Interdisciplinary writing unit
th
4
Grade
Narrative: Short Story
Seminole Indians
By Katrina Crawford
Georgia Writing Test: Grade 5
• Given the first week of March
• Taken in one day
• 120 minutes
• Make-up tests next day
• More time for IEP, TPP, or Section
504
Georgia Writing Test: Grade 5
• Prompt for one of three genres: narrative,
informational, or persuasive
• Assessed on style, ideas, organization, and
conventions
• Students, strengths and weaknesses
• Teachers, direction and planning
Georgia Writing Test: Grade 5
• Analytic Scoring
–More than one feature or domain is
evaluated
• Four domains
–Ideas
• Content
Georgia Writing Test: Grade 5
–Organization
• Flow, logical, effective
–Style
• Sentence structure, tone, word choice
–Conventions
• Spelling, punctuation, capitalization,
grammar, and paragraphing
Georgia Writing Test: Grade 5
• Domain Scoring
– Content = 40%
– Organization
– Style
– Conventions
combined = 60%
Pre-assessment Prompt
• Students will be given a pre-assessment writing
assignment to help the teacher know the
student’s strengths and weaknesses. Teachers can
use this information to plan and create a more
effective teaching unit for narrative writing and
the writing process.
• Materials:
– Pencils
– Wide-ruled paper
– Whiteboard
– Dry erase markers
Pre-Assessment Prompt
• Students will be instructed to write a narrative
short story using the following prompts:
– The Year Summer Vacation Was Canceled
– An Unusual Day at School
– If There Were No Trees
– The Edge of the World
• Benefits to teachers
– Provides useful information to help teachers plan
writing units
Grouping
• Teacher’s Instructional Needs
–Whole Group:
• Saves time
• Allows students to ask questions and
receive feedback
• Helps teacher see where students
may have difficulties
Grouping
– Small Group
• Collaboration
• Peer assistance
• Students’ Needs
– Stages of Development
• More time to complete assignments
• One-on-one instruction time
• Peer buddy
Grouping
–Cultural or Linguistic
• More time to complete assignments
• One-on-one instruction
• Peer buddy
Explanation of Genre/Mode of Writing
• Narrative Writing
– Real or fictitious
– Tells a story
– Entertains the reader
• Narrative writing elements:
– Beginning
• Characters
• Setting
• Introduction to conflict/problem
Explanation of Genre/Mode of Writing
–Middle
• Events that relate to the
conflict/problem
–Leads to resolution of the
conflict/problem
–Ending
• Contains resolution to the
conflict/problem
Explanation of Prewriting
• Getting-ready-to-write-stage
• Most important part of the writing process
• Writer must determine
– Topic
– Form
– Audience
– Purpose
Explanation of Prewriting
• Prewriting Process
– Explore resources
– Take notes
– Organize information using graphic organizer
Prewriting Related to Unit
• Topic: Seminole Indians
• Audience: Classmates
• Purpose: Entertainment
• Form: Short Story
Graphic Organizer
Teacher’s Scoring Guide
Accommodations and/or
Modifications
• Developmental Needs of Students
– Two students who are below grade level
• One-on-one with teacher
• Peer buddy
• More time to complete assignments
• Cultural and/or Linguistic Needs of Students
– One student who is bilingual
• One-on-one with teacher
• Peer buddy
• More time to complete assignments
Drafting
• Explanation of Drafting
– Second step of the writing process
– Putting thoughts and ideas on paper
• First or “lead” sentence often the most difficult to write
– Rough draft
• Skip lines to leave space for revising and editing
• Do not focus on spelling and punctuation at this point
Teacher’s Scoring Guide
Revising
• Explanation of Revising
– Third step in the writing process
– Make changes to the rough draft by:
•
•
•
•
Adding
Substituting
Deleting
Rearranging
– Use proofreading marks to revise
Teacher’s Scoring Guide
Editing
• Explanation of Editing
– The fourth step in the writing process
– Focus on mechanics
•
•
•
•
Sentence structure
Capitalization
Punctuation
Spelling
– Use proofreading marks to edit
Practice Activity for Editing
• Place copy of proofreading marks on the
overhead and explain each one
• Give students a list of proofreading marks
• Place a copy of an unedited paragraph on the
overhead
• Work with the students to edit the paragraph
using the proofreading marks.
• Give each student an unedited paragraph
• Instruct students to use the list to edit the
paragraph
Teacher’s Scoring Guide
Publishing
• Explanation of Publishing
– Final step in the writing process
•
•
•
•
•
Fun stage of the writing process
Correct all errors
Make all changes
Write in best handwriting or type
Prepare to share with audience
– Ways to publish
• books, newspaper, “author’s chair”, mobile, contests
Teacher’s Scoring Guide
Thank You!