Third Grade Writing
Assessment Test
•Students must have a variety of work
samples
•Students go through the writing process
(prewriting, drafting, revising, editing, and
publishing)
•Test scores are based on
o Tech evaluation
oContent
oSurface features
oPersonal expression
Third Grade Writing Assessment
Test
• Content Standards
o Uses correct spelling for sight words
o Uses examples from literature to
create stories.
o Writes a variety of genres
o Uses phonemic strategies
o Writes a short paragraph
o Applies correct principles of grammar,
parts of speech, and usage of mechanics
Overview of
Interdisciplinary Writing
Unit
Lauren Dunn
READ 7140
Summer 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 1
Narrative Writing
Response to Literature/Personal
Story
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 Integration
o 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.
• Assessment
o 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
•
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•
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 Prewriting
Exceeds Standards
4
Meet Standards
3
Partially
Meets Standards
2
Needs Improvement
1
Did not make an attempt
0
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 2
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
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.
Drafting
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.
• Practice
o 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.
• Assessment
o 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 Drafting
Exceeds
Standards
4
Meet Standards
3
Partially
Meets Standards
2
Needs
Improvement
1
Did not make an attempt
0
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
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. 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 3 events
that happened
Student writes a
feeling and
recalls 2 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
Revising
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.
• Practice
o 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.
• Assessment
o 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 Revising
Exceeds Standards
4
Meets Standards
3
Partially Meets
Standards
2
Needs Improvement
1
Added information
Student added needed
information
Student added
Some 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
Student mostly used
correct
proofreading marks
Student used some
correct
proofreading marks
Student did not use
proofreading marks
Proofreading Marks
Student always used
correct
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
• 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 revising may not be as good as the higher
achieving students. These students will also have shorter
checklists.
• 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 revising may not be as good as the higher
achieving students. These students will also get to do their
checklists with a buddy.
Editing
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.
Practice
o 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.
Assessment
o 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
Standards
2
Needs
Improvement
1
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
Student has more
than 4 errors
Sentence structure
Student has no
sentence
structure
errors
Student has 3 or
less errors
Student has 4-5
errors
Student has more
than 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
Publishing
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.
• Practice
o 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.
• Assessment
o 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 Publishing
Exceeds
Standard
s
4
Name is on
paper
Meet
Standards
3
Partially
Meets
Standards
2
Name is on
paper
Needs
Improvement
1
Name is not
on paper
Handwriting
Student used Student
Student used Student did
correct
mostly
some
not use
handwritin
used
correct
correct
g
correct
handwritin
handwritin
g
throughout
handwritin
g
the paper
g
Neatness
All of the
paper is
neat
Line through
errors
Most of the
paper is
neat
Student
correctly
corrected
errors
Some of the
paper is
neat
Paper was
not neat
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.
• 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. When they read their story, they may need assistance.
These children will also get to complete their checklist with a
buddy.
Unit 2
Expository Writing
Science
Collaborative Reports
Unit 2
• Grade level: 2nd
• Genre: Expository/Collaborative
Reports
• Content are integration:
Science/Life Cycle of a Sapping
Turtle
Expository/Informational Writing
• Collaborative Reports
o This is a type of report where students
work in groups in order to inform their
audience about a topic.
o I 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/Informationa
l 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.
Prewriting
• Modeling
Prewriting
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.
• Practice
o
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.
• Assessment
o 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 Rubric
Exceeds Standards
4
Meet Standards
3
Partially
Meets Standards
2
Needs Improvement
1
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 2
detailed facts
listed about
what happens
to snapping
turtles after
they are born
Student has 1
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
Student has 2
interesting,
detailed facts
listed about
snapping
turtles
Student has 1
interesting,
detailed facts
listed about
snapping
turtles
Student has 0
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.
• 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. Some cultures may
already know a lot about snapping turtles and can give all of the
other children more insight about them.
• Linguistic:
o There are some students in the classroom who get ESOL
services. They will need help from other team members as they
finish.
Drafting
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.
• Practice
o 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.
• Assessment
o 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
Completion
Exceeds Standards
4
Meet Standards
3
Partially
Meets Standards
2
Needs Improvement
1
Did not make an attempt
0
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”
Student does not write a title
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
Revising
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.
Practice
o 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.
Assessment
o 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 Rubric
Exceeds Standards
4
Meets Standards
3
Partially Meets
Standards
2
Needs Improvement
1
Added Information
Student added
needed
information
Student added
Some 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
Student mostly used
correct
proofreading
marks
Student used some
correct
proofreading
marks
Student did not use
proofreading marks
Proofreading Marks
Student always used
correct
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
• 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 revising may not be as good as the higher
achieving students.
• 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 revising may not be as good as the higher achieving students.
Editing
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.
Practice
o 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.
Assessment
o 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 Rubric
Exceeds
Standards
4
Meet
Standards
3
Partially
Meets
Standards
2
Needs
Improvement
1
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
Student has more
than 4 errors
Sentence structure
Student has no
sentence
structure
errors
Student has 3 or
less errors
Student has 4-5
errors
Student has more
than 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
• 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.
• 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.
Publishing
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.
• Practice
o 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.
• Assessment
o 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 Rubric
Exceeds
Standard
s
4
Name is on
paper
Meet
Standards
3
Partially
Meets
Standards
2
Name is on
paper
Needs
Improvement
1
Name is not
on paper
Handwriting
Student used Student
correct
mostly
handwritin
used
g
correct
throughout
handwritin
the paper
g
Student used
some
correct
handwritin
g
Student did
not use
correct
handwritin
g
Neatness
All of the
paper is
neat
Some of the
paper is
neat
Paper was not
neat
Line through
errors
Most of the
paper is
neat
Student
correctly
corrected
errors
Student did
not correct
errors
correctly
The End!