Third Grade Writing Assessment Test Students must have a variety of work samplesStudents must have a variety of work samples Students go through the writing

Third Grade Writing Third Grade Writing Assessment TestAssessment Test

Third Grade Writing Third Grade Writing Assessment TestAssessment Test

•Students must have a variety of work Students must have a variety of work samplessamples•Students go through the writing Students go through the writing process (prewriting, drafting, revising, process (prewriting, drafting, revising, editing, and publishing) editing, and publishing) •Test scores are based on Test scores are based on o Tech evaluationTech evaluationoContentContentoSurface featuresSurface featuresoPersonal expressionPersonal expression

Third Grade Writing Assessment Test

• Content StandardsoUses correct spelling for sight wordsoUses examples from literature to

create stories.oWrites a variety of genresoUses phonemic strategiesoWrites a short paragraphoApplies correct principles of

grammar, parts of speech, and usage of mechanics

Overview of Overview of Interdisciplinary Writing Interdisciplinary Writing

UnitUnit

Overview of Overview of Interdisciplinary Writing Interdisciplinary Writing

UnitUnit

Lauren DunnLauren Dunn

READ 7140READ 7140

Summer 2007Summer 2007

Interdisciplinary Writing Unit Presentation

• Grade Level: 2nd

• Genre of Writing: Narrative/Expository

• Content area connection: Reading/Science

Writing Process Stages• Prewriting: What am I going to write

about, who is my audience, brainstorming, graphic organizers, getting ideas down

• Drafting: Putting ideas into sentences• Revising: Adding details, taking

things out, rearranging things,• Editing: Punctuation, capitalization,

spelling, neat handwriting• Publishing: Sharing final copy

Unit 1Unit 1Unit 1Unit 1Narrative WritingNarrative Writing

Response to Literature/Personal Response to Literature/Personal StoryStory

Unit 1• Grade Level: 2nd

• Genre: Narrative (Response to Literature/Personal Story)

• Content Area Connection: Reading

Narrative Writing• Response to Literature/ Personal Story

o Narrative writing is where the writer tells a story about something that has a beginning, middle, and an ending/

• Content Area Integrationo ELA2R4 The student uses a variety

of strategies to gain meaning from grade level text. The student:

o h. Makes connections between texts and/or personal experiences.

o m. Recognizes, plot, setting and character within text, and compares and contrasts these elements among texts.

Pre-assessment for Narrative Writing

• I will conduct the activity by having the students write a five paragraph essay about something personal, such as a favorite television show, song, color, vacation, etc…

• This will let me know what they already know about the writing process and will help guide my teaching. It will let me know what I really need to focus on when teaching.

Grouping Arrangements

• I will read the book and teach the lesson through whole class instruction.

• After the lesson, I will break the children into small groups, so that they will be able to work on their assessment activity together and help one another.

• I will also be walking around observing and helping them as needed.

Prewriting

Prewriting• Getting ready stage• Brainstorm ideas• Complete graphic organizer• Decide what you are going to write

about• Consider Audience

Prewriting• Modeling

o I have completed an awesome endings graphic organizer of my own as an example for you to look at. I am going to explain each part to you one by one. Practice

o We are going to fill out a new happy endings graphic organizer together based on one of the happy memories that we have had here at school. We are going to do this through shared writing.

• Assessmento Students will complete an Awesome Endings

graphic organizer using details from what they did during modeling and practice.

Awesome Endings Graphic Organizer

• AWESOME ENDINGS• Name: __________________________Date:

________________• Memory

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Feeling ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Decision ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Wish or Hope ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

•Modified by Dunn, L. from Root, T. (n.d.). Graphic Organizers Website. Valdosta, GA: Valdosta State University

Checklist for Narrative Prewriting Process

• ____Do I have my name and date on my paper?

• ____Do I have a memory?• ____Do I have a title?• ____Do I have a setting?• ____ Did I list characters?• ____ Do I have a feeling?• ____Do I have decision?• ____Do I list supporting events?• ____Do I have a wish or a hope?• ____ Do I have a conclusion?• ____ Did I look back over my awesome ending

graphic organizer to make sure that I did not leave anything out?

Rubric for Narrative PrewritingExceeds Standards4

Meet Standards3

PartiallyMeets Standards2

Needs Improvement1

Did not make an attempt0

Completion Student completely fills out all 5 parts of the awesome endings graphic organizer

Student completely fills out 4 parts of the awesome endings graphic organizer

Student completely fills out 2 to 3 parts of the awesome endings graphic organizer

Student fills out 1 part of the awesome endings graphic organizer

Student fills out 0 parts of the awesome endings graphic organizer

Title Student writes an interesting title that sparks the interest of the reader

Student writes a title appropriate for assigned topic

Student writes a title Student writes a title that needs major improvements

Student does not write a title

Author Student states an author

Student does not state an author

Beginning/Memory

Student lists a specific memory recalling and detailing the characters and setting

Student lists a specific memory recalling and detailing only characters or setting

Student recalls a specific memory in detail

Student recalls a specific memory

Student does not attempt a beginning/memory

Middle/Feeling/Decision Student writes a feeling and recalls 3 or more events that happened

Student writes a feeling and recalls 3 events that happened


Student writes a feeling and recalls 1 event that happened

Student does not attempt a middle/feeling/decision

Ending/Wish/Hope Student summarizes 3 or more events that happened during their memory and states if they would do it again and why

Student summarizes 2 events that happened during their memory and states if they would do it again and why

Student summarizes 1 event that happened during their memory and states if they would do it again and why

Student only summarizes 1 event that happened during their memory and does not state if they would do it again and why

Student does not attempt a ending/wish/hope

Dunn, L. (2007) Rubric for Graphic Organizer. Unpublished manuscript. Valdosta State University. GA.

Accommodations and Modifications

• Developmental: o There are some students in the classroom who have

difficulties producing legible handwriting with skinny pencils. These children will be allowed to use a fat pencil or a pencil grip.

o There are some students in the classroom who perform at lower academic levels. Their prewriting will be less detailed than the students that achieve at higher levels. Their checklists will also be shorter.

• Cultural: o During shared writing, all of the children will get to express

their ideas. Since the classroom is diverse, different aspects will be given from different cultures. This will allow all of the children to express how they think. This accommodates cultural and linguistic backgrounds by allowing all students to present their ideas rather than conforming to one culture.

• Linguistic: o There are some students in the classroom who get ESOL

services. Their prewriting will be less detailed than the student with the English native due to lower achievement levels. They will also get to fill out their checklist with a buddy.

DraftingDraftingDraftingDrafting

Drafting• Put details from graphic organizer

into sentences• Ad more details• Wide ruled paper• Focus on what you are trying to

say in the story

Drafting• Modeling

o Remember how I completed my awesome endings graphic organizer on my happiest memory. It was a story about a time when I went to the beach with my parents. Well, today we are going to use that to write a draft. I am going to give each of you a copy of that organizer to look at while I demonstrate the drafting process.

• Practiceo I want all of you to get out the graphic organizer that we did

yesterday during shared writing dealing with the field trip to the zoo that we took last week. Today, we are going to take that organizer and put our ideas into sentences. We are going to do it through shared writing again. You are gong to give me your ideas and I am going to write them on the overhead.

• Assessmento that you have seen the drafting process modeled, and we

have worked on one together, you are going to compose a draft on your own. It will stem from the graphic organizer that you did yesterday on your own.

Wide Ruled Paper

Checklist for Narrative Drafting Stage• ____ Do I have a title?• ____ Did I put each of my ideas into sentences?• ____ Do I have an introduction that states what I am writing

about?• • ____ Did I list the characters in my introduction?• ____ Did I list the setting in my introduction?• ____ Do I have a minimum of three reasons why my memory was

happiest? • ____Do I have three supporting paragraphs?• ____Do each of my paragraphs support why my memory was• happiest?• ____Do I have a conclusion?• ____Did my conclusion summarize what I wrote my story about?• ____ At the end of my conclusion, did I leave my reader knowing

what kind of feeling I had?• ____ Did I write on wide ruled paper?• ____ Did I skip lines?• ____ Did I look back over my draft to make sure that I did • not leave anything out?

Rubric for Narrative DraftingExceeds Standards4

Meet Standards3


Needs Improvement1


Completion Student completely fills out all 5 parts of the five paragraph essay

Student completely fills out 4 parts of the five paragraph essay

Student completely fills out 2 to 3 parts of the five paragraph essay

Student fills out 1 part of the five paragraph essay

Student fills out 0 parts of five paragraph essay

Title Student writes an interesting title that sparks the interest of the reader

Student writes a title appropriate for assigned topic

Student writes a title

Student writes a title that needs major improvements


Author Student states an author

Student does not state an author

Beginning/Memory

Student lists a specific memory recalling and detailing the characters and setting. The student has three or more specific reasons.

Student lists a specific memory recalling and detailing only characters or setting. The student has two specific reasons.

Student recalls a specific memory in detail with one specific reason

Student recalls a specific memory with no specific reason

Student does not attempt a beginning/memory

Middle/Feeling/Decision Student writes a feeling and recalls 3 or more events that happened



Student writes a feeling and recalls 1 event that happened

Student does not attempt a middle/feeling/decision

Ending/Wish/Hope Student summarizes 3 or more events that happened during their memory and states if they would do it again and why

Student summarizes 2 events that happened during their memory and states if they would do it again and why

Student summarizes 1 event that happened during their memory and states if they would do it again and why

Student only summarizes 1 event that happened during their memory and does not state if they would do it again and why

Student does not attempt a ending/wish/hope

RevisingRevising RevisingRevising

Revising• Should I add anything?• Should I delete anything?• Should I rearrange anything?• Do my words and sentences make

sense?

Revising• Modeling

o I am going to go through my draft and revise my draft. I am going to first read my paper out loud to you. I will then say out loud what you should be talking about when you are revising your drafts. I will show you on the overhead how I use the proofreading marks on my draft to show what I would like to change. I will do my revising in red ink.

• Practiceo Do you remember the example of how we drafted our paper

that we did as a class on our field trip to the zoo last week? Today, we are going to go through it and revise it. We will be doing this through shared writing. I will read each sentence out loud and you will tell me what I need to add, take away, rearrange, etc… You will tell me what to do and I will do it on the draft.

• Assessmento I am going to have you revise your drafts on your favorite

memory narrative that you wrote.

Checklist for Narrative Revising

• ___ Did I add details?• ___ Did I delete unneeded information?• ___ Did I rearranged information?• ___ Did I used correct proofreading marks?• ___ Did I read my paper to my paper to my

partner?• ___ Did I only mark on my paper?• ___ Did I get suggestions?• ___ Did I use red ink?

Rubric for Narrative RevisingExceeds Standards4

Meets Standards3

Partially MeetsStandards2

Needs Improvement1

Added information Student added needed information

Student addedSome needed

information

Student did not add information

Deleted information Student deleted information that was not needed

Student deleted some unneeded information

Student did not delete unneeded information

Rearranged information

Student rearranged information in order to make more sense

Student rearranged some information that needed to be rearranged

Student did not rearrange information

Proofreading Marks Student always used correct proofreading marks

Student mostly used correct proofreading marks

Student used some correct proofreading marks

Student did not use proofreading marks

Suggestions Student got suggestions from partner

Student did not get suggestions from partner

Mark on Paper Writer was the only one who wrote on draft

Writer was not the only one who wrote on draft

Compliments Student gave and received compliments

Student did one of the following; gave or received compliments

Student did not give or receive compliments

Accommodations and Modifications



o There are some students in the classroom who perform at lower academic levels. Their revising may not be as good as the higher achieving students. These students will also have shorter checklists.




services. Their revising may not be as good as the higher achieving students. These students will also get to do their checklists with a buddy.

EditingEditingEditingEditing

Editing• Are my tenses correct?• Punctuation• Capitalization• Spelling• Neat handwriting

Editing• Modeling

o Do you remember what I said you have to do in the editing stage? That is what I am going to show you on my revised draft today. First, I am going to read my paper to you and make the appropriate grammatical corrections on my overhead transparency. I will explain each thing that I edit and why as I go along. Notice how I use the appropriate marks to show what corrections I need to make. I will do all of this in blue ink.

• Practiceo Do you remember the example of how we revised our paper that

we did as a class on our field trip to the zoo? Today, we are going to go through it and edit it. We will be doing this through shared writing. I will read each sentence out loud and you will tell me if you see any punctuation, capitalization, spelling, language, or handwriting is correct. You will tell me what to do and I will do it on the draft.

• Assessmento Now that you have seen the editing process modeled, we have

worked on one together; I am going to have you edit your story on your own. I want you to take out the completed revised story. I want you to read your paper and make any grammatical corrections using the proofreading marks we used during modeling and practice. Once you have made the editing corrections on your paper, I want you to get with your partner I am about to assign you and do the editing process with a partner.

Checklist for Narrative Editing

• ___ Did I spell my words correctly?• ___ Did I correctly punctuate my

sentences?• ___ Did I use correct capitalization?• ___ Are my sentences structured

correctly?• ___ Did I use proofreading marks?• ___ Did I use blue ink?• ___Did I read my paper to my partner?• ___ Did I only mark on my paper?• ___Did I get suggestions?

Rubric for Narrative Editing

Exceeds Standards

4

Meet Standards 3

Partially Meets Standards2

Needs Improvement1

Words spelled correctly

All words are spelled correctly

Students has 3 or less words spelled incorrectly

Student has 4-6 words spelled incorrectly

Student has more than 6 words spelled incorrectly

Correct punctuation

Student used correct punctuation

Student had 5 or less punctuation errors

Student has 6-8 punctuation errors

Student has more than 8 errors

Capitalization Student has no capitalization errors

Student has 3 or less errors

Student has 4 errors


Sentence structure Student has no sentence structure errors


Student has 4-5 errors


Proofreading marks

Student used correct proofreading marks

Student used 1-2 correct proofreading mark errors

Student used 3-4 proofreading mark errors

Student More than 4

proofreading mark errors

PublishingPublishingPublishingPublishing

Publishing• Make final copy• Neat handwriting• Don’t skip lines• Read

Publishing• Modeling

o Do you remember what I said you have to do in the publishing stage? This is what I am going to show you on my edited draft today. I will show you my model and point out the things that need to be done to have a finished published piece.

• Practiceo Now that I have modeled how to correctly publish a

narrative story, we will publish our essay that we produced together about our field trip to the zoo. We will do this through shared writing.

• Assessmento Now that you have seen the publishing stage

modeled and have worked on one together, I am going to have you publish your story on your own. I want you to rewrite your story on regular paper, using correct handwriting, and write on every line. Make sure that there are no errors and if there are you only make one line through it and correct the error. When you are finished your paper should be ready to read by your audience.

Checklist for Publishing• ___ Did I write my name? • ___ Did I use correct handwriting?• ___ Did I write neat?• ___ Did use the correct mark to

correct my errors?• ___ Did I did not skip lines?

Rubric for PublishingExceeds

Standards

4

Meet Standards 3


Needs Improvement1

Name is on paper

Name is on paper

Name is not on paper

Handwriting Student used correct handwriting throughout the paper

Student mostly used correct handwriting

Student used some correct handwriting

Student did not use correct handwriting

Neatness All of the paper is neat

Most of the paper is neat

Some of the paper is neat

Paper was not neat

Line through errors

Student correctly corrected errors

Student did not correct errors correctly

Accommodations/Modifications• Developmental:

o There are some students in the classroom who have difficulties producing legible handwriting with skinny pencils. These children will be allowed to use a fat pencil or a pencil grip.

o There are some students in the classroom who perform at lower academic levels. Their publishing will be less detailed than the students that achieve at higher levels. These children will also have a shorter checklist.




services. When they read their story, they may need assistance. These children will also get to complete their checklist with a buddy.

Unit 2Unit 2Unit 2Unit 2

Expository WritingExpository WritingScienceScience

Collaborative ReportsCollaborative Reports

Unit 2• Grade level: 2nd

• Genre: Expository/Collaborative Reports

• Content are integration: Science/Life Cycle of a Sapping Turtle

Expository/Informational Writing

• Collaborative ReportsoThis is a type of report where

students work in groups in order to inform their audience about a topic.

oI will put the students in groups of four. I will give each of them a graphic organizer with four questions on it. Each child will be responsible for one question. When all of the questions have been answered for the group, the children will share answers. This will get them ready to individually write their informational reports.

Expository/ Informational Writing• English Language Arts GPS:

o ELA2R4 The student uses a variety of strategies to gain meaning from grade level text. The student.

a. Reads a variety of texts for information and pleasure.d. Recalls explicit fats and infers implicit facts.e. Summarizes text content.

o ELA2W1 The student demonstrates competency in the writing process. The student

b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity, and, answering questions.)

c. Begins to create graphic features (charts, tables, graphs).h. Prewrites to generate ideas orally.k. Creates documents with legible handwriting.t. Uses a variety of resources (Encyclopedia, Internet, books) to research

and share information on a topic.• Content Area GPS:

o S2CS7 Students will understand important features of the process of scientific inquiry.

b. In doing science, it is often helpful to work as a team. All team members should reach their own individual conclusions and share their understandings with other members of the team in order to develop a consensus.

o S2L1 Students will investigate the life cycles of different living organisms.

a. Determines the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly

Expository/Informational Writing

Pre-assessment activity• Before I begin, I will have my students complete a pre-assessment

activity to see how much they have learned after completing this stage of writing I will have my students complete a pre-assessment activity. The activity will deal with the writing process. This will let me know what they learned about the writing process and will help guide my teaching. It will let me know what I really need to focus on when teaching. Once the stories have been written, I will grade them based on an attached rubric. I will conduct the activity by having the students write a five paragraph essay about something personal, such as a favorite television show, song, color, vacation, etc…

Script• Before we begin our lesson today, I want to do an activity. I would

like for you to take out a piece of paper and a pencil. I want you to write a story about your favorite television show, song, color, vacation, etc… If you do not want to use one of these topics, write about your favorite thing.

Grouping Arrangements• I will teach the lesson through whole class instruction. Whole class instruction is beneficial

because it allows all of the students to get the same information and same formative assessment, and it promotes time on task. After the lesson, I will break the children into small groups, so they will be able to work on their assessment activity together and help one another. I will also be walking around observing and helping them as needed. Small group instruction is beneficial because it allows children to work together to help one another work through problems. It is beneficial for me to walk around so I can see that the children are doing their assignment correctly and they can ask me questions.

o Whole class instruction will be beneficial to students with learning developmental needs. They will be able to obtain information from all of the students in the classroom. Some may be hesitant to ask questions, so with whole-class instruction they will get to hear all questions and answers. Small group instruction will be beneficial to students because it allows students with higher and lower achievement levels to work together. Walking around the classroom will be beneficial to everyone because I will get to see if they got the concept down and the students will be able to ask me questions if needed.

o Whole class instruction will be beneficial to students with cultural needs. They will be able to connect with students about trends that are popular for their age group. Small group instruction will be beneficial to students with cultural needs because they will be grouped together and will be able to understand that they connect with other children in their age group and that they are not different. Walking around the classroom will be beneficial to students with cultural needs because they will be able to explain to me their memory and why it may be different than the other students.

o Whole class instruction will be beneficial to students with linguistic needs. They will be able to able to obtain information from all of the students in the classroom. Some may be hesitant to ask questions, so with whole-class instruction they will get to hear all questions and answers. Small group instruction will be beneficial to students because it allows students with higher and lower achievement levels to work together. The higher achievers may be able to help the students who speak another language in breaking down the language of the assignment. Walking around the classroom will be beneficial to the students with linguistic needs because I will get to see if they got the concept down and they will be able to ask me questions if needed.

PrewritingPrewritingPrewritingPrewriting

Prewriting• Modeling

o Your assignment will be to write an informational report on the life cycle of a snapping turtle. I have completed an organizer of my own as an example for you to look at. I am going to explain each part to you one by one. I want you to pay close attention because you will be expected to do one when I finish.

• Practiceo I want us to do a shared writing activity as a class before I let you get

into groups. I am going to write an informational report myself to show you how it is done. I am doing mine on sea turtles. I have some of the Internet sites that I used to find my information on the topic that I wrote about pulled up. I want to briefly go through each one so that you will get an idea of how I got the information that I need for my prewriting. You will then have a better idea of how to retrieve your information. As we go through the sites, we will list one or two facts about my topic so that I can use it when I do my graphic organizer. If I call your name, I want you to come to the computer to find some information for me to write. You will tell me what it is and I will write it on the overhead.

• Assessmento Now that I have shown you my example of the graphic organizer on

snapping turtles and that we have fond some general information together as a class, you will get into groups of four and look up the information on snapping turtles as a team. Each person will be responsible for one question. Once all of the questions are answered, each of you will share your information with your group members for them to write down.

Graphic Organizer• Name:

Date:•

RESEARCH• Topic: Snapping Turtles• 1st QUESTION I want answered:• How are snapping turtles born?• snapping turtles born? • NOTES ON THE 1ST

QUESTION:______________________________________________________________________________________________________________________________________________________________________

Graphic Organizer Cont…

• 2nd QUESTION I want answered:• What happens after snapping

turtles are born?• NOTES ON THE 2nd

QUESTION:______________________________________________________________________________________________________________________

Graphic Organizer Cont…

3rd QUESTION I want answered:How long do snapping turtles

general live for and why?NOTES ON THE 3rd

QUESTION:______________________________________________________________________________________________________________

Graphic Organizer Cont…• 4th QUESTION I want answered:• What are some other interesting facts

about snapping turtles?• NOTES ON THE 4th

QUESTION:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Prewriting Checklist

• ____ Do I have my name and date on my paper?•• ____ Do I have a title?• ____ Did I effectively answer my question?• ____ Did I effectively answer question #1?• • ____ Did I effectively answer question #2?• ____ Did I effectively answer question #3?• ____ Did I effectively answer question #4?• ____ Did I look back over my graphic organizer to

make sure that I did not leave anything out?• ____ Have I worked as a team and helped other team

members?

Prewriting RubricExceeds Standards4

Meet Standards3


Needs Improvement1

Did not make an attempt

0

Question # 1 Student has 4 or more detailed facts listed about snapping turtles being born

Student has 3 detailed facts listed about snapping turtles being born

Student has 2 detailed facts listed about snapping turtles being born

Student has 1 detailed fact listed about snapping turtles being born

Student has 0 facts listed about snapping turtles being born.

Question # 2 Student has 4 or more detailed facts listed about what happens to snapping turtles after they are born

Student has 3 detailed facts listed about what happens to snapping turtles after they are born



Student has 0 facts listed about what happens to snapping turtles after they are born

Question # 3 Student answered the question about the life expectancy of a sea turtle and has 4 or more detailed facts listed to prove it

Student answered the question about the life expectancy of a sea turtle and has 3 detailed facts listed to prove it

Student answered the question about the life expectancy of a sea turtle and has 2 detailed facts listed to prove it

Student answered the question about the life expectancy of a sea turtle and has 1 detailed fact listed to prove it

Student did not answer the question about the life expectancy of a sea turtle and has 0 facts listed to prove it

Question # 4 Student has 4 or more interesting, detailed facts listed about snapping turtles

Student has 3 interesting, detailed facts listed about snapping turtles




Accommodations/Modifications• Developmental:

o There are some students in the classroom who have difficulties producing legible handwriting with skinny pencils. These children will be allowed to use a fat pencil or a pencil grip.

o There are some students in the classroom who perform at lower academic levels. They will need help from other team members as they finish.


their ideas. Since the classroom is diverse, different aspects will be given from different cultures. Some cultures may already know a lot about snapping turtles and can give all of the other children more insight about them.


services. They will need help from other team members as they finish.

DraftingDraftingDraftingDrafting

Drafting• Put details from graphic organizer

into sentences• Ad more details• Wide ruled paper• Focus on what you are trying to

say in the story

Drafting• Modeling

o Now, let’s begin with our draft. Remember how I completed my graphic organizer on sea turtles? Well, today I am gong to use that to write a draft. Each of you has a copy of that organizer that we did to look at while I demonstrate the drafting process.

• Practiceo I want all of you to get out the graphic organizer that we did

yesterday during shared writing dealing with information on sea turtles. Today, we are going to take that organizer and put our ideas into sentences. We are going to do it through shared writing again. You are gong to give me the ideas of the graphic organizer that we completed and I am going to write them on the overhead.

• Assessmento Now that you have seen the drafting process modeled, and

we have worked on one together, you are going to compose a draft on your own. It will stem from the graphic organizer that you did yesterday with your group.

Wide Ruled Paper

Drafting Checklist• ____ Do I have my name and date on my paper

• ____ Do I have a title?• ____ Do I have an introduction that gives the

reader a preview of what they are about to read?

• ____ Do I have three body paragraphs that support my introduction?

• ____ Do I have a conclusion that sums up the information that I just wrote about?

• ____Did I look back over my graphic organizer to make sure that I did not leave anything out?

Drafting Rubric

Exceeds Standards4

Meet Standards3


Needs Improvement1


Completion Student completely fills out all 5 parts of the informational writing

Student completely fills out 4 parts of the informational writing

Student completely fills out 2 to 3 parts of the informational writing

Student fills out 1 part of the informational writing

Student fills out 0 parts of the informational writing

Title Student writes the title “The Life Cycle of a Snapping Turtle”


Introduction Student begins the introduction with an interesting fact about snapping turtles and provides 4 or more supporting details

Student begins the introduction with an interesting fact about snapping turtles and provides 3 supporting details

Student begins the introduction with an interesting fact about snapping turtles and provides 2 supporting details

Student begins the introduction with an interesting fact about snapping turtles and provides 1 supporting detail

Student does not attempt an introduction

3 Body Paragraphs Student writes three detailed paragraphs that answer each question and that go beyond expectations

Student writes three detailed paragraphs that answer each question sufficiently

Student writes three detailed paragraphs that answer each question partially

Student does not write three paragraphs

Student does not attempt to write three supporting paragraphs

Conclusion Student lists one or more interesting fact about snapping turtles and summarizes the story beyond expectations

Student lists at least one interesting fact about snapping turtles and summarizes the story sufficiently

Student summarizes the story

Student summarizes the story partially

Student does not attempt a conclusion

RevisingRevisingRevisingRevising

Revising• Should I add anything?• Should I delete anything?• Should I rearrange anything?• Do my words and sentences make

sense?

Revising• Modeling

o Now that I have given you information on the revising stage, I am going to show you what to do? I am going to go through my first paragraph on my draft on sea turtles and revise it. I am going to first read my paper out loud to you. I will then say out loud what you should be talking about when you are revising your drafts. I will show you on the overhead how I use the proofreading marks on my draft to show what I would like to change. I will do my revising in red ink.

• Practiceo I want all of you to get out the draft that we did yesterday during

shared writing dealing with information on sea turtles. Today, we are going to go through it and revise it. I just showed you what to do on the first paragraph, now we are going to do all of the other paragraphs through shared writing. I will read each sentence out loud and you will tell me what I need to add, take away, rearrange, etc… You will tell me what to do and I will do it on the draft.

• Assessmento Now that you have seen the revising process modeled and we

have worked on one together, I am going to have you revise your drafts on your snapping turtle informational writing that you wrote.

Revising Checklist

• ___ Did I add details?• ___ Did I delete unneeded information?• ___ Did I rearrange my information?• ___ Did I use correct proofreading marks?• ___ Did I read my paper to my partner?• ___ Did I only mark on my paper?• ___ Did I get suggestions?• ___ Did I use red ink?

Revising RubricExceeds Standards4

Meets Standards3

Partially MeetsStandards2

Needs Improvement1

Added Information Student added needed information

Student addedSome needed

information

Student did not add information

Deleted Information Student deleted information that was not needed

Student deleted some unneeded information

Student did not delete unneeded information

Rearranged Information

Student rearranged information in order to make more sense

Student rearranged some information that needed to be rearranged

Student did not rearrange information

Proofreading Marks Student always used correct proofreading marks

Student mostly used correct proofreading marks

Student used some correct proofreading marks

Student did not use proofreading marks

Suggestions Student got suggestions from partner

Student did not get suggestions from partner

Mark on Paper Writer was the only one who wrote on draft

Writer was not the only one who wrote on draft

Compliments Student gave and received compliments

Student did one of the following; gave or received compliments

Student did not give or receive compliments

Accommodations/Modifications



o There are some students in the classroom who perform at lower academic levels. Their revising may not be as good as the higher achieving students.




services. Their revising may not be as good as the higher achieving students.

EditingEditingEditingEditing

Editing• Are my tenses correct?• Punctuation• Capitalization• Spelling• Neat handwriting

Editing• Modeling

o you remember what I said you have to do in the editing stage? That is what I am going to show you on my revised draft today. I am going to show you what to do on one paragraph. First, I am going to read my paper to you and make the appropriate grammatical corrections on my overhead transparency. I will explain each thing that I edit and why as I go along. Notice how I use the appropriate marks to show what corrections I need to make. I will do all of this in blue ink.

• Practiceo Now that I have shown you what to do on the first paragraph, we

are going to do the rest of the draft together as a class through shared writing. I will read each sentence out loud and you will tell me if you see any punctuation, capitalization, spelling, language, or handwriting is correct. You will tell me what to do and I will do it on the draft.

• Assessmento Now that you have seen the editing process modeled, we have

worked on one together; I am going to have you edit your story on your own. I want you to take out the completed revised story. I want you to read your paper and make any grammatical corrections using the proofreading marks we used during modeling and practice. Once you have made the editing corrections on your paper, I want you to get with your partner I am about to assign you and do the editing process with a partner.

Editing Checklist• ___ Did I spell my words correctly?• ___ Did I correctly punctuate my sentences?• ___ Did I used correct capitalization?• ___ Are my sentences structured correctly?• ___ Did I use proofreading marks?• ___ Did I use blue ink?• ___ Did I read my paper to my partner?• ___ Did I only mark on my paper?• ___ Did I get suggestions?

Editing RubricExceeds

Standards4

Meet Standards 3


Needs Improvement1

Words spelled correctly

All words are spelled correctly

Students has 3 or less words spelled incorrectly

Student has 4-6 words spelled incorrectly

Student has more than 6 words spelled incorrectly

Correct punctuation

Student used correct punctuation

Student had 5 or less punctuation errors

Student has 6-8 punctuation errors


Capitalization Student has no capitalization errors


Student has 4 errors


Sentence structure

Student has no sentence structure errors


Student has 4-5 errors


Proofreading marks

Student used correct proofreading marks

Student used 1-2 correct proofreading mark errors

Student used 3-4 proofreading mark errors

Student More than 4

proofreading mark errors

Accommodations/Modifications



o There are some students in the classroom who perform at lower academic levels. Their prewriting will be less detailed than the students that achieve at higher levels.




services. Their prewriting will be less detailed than the student with the English native due to lower achievement levels.

PublishingPublishingPublishingPublishing

Publishing• Make final copy• Neat handwriting• Don’t skip lines• Read

Publishing• Modeling

o Do you remember what I said you have to do in the publishing stage? This is what I am going to show you on my edited draft today. I am going to show you what to do on the first paragraph. I will show you my model and point out the things that need to be done to have a finished published piece.

• Practiceo Now that I have modeled how to correctly publish an

informational writing on one paragraph, we will publish the rest of it through shared reading. We will go through each sentence to see if it is error free. I will let each of you read a sentence.

• Assessmento Now that you have seen the publishing stage modeled and

have worked on one together, I am going to have you publish your story on your own. I want you to rewrite your story on regular paper, using correct handwriting, and write on every line. Make sure that there are no errors and if there are you only make one line through it and correct the error. When you are finished your paper should be ready to read by your audience.

Publishing Checklist• ___ Did I write my name? • ___ Did I use correct handwriting?• ___ Did I write neat?• ___ Did I use the correct mark to

correct my errors?• ___ Did I not skip lines?

Publishing RubricExceeds

Standards

4

Meet Standards 3


Needs Improvement1

Name is on paper

Name is on paper

Name is not on paper

Handwriting Student used correct handwriting throughout the paper

Student mostly used correct handwriting

Student used some correct handwriting

Student did not use correct handwriting

Neatness All of the paper is neat

Most of the paper is neat

Some of the paper is neat

Paper was not neat

Line through errors

Student correctly corrected errors

Student did not correct errors correctly

The End!The End!The End!The End!

Documents

Third Grade Writing Assessment Test Students must have a variety of work samplesStudents must have a variety of work samples Students go through the writing