SARAH TATUM

READ 7140 OWASummer 2008

NARRATIVE WRITING

5TH GRADE

Social StudiesJapanese Attack on Pearl

Harbor

GEORGIA WRITING TEST-5th Gradeconsists of an evaluation of each student response to an assigned prompt

assigned a topic from a prompt bank

three genres represented: narrative, informational, and persuasive

students allowed approximately 120

minutes to write their essays

assessment administered in one day

make-up given the following day

Component Description

Types of writing being assessed

Informational, Persuasive, Narrative

Topic Assignment

Topics are assigned to students randomly, and once a topic has been issued it becomes part of the practice test bank

Scoring Analytic: more than one feature or domain of the paper is evaluated (organization, style, conventions, and ideas)Holistically: each domain itself is scored holistically

Test Date Administration

MarchFirst administration may begin March 7

(make-up exams may be given on the day following the initial test administration)

Test Time Length

120 total minutes(two 60 min. sessions)

Scoring Procedures

Each test is scored on four domains (idea, organization, style and conventions) by two scorers1 to 5 is scored on each domain, by each scorerdomain scores are combined to find a total score scores are divided into three performance categories ( Does Not Meet: 100-199, Meets: 200-249, and Exceeds:250+)

GEORGIA WRITING TEST-5th Grade

GEORGIA WRITING TEST-5th Grade

Reporting Student Label – One label is provided for each student tested. The label is to be placed in the student’s permanent school record. It contains the total scale score. Student Report – Two originals of the Student Report are provided; one is a student/parent copy and one copy is for the permanent record and instructional use by the student’s teacher(s). Student Achievement Roster – Two copies of Student Achievement Rosters are provided. School or class level rosters are provided depending on the choice made by the school. Rosters contain the names of all students tested. For each student, the roster displays the total writing score and a notation of the performance level. Scale Score Rank Order Roster – This roster lists students in rank order by scale scores. Two copies are provided. School Report – A summary of student scores is provided for each school where testing was conducted. Three copies of the report are provided. System Report – For each system, a summary report is provided which is identical in content to the school report. Three copies are provided.

PREWRITING First stage of the writing process Should take up approximately 70% of the total time

spent in the writing process The time for idea generation and organization Topic: Japanese attack on Pearl Harbor Form: Simulated Journal Audience: peers/teacher Purpose: to inform/entertain Graphic organizers are used

to organize information

that will be included in the

writing

GROUPING OPTIONS(TEACHER’S NEEDS)

Whole Group: instruction, modeling, practice Instruction will be delivered to the entire class

simultaneously. Teacher can monitor for progress and understanding quickly

by soliciting responses from students, evaluating participation, and discussion with me and other classmates.

Delivery of instruction is efficient and quick. All students will be receiving the same instruction, and

directions, at the same time teacher and other students can scaffold information

GROUPING OPTIONS(TEACHER’S NEEDS), Cont.

Small Group: assessment activity More direct instruction can be given. Directions can be repeated. Additional examples can be provided. Teacher can provide more immediate feedback to

questions. Teacher can clarify misunderstandings quickly.  Individual: assessment activity Students’ individual work can be assessed. students can monitor their own understanding of the

concepts. application of knowledge

GROUPING OPTIONS(STUDENTS’ NEEDS)

Developmental: benefit from peer and teacher interaction during whole group and small group

instruction; closer zone of proximal development detailed sequence of instruction and directions benefit from repeated directions and examples during small group instruction direct instruction more structured instruction

 

Cultural: benefit from the examples of other students during whole group Scaffolding from teacher/peers more individualized attention and more rapid feedback during small group share personal examples; notice similarities and differences

Linguistic: provided with additional language that would aid in understanding Receive peer assistance Additional modeling of words during whole and small group

INSTRUCTIONAL PROCEDURES

Genre of Instruction: Relate narrative writing to story writing. Relate a simulated journal to daily journal writing, but from

the point of view of another person. must have a beginning, middle and end include plot, setting, characters, a problem, and resolution

Stage of Instruction prewriting: organizing ideas for writing identify topic, form, purpose & audience Use a graphic organizer for planning. topic: the day the Japanese attacked Pearl Harbor form: a simulated journal from the viewpoint of a Navy

seaman audience: others (teacher, peers, and parents), purpose: to

inform and entertain,

INSTRUCTIONAL PROCEDURES, CONT. Modeling: provide example of teacher- made prewriting graphic organizer Use transparency copies of my graphic organizers on the overhead

projector. cover up certain stages as graphic organizer is presented, then reveal

other sections as they are discussed. As the model is shown, reemphasize the importance of each section

and how they relate to narrative writing.

Practice: Review some facts about the content area (Japanese attack on Pearl

Harbor). Begin shared writing activity. Teacher will model the thought processes of thinking about a couple of

components on the graphic organizer. Students assume the role of a Navy seaman and provide information

for the graphic organizer.

ASSESSMENT

independently complete the graphic organizer for a simulated journal entry

on the day the Japanese attacked Pearl Harbor,

viewpoint of a Navy seaman. 2-page graphic organizer

ACCOMMODATIONS & MODIFICATIONSFOR DEVELOPMENT Gifted Students: given differing viewpoints from the rest of the students Choose between the viewpoints of a businessman,

doctor/nurse or other civilian. Meets intellectual needs by pushing them to research to use

and expand their knowledge

Students with Disabilities (Intellectual Disabilities):

small group setting Students can ask additional questions to clarify

misunderstandings. Teacher provides further modeling. feedback given as they complete the graphic organizer

ACCOMMODATIONS & MODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS

Speech Disabilities: Spell phonetically. Consult with a neighbor. close physical proximity to the students with high

language abilities

Bilingual Students: picture prompts given scaffold to expand vocabulary/understanding support and guide idea generation/graphic organizer Classroom textbooks may be used.

Prewriting Idea Generation

Topic: Form: Purpose: Audience:

Setting:

Characters:

Problem:

Tatum, S. (2008). Prewriting Idea Generator: Simulated journal. Unpublished manuscript, Valdosta State University (READ 7140), GA.

Directions: Use the boxes to write about your day as an individual which experienced the Japanese attack on Pearl Harbor. Then, use the lines below each box to list details that should be included in each event.

First Event: Second Event: Third Event: Outcome:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Chain of Events Name: _______________________ Date: _______________________

Sarah Tatum, READ 7140-OWA, 1

Modified by: Tatum, S. (2008) from: (2006). Chain of events. Retrieved May 12, 2008, from Education Oasis Web site: http://www.educationoasis.com

1._______________________________________________________________________________________________2._______________________________________________________________________________________________3._______________________________________________________________________________________________

1._______________________________________________________________________________________________2._______________________________________________________________________________________________3._______________________________________________________________________________________________

1._______________________________________________________________________________________________2._______________________________________________________________________________________________3._______________________________________________________________________________________________

Sarah Tatum, READ 7140-OWA 1 Prewriting Graphic Organizer Scoring Guide

Student Name:__________________ Date:___________

Category Exceptionally Met

(3 pts.)

Met (2 pts.)

Partially Met (1 pt.)

Not Met (0 pts.)

Prerequisite Decisions for

Prewriting

All 4 areas (topic, form, purpose, and

audience) were decided and

labeled

Less than 4 of the areas were

decided and/or labeled.

None of the areas were decided

and/or labeled.

Graphic Organizer

The entire g.o. was filled out

accurately and neatly, with exceptional

information in each area

The g.o. was filled out accurately,

information was included

Some of the g.o. was filled out, not

enough information was

given

The g.o. was not filled out, no

information was given

Events/Details Three complete, well-developed

events were included with 3+

superior details to support each event

Three events were included with 3

details to support the events

1-2 events were included, with very

little details

0 events and 0 details

Outcome The g.o. gives a clear outcome, supported by details, and

strongly related to the three events

given

The g.o. gives an outcome related to

the events given with supporting

details

The g.o. gives a weak outcome,

somewhat related to the events with

little supporting details

There is no outcome present

on the g.o.

Setting There is a well-thought out setting

that has significance to the story and historical

information

The setting is given and and shows some thought concerning the

time in history in which the event

happened

The setting is not very clear and

does not closely relate to history

There is not setting given

Characters There are varied and descriptive characters (2 or more) given that

will function effectively in the

setting and problem

There are at least two

characters with some detail

describing each character

There is one character with few details and

that doesn’t relate to the setting and

problem

No characters were provided or

described

Problem There was a well-defined problem that relates to the story and the historical time

period, and was supported with

many descriptive details

There was a problem that related to the

historical context and had some

describing details

There was a problem without

many details and didn’t relate

well to the historical time

period

There was no problem

presented

Total: Total: Total: Total:

Total Points Earned /21

Modified by: Tatum, S. (2008) from: Dean, E. (2006). Scoring guide for prewriting: Influential people of the 1920s. Unpublished manuscript, Valdosta State University (READ 7140), GA.

DRAFTING ideas transferred

from graphic organizer to sentence/paragraphs

focus is to get ideas down on paper

Little attention should be paid to spelling and punctuation.

GROUPING OPTIONS(STUDENTS’ NEEDS)

Developmental: peer and teacher interaction during whole group detailed sequence of instruction in a timely manner apply their knowledge learned through instruction during independent

practice

Cultural: peer to peer interaction during whole group instruction learn from the experiences/examples of peers to apply the knowledge in expanded schema when writing independently.

Linguistic: benefit from the teacher/student models during whole group will be called on to provide answers so language progress can be monitored gain confidence through practicing talking in front of peers Monitor their progress to find strengths/weaknesses with language during

independent practice

INSTRUCTIONAL PROCEDURES Genre of Instruction simulated journal clear beginning, middle, and end setting, characters, plot, conflict, resolution journal form; date in top left-hand corner

Stage of Instruction “get ideas down on paper” Take ideas from graphic organizer. Make sentences/paragraphs Focus on content, not mechanics. Skip lines. Write only on the front side of the page.

INSTRUCTIONAL PROCEDURES, CONT. Modeling Show teacher graphic organizer model Show draft Point out ideas/concepts that were made into

sentences.

Practice Give students a copy of class graphic organizer. shared writing on overhead projector Demonstrate skipping lines. Write what the students say. Ignore mechanical/grammar errors.

ASSESSMENT

draft written on lined paper drafting pencils will work independently on draft 3 events 3 supporting details for each event

ACCOMMODATIONS & MODIFICATIONSFOR DEVELOPMENT

Gifted Students: can begin writing their draft after the model is shown Use a checklist after model is shown to self-monitor

while working independently

Disabilities (Intellectual Disabilities): given more time to complete their draft

ACCOMMODATIONS & MODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS

Bilingual Students: Hispanic may have a peer dictate their draft. After the dictation is taken, they will recopy the draft

on another sheet of paper.

Speech Disability: may consult with a peer may spell phonetically

Rubric for Drafting of Simulated Journal

Student’s name ________________________________________________ Date ________________________________

Met the Standard 3 points

Partially Met Standard 2 points

Standard Not Met 1 point

Not Present 0 points

Characters Introduces 2 or more characters

with detailed descriptions

Introduces 2 characters but lacks

sufficient description

Mentioned 1 character with few detailed

descriptions

Did not attempt

Setting Described 2 or more elements creatively

Described 1 element about the setting

explicitly

Attempts 1 element of the setting but does

not include descriptions

Did not attempt

Problem Described a problem that is related to the

events; presented in beginning of story

Problem is stated but not necessarily carried throughout the story or in the

beginning

Problem does not relate to the rest of the

story

Did not attempt

Events & Supporting

Detail Sentences

3 events; each event has 3+ supporting

detail sentences that relate to the main

idea.

Most events have 2 supporting detail

sentences that relate to the main idea.

Few events; has 1 supporting detail

sentence that relates to the main idea

Events have no supporting

detail sentences

Conclusion Has a solid ending to the story

Transformed the ideas into sentences,

but lacks enough description to

conclude the story

Attempted to transform the ideas from the conclusion but lacks any details

Did not attempt

Organization Flows smoothly and does not jump back

and forth

Flows well the majority of the

time; only a few areas that need

transitions

Difficult to comprehend; jumps around from idea to

idea

Had no organization at

all

Ideas Reasonably accurate details to support main idea of the entire story

Has a sense of topic, but idea is too broad and needs to

be refined

Paper somewhat lacks a clear sense of

purpose or theme

Has no main idea or topic

Score:

Total Score: /21

Tatum, S. (2008). Modified from: Williams, J. (2007). Rubric for narrative writing – Drafting stage. Retrieved May 5, 2008 from Dr. Root’s Web site http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm.

REVISING Ideas are clarified and refined. Students reread their story.

(“seeing again”) share story in writing groups make substitutions, additions,

deletions and moves proofreaders’ marks used for

changes Dialogue is added. Details are added to the

content. mechanical changes may be

made, only if they change the content meaning

INSTRUCTIONAL PROCEDURES

Genre of writing instruction: simulated journal dialogue added to a narrative

Stage of writing instruction: reread draft again /see the draft again “clarify and refine ideas” make additions, substitutions, and deletions, and

moves revision marks introduced/explained share rough draft in a writing group Make changes based on what group members say in

the writing groups.

INSTRUCTIONAL PROCEDURES, CONT. Modeling Show teacher revision on overhead projector. Point out special marks or changes. show any additions, deletions, substitutions, or moves made show how dialogue between characters was added revised the beginning and ending of my story added more details to explain events 

Practice Activity Class draft will be shown on the overhead projector. interactive writing/shared pen will make content changes explain what the change is and why it is being made appropriate revision marks used when making changes

ASSESSMENT

writing groups - 4 students per group each student shares each student gives/receives feedback after groups, revise independently blue pen to revise draft sheet with the revising symbols

ACCOMMODATIONS & MODIFICATIONSFOR DEVELOPMENT

Gifted Students: begin the drafting after the model is shown will write from a different view point from the rest of

the class

Students with Disabilities (Intellectual Disabilities):

placed in close proximity to the teacher’s desk may ask additional questions directions repeated again

ACCOMMODATIONS & MODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS

Bilingual Students: may reference a translation dictionary (classroom/online) Translate words or phrases from their native language

into English.

Speech Disability: may use developmental spelling focus of this stage is content, not spelling and mechanics

Dean, E. (2006). Revising symbols chart. Retrieved May 16, 2008, from Dr. Root’s website: http://coefaculty.valdosta.edu/troot/PublishedPieces/Dean%20E%205th%20Narrative.doc

Narrative Writing: Simulated Journal Revising Rubric Student Name: __________________________________

Modified by Tatum, S. from, Bashlor, S. (2006). Native American culture revising

grading rubric. Unpublished manuscript. Valdosta State University, GA.

Exceptionally Met

3 pts.

Met 2 pts.

Partially Met 1 pt.

Not Met 0 pts.

Adding numerous relevant details/information

added throughout story

relevant details/information

added to story

some details/information

added

No additions made

Deleting all irrelevant words/information

deleted

irrelevant words/information

deleted

some irrelevant words/information

deleted

no deletions made

Changing all changes needed were made throughout story

changes made throughout the

story

some of the needed changes were made

No changes made

Rearranging (as needed)

all needed rearranging made to enhance story

needed rearranging made

few needed rearranging made

no needed rearranging

made

Revision Marks

all appropriate revision marks made for all

changes

revision marks used for changes

few revision marks used for changes

no revision marks used

Total: /15

EDITING Get distance from the

writing. piece is put into its

final form “polish” writing Students use all

proofreaders’ marks to make mechanical changes to the content.

spelling corrected grammar corrected punctuation corrected

INSTRUCTIONAL PROCEDURES

Genre of writing instruction: simulated journal entry (narrative that tells a story from

another person’s point of view) focus on punctuating the dialogue make mechanical changes to enhance story

Stage of writing instruction: ‘putting our simulated journal into final form’ ‘polish’ revised copy of journal entry use proofreaders’ marks peer editing Make changes in grammar, spelling, punctuation,

sentence structure, capitalization and overall accuracy of historical content.

INSTRUCTIONAL PROCEDURES, CONT. Modeling: example of teacher’s edited piece on the overhead projector Point out that the editing marks are made in red. Point out the proofreaders’ marks used to make changes. Bring special attention to certain changes.

Practice Activity: peer editing power point demonstration interactive writing with a sample paragraph on Smart Board use appropriate proofreaders’ marks teacher reads the passage slowly a few times, the students and teacher will discuss the errors as they are

located students will correct errors using the appropriate proofreaders’

mark

ASSESSMENT Use your simulated journal to proofread on your own. Locate and correct the errors that you find using

proofreaders’ marks. After proofreading, begin peer editing groups on your

own. Use peer editing handout to help remind you about

what to do as you edit with your read your journal entry to your partner partner makes suggestions peer will read story again to check for more

mechanical errors

ACCOMMODATIONS & MODIFICATIONSFOR DEVELOPMENT Gifted Students: access the internet to locate photographs of a person with

the profession that they are writing their simulated journal about

find pictures of the type of buildings they may have worked in (ex: hospital, lawyer’s office, etc.) during that time period

will extend their knowledge as they use the internet and locate historically accurate pictures to represent the person in their simulated journal.

Students with Disabilities (Intellectual Disabilities):

Assistive Technology: Write OutLoud May use a word processing program, such as Microsoft Word,

when unsure of grammar of a peer when editing.

ACCOMMODATIONS & MODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS

Bilingual Students: Students will be allowed to complete the peer editing

process twice. the first time through with another English language

learner Second time through with a student proficient in the

English language

Speech Disability: can use a taking word processor (Write OutLoud) will be paired with a student with exceptional speaking

skills and enunciation, to provide modeling

Sarah Tatum, READ 7140-OWA 1

Simulated Journal: Editing Rubric

Tatum, S. (2008). Simulated journal: Editing rubric. Unpublished manuscript, Valdosta State University (READ 7140), GA.

Category Standards Exceptionally

Met (3 pts.)

Standards Met

(2 pts.)

Standards Partially Met

(1 pt.)

Standards Not Met (0 pts.)

Grammar Grammar is correct; sentences

contain correct subject-verb agreement

Some grammar is correct; some

sentences contain correct subject-verb

agreement

Very little or no accuracy with

grammar and/or subject-verb agreement

Sentences All sentences are complete; sentence type is varied and used appropriately

Most sentences are complete;

some variation of sentence type is

present

Some sentences are complete; very little evidence of varied

sentence type

No evidence of complete

sentences and/or varied sentence

type Spelling/

Capitalization All spelling is

correct and the correct

capitalization is used

Most spelling and capitalization is

correct

Very little or no evidence of

correct spelling and/or

capitalization Punctuation All punctuation

(ending, commas, apostrophes) is

present and used correctly

Most punctuation (ending, commas,

apostrophes) is present and used

correctly

Very little or no punctuation

(ending, commas, apostrophes) is

present and used correctly

Proofreaders’ Marks

Proofreaders’ marks are used effectively and throughout the

writing to locate mistakes

Proofreaders’ marks are used some throughout the

writing

No proofreaders’ marks are used to

correct errors

Historical Content

Historical content is precisely accurate and

gives many supporting details to effectively describe

the event

Historical content is present and is described with

details

Some historical content is present

and few details are present to describe

the historical events

No historical content or details

are present

Score: /14

Student Name:___________________ Date: __________________________

PUBLISHING piece is written for

the final form All changes from

previous stages are made.

Writing is shared with the class.

INSTRUCTIONAL PROCEDURES

Genre of writing instruction: simulated journal entry 

Stage of writing instruction: last stage of the writing process: publishing publish and share our writing with an audience final form with all changes made Use your best handwriting. use the correct form: journal form After publishing, read from the author’s chair.

INSTRUCTIONAL PROCEDURES, CONT.

Modeling: show edited draft show the published piece Note changes that were made in the revising and

editing process present in the published piece. Have students take notice the handwriting and form of

the writing.

Practice Activity : shared writing Give the students a copy of the edited class draft, so

that they can read the sentences to me as I write them. Teacher writes on the overhead to publish

ASSESSMENT Students use edited draft to write published simulated

journal. Write on white, lined writing paper. Make all changes from previous stages. Use best handwriting. They will use the simulated journal form, which

includes a date. On the following day, the students will read their

published simulated journal to the class in the author’s chair.

ACCOMMODATIONS & MODIFICATIONSFOR DEVELOPMENT Gifted Students: These students will present the pictures found on the

internet as they read. This will challenge the gifted students, as well as

expand the knowledge and understanding of the other students in the class.

Students with Disabilities (Intellectual Disabilities):

may choose to read only their most favorite paragraph of their journal entry

ACCOMMODATIONS & MODIFICATIONS FOR CULTURAL AND LINGUISTIC NEEDS

Bilingual Students/Speech Disability: will be allowed to read only a portion, or most

important part of their journal entry, Students will also be able to pre-record their sharing. As they share, they can sit in the author’s chair, and

the teacher will play the tape for the class to hear.

Simulated Journal Publishing Rubric

Exceeds Standard 3 pts.

Meets Standard 2 pts.

Partially Meets Standard

1 pt.

Does Not Meet Standard

0 pts. Narrative

Components Well-defined

beginning, middle and end present;

setting, characters, plot, conflict and

resolution exceptionally described and closely related

Beginning, middle and end present;

setting, characters, plot, conflict and

resolution present and related

Beginning, middle and/or end present, but not well-defined; setting, characters,

plot, conflict and/or resolution present,

but not strongly related

Beginning, middle and end not present; setting, characters,

plot, conflict and resolution not

present and/or related

Form of Genre exceptionally written in the simulated

journal form; clear voice from writers’

point of view

written in the simulated journal

form; point of view clear and present

Some elements of the simulated journal

form present; point of view unclear

Not in simulated journal form; correct

point of view not evident

Organization exceptional events/details

sequenced chronologically;

story flows smoothly and does not jump

back and forth

events/details sequenced; story

flows well the majority of the time

events/details poorly sequenced;

difficult to comprehend; jumps around from idea to

idea

no organization

Student Name: _________________________ Date: ________________________________

Handwriting exceptional handwriting used for published copy

acceptable handwriting used

poor handwriting used

Events/Details

3+ clear and historically

accurate events; 3+ exceptional details for each

event

3 events present; 3 details for each

event

1-2 events; 1-2 details for each

event

No events/details

Spelling Very few or no errors present

Few errors Many errors Excessive errors present

Punctuation Very few or no errors present

Few errors Many errors Excessive errors present

Sharing Shared simulated journal orally and

in print

Shared journal entry on the class writing bulletin

board

did not share

Score /27

Tatum, S. (2008). Simulated journal publishing rubric. Unpublished manuscript. Valdosta State University

(READ 7140), GA..