Dysart Unified School District Interactive Writing Assessment

NARRATIVE WRITING – FALLGrade 1

Student Booklet

Student Name

School

Teacher Name SCORED USING SIX-TRAITSIdeas/Content ____Organization ____Voice ____Word Choice ____Sentence Fluency ____Conventions ____Overall Score ____

GRADE 1 – Narrative Writing – Fall Benchmark

GENERAL DIRECTIONS

You will write a narrative piece that has a beginning, middle and end.

This is your student writing packet. Carefully read the prompt below with your teacher and then plan and write your rough draft on your own paper. Your final draft will be written ONLY on the composition paper (at the end of this packet). When you are finished writing, revising, and editing, check your work one last time before writing your final copy. PROOFREAD your final copy.

EXERCISE 1: Read and analyze the TOPIC, PROMPT, and THINK ABOUT sections.

TOPIC: You are a zookeeper at The Wildlife World Zoo. It is your turn to stay all night to take care of the animals. Everyone has left, and you are alone in the zoo. Your favorite animal had a wild night! Write a journal entry telling what happened during the night.

PROMPT: Remember, you are a zookeeper at The Wildlife World Zoo. Write a journal entry telling what happened to/with your favorite animal during the night at the zoo.

THINK ABOUT:

What is your favorite animal that is found in a zoo? What do you think the zoo animals do when the zoo is closed? What does this animal look like or act like? What is a zookeeper? What is their job at the zoo? What could happen to a zookeeper while staying at the zoo overnight?

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GRADE 1 – Narrative Writing – Fall Benchmark

Speaking and Listening Rubric –Collaborative Conversations, Grade 1

1Not aware of skills needed

2Aware of the skills

needed

3Going above the

expectations

Listening

No eye contact Not paying

attention Off task Interrupting

Eye contact Faces the speaker Not engaging in side

conversations with others

Constant eye contact and concentrated body language

Shows understanding through head nodding and leaning forward

Speaking

Interrupting Total silence

Speaking one at a time

Producing complete sentences

Speak audibly in coherent sentences

Taking turns

Gains the floor in respectful ways

Making Connections

• No paraphrasing• Total silence• Monopolizes

conversation

Paraphrasing Actively responding

with care Engaged in

conversation

• Goes beyond by adding to the conversation

• Build on others’ talk in conversations by linking their comments to the remarks of others.

Asking Questions

• No response• Total silence

Quality/open-ended questioning

Asking for clarification when needed

Staying on topic/task

• Thoughtful, deeper questioning that promotes more intense thinking about the topic

• Build on the conversation by linking questions and comments to prior experience

EXERCISE 2:

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GRADE 1 – Narrative Writing – Fall Benchmark

We will read a story together and discuss the details of the story. We will answer questions at the end of the story.

Document A – The teacher will read “A Zany Zoo Day.” Then you will answer these questions.

GUIDING QUESTIONS:

1. What did Anna and Max do every time they saw a different animal?

2. How did the author share information about the animals in the zoo?

3. What did Mom seem to think was a good thing that Anna and Max learned from going to the zoo?

4. Was the story fiction or nonfiction?  Why?

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GRADE 1 – Narrative Writing – Fall Benchmark

5. Choose one animal you liked from “A Zany Zoo Day.” What do you think that animal might think about? Would it be friends with the zookeeper?

6. What do you think that animal might do at night? Would it talk to the other animals? What would it say?

Document B - Video “Career Profile: Zookeeper” Watch this video with your teacher: http://www.youtube.com/watch?v=zgCTC1-izuk

GUIDING QUESTIONS:

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1. Who is providing the information in the video?

2. The zookeeper mentions taking care of six types of primates. Find out what primates are. Do you think these primates could be friends? Do you think they would play together at night?

3. The zookeeper mentions building toys for the animals. If you were the zookeeper, what toy would you build for an animal to play with at night? (Choose one animal and make the toy specific to that animal.)

4. What are some of the zookeeper’s job other responsibilities?

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5. Do you think the animals ever try to help the zookeeper? How?

Document C – Nocturnal Animals

View this website with your teacher to learn about nocturnal animals and what they do:http://www.parkfieldict.co.uk/infant/nocturnal/contents.html

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Guiding QUESTIONS:

1. What is a nocturnal animal?

2. Why are many desert animals nocturnal?

3. What special abilities help animals do their activities at night?

4. If these animals were in the zoo, do you think they would try to play with animals that were not nocturnal? What would they do to try to get the other animals to play?

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GRADE 1 – Narrative Writing – Fall Benchmark

5. Do you think the zookeeper has to do any special things for nocturnal animals?

Document D – Pictures of Zookeepers

GUIDING QUESTIONS:

1. What do you think is something fun about a zookeeper’s job?

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GRADE 1 – Narrative Writing – Fall Benchmark

2. What adjectives could we use to describe these pictures?

3. Do you think zookeepers have different jobs at night with the nocturnal animals?

4. These zookeepers look friendly. Do you think the animals like them? Why?

EXERCISE 3: Zookeeper’s Night at the Zoo Pre-Writing/Planning

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What animal did you pick? Why did you pick that animal?

What things can your animal do? What wild thing did your animal do?

What would be a really interesting first sentence that introduces both the time and place of your night at the zoo? Write it in this box.

Beg

inn

ing

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After your story starts, what is the first event that happens during your night at the zoo?

Mid

dle

What is the second event that happens during your night at the zoo?

What is the third event that happens during your night at the zoo?

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What would be a really interesting last sentence that would leave the reader to end your story?

End

EXERCISE 4:

First Draft: Now that you have organized your thoughts and planned your story, begin your first draft on paper provided by the teacher.

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EXERCISE 5:

NARRATIVE PEER REVISION AND EVALUATION

Name of Writer: __________________________________________________

Name of Listener: ________________________________________________

Introduction: Listen to your friend read his or her story. Check Yes or No to answer the questions.    

Narrative Revision Checklist

Did My Friend… Yes No-Write an interesting beginning for the reader?-Write about one main idea?-Write 3 interesting details about what happened?-Use first, next, then, in the beginning, before, after, finally, last?-Write an ending?

Narrative Editing Checklist

Did My Friend… Yes No-Use complete sentences?-Begin my sentences differently?-Use capitals and correct end punctuation?-Spell check?

What I liked most about my friend’s story:

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GRADE 1 – Narrative Writing – Fall Benchmark

EXERCISE 6:Use the Narrative Revision Checklist and Narrative Editing Checklist, to improve your writing.

Narrative Revision Checklist

Did I… Yes No-Write an interesting beginning for the reader?-Write about one main idea?-Write 3 interesting details about what happened?-Use first, next, then, in the beginning, before, after, finally, last?-Write an ending?

Narrative Editing Checklist

Did I… Yes No-Use complete sentences?-Begin my sentences differently?-Use capitals and correct end punctuation?-Spell check?

My favorite part of my story is

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6-TRAITS OF WRITING – RUBRICAll Score Point 5

IDEAS_____ Presents a fresh/original idea_____ Topic is narrowed and focused_____ Develops one clear, main idea_____ Uses interesting, important details for support._____ Writer understands topic well

ORGANIZATION_____ An original title is present (if requested)_____ Transitions connect main ideas_____ The opening attracts_____ An effective ending is tried_____ Easy to follow_____ Important ideas stand out

VOICE_____ Uses text to elicit a variety of emotions_____ Takes some risks to say more than what is expected_____ Point of view is evident_____ Writes with a clear sense of audience_____ Cares deeply about the topic

WORD CHOICE_____ Everyday words used well_____ Precise, accurate, fresh, original words_____ Creates vivid images in a natural way_____ Avoids repetition, clichés or vague language_____ Attempts at figurative language

SENTENCE FLUENCY_____ Consistently uses sentence variety_____ Sentence structure is correct and creative_____ Variety of sentence beginnings_____ Natural rhythm, cadence and flow_____ Sentences have texture which clarify the

important idea

CONVENTIONS_____ High frequency words are spelled

correctly and very close on other words_____ Capitals used for obvious proper nouns as

well as sentence beginnings_____ Basic punctuation is used correctly

and/or creatively_____ Indents consistently to show paragraphs_____ Shows control over standard grammar

Presentation: Students may present their writing piece to the class.

Final Draft

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