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Melisa Williams
4th grade
Informational, Report
Social Studies- Slavery
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.
Wrote about a famous Native American.
Included most factual information.
* Must meet for mastery of PLO
Wrote about a famous Native American.
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
* Must meet for mastery of PLO
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
* Must meet for mastery of PLO
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
Students will complete an independent practice
Will write their own draft Teacher will conference with individuals Students should use checklist to help
remember the guidelines Teacher will use rubric to score students
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
* Must meet for mastery of PLO
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.
Story is ended in conclusion
Reason of death is stated in conclusion
* Must meet for mastery of PLO
Conclusion does not contain information about why the person is famous.
Story is ended in conclusion
Has no conclusion
Organization Contains most complete sentences.
Refers to main character in first person
Includes logical paragraph organization
Contains most complete sentences.
Refers to main character in first person
Includes some logical paragraph organization
* Must meet for
mastery of PLO
Contains most complete sentences.
Refers to main character in first person
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
have trouble with… etc
Revision – Assessment
Students will complete an independent practice
Will revise own draft Teacher will conference with individuals Students should use checklist to help
remember the guidelines Teacher will use rubric to score students
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
Elements Exceeds PLO Meets PLO Partially meets PLO
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
* Must meet for mastery of PLO
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
* Must meet for mastery of PLO
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
Students will complete an independent practice
Will revise own revision stage Teacher will conference with individuals Students should use checklist to help
remember the guidelines Teacher will use rubric to score students
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
Elements Exceeds PLO Meets PLO Partially meets PLO
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
* Must meet for mastery of PLO
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
have trouble with… etc
Publishing – Assessment
Students will complete an independent practice
Re-write one writing piece Teacher will conference with individuals Students should use checklist to help
remember the guidelines Teacher will use rubric to score students
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.