Narrative Story
5 th Grade
By: Katie Carlson
Spring 2006

• Goal: Enhance Language Arts Instruction
• Scoring: Uses Developmental Stages
•
– Emerging
– Focusing
Developing
Experimenting
– Engaging Extending

Introduction
• Fifth Grade
• Narrative
– Short Story
• Social Studies
– SS5H3 The student will describe how life changed in America at the turn of the century.
b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science),
Alexander Graham Bell (communication), and
Thomas Edison (electricity).

Narrative Writing
• Narrative writing is a form of writing that is used to create characters that entertain and inform readers. Students can use narrative writing to retell familiar stories, write sequels and new episodes for favorite characters, and compose original stories and scripts. When writing narratives the author must consider the audience and form.

Pre-assessment Prompts
•
Prompt #1: What If...Animals Could Talk?
Prompt #2: What If.... You were less than an inch tall?

Grouping Options
• During Instruction
– Whole Class
• Cultural/linguistic
• Students with good Standard English skills in both speaking and writing will work with students who struggle with subject/verb agreement during the stages of revising and editing.
• During Assessment
– Individual: Prewriting, Drafting, Publishing
– Pairs: Revising, Editing

Prewriting
• Instructional Procedures
–
–
• Narrative, class, short story
–

Prewriting
• Model
– Show students completed Graphic Organizer
– Overview
– Main Points

• Practice Activity
–
–
–
–

Assessment
• T. gives s. story map
• Students must choose topic (George
Washington Carver, Thomas Edison,
Alexander Graham Bell)
• Students complete story map

Modifications/Accommodations
• Individual student’s needs:
–

An American Inventor
Scoring Guide for Prewriting
Task or Skill Meets Almost Meets Needs
Improvement
Setting
Characters
Events
Problem
Solution
3
The student describes the setting using at least 3 descriptions.
The student lists the characters with at least 3 descriptions.
The student lists three events and describes each.
The student lists the problem and describes it.
The student lists an appropriate solution and describes it.
2
The student describes the setting using at least 2 descriptions.
The student lists the characters with at least 2 descriptions.
The student lists almost 3 events and describes most.
The student either lists the problem or gives a description.
The student either lists the solution or gives a description.
1
The student describes the setting using less than 2 descriptions
The student lists the characters with less than 2 descriptions.
The students list at least one event and few descriptions.
The student does not list a problem or description.
The student does not list a solution or description.
Total:
Carlson, B. (2006).
An American inventor: Scoring guide for prewriting. Unpublished manuscript, Valdosta State University, GA.

Graphic Organizer

Drafting
• Label Rough Draft
• Emphasizes content rather than mechanics
• Skip every other line
• Get you ideas down on paper
• Modify Earlier Decisions

Drafting
• Modeling
–
–
–

Drafting
• Practice Activity
– Shared Pen Method
– Tell students they will write a draft
•

Drafting
• Assessment Activity
– Students will complete a rough draft
– S. use data sheet and story map
– Teacher encourages students to be creative
– Reminds them of conventions: Skipping lines, not worrying about conventions

Modifications/Accommodations
• Individual students’ needs:
– Students who are gifted or exceed in the area of writing will be allowed to begin the drafting after the modeling stage if the teacher is confident that the students are ready and fully understand the task.

Task or Exceeds Meets Almost Needs
Skill
Characters
4
Characters are defined and brought to life
3
Characters are clearly defined
Student includes all
Events
Meets
2
Main
Character is defined; more info. needed for supporting characters
Student includes Most events
Improvement
1
Characters are not clearly defined
Student includes few events
Events
(Beginning,
Middle, End)
Point of view
Details Details were expressed in a clear and organized fashion
The student writes entirely from the first person point of view
Details were expressed in a pretty clear manner, organization needs improvement
Teacher Comments
The student writes mostly from the first person point of view
Details were somewhat organized, but not very clear
The students writes some from the first person point of view
Details were unrelated and not organized
Total

Revising
• Revising is the stage where writers clarify and refine their ideas in their writing. In this stage we will add, substitute, delete, and rearrange materials. You will begin this stage by rereading the rough draft to yourself. We will then share the rough draft with a partner in the class. Your partner will give you feed back on your writing.
It is in this stage that we will use the blank lines we left on our rough drafts. When you revise you will be given a checklist with suggestions for revising.

Revising
• Modeling
– The teacher will place a completed model of the revising stage
• Henry Ford
– Point out delete, substitute, rearrange, add
– Using Blank Lines for revising

Revising
• Practice Activity
– Shared Pen Technique
– Revise rough draft
– Make a copy to revise

Revising
• Assessment Activity
– Writer Reads
– Listeners offer comments
– Writer asks questions
– Listeners offer suggestions
– Repeat process
– Writer Revises

Modifications/Accommodations
• Individual student’s needs: Students who are gifted or exceed in the area of writing will be allowed to begin the revising after the modeling stage if the teacher is confident that the students are ready and fully understand the task. The two students can work together as a team.

Revising Checklist
Author________________ Date_______________
Directions: Check off the statements once completed.
1.
_____The story has a beginning, middle, and end.
2.
_____The story has a problem.
3.
_____The story has a solution.
4.
_____The sentences are different lengths.
5.
_____The story was introduced in an interesting way.
6.
_____There are lots of added details.
7.
_____Each paragraph has its own idea.
8.
_____The sentences start differently.
9.
_____There are interesting and descriptive words in the story.
10.
_____The words meaning in appropriate.

Scoring Guide for Revising
An American Inventor
Task or
Skill
Organization
Vocabulary
Events
(Beginning,
Middle, End)
Details
Total
Exceeds
4
Ideas were expressed in a clear and organized fashion
Highly appropriate vocabulary used
Meets
3
Ideas were expressed in a pretty clear manner, but lacks the appropriate organization
Appropriate vocabulary used
Student includes all
Events
Almost
Meets
2
Ideas were somewhat organized, but were not very clear
Needs
Improvement
1
Ideas were unrelated and do not flow throughout
Some appropriate vocabulary used
Student includes Most events
Very little vocabulary used
Student includes few events
Details were expressed in a clear and organized fashion
Details were expressed in a pretty clear manner, organization needs improvement
Teacher Comments
Details were somewhat organized, but not very clear
Details were unrelated and not organized

Editing
• The editing stage of writing is putting the piece of writing into its final form. The focus of this stage is mechanics. It allows you to “clean up” your writing by correcting spelling and other mechanical errors. You are to make your writing readable. Mechanics refers to the commonly accepted conventions of written Standard
English. They include capitalization, punctuation, spelling, sentence structure, and usage.

Editing
• Model
– Completed Revision Paper
– Copy of Revision for editing
– Point out proofreader’s marks

Editing
• Practice Activity
– Shared Pen Technique
– Wright Brother’s revision copy
– Teach Proof Reader’s Marks
– T. reads story several times
– Hunting for particular errors
– Read Word-for-word
– Use marks to correct errors

Editing
• Assessment Activity
– Individually
– Students will read several times
– Edit individually: Use check list
– Use proof reader’s marks
– Pairs
– Repeat steps

Modifications/Accommodations
• Individual students’ needs: Students who are gifted or exceed in the area of writing will be allowed to begin the editing after the modeling stage if the teacher is confident that the students are ready and fully understand the task. The two students can work together as a team.

Scoring Guide for Editing
An American Inventor
Task or Skill Meets Almost Needs
Meets Improvement
3 2 1
The title is written correctly.
The title is mostly correct.
Some of the title is correct. Title
Spelling
Punctuation
Capitalization
Format
All words are spelled correctly.
All punctuation is correct.
All necessary words are capitalized.
Most words are spelled correctly.
Most punctuation is correct.
Most necessary words are capitalized.
Few words are spelled correctly.
Some punctuation is correct.
Some necessary words are capitalized.
The author has used the appropriate indentation and spacing.
Teacher Comments
The author has used most of the appropriate indentation and spacing.
The author has used some of the appropriate indention and spacing.
Total

Author________________
Directions: Check each off as completed.
Date_______________
1.
_____I began each sentence with a capital letter.
2.
_____Each sentence ends with the correct punctuation.
3.
_____I used commas in a series.
4.
_____I spelled all words correctly.
5.
_____I indented at the beginning of each paragraph.
6.
_____All proper nouns are capitalized.
7.
_____The title has capital letters where needed.
8.
_____I have reread the paper carefully for errors.
9.
_____I used the appropriate proofreader’s marks.

Publishing
• Publishing is the final stage of the writing process. In this stage, we will publish our writing as a book and share it with our classmates. This is going to be an exciting stage to complete. There are several ways to publish your stories and to share them. We could hang them outside of the class, put them on the school website, read them to other classes or take them home. We will be sharing/publishing ours by making a book. We will put this book in our classroom library so that everyone can enjoy it.

Publishing
• Modeling
– Place completed story on overhead
– Read story
– Point out no errors
– Zaner-Bloser Manuscript

Publishing
• Practice Activity
– Shared Pen Technique
– Use Chart Paper
– Write Final Draft
– Use edited copy

Publishing
• Assessment Activity
– T. tells s. they will write final draft
– Use editing copy
– Use publishing checklist
– Zaner-Bloser Manuscript

Modifications/Accommodations
• Individual students’ needs: Students who are gifted or exceed in the area of writing will be allowed to begin the publishing draft after the modeling stage if the teacher is confident that the students are ready and fully understand the task.

Publishing Checklist
An American Inventor
Directions: Check off as completed.
1.
Did the author include his/her name and title on the final draft? _____
2.
Is the title capitalized and in the proper location? ________
3.
Can you read the author’s story? ________
4.
Did the author write using Zaner-Bloser manuscript? ________
5.
Did the author use indention and spacing correctly? _________
6.
Is the paper well organized? ________
7.
Are there any remaining errors in the story? _________

Scoring Guide for Publishing
Task or Meets Almost Needs
Skill
Title/Name
Format
Manuscript
Organization
3
The story consists of a title that is written correctly.
The student has included his/her name on the document.
The author has used the appropriate indentation and spacing.
Manuscript is well written using the
Zaner-Bloser format.
Meets
2
The story consists of a title or name, but does not contain both.
The author has used most of the appropriate indentation and spacing.
Manuscript is mostly well written using the Zaner-
Bloser format.
Ideas were expressed in a clear and organized fashion
Ideas were somewhat organized, but were not very clear
Teacher Comments:
Improvement
1
The story does not consist of a title or name.
The author has used some of the appropriate indention and spacing.
Manuscript is somewhat well written using the Zaner-Bloser format.
Ideas were unrelated and do not flow throughout
Total:

Informational Writing: Report
Fifth Grade
By: Katie Carlson
Spring 2006

Introduction
• Fifth Grade
• Informational
– Individual Report
• Social Studies
– SS5H3 The student will describe how life changed in America at the turn of the century.
b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science),
Alexander Graham Bell (communication), and
Thomas Edison (electricity).

Pre-assessment
•
• Plants are an important part of our daily life. We rely on plants for our survival.
Plants are studied for ways we can use them to make our lives better. Many people are interested in the way plants live, what their plant systems do, and how they can adapt to changing environments.

Grouping Options
• During Instruction
– Whole Class
• Cultural/linguistic
• Students with good Standard English skills in both speaking and writing will work with students who struggle with subject/verb agreement during the stages of revising and editing.
• During Assessment
– Individual: Prewriting, Drafting, Publishing
– Pairs: Revising, Editing

Prewriting
• Instructional Procedures
–
–
–

Prewriting
• Model
– Show students completed Graphic Organizer
– Overview
– Main Points

• Practice Activity
–
–
–
–

Assessment
• T. gives s. story map
• Students must choose topic (George
Washington Carver, Thomas Edison,
Alexander Graham Bell)
• Students complete story map

Graphic Organizer
Report
Name: _______________________________________ Date:
____________
Introduction
Intro Sentence:
Background Info:
Main Transition Sentence:
Body 1
Main Idea:
Detail:
Detail:
Detail:
Closing/Transition Sentence:
Body 2
Main Idea:
Detail:
Detail:
Detail:
Example:
Example:
Example:
Example:
Example:
Example:

Scoring Guide
Task or Skill Meets Almost Meets Needs
Improvement
Setting
Characters
Events
Problem
Solution
3
The student describes the setting using at least 3 descriptions.
The student lists the characters with at least 3 descriptions.
The student lists three events and describes each.
The student lists the problem and describes it.
The student lists an appropriate solution and describes it.
2
The student describes the setting using at least 2 descriptions.
The student lists the characters with at least 2 descriptions.
The student lists almost 3 events and describes most.
The student either lists the problem or gives a description.
The student either lists the solution or gives a description.
1
The student describes the setting using less than 2 descriptions
The student lists the characters with less than 2 descriptions.
The students list at least one event and few descriptions.
The student does not list a problem or description.
The student does not list a solution or description.
Total:
Carlson, B. (2006).
An American inventor: Scoring guide for prewriting. Unpublished manuscript, Valdosta State University, GA.

Modifications/Accommodations
• Individual students’ needs:
– Students who are gifted or exceed in the area of writing will be allowed to begin the drafting after the modeling stage if the teacher is confident that the students are ready and fully understand the task.

Drafting
• Assessment Activity
– Students will complete a rough draft
– S. use data sheet and graphic organizer
– Teacher encourages students to be specific
– Reminds them of conventions: Skipping lines, not worrying about conventions

Drafting
• Modeling
–
–
–

Drafting
• Practice Activity
– Shared Pen Method
– Tell students they will write a draft
•

Drafting
• Assessment Activity
– Students will complete a rough draft
– S. use data sheet and story map
– Teacher encourages students to be creative
– Reminds them of conventions: Skipping lines, not worrying about conventions

Drafting Scoring Guide
Task or
Skill
Characters
Exceeds
4
Characters are defined and brought to life
Meets
3
Characters are clearly defined
Student includes all
Events
Almost
Meets
2
Main
Character is defined; more info. needed for supporting characters
Student includes Most events
Needs
Improvement
1
Characters are not clearly defined
Student includes few events
Events
(Beginning,
Middle, End)
Point of view
Details Details were expressed in a clear and organized fashion
The student writes entirely from the first person point of view
Details were expressed in a pretty clear manner, organization needs improvement
Teacher Comments
The student writes mostly from the first person point of view
The students writes some from the first person point of view
Details were somewhat organized, but not very clear
Details were unrelated and not organized
Total

Modifications/Accommodations
• Individual students’ needs:
– Students who are gifted or exceed in the area of writing will be allowed to begin the drafting after the modeling stage if the teacher is confident that the students are ready and fully understand the task.

Revising
• Revising is the stage where writers clarify and refine their ideas in their writing. In this stage we will add, substitute, delete, and rearrange materials. You will begin this stage by rereading the rough draft to yourself. We will then share the rough draft with a partner in the class. Your partner will give you feed back on your writing.
It is in this stage that we will use the blank lines we left on our rough drafts. When you revise you will be given a checklist with suggestions for revising.

Revising
• Modeling
– The teacher will place a completed model of the revising stage
• Henry Ford
– Point out delete, substitute, rearrange, add
– Using Blank Lines for revising

Revising
• Practice Activity
– Shared Pen Technique
– Revise rough draft
– Make a copy to revise

Revising
• Assessment Activity
– Writer Reads
– Listeners offer comments
– Writer asks questions
– Listeners offer suggestions
– Repeat process
– Writer Revises

Revising Scoring Guide
Task or
Skill
Organization
Vocabulary
Events
(Beginning,
Middle, End)
Details
Total
Exceeds
4
Ideas were expressed in a clear and organized fashion
Highly appropriate vocabulary used
Meets
3
Ideas were expressed in a pretty clear manner, but lacks the appropriate organization
Appropriate vocabulary used
Student includes all
Events
Almost
Meets
2
Ideas were somewhat organized, but were not very clear
Needs
Improvement
1
Ideas were unrelated and do not flow throughout
Some appropriate vocabulary used
Student includes Most events
Very little vocabulary used
Student includes few events
Details were expressed in a clear and organized fashion
Details were expressed in a pretty clear manner, organization needs improvement
Teacher Comments
Details were somewhat organized, but not very clear
Details were unrelated and not organized

Revising Checklist
Author________________ Date_______________
Directions: Check off the statements once completed.
1.
_____The story has a beginning, middle, and end.
2.
_____The story has a problem.
3.
_____The story has a solution.
4.
_____The sentences are different lengths.
5.
_____The story was introduced in an interesting way.
6.
_____There are lots of added details.
7.
_____Each paragraph has its own idea.
8.
_____The sentences start differently.
9.
_____There are interesting and descriptive words in the story.
10.
_____The words meaning in appropriate.

Editing
• The editing stage of writing is putting the piece of writing into its final form. The focus of this stage is mechanics. It allows you to “clean up” your writing by correcting spelling and other mechanical errors. You are to make your writing readable. Mechanics refers to the commonly accepted conventions of written Standard
English. They include capitalization, punctuation, spelling, sentence structure, and usage.

Editing
• Model
– Completed Revision Paper
– Copy of Revision for editing
– Point out proofreader’s marks

Editing
• Practice Activity
– Shared Pen Technique
– Wright Brother’s revision copy
– Teach Proof Reader’s Marks
– T. reads report several times
– Hunting for particular errors
– Read Word-for-word
– Use marks to correct errors

Editing
• Assessment Activity
– Individually
– Students will read several times
– Edit individually: Use check list
– Use proof reader’s marks
– Pairs
– Repeat steps

Modifications/Accommodations
• Individual students’ needs: Students who are gifted or exceed in the area of writing will be allowed to begin the editing after the modeling stage if the teacher is confident that the students are ready and fully understand the task. The two students can work together as a team.

Scoring Guide for Editing
An American Inventor
Task or Skill Meets Almost Needs
Meets Improvement
3 2 1
The title is written correctly.
The title is mostly correct.
Some of the title is correct. Title
Spelling
Punctuation
Capitalization
Format
All words are spelled correctly.
All punctuation is correct.
All necessary words are capitalized.
Most words are spelled correctly.
Most punctuation is correct.
Most necessary words are capitalized.
Few words are spelled correctly.
Some punctuation is correct.
Some necessary words are capitalized.
The author has used the appropriate indentation and spacing.
Teacher Comments
The author has used most of the appropriate indentation and spacing.
The author has used some of the appropriate indention and spacing.
Total

Author________________
Directions: Check each off as completed.
Date_______________
1.
_____I began each sentence with a capital letter.
2.
_____Each sentence ends with the correct punctuation.
3.
_____I used commas in a series.
4.
_____I spelled all words correctly.
5.
_____I indented at the beginning of each paragraph.
6.
_____All proper nouns are capitalized.
7.
_____The title has capital letters where needed.
8.
_____I have reread the paper carefully for errors.
9.
_____I used the appropriate proofreader’s marks.

Publishing
• Publishing is the final stage of the writing process. In this stage, we will publish our reports by typing them and inserting a picture of our report’s topic. When we complete our reports we will spend time sharing them in class. This is going to be an exciting stage to complete.
There are several ways to publish your reports and share them. We could hang them outside of the class, put them on the school website, read them to other classes or take them home. We will be sharing/publishing ours by typing them up and including pictures. After we complete them and share them in class, we will hang them outside of our room in the hall so the entire grade will be able to enjoy them.

Publishing
• Modeling
– Place completed story on overhead
– Read story
– Point out no errors
– Zaner-Bloser Manuscript

Publishing
• Practice Activity
– Shared Pen Technique
– Use Chart Paper
– Write Final Draft
– Use edited copy

Publishing
• Assessment Activity
– T. tells s. they will write final draft
– Use editing copy
– Use publishing checklist
– Zaner-Bloser Manuscript

Modifications/Accommodations
• Individual students’ needs: Students who are gifted or exceed in the area of writing will be allowed to begin the publishing draft after the modeling stage if the teacher is confident that the students are ready and fully understand the task.

Publishing Checklist
An American Inventor
Directions: Check off as completed.
1.
Did the author include his/her name and title on the final draft? _____
2.
Is the title capitalized and in the proper location? ________
3.
Can you read the author’s story? ________
4.
Did the author write using Zaner-Bloser manuscript? ________
5.
Did the author use indention and spacing correctly? _________
6.
Is the paper well organized? ________
7.
Are there any remaining errors in the story? _________

Scoring Guide for Publishing
Task or Meets Almost Needs
Skill
Title/Name
Format
Manuscript
Organization
3
The story consists of a title that is written correctly.
The student has included his/her name on the document.
The author has used the appropriate indentation and spacing.
Manuscript is well written using the
Zaner-Bloser format.
Meets
2
The story consists of a title or name, but does not contain both.
The author has used most of the appropriate indentation and spacing.
Manuscript is mostly well written using the Zaner-
Bloser format.
Ideas were expressed in a clear and organized fashion
Ideas were somewhat organized, but were not very clear
Teacher Comments:
Improvement
1
The story does not consist of a title or name.
The author has used some of the appropriate indention and spacing.
Manuscript is somewhat well written using the Zaner-Bloser format.
Ideas were unrelated and do not flow throughout
Total: