Transcript Lee L PowerPoint - Valdosta State University

Interdisciplinary Writing
Unit 3rd Grade
Response to Literature:
simulated journal
Laura Lee
READ 7140: Methods of
Teaching Writing
Summer 2006
Georgia Writing Test
3rd Grade
 Grade Three Writing
Assessment: The writing
assessment for grade three is
based on teacher judgment of the
developmental stage most
representative of student writings
collected throughout the year.
Third grade teachers apply the
same developmental scale and
scoring guidelines used for the
fifth grade writing assessment.
The results are sent to the state.
Response to Literature:
Simulated Journal
 Simulated journal: assume
the role of a historical
figure or book character
and write entries from that
person’s point of view
telling the events that
occurred during their life
and their feelings.
Pre-assessment Prompt
 “Class, I would like you to
clear your desk and take
out a sheet of paper and a
pencil. I would like for you
to pretend that you are
Albert Einstein and write a
journal entry about the
experiences you would
have during one day.”
Grouping
 Model & Practice: Wholegroup for prewriting and
drafting. Peer groups for
revising and editing.
 Assessment: individual
 Cultural differences:
Students with cultural
differences who are having
trouble will be paired with a
student that is
knowledgeable in the subject.
The student will provide
assistance on the subject
matter, not the writing
process.
Prewriting
 The five stages : prewriting, drafting,
revising, and publishing.
 Sequential and must be completed in
order.
 Get ready to write.
 Recall events that you want to include in
your writing
 Graphic organizer to organize your
events and details.
 Graphic organizer: journal entry, name of
the person, where the person is from,
sequence of events and any thoughts and
feelings
 Know your audience before you begin
writing.
 Purpose of your writing needs to be clear
Assessment
 “Imagine that you were Paul
Revere on the night of April 1819, 1775. You have successfully
completed your Midnight Ride
to Lexington and warned the
countryside that the British
Regulars were marching. Now it
is time to record your
experiences and feelings in
your journal.”
 Student will fill out graphic
organizer with required
information.
Graphic Organizer
Simulated Journal
Name: __________________________________ Date: ________________
First Paragraph:
1. Date of diary entry:
2. Name of person:
___________________________________________________
5. Where the person is from:
________________________________________________________________
Second Paragraph:
Briefly list the sequences of events that occurred during the time that you read
about the person.
1.
________________________________________________________________
2.
________________________________________________________________
3.
________________________________________________________________
4.
________________________________________________________________
Third Paragraph:
Briefly list thoughts or feelings that you think the person had about the journey
and how it affected him/her.
1.
________________________________________________________________
2.
________________________________________________________________
3.
________________________________________________________________
4.
________________________________________________________________
A day in the life of the civil war (2002). Graphic Organizer Civil War Diary Simulated
Jouranal. Retrieved May 16, 2006 from http://www.valdosta.edu/~flaltman/lesson1.html.
Revised by Laura Lee.
Checklist for Prewriting Simulated Journals
3rd grade
Name:
Date:
o My information related to the topic studied in class.
o I included the date of the journal entry, person’s name, and where the person is
from.
o I included 4 event in the order in which they happened.
o I included 4 thoughts or feelings about the information.
o My teacher, peers, and myself can read my handwriting.
Lee, L. (2006). Checklist for prewriting simulated journals, 3rd grade. Unpublished
manuscript, Valdosta State University, GA .
Scoring Guide for Prewriting Simulated Journals
3rd Grade
Name:
Date:
Topic
Met Standard
3
Partially Met
2
Did not meet
1
ELA3W1 (k)
Writes a response to
literature that
Organizes and
Information is
Information is not
demonstrates
creates information relevant
relevant
understanding of the that is relevant
text, formulates an
opinion, and
supports a
judgment.
ELA3W1 (m)
Completes graphic
Does not compete
Prewrites to
organizer
graphic organizer
generate ideas
(completes graphic
organizer)
Paragraph 1:
Includes date of
journal entry,
Includes all 3
Includes 2
Includes only 1
person’s name,
where person is
from.
Paragraph 2:
Includes 4
Includes all 4 with
Includes 2-3 with
Includes 0-1
sequences of events. details
details
Paragraph 3:
Includes 4 thoughts Includes all 4 with
Includes 2-3 with
Includes 0-1
or feelings
details
details
Total:
Lee, L. (2006). Scoring guide for prewriting simulated journals, 3rd grade.
Unpublished manuscript, Valdosta State University, GA.
Drafting
 Ideas from graphic
organizer are put onto
paper
 Events in order
 Add an introductory and
conclusion
 Use wide ruled notebook
paper, using every other
line.
 Only a draft and needs to
be labeled draft, rough
draft, or sloppy copy.
Assessment
 The students will use the
graphic organizer that they
completed independently
the day before to draft
their story.
 Students must write three
paragraphs that include the
information labeled on the
graphic organizer.
 Independent
Name:
Topic:
Title:
Paragraph 1:
Includes date of
journal entry,
person’s name,
where person is
from.
Paragraph 2:
Includes 4
sequences of
events.
Paragraph 3:
Includes 4 thoughts
or feelings
Rubric for Drafting
3rd Grade
Date:
Met Standard
3
Working toward
meeting standard
2
Includes title
Needs
Improvement
1
Does not include
title
Includes all 3
Includes 2
Includes only 1
Includes all 4 with
details
Includes 2-3 with
details
Includes 0-1
Includes all 4 with
details
Includes 2-3 with
details
Includes 0-1
Sentences
Writes in complete
sentences and
paragraphs
Write in complete
sentences; no
paragraphs
Does not write in
complete
sentences; no
paragraphs
Conventions
Skips lines for
revising/editing
Does not skip lines
for revising/editing
Total:
Lee, L. (2006). Rubric for drafting: 3rd grade. Unpublished manuscript, Valdosta
State University, GA.
Revising
 Adding or changing details,
rearranging events,
changing word use, or
deleting unrelated
sentences.
 This stage focuses on
content not mechanics.
Assessment
 Put the student in pairs and
let them give each other
feedback on their drafts.
Have the students use the
draft they wrote the day
before to make revision on.
The students should use
the correct revision marks.
The students will revise
their entire story and label
the copy “revision.”
Checklist for Revising
Name:_____________________________
Date:_____________________
____
Can you read it out loud without stumbling?
____
Does every word and action count?
____
Is the series of events logical? Do they relate?
____
Is it clear what your goal or your main character's goal is throughout the
piece of writing?
____
Are vivid/descriptive words used to describe characters and/or events?
____
Is your train of thought clear?
____
Do you use a variety of verbs throughout the piece?
____
Is it wordy? Are you using the same words and phrases
over and over again?
____
Is there a catchy introduction? Does the conclusion leave the reader
thinking?
____
Do supporting details support only the topic sentence of that paragraph?
____
Do your paragraphs flow together?
____
Is proper format followed throughout?
____
Are all sentences complete or are there sentence fragments?
____
Do your sentences help the reader picture the story?
Lee, L. (2006). Checklist for revising. Unpublished manuscript, Valdosta State
University, Ga .
Rubric for Revising
3rd grade
Name:__________________________
Date:____________________
Exceeds Standard Meets Standard Progress Toward
Needs
4
3
Meeting
Improvement
Standard
1
2
Adding
Adds more
Adds more
Vaguely add few Does not revise
details to
detail to the
details.
to include more
events/characters/ over all story.
detail
setting, etc.
Rearranging
Rearranged
Does not
events to make
rearrange
logical (if
illogical events
events are not
in order)
Removing
Removed
Removes few
Does not
unnecessary
unnecessary
remove
words/sentences words/sentences unnecessary
or details.
or details.
words/sentences.
Replacing Replaces all
Replaces few
Does not replace
unclear parts to
unclear parts to
unclear parts of
make story
make story
the story.
stronger.
stronger.
Lee, L. (2006). Rubric for revising. Unpublished manuscript, Valdosta State University,
Ga .
Editing
 Author reads through their
story and corrects errors of
spelling, grammar,
punctuation, and
capitalization.
 Focus on errors and not the
content.
 Read word by word
checking carefully for any
errors.
Assessment
 The students will edit their
own entries for the
assessment with the help
of a partner. Each
student should be able to
edit his or her entry with
the correct proofreading
marks. The author may
have a conference with the
teacher if they need
additional help.
Checklist for Editing
rd
3 Grade
Self
Peer
____ ____ Complete Sentences
____ ____ Subject and verb agreement in sentences
____ ____ Spelling
____ ____ Ending punctuation of sentences
____ ____ Commas in a series
____ ____ Capitalization
Root, T. (n.d.). Writing checklist. Unpublished manuscript. Valdosta State University,
GA.
Rubric for Editing
rd
3 Grade
Topic
Working toward
Does not meet
Meets Standard
standard
standard
3
2
1
Complete Sentences Writes in complete Complete sentences Does not write in
sentences
with several
complete sentences
fragments
Subject verb
Corrects subject
Does not correct
agreement in
verb agreement
subject verb
sentences
errors
agreement errors
Spelling
Corrects spelling
Does not correct
errors
spelling errors
Ending punctuation Corrects
Does not correct
of sentences
punctuation errors
punctuation errors
Commas in a series Corrects commas in
Does not correct
a series
commas in a series
Capitalization
Corrects
Does not correct
capitalization errors
capitalization errors
Total:
Lee, L. (2006). Rubric for editing: 3rd grade. Unpublished manuscript, Valdosta State
University, GA.
Publishing
 Author uses their draft with
revisions and editing marks
to write a clean and correct
copy of their work.
 Published copy is the final
stage of the writing process
and should be presented
very neat.
Assessment
 Rewrite the drafts making
the revisions and editing
corrections.
 Several students share their
finished journal entries.
 Students can also make
illustrations to go along with
their journal entries.
 Every part of the writing
process (prewriting through
publishing) will be turned in
to the teacher for final
assessment.
Rubric for Publishing
rd
3 Grade
Topic
Makes all changes
Handwriting
Format
Meets Standard
3
Working toward
Does not meet
meeting standard
standard
2
1
Corrects all revising Correct few revising Does not correct
and editing marks
and editing marks
revising and editing
marks
Neat, legible
Handwriting barely Handwriting not
handwriting to
legible to student
neat or legible
student and teacher and teacher
Uses correct writing
Does not use correct
genre format
genre format
Lee, L. (2006). Rubric for publishing: 3rd grade. Unpublished manuscript, Valdosta
State University, GA.
Accommodations and
Modifications




Deaf or hearing impairment: In addition to the
student having an interpreter, the student could
also sit near the front of the room to make sure
that he/she can have a visual representation of
what is being interpreted.
Emotional or behavioral disorder: For students
with behavioral disorders, they need to sit in
close approximation to the teacher. They will
also need be monitored more closely and keep
active.
Learning disability: Students with learning
disabilities could be given extra help from the
teacher or a peer. The students also would
benefit from a visual aide or model to help them
make the connection between what the teacher
is saying and what he/she should be doing.
Physical disability: For students with physical
disabilities in a wheelchair, the room
arrangement must be organized so that he/she
can move freely around the room. Also, if the
student has trouble handwriting assignments,
larger spaced paper can be provided or an
assistive device such as a type writer or
computer can be used.
Interdisciplinary Writing
Unit 3rd Grade
Expository Writing:
Newspaper Article
Laura Lee
READ 7140: Methods of
Teaching Writing
Summer 2006
Expository Writing:
Newspaper Article
 Give information and
explain it.
 Ex: Textbooks,
encyclopedias, magazines,
and newspapers
 Purpose is to inform and
present information.
Pre-assessment Prompt
 The teacher will give the
following prompt for preassessment:
 “Class, I would like you to
clear your desk and take
out a sheet of paper and a
pencil. I would like for you
write a paragraph
explaining and give
information about the
governor of Georgia.”
Grouping
 Modeling & Practice: wholegroup
 Assessment: predetermined
groups of four.
 Cultural differences: Students
with cultural differences who
are having trouble will be
paired with a student that is
knowledgeable in the subject.
The student will provide
assistance on the subject
matter, not the writing process.
Prewriting
 The five stages : prewriting, drafting,
revising, and publishing.
 Sequential and must be completed in
order.
 Get ready to write.
 Recall events that you want to include in
your writing
 Graphic organizer to organize your
events and details.
 Graphic organizer: journal entry, name of
the person, where the person is from,
sequence of events and any thoughts and
feelings
 Know your audience before you begin
writing.
 Purpose of your writing needs to be clear
Assessment
 “We will be writing an
expository text in the form of a
newspaper article. I have
already split you into groups
and I will assign a different
topic to each group. Together
the group will prewrite, draft,
revise, edit, and publish a
newspaper article that we will
display on our class news
board.”
 Students will fill out the graphic
organizer.
Planning for a Newspaper Article
3rd Grade
Name:______________________________
Date:___________________
Title of Article:__________________________________________________________
Introduction: (who, what, and where)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Point 1:
Detail 1:
Detail 2:
Detail 3:
Point 2:
Detail 1:
Detail 2:
Detail 3:
Point 2:
Detail 1:
Detail 2:
Detail 3:
Conclusion:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Lee, L. (2006). Planning for a newspaper article 3rd grade. Unpublished manuscript, Valdosta State
University, GA.
Scoring Guide for Prewriting Expository Writing
3rd Grade
Topic
ELA3W1 (m)
Prewrites to
generate ideas
(completes graphic
organizer)
Title:
Introduction:
Points:
Paragraph 4:
Conclusion
Met Standard
3
Completes graphic
organizer
Partially Met
2
Includes title
Provides
introduction with
“attention getter”,
states 3 main points.
Includes 3 major
point with at least 3
details
Provides a
conclusion by
restating major
points
States the 3 main
Includes 2 major
points with little or
no details
Did not meet
1
Does not compete
graphic organizer
Does not include
title
Does not write an
introduction
Does not include
major points or
details
No conclusion
Total:
Lee, L. (2006). Scoring guide for prewriting expository writing, 3rd grade. Unpublished
manuscript, Valdosta State University, GA.
Drafting
 Ideas from graphic
organizer are put onto
paper
 Events in order
 Add an introductory and
conclusion
 Use wide ruled notebook
paper, using every other
line.
 Only a draft and needs to
be labeled draft, rough
draft, or sloppy copy.
Assessment
 The students will use the
graphic organizer that they
completed independently the
day before to draft their story.
 Students must write three
paragraphs that include the
information labeled on the
graphic organizer.
 The teacher needs to monitor
and offer guidance when
needed.
 The students will complete this
assessment independently only
with guidance from the teacher
if needed.
Rubric for Drafting Expository Writing
3rd Grade
Topic
Title:
Introduction:
Points:
Paragraph 4:
Conclusion
Met Standard
3
Includes title
Provides
introduction with
“attention getter”,
states 3 main points.
Includes 3 major
point with at least 3
details
Provides a
conclusion by
restating major
points
Partially Met
2
States the 3 main
Includes 2 major
points with little or
no details
Did not meet
1
Does not include
title
Does not write an
introduction
Does not include
major points or
details
No conclusion
Total:
Lee, L. (2006). Scoring guide for drafting expository writing, 3rd grade. Unpublished
manuscript, Valdosta State University, GA.
Revising
 Adding or changing details,
rearranging events,
changing word use, or
deleting unrelated
sentences.
 This stage focuses on
content not mechanics.
Assessment
 Put the student in pairs and
let them give each other
feedback on their drafts.
Have the students use the
draft they wrote the day
before to make revision on.
The students should use
the correct revision marks.
The students will revise
their entire story and label
the copy “revision.”
Checklist for Revising
Name:_____________________________
Date:_____________________
____
Can you read it out loud without stumbling?
____
Does every word and action count?
____
Is the series of events logical? Do they relate?
____
Is it clear what your goal or your main character's goal is throughout the
piece of writing?
____
Are vivid/descriptive words used to describe characters and/or events?
____
Is your train of thought clear?
____
Do you use a variety of verbs throughout the piece?
____
Is it wordy? Are you using the same words and phrases
over and over again?
____
Is there a catchy introduction? Does the conclusion leave the reader
thinking?
____
Do supporting details support only the topic sentence of that paragraph?
____
Do your paragraphs flow together?
____
Is proper format followed throughout?
____
Are all sentences complete or are there sentence fragments?
____
Do your sentences help the reader picture the story?
Lee, L. (2006). Checklist for revising. Unpublished manuscript, Valdosta State
University, Ga .
Rubric for Revising
3rd grade
Name:__________________________
Date:____________________
Exceeds Standard Meets Standard Progress Toward
Needs
4
3
Meeting
Improvement
Standard
1
2
Adding
Adds more
Adds more
Vaguely add few Does not revise
details to
detail to the
details.
to include more
events/characters/ over all story.
detail
setting, etc.
Rearranging
Rearranged
Does not
events to make
rearrange
logical (if
illogical events
events are not
in order)
Removing
Removed
Removes few
Does not
unnecessary
unnecessary
remove
words/sentences words/sentences unnecessary
or details.
or details.
words/sentences.
Replacing Replaces all
Replaces few
Does not replace
unclear parts to
unclear parts to
unclear parts of
make story
make story
the story.
stronger.
stronger.
Lee, L. (2006). Rubric for revising. Unpublished manuscript, Valdosta State University,
Ga .
Editing
 Author reads through their
story and corrects errors of
spelling, grammar,
punctuation, and
capitalization.
 Focus on errors and not the
content.
 Read word by word
checking carefully for any
errors.
Assessment
 The students will edit their
own entries for the
assessment with the help
of a partner. Each
student should be able to
edit his or her entry with
the correct proofreading
marks. The author may
have a conference with the
teacher if they need
additional help.
Checklist for Editing
rd
3 Grade
Self
Peer
____ ____ Complete Sentences
____ ____ Subject and verb agreement in sentences
____ ____ Spelling
____ ____ Ending punctuation of sentences
____ ____ Commas in a series
____ ____ Capitalization
Root, T. (n.d.). Writing checklist. Unpublished manuscript. Valdosta State University,
GA.
Rubric for Editing
rd
3 Grade
Topic
Working toward
Does not meet
Meets Standard
standard
standard
3
2
1
Complete Sentences Writes in complete Complete sentences Does not write in
sentences
with several
complete sentences
fragments
Subject verb
Corrects subject
Does not correct
agreement in
verb agreement
subject verb
sentences
errors
agreement errors
Spelling
Corrects spelling
Does not correct
errors
spelling errors
Ending punctuation Corrects
Does not correct
of sentences
punctuation errors
punctuation errors
Commas in a series Corrects commas in
Does not correct
a series
commas in a series
Capitalization
Corrects
Does not correct
capitalization errors
capitalization errors
Total:
Lee, L. (2006). Rubric for editing: 3rd grade. Unpublished manuscript, Valdosta State
University, GA.
Publishing
 The publishing stage is
when the author uses their
draft with revisions and
editing marks to write a
clean and correct copy of
their work.
 The author’s published
copy is the final stage of
the writing process and
should be presented very
neat.
Assessment
 For the assessment the students will
publish their newspaper article.
 The students will rewrite their drafts
making the revisions and editing
corrections.
 Remind the students that published
pieces are written neatly and they need
to take their time.
 After the class finishes publishing their
entries, the teacher may choose to let
several students share their finished
newspaper articles.
 The students can also make
illustrations to go along with their
newspaper articles.
 Every part of the writing process
(prewriting through publishing) will be
turned in to the teacher for final
assessment.
Rubric for Publishing
rd
3 Grade
Topic
Makes all changes
Handwriting
Format
Meets Standard
3
Working toward
Does not meet
meeting standard
standard
2
1
Corrects all revising Correct few revising Does not correct
and editing marks
and editing marks
revising and editing
marks
Neat, legible
Handwriting barely Handwriting not
handwriting to
legible to student
neat or legible
student and teacher and teacher
Uses correct writing
Does not use correct
genre format
genre format
Lee, L. (2006). Rubric for publishing: 3rd grade. Unpublished manuscript, Valdosta
State University, GA.
Accommodations and
Modifications




Deaf or hearing impairment: In addition to the
student having an interpreter, the student could
also sit near the front of the room to make sure
that he/she can have a visual representation of
what is being interpreted.
Emotional or behavioral disorder: For students
with behavioral disorders, they need to sit in
close approximation to the teacher. They will
also need be monitored more closely and keep
active.
Learning disability: Students with learning
disabilities could be given extra help from the
teacher or a peer. The students also would
benefit from a visual aide or model to help them
make the connection between what the teacher
is saying and what he/she should be doing.
Physical disability: For students with physical
disabilities in a wheelchair, the room
arrangement must be organized so that he/she
can move freely around the room. Also, if the
student has trouble handwriting assignments,
larger spaced paper can be provided or an
assistive device such as a type writer or
computer can be used.