Fifth Grade Social Studies Voting Persuasive Essay By: Maegan Jenks.

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Fifth Grade Social Studies Voting Persuasive Essay By: Maegan Jenks

Transcript of Fifth Grade Social Studies Voting Persuasive Essay By: Maegan Jenks.

Page 1: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Fifth GradeSocial Studies Voting

Persuasive Essay

By: Maegan Jenks

Page 2: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Georgia Writing Assessment

Grade 5• Writing assessment to evaluate student

response• Genres:

– Persuasive– Narrative– Informational

• Topic spiraled • Time allotted: 120 minutes • Next day make up • No dictionaries• Allow IEP requirements

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Georgia Performance Standard

• SS5CG1 The student will explain how a citizen's rights are protected under the U.S. Constitution.a.  Explain the responsibilities of a citizen.

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1. Prewriting

2. Drafting

3. Revising

4. Editing

5. Publishing

Stag

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f th

e W

ritin

g

Proc

ess

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Stage 1: Prewriting

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Genre: Persuasive

• Convince • Evidence• State Ideas• Position for or against something• Use reasoning and proof• Be logical and sensible in

reasoning

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Students:1 – Bilingual3 – Learning Disability3 – Gifted2 – Speech Delay10 – On level

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PrewritingGrouping options according to teacher’s instructional 

needs.

• Individual: – For assessment activity– For one on one work

– Whole Group:

• For preliminary instruction

• For the practice activity.

– Time on task

• Equal instruction

• Questions

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PrewritingGrouping options based on students needs

– Developmental  3 students with a Learning DisabilityWhole GroupStudents learn through:ObservationGroup workPeer to peer and peer to teacher interactions

Individual: One on oneProvide modeling and accommodations.Accommodate standards for high/low level

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PrewritingGrouping options based on students needs

–Cultural  1 bilingual studentWhole Group: Student can observe group work to gain

understanding. Student will be paired with a higher level student

during preliminary instruction Use terms and vocabulary that student

understandsIndividual: One on one Modeling Accommodate assignment Read materials

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PrewritingGrouping options based on students needs

– Linguistic  2 students with a speech delay• Whole Group:

–Pair with higher level student–Participate in group activity –Observe practice activity

• Individual: –One on one–Use simplistic vocabulary– Review group practice activity–Learn through observation of teacher

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Instructional ProceduresStage1: Prewriting

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Practice Activity

• Project graphic organizer• Shared pen technique • Students work together• Teacher fills in information• Identify topic

– Voting

• Identify where we stand– Support voting

• Identify one reason• Identify one supporting detail• Create transition

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Assessment Activity

• Work individually• Fill out graphic organizer• Determine topic, form,

purpose, and audience• Choose side• 3 supporting reasons• 3 supporting details per

reason• Transition• Conclusion

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PERSUASIVE ESSAY ORGANIZER Name: __________________________________________ Date: _____________________________

Topic: _____________________________ Purpose: ________________________________

Form: _____________________________ Audience: _______________________________

INTRODUCTION

Main Idea Topic Sentence/Attention Grabber:________________________________________________

Supporting Reasons: Body 1 ___________________________________________________________

Body 2 ___________________________________________________________

Body 3 ___________________________________________________________

Conclusion sentence: ___________________________________________________________________

Transition Word or Phrase

BODY #1 Reason #1 ___________________________________________________________________________

Detail/Example 1 ______________________________________________________________

Detail/Example 2 ______________________________________________________________

Detail/Example 3 ______________________________________________________________

Conclusion sentence: __________________________________________________________________

Transition Word or Phrase

BODY #2

Reason #2 ___________________________________________________________________________

Detail/Example 1 ______________________________________________________________

Detail/Example 2 ______________________________________________________________

Detail/Example 3 ______________________________________________________________

Conclusion sentence: __________________________________________________________________

Transition Word or Phrase

BODY #3

Reason #3 ___________________________________________________________________________

Detail/Example 1 ______________________________________________________________

Detail/Example 2 ______________________________________________________________

Detail/Example 3 ______________________________________________________________

Transition Word or Phrase

CONCLUSION

Restate Main Idea: ____________________________________________________________________

Restate Supporting Reasons: 1 __________________________________________________________

2 _________________________________________________________

3 __________________________________________________________

J enks, M. (2008, May). Modified from: Root, T. (2008). Valdosta, GA: Valdosta State University.Graphic Organizers: Persuasive Writing. Website: http://coefaculty.valdosta.edu/troot/read7140/persuasive_writing.htm

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CATEGORY 3 - Above Standards 2 - Meets Standards 1 Partially Meets 0 Does not Meet ScorePosition

StatementThe position statement provides a clear, strong statement of the author's position on the topic.

The position statement provides a clear statement of the author's position on the topic.

A position statement is present, but does not make the the author's position clear.

There is no position statement.

 

Support for Position

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

 

Evidence and

Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

 

Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.

Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.

Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.

It is not clear who the author is writing for.

 

Jenks, M. (2008, May).Rubric for prewriting stage. Unpublished scoring guide, Valdosta StateUniversity, Valdosta, GA. Modified from: 4teachers.org (http://rubistar.4teachers.org). Retrieved May 22, 2008

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Prewriting Accommodations Differing stages of development

• Higher Level:– Modify graphic organizer to challenge

students– 5 supporting reasons

Lower Level:

-Modify graphic

organizer

-2 supporting

reasons

-2 supporting

details

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Prewriting Accommodations Differing culture background 

Bilingual: • Individual• Discuss topic• Relate to ethnic

background• Explain leadership• Discuss similarities in

leaders of countries• Relate to home country

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Stage 2: Drafting

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DraftingGrouping options according to teacher’s 

instructional needs.–Whole Group: 

• See prewritingstage

–Individual: • See prewriting stage

- Developmental,  cultural, and linguistic:  •  See prewriting

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Instructional ProceduresStage 2: Drafting 

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Practice Activity

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Assessment Activity

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CATEGORY 4 - Above  Standards 3 - Meets  Standards2 - Approaching 

Standards1 - Below  Standards Score

Attention Grabber The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.

The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.

The author has an interesting introductory paragraph but the connection to the topic is not clear.

The introductory paragraph is not interesting AND is not relevant to the topic.

 

Position Statement The position statement provides a clear, strong statement of the author's position on the topic.

The position statement provides a clear statement of the author's position on the topic.

A position statement is present, but does not make the the author's position clear.

There is no position statement.

 

Support for Position Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

 

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

 

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Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.

Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.

A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.

 

Transitions A variety of thoughtful transitions are used. They clearly show how ideas are connected

Transitions show how ideas are connected, but there is little variety

Some transitions work well, but some connections between ideas are fuzzy.

The transitions between ideas are unclear OR nonexistant.

 

Closing paragraph

The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.

The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.

The author's position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

 

Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.

Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.

Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.

It is not clear who the author is writing for.

 

Jenks, M. (2008, May).Rubric for persuasive drafting stage. Unpublished scoring guide, Valdosta StateUniversity, Valdosta, GA. Modified from: 4teachers.org (http://rubistar.4teachers.org). Retrieved May 22, 2008

Page 27: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Drafting Accommodations Differing stages of development

• Higher Level:–5+ supporting reasons

–3+ supporting details

Lower Level: Small group Discuss Model Show class

example Review

graphic organizer

Instruct

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Drafting Accommodations Differing culture background 

Bilingual:  Review topic Review relation to ethnic background Review meaning of leadership Review similarities in leaders of countries Student identify one reason Teacher check Student continues with rough draft

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Stage 3: Revising

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RevisingGrouping options according to teacher’s 

instructional needs.–Whole Group: 

• See prewritingstage

– Individual: • See prewriting stage

•Developmental,  cultural, and linguistic:   See prewriting

• Partner: Peer to peer work Read rough draft Discuss Advise revisions

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Instructional ProceduresStage 3: Revising

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Practice Activity

• Whole group• Shared pen technique • Use class rough draft• Students identify corrections• Students determine information

to add/delete• Brief• Teacher makes the corrections

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Assessment Activity

• Individual work• Reread rough draft• Add more details• Add reasoning• Be clear and precise• Delete information• Rearrange sentences

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Adapted from: Dean, E. (2006). Scoring guide for revising: Influential people of the 1920s. Unpublished Manuscript, Valdosta State University (READ 7140), GA.

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Setting-Add details or changed

Thoroughly added details about the

setting or changed it if needed

Added details about the setting or

changed it if needed

Partially added details about the

setting

Did not added details about the

setting.

Characters-details/dialogue

Thoroughly added details about

characters and made sure that

there was dialogue included

Added details about characters and made sure that there was dialogue included.

Partially added details about

characters and made sure that there was minimal dialogue

Did not add details about

characters and there was no

dialogue included

Events/actions-details

Thoroughly added or deleted details about events or

actions

Added or deleted details about events

or actions

Partially added or deleted details about

events or actions

Did not add or delete details

about events or actions

Word use Words use was above the 5th grade

level.Thesaurus, dictionary,

vocabulary list, and appropriate adjectives

implemented throughout writing.

Words use was appropriate. Thesaurus, dictionary,

vocabulary list, and appropriate adjectives

implemented few times in writing.

Word use was partially appropriate.

Thesaurus, dictionary,

vocabulary list, and appropriate adjectives

implemented once in writing.

Word use was not considered

appropriate.Thesaurus, dictionary,

vocabulary list, and appropriate adjectives not

implemented in writing.

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Sequence of events Sequence was appropriate

Sequence was appropriate

Sequence was partially appropriate

Story sequence was not in order

Revision of beginning and

ending

Exceeded the expectations of revision in the beginning and

ending of the story

Revised the beginning and

ending of the story

Partially revised the beginning and

ending of the story

Did not revise the beginning and ending of

the story

Use of proofreaders’ marks

Thoroughly used the proofreaders’

mark with understanding

Used the proofreaders’ mark with understanding

Partially used the proofreaders’ marks

Did not use the proofreaders’

marks

Thinking about Audience

Thoroughly considered their audience during revision, making changes where

needed

Considered their audience during revision, making changes where

needed

Partially considered their audience

during revision, making changes minor changes

Did not consider their audience or

make any changes

Score

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Diaz, Mary (2008, May). Santa Maria-Bonita School District. Retrieved May 29, 2008, from Key

Proofreading Marks Web site: http://www.smbsd.org/uploaded/reading/files/Key_Proofreading_Marks_3-6.pdf

Page 38: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Revising Accommodations Differing stages of development

Higher Level:Work with lower level student

Read aloudIdentify changes

Assist

Lower Level:Small groupDiscuss stageModel changes

ObserveShow class example

Read with students

Page 39: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Revising Accommodations Differing culture background 

Bilingual:  Individual Discuss stage Show class example Show revisions

Adding Deleting moving

Review rough draft Model a revision Give pointers

Page 40: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Stage 4: Editing

Page 41: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

EditingGrouping options according to teacher’s 

instructional needs.–Whole Group: 

• See prewritingstage

– Individual: • See prewriting stage

•Developmental,  cultural, and linguistic:   See prewriting

• Partner: Peer to peer work Read rough draft Discuss Advise revisions

Page 42: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Instructional ProceduresStage 4: Editing

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Practice Activity

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Assessment Activity

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Diaz, Mary (2008, May). Santa Maria-Bonita School District. Retrieved May 29, 2008, from Key

Proofreading Marks Web site: http://www.smbsd.org/uploaded/reading/files/Key_Proofreading_Marks_3-6.pdf

Page 46: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Modified from:Dean, E. (2006). Scoring guide for editing: Influential people of the 1920s. Unpublished manuscript, Valdosta State University (READ 7140).

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Category Exceptionally Met3 Points

Met2 Points

Partially Met1 Point

Not Met0 Points

The use of Editing Proofreaders’ marks

The student used all the appropriate

editing marks that were needed. Paper only has 1 omission

of mark.

The student used most of the

appropriate editing marks that were

needed. Paper only has 1-4 omissions of

marks.

The student partially used all the

appropriate editing marks that were

needed. Paper has 5-8 omissions of marks.

The student did not use all the

appropriate editing marks that were needed. Paper has 8 or more omissions of

marks.

Subject/Verb Agreement

The student made sure that all of their subjects and verbs agreed. No errors

The student made sure that most of their

subjects and verbs agreed. 1 -3 errors

The student partially made sure that all of

their subjects and verbs agreed. 3-7

errors

The student did not make sure that

all of their subjects and verbs agreed. 7+ errors

Spelling The student made sure that all of their words were spelled correctly. No errors

The student made sure that most of their words were

spelled correctly. 1 -3 errors

The student partially made sure that all of

their words were spelled correctly. 3-7

errors

The student did not make sure that all of their words

were spelled correctly. 7+ errors

EndingPunctuation

The student made sure that they used

all the correct ending punctuation

in the correct places. No errors

The student made sure that they used

mostly all of the correct ending

punctuation in the correct places. 1 -3

errors

The student partially made sure that they used all the correct

ending punctuation in the correct places. 3-

7 errors

The student did not make sure that they used all the correct ending

punctuation in the correct places. 7+

errors

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Commas/ Apostrophe

The student made sure that

they used commas and

apostrophes in the correct

places. No errors

The student made sure that they

used commas and apostrophes in the correct places. 1 -

3 errors

The student partially made sure that they

used commas and apostrophes in the correct places. 3-7

errors

The student did not make sure that they used commas and

apostrophes in the correct places. 7+

errors

Capitalization The student made sure that

they used capitalization in

the correct places. No errors

The student made sure that they

used capitalization in the correct

places. 1 -3 errors

The student partially made sure that they

used capitalization in the correct

places. 3-7 errors

The student did not make sure that they used capitalization in

the correct places. 7+

errors

Paragraphs/ Indentions

The student made sure that

they used paragraphs or

indentions in the correct places.

No errors

The student made sure that they

used paragraphs or indentions in

the correct places. 1 -3 errors

The student partially made sure that they

used paragraphs or indentions in

the correct places. 3-7 errors

The student did not make sure that they used paragraphs or indentions in the correct places. 7+

errors

Score

Page 49: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Editing Accommodations Differing stages of development

• Higher Level:– Work with lower

level student– Read aloud– Identify

changes– Assist– Model – Dictionary

Lower Level: Small group Discuss stage

spelling, mechanics, grammar

Get ready for final Show class

example Identify

corrections Model Dictionary

Page 50: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Editing Accommodations Differing culture background 

Bilingual: Individual Discuss stage Show class example Show revisions

Adding Deleting moving

Review rough draft Model a revision Give pointers

Page 51: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Stage 5: Publishing

Page 52: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

PublishingGrouping options according to teacher’s instructional 

needs.– Whole Group:

• See prewritingstage

– Individual: • See prewriting stage

•Developmental, cultural, and linguistic:   • See prewriting

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Instructional ProceduresStage 5: Publishing

• Last stage• Final Cut!!!• Copy rough draft• Make last corrections• Best handwriting• Publish• Share

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Practice Activity

• Whole group• Shared pen technique• Publish class piece• Rewrite with corrections• Students identify corrections• Neatness• Legible

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Assessment Activity• Individual• Rewrite• Final corrections• Neat• Legible• Publish• Author’s chair

Page 56: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

Jenks, M. (2008, May).Rubric for publishing drafting stage. Unpublished scoring guide, Valdosta StateUniversity, Valdosta, GA. Modified from: 4teachers.org (http://rubistar.4teachers.org). Retrieved June 2, 2008

Page 57: Fifth Grade Social Studies  Voting Persuasive Essay By: Maegan Jenks.

CATEGORY 3 2 1 0

Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.

Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.

Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

Student devotes little time and effort to the writing process. Doesn't seem to care.

Introduction First paragraph has a "grabber" or catchy beginning.

First paragraph has a weak "grabber".

A catchy beginning was attempted but was confusing rather than catchy.

No attempt was made to catch the reader's attention in the first paragraph.

Focus on Assigned Topic The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Organization The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

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Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Setting Many vivid, descriptive words are used to tell when and where the story took place.

Some vivid, descriptive words are used to tell the audience when and where the story took place.

The reader can figure out when and where the story took place, but the author didn't supply much detail.

The reader has trouble figuring out when and where the story took place.

Problem/Conflict It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Characters The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.

The main characters are named and described. Most readers would have some idea of what the characters looked like.

The main characters are named. The reader knows very little about the characters.

It is hard to tell who the main characters are.

Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

Score _______/ 36 .

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Publishing Accommodations Differing stages of development

Lower Level:

Small group

Discuss

Model

Show class

example

Work with peer

Higher Level:

Create

cover page

Work with

lower level

student

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Publishing Accommodations Differing culture background 

Bilingual:IndividualDiscuss Final StageModel with class exampleGive pointersWork with peer