Valdosta, Georgia.

Editing

4th stage of writing process Proofreading

Look for grammatical errors, misspelled words Read word by word Read end to start Use proofreader marks

Editing – instructional procedures Teach the stage

Explain the stage Should model own writing- Own editing stage

Point out specific grammatical errors you want students to notice ex: subject verb agreement

Should have class practice – whole class edits revision stage together

Discuss topics, points the students may have trouble with… etc

Editing – Assessment


Will revise own revision stage Teacher will conference with individuals Students should use checklist to help


Proofreader marks

Proof reader marks. Retrieved May 28, 2007, from the gtocolcal.com Website: http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif

Editing - Checklist

I corrected all mechanical errors. I used all words appropriately. I made sure all words were spelled

correctly. I used a variety of sentence types.

Editing - Checklist

I used correct proofreader marks when I made changes.

I used a different color pen to make editing marks.

Editing Rubric


Does not meet PLO

Mechanics Corrected all mechanical errors

Has 1-4 uncorrected mechanical errors

Has more than 4 uncorrected mechanical errors

AND At least one

corrected mechanical errors

Made no mechanical corrections

Word Usage Corrected all word usage mistakes

OR Made no word usage

mistakes

Has 1-3 uncorrected word usage mistakes

* Must meet for

mastery of PLO

Has 3-6 uncorrected word usage mistakes

Did not correct any word usage mistakes

OR Has more than

7 uncorrected word usage mistakes

Editing Rubric

Spelling Corrected all spelling errors

OR Made not spelling

errors

Has 1-3 spelling errors

* Must meet for

mastery of PLO

Has 4-7 uncorrected spelling errors

Did not correct any spelling errors

OR Has more than

7 spelling errors

Sentence Variety

Most sentences begin in a different way

* Must exceed for

mastery of PLO

Some sentences being in a different way

All sentences begin the same

Proofreader marks

All proofreader marks are used correctly

Most proofreader marks are used correctly


Some proofreader marks are used correctly

No proofreader marks are used correctly

OR No proofreader

marks used

Total

Pearson, C. (2007). Narrative revision rubric, unpublished rubric, Valdosta State University, Valdosta, Georgia.

Publishing

5th & last stage of writing process Writing comes to life Put writing in final form “perfect copy”

All changes from revision and editing should be made in published piece

Rewrite story in best handwriting

Publishing – instructional procedures Teach the stage

Explain the stage Should model own writing- Own

publishing stage Point out specific items you want students

to notice ex: good handwriting Should have class practice – whole class

publishes class story Discuss topics, points the students may


Publishing – Assessment


Re-write one writing piece Teacher will conference with individuals Students should use checklist to help


Publishing - Checklist

I made all changes from the revising and editing stages.

My handwriting is neat and legible. I have made sure all spelling is correct. I have used the correct punctuation in all of

my sentences.

Publishing - Checklist

I have used correct capitalization. (Proper nouns and beginning of sentences)

I have used complete sentences. I have used at least five paragraphs,

including an introduction, three body paragraphs, and a conclusion

Publishing RubricElements Exceeds

PLO Meets PLO Partially

meets PLO

Does not meet PLO

Corrections All corrections from editing draft was made

1-3 corrections from editing draft were not made

4-5 corrections from editing draft were not made

More than 5 corrections from editing draft were not made

Handwriting Has legible cursive handwriting

Has mostly legible cursive handwriting

Some legible cursive handwriting

Not legible cursive handwriting

OR Did not write in

cursive

Spelling Contains no spelling errors

Contains 1-2 spelling errors

Contains 3-4 spelling errors

Contains more than 4 spelling errors

Publishing RubricPunctuation Contains no

punctuation errors Contains 1-2

punctuation errors

Contains 3-4 punctuation errors

Contains more than 4 punctuation errors

Capitalization Contains no capitalization errors

Contains 1 capitalization error

Contains 2-3 capitalization errors

Contains more than three capitalization errors

Sentence Structure

Contains all complete sentences

Contains 1-2 incomplete sentences

Contains 3-4 in complete sentences

Contains more than 4 incomplete sentences

Publishing Rubric

Paragraph organization

Student did include an introduction, 3 body paragraphs, and a conclusion

Student did not include an introduction

Student did not include 3 body paragraphs

Student did not include a conclusion

Total Pearson, C. (2007). Publishing rubric, unpublished rubric, Valdosta State University,

Valdosta, GA.

casey pearson 4 th grade expository, biography social studies- native americans

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