katherine s. holmes read 7140 may 28, 2008. georgia writing test – 5 th grade goal: to assess the...
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Katherine S. Holmes
READ 7140May 28, 2008
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Georgia Writing Test – 5th Grade
• GOAL: To assess the procedures to enhance statewide instruction in language arts.
• Consists of narrative, informational and persuasive writing.
• The topics are spiraled.
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Georgia Writing Test – 5th Grade•Scoring
–Analytic•Means that more than one feature or domain of a paper is evaluated.
•Four domains as to how a student’s writing will be assessed.
»Ideas, Organization, Style, Conventions»Domain Scoring: Content – 40%»Organization, Style, and »Conventions – 60% Combined
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Georgia Writing Test – 5th Grade
• Scoring: Uses Developmental Stages– Includes six stages
• The Emerging Writer• The Developing Writer• The Focusing Writer• The Experimenting Writer• The Engaging Writer• The Extending Writer
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Introduction to the Unit
Grade Level: 4th
Genre of writing: Expository
Content Area Connection: Social Studies
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Content Area Connection
• SS4H1 The student will describe how early Native American cultures developed in North America
• b. Describe how the American Indians used their environment to obtain food, clothing, and shelter
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Expository WritingExpository writing is factual.
Purpose: To convey information about the world Used: To share information to others Most commonly used patterns: description, sequence,
comparison, cause and effect, and problem and solution Sequencing:
Examples: first, second, third, next, then, and finally
• Descriptors: characteristics, features, and examples are written
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Prewriting – Instructional Grouping Options
• Whole Group: Instruction and the prewriting activity
• Partners: As Needed; For the students that have a learning disability or the students who are bilingual
• Individual: Assessment Activity; The teacher will walk around and monitor; If help is needed, she will provide it
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Prewriting - Grouping Options Relating to Students’
Developmental, Cultural, and Linguistic Needs
• Reason students will be grouped whole group: Saves on repetition of instructions; Increases time on task; Scaffolding; Zone of Proximal Development
• Pairing of students: Students can explain directions to each other; Helping one another in comprehending the material
• Individual: Check understanding
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Prewriting - Grouping Arrangements
Developmental: • 3 students with learning disabilities • Students to be included in the whole group
activities • When needed, the students will be paired • 2 students are gifted – they will complete a
graphic organizer and expository over a different tribe– Reason for pairing: More accurate work
• One student with a speech impediment; Partnered up at a later time; Not affected during the prewriting stage
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Prewriting - Grouping Arrangements
• Cultural: 3 students who are bilingual - trouble with subject-verb agreement – Will be paired with higher level students, if
needed, and allowed to use a Spanish/English translation dictionary; During independent time – students assisted one on one
• Linguistic: 3 students that are bilingual; 1 with a speech impediment; These students partnered as needed
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Pre-Writing
• Instructional Procedures– Choose a topic: – Consider purpose, audience, and form– Narrative, peers/classmates, short story– Generate and Organize ideas for writing
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Prewriting
• Topic: The Seminole Indians
• Audience: Classmates
• Purpose: To Inform
• Form: Expository
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EXPOSITORY WRITING ORGANIZER
Name: _______________________________ Audience: ___________________ Purpose: _________________________ Form: _______________________ Topic: ___________________________
INTRODUCTION
BODY
Point 1 Point 2 Point 3
1. _____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ ___________________ 2._____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ __________________ _ 3._____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ ___________________
CONCLUSION
Clothing Food Shelter
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Prewriting
• Practice Activity: Complete a blank graphic organizer as a class; Facts to be given over the Seminole Indians (shared writing)
• Assessment Activity: Students will complete a blank graphic organizer independently– Three descriptors/facts to be listed under
each point
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The Seminole Indians Prewriting Grading Rubric
Student Name:_____________ Date:______________
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
I ntroduction
I ntroduced the topic, stated the setting, and three subtopics.
I ntroduced the topic, stated the setting, and
three subtopics.
I ntroduced the topic and
stated one-two subtopics.
Did not introduce the
topic or subtopics.
Body: Point #1
Stated the main point and f our supporting
details.
Stated the main point and three supporting
details.
Stated the main point and two supporting
details.
Did not state the main point or
supporting details.
Body: Point #2
Stated the main point and f our supporting
details.
Stated the main point and three supporting
details.
Stated the main point and two supporting
details.
Did not state the main point or
supporting details.
Body: Point #3
Stated the main point and f our supporting
details.
Stated the main point and three supporting
details.
Stated the main point and two supporting
details.
Did not state the main point or
supporting details.
Conclusion
Restated the main topic and restated
subtopics thoroughly in the conclusion.
Restated the main topic
and restated subtopics.
Restated the main topic and some subtopics
points.
Did not restate the topic and
subtopics.
Total Points: __________ Accuracy %: __________
Holmes, K. (2008). Modified f rom: Bashlor, S. Native American culture prewriting grading rubric. Valdosta, GA:
Valdosta State University.
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Prewriting Accommodations and/or Modifications
Differing stages of development Gifted students: Complete a graph and story over a
different tribe Rest of the students: Write about the Seminole tribe
Differing cultural and linguistic backgrounds Limited English speakers Use a Spanish/English dictionary Take home extra information where someone can
work with them to give them extra help Will write about the Seminole tribe
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Drafting - Grouping Options Relating to Students’
Developmental, Cultural, and Linguistic Needs
• Developmental: I will work with the student with a speech impediment – due to he writes the way he speaks (Spelling phonetically)
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Drafting - Grouping Arrangements
• Cultural: The 3 students that are bilingual will be paired with higher level students – due to subject-verb agreement difficulties; Will be allowed to use a Spanish/English translation dictionary
• Linguistic: Paired with higher level students
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Drafting
• Instructional Procedures– Second stage of the writing process– Write sentences of your ideas– Do not worry about making errors– Write Rough Draft at top of paper– Skip every other line– 5 paragraphs: introduction, body, conclusion
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Drafting
• Practice Activity: Complete a draft of a 5 paragraph essay (shared writing); Take facts from graphic organizer
• Assessment Activity: Students will complete a draft using information from their graph; Must include header, skipped lines, and content.
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The Seminole I ndians
Drafting Grading Rubric
Student Name:______________ Date: _________________
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Heading Rough Draf t heading is written up
top.
Rough Draf t is not written up
top.
Skipped Lines Every other line is
skipped.
Only some lines are skipped.
No lines are skipped.
Introduction (Complete Sentences)
I ntroduced the topic, stated the setting, and three subtopics.
I ntroduced the topic, stated the setting, and
three subtopics.
I ntroduced the topic and
stated one-two subtopics.
Did not introduce the
topic or subtopics.
Body: Point #1 (Complete Sentences)
Stated the main point and f our supporting
details.
Stated the main point and three supporting
details.
Stated the main point and two supporting
details.
Did not state the main point or
supporting details.
Body: Point #2 (Complete Sentences)
Stated the main point and f our supporting
details.
Stated the main point and three supporting
details.
Stated the main point and two supporting
details.
Did not state the main point or
supporting details.
Body: Point #3 (Complete Sentences)
Stated the main point and f our supporting
details.
Stated the main point and three supporting
details.
Stated the main point and two supporting
details.
Did not state the main point or
supporting details.
Conclusion (Complete
Restated the main topic and restated
Restated the main topic
Restated the main topic and
Did not restate the topic and
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The Seminole I ndians
Drafting Grading Rubric
Student Name:______________ Date: _________________
Conclusion (Complete Sentences)
Restated the main topic and restated
subtopics thoroughly in the conclusion.
Restated the main topic
and restated subtopics.
Restated the main topic and some subtopics
points.
Did not restate the topic and
subtopics.
Total Points of each column
Total Points overall
Holmes K. (2008). Seminole Indians drafting grading rubric. Unpublished manuscript, Valdosta, GA: Valdosta State University (READ 7140).
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Drafting Accommodations and/or Modifications
Differing stages of development All students allowed to use their graphic
organizer from the previous day
Differing cultural and linguistic backgrounds Students who are bilingual – Allowed to use a
Spanish/English dictionary; Also allowed to take their rough draft home to complete it
Student with speech difficulties - work one on one with teacher
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Revising - Grouping Options Relating to Students’
Developmental, Cultural, and Linguistic Needs
Developmental:
• Student with speech impediment included in small group
Cultural:
• Partners; Subject-verb agreement
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Revising
• Instructional Procedures– Third stage of the writing process– Clarify and refine ideas– Add, substitute, delete, or rearrange material– Share draft with others; receive feedback– Cross out, draw arrows, write in spaces
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Revising
• Practice Activity: Revise rough draft as a class from previous day; Use rules of adding words, substituting sentences, deleting paragraphs, and moving phrases. (shared writing)
• Assessment Activity: Students will revise their rough drafts based on feedback from peers
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Revising Scoring Guide (4th grade) Name__________________
Exceeds Standard
3
Meets Standard
2
Somewhat Meets
Standard 1
Does not Meet Standard
0
Self Score
Teacher Score
Adding *6 or more additions were
made *Additions
varied (words, sentences, etc.)
5-8 additions were made
3-5 additions were made
2 or less additions were
made
Deleting All unnecessary information or
words were deleted
Most unnecessary
information or words were
deleted
Some unnecessary
information or words were
deleted
There is information (or
words) that needs to be
deleted, yet no deletions were
made
Rearranging All rearrangements were made as
necessary
Most rearrangements made to clarif y
writing
Some rearrangements were made to clarif y writing
There were no rearrangements
that were needed were
not made
Color of revision marks
All revisions are made using
a diff erent colored pen
Most revisions are made using
a diff erent colored pen
Revisions are made with same color pen/ pencil in which draf t was written
Proof reading Marks
All proof reading
marks are used correctly
Most proof reading
marks are used correctly
Some proof reading
marks are used correctly
No proof reading marks have been used or all have been used incorrectly
Total Score:
Kidd, L. (2007). Expository prewriting scoring guide. Unpublished rubric, Valdosta State University, Valdosta, GA.
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Revising Accommodations and/or Modifications
Differing stages of development
• All students allowed to use revising rule sheet
Differing cultural and linguistic backgrounds
• Included in writing groups; Work one on one with teacher
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Editing
• Instructional Procedures– Fourth stage of the writing process– “Putting the piece in its final form”– Focus on the mechanics of the paper– Capitalization; Punctuation; Spelling;
Sentence structure; Usage; Formatting – Proofread to locate errors/Correct errors using
special proofreader’s marks
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Editing
• Practice Activity: As a class, edit draft using proofreader’s marks
• Assessment Activity: Students will edit their draft using the sheet containing the proofreader’s marks
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Editing Scoring Guide (4th grade) Name__________________
Exceeds Standard
3
Meets Standard
2
Somewhat Meets
Standard 1
Does not Meet Standard
0
Self Score
Teacher Score
Spelling All misspelled words have
been circled or there are no misspelled
words
Most misspelled words have been circled
Some misspelled words have been circled
No misspelled words have been circled
Complete sentences
All sentences are complete
1-2 sentences are not
complete
More than 2 sentences are not complete
Subject-predicate
All sentences have subject-
verb agreement
1-2 sentences Do not have subject-verb agreement
More than 2 sentences do
not have subject-verb agreement
Punctuation marks
All punctuation is correct:
ending marks, commas, quotation
marks
All sentences have correct ending marks
1-2 sentences are missing
ending marks or have
incorrect ending mark
More than 2 sentences are missing ending marks or have
incorrect ending mark
All sentences begin with
capital letter
1-2 sentences do not begin with capital
letter
More than 2 sentences do not begin with capital letter
Capitalization
All proper nouns are capitalized
Most proper nouns are capitalized
Some proper nouns are capitalized
No proper nouns are capitalized
Color of editing marks
All editing marks are
made using a diff erent
colored pen
Most editing marks are
made using a diff erent
colored pen
A diff erent color pen or
pencil was not used to edit
writing
Proof reading Marks
All proof reading
marks are used correctly
Most proof reading
marks are used correctly
Some proof reading
marks are used correctly
No proof reading marks have
been used or all have been used
incorrectly
Total Score:
Kidd, L. (2007). Expository prewriting scoring guide. Unpublished rubric, Valdosta State University, Valdosta, GA.
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Editing Accommodations and/or Modifications
Differing stages of development/Differing
cultural and linguistic backgrounds
• All students will be allowed to use a sheet that shows the different proofreader’s marks
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Publishing - Grouping Options Relating to Students’
Developmental, Cultural, and Linguistic Needs• Linguistic: Student with speech
impediment and bilingual students will read a paragraph of their report
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Publishing
• Instructional Procedures– Fifth stage of the writing process– Publish and share with audience– Publisher thought of as author– Sharing writing is a social activity
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Publishing
• Practice Activity: Publish class draft
• Assessment Activity: Students will publish their final piece and share with the class using the author’s chair
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Publishing Scoring Guide
Name: ________________ Date: _________________
Exceeds Standard
3
Meets Standard
2
Partially Meets
Standard 1
Does Not Meet Standard
0
Content -Content has relevant facts, supporting details, or explanations
-Content has mostly relevant facts, supporting details, or explanations
-Content has limited facts, supporting details, and/or explanations
-Content lacks related facts, supporting details, and/or explanations
Organization -Organizing structure that includes paragraphs - Engages reader creatively, relates significant events, and moves to a clear conclusion
- Organizing structure that includes paragraphs - Engages the reader, relates significant events, and moves to a conclusion
-Organizing structure with very few paragraphs - Minimally developed sequence of events and fails to fully engage the reader or conclude story
-Organization lacks paragraphing structure - Sequence of events is not present or confusing and fails to engage the reader or conclude story
Voice -Appropriate to topic, purpose, and audience - Engaging
Voice is present -Shows an awareness of audience - Writing is somewhat engaging
- inconsistent or weak - Shows limited awareness of audience
Little or no voice is evident - Awareness of audience or personal involvement is not evident
Sentence Fluency
Sentences flow - Sentence length, structure, and complexity is varied
Sentences flow - Sentence structures are varied
Sentences are fragmented, run-on or confusing - Sentence structures are
Sentences are incomplete and/or unclear
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Word Choice Uses dramatic descriptive language - Enables the reader to visualize the events or experiences
Uses descriptive language - Enables the reader to visualize the events or experiences
Uses limited, repetitive word choice - Gives a visual picture
Uses limited, repetitive word choice - Does not give a visual picture
Mechanics Contains few if any errors in mechanics that makes the writing easy to read and understand
Contains some mechanical errors that do not interfere with the meaning
Contains frequent mechanical errors that are noticeable and confuse the reader
Sentences flow - Sentence length, structure, and complexity is varied
Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.
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Publishing Accommodations and/or Modifications
Differing cultural and linguistic backgrounds
• Student with speech impediment/Bilingual students will read a paragraph of their published piece
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THANK YOU!!!!
Katherine S. Holmes
READ 7140