Katherine S. Holmes READ 7140 May 28, 2008. Georgia Writing Test – 5 th Grade GOAL: To assess the...

Katherine S. Holmes

READ 7140May 28, 2008

Georgia Writing Test – 5th Grade

• GOAL: To assess the procedures to enhance statewide instruction in language arts.

• Consists of narrative, informational and persuasive writing.

• The topics are spiraled.

Georgia Writing Test – 5th Grade•Scoring

–Analytic•Means that more than one feature or domain of a paper is evaluated.

•Four domains as to how a student’s writing will be assessed.

»Ideas, Organization, Style, Conventions»Domain Scoring: Content – 40%»Organization, Style, and »Conventions – 60% Combined

Georgia Writing Test – 5th Grade

• Scoring: Uses Developmental Stages– Includes six stages

• The Emerging Writer• The Developing Writer• The Focusing Writer• The Experimenting Writer• The Engaging Writer• The Extending Writer

Introduction to the Unit

Grade Level: 4th

Genre of writing: Expository

Content Area Connection: Social Studies

Content Area Connection

• SS4H1 The student will describe how early Native American cultures developed in North America

• b. Describe how the American Indians used their environment to obtain food, clothing, and shelter

Expository WritingExpository writing is factual.

Purpose: To convey information about the world Used: To share information to others Most commonly used patterns: description, sequence,

comparison, cause and effect, and problem and solution Sequencing:

Examples: first, second, third, next, then, and finally

• Descriptors: characteristics, features, and examples are written

Prewriting – Instructional Grouping Options

• Whole Group: Instruction and the prewriting activity

• Partners: As Needed; For the students that have a learning disability or the students who are bilingual

• Individual: Assessment Activity; The teacher will walk around and monitor; If help is needed, she will provide it

Prewriting - Grouping Options Relating to Students’

Developmental, Cultural, and Linguistic Needs

• Reason students will be grouped whole group: Saves on repetition of instructions; Increases time on task; Scaffolding; Zone of Proximal Development

• Pairing of students: Students can explain directions to each other; Helping one another in comprehending the material

• Individual: Check understanding

Prewriting - Grouping Arrangements

Developmental: • 3 students with learning disabilities • Students to be included in the whole group

activities • When needed, the students will be paired • 2 students are gifted – they will complete a

graphic organizer and expository over a different tribe– Reason for pairing: More accurate work

• One student with a speech impediment; Partnered up at a later time; Not affected during the prewriting stage

Prewriting - Grouping Arrangements

• Cultural: 3 students who are bilingual - trouble with subject-verb agreement – Will be paired with higher level students, if

needed, and allowed to use a Spanish/English translation dictionary; During independent time – students assisted one on one

• Linguistic: 3 students that are bilingual; 1 with a speech impediment; These students partnered as needed

Pre-Writing

• Instructional Procedures– Choose a topic: – Consider purpose, audience, and form– Narrative, peers/classmates, short story– Generate and Organize ideas for writing

Prewriting

• Topic: The Seminole Indians

• Audience: Classmates

• Purpose: To Inform

• Form: Expository

EXPOSITORY WRITING ORGANIZER

Name: _______________________________ Audience: ___________________ Purpose: _________________________ Form: _______________________ Topic: ___________________________

INTRODUCTION

BODY

Point 1 Point 2 Point 3

1. _____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ ___________________ 2._____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ __________________ _ 3._____________________ _____________________ ___________________ _____________________ _____________________ ___________________ _____________________ _____________________ ___________________

CONCLUSION

Clothing Food Shelter

Prewriting

• Practice Activity: Complete a blank graphic organizer as a class; Facts to be given over the Seminole Indians (shared writing)

• Assessment Activity: Students will complete a blank graphic organizer independently– Three descriptors/facts to be listed under

each point

The Seminole Indians Prewriting Grading Rubric

Student Name:_____________ Date:______________

Exceptionally Met 3 Points

Met 2 Points

Partially Met 1 Point

Not Met 0 Points

I ntroduction

I ntroduced the topic, stated the setting, and three subtopics.

I ntroduced the topic, stated the setting, and

three subtopics.

I ntroduced the topic and

stated one-two subtopics.

Did not introduce the

topic or subtopics.

Body: Point #1

Stated the main point and f our supporting

details.

Stated the main point and three supporting

details.

Stated the main point and two supporting

details.

Did not state the main point or

supporting details.

Body: Point #2


details.


details.


details.


supporting details.

Body: Point #3


details.


details.


details.


supporting details.

Conclusion

Restated the main topic and restated

subtopics thoroughly in the conclusion.

Restated the main topic

and restated subtopics.

Restated the main topic and some subtopics

points.

Did not restate the topic and

subtopics.

Total Points: __________ Accuracy %: __________

Holmes, K. (2008). Modified f rom: Bashlor, S. Native American culture prewriting grading rubric. Valdosta, GA:

Valdosta State University.

Prewriting Accommodations and/or Modifications

Differing stages of development Gifted students: Complete a graph and story over a

different tribe Rest of the students: Write about the Seminole tribe

Differing cultural and linguistic backgrounds Limited English speakers Use a Spanish/English dictionary Take home extra information where someone can

work with them to give them extra help Will write about the Seminole tribe

Drafting - Grouping Options Relating to Students’


• Developmental: I will work with the student with a speech impediment – due to he writes the way he speaks (Spelling phonetically)

Drafting - Grouping Arrangements

• Cultural: The 3 students that are bilingual will be paired with higher level students – due to subject-verb agreement difficulties; Will be allowed to use a Spanish/English translation dictionary

• Linguistic: Paired with higher level students

Drafting

• Instructional Procedures– Second stage of the writing process– Write sentences of your ideas– Do not worry about making errors– Write Rough Draft at top of paper– Skip every other line– 5 paragraphs: introduction, body, conclusion

Drafting

• Practice Activity: Complete a draft of a 5 paragraph essay (shared writing); Take facts from graphic organizer

• Assessment Activity: Students will complete a draft using information from their graph; Must include header, skipped lines, and content.

The Seminole I ndians

Drafting Grading Rubric

Student Name:______________ Date: _________________

Exceptionally Met 3 Points

Met 2 Points

Partially Met 1 Point

Not Met 0 Points

Heading Rough Draf t heading is written up

top.

Rough Draf t is not written up

top.

Skipped Lines Every other line is

skipped.

Only some lines are skipped.

No lines are skipped.

Introduction (Complete Sentences)

I ntroduced the topic, stated the setting, and three subtopics.

I ntroduced the topic, stated the setting, and

three subtopics.

I ntroduced the topic and

stated one-two subtopics.

Did not introduce the

topic or subtopics.

Body: Point #1 (Complete Sentences)


details.


details.


details.


supporting details.



details.


details.


details.


supporting details.



details.


details.


details.


supporting details.

Conclusion (Complete



Restated the main topic and


The Seminole I ndians

Drafting Grading Rubric

Student Name:______________ Date: _________________

Conclusion (Complete Sentences)


subtopics thoroughly in the conclusion.


and restated subtopics.

Restated the main topic and some subtopics

points.


subtopics.

Total Points of each column

Total Points overall

Holmes K. (2008). Seminole Indians drafting grading rubric. Unpublished manuscript, Valdosta, GA: Valdosta State University (READ 7140).

Drafting Accommodations and/or Modifications

Differing stages of development All students allowed to use their graphic

organizer from the previous day

Differing cultural and linguistic backgrounds Students who are bilingual – Allowed to use a

Spanish/English dictionary; Also allowed to take their rough draft home to complete it

Student with speech difficulties - work one on one with teacher

Revising - Grouping Options Relating to Students’


Developmental:

• Student with speech impediment included in small group

Cultural:

• Partners; Subject-verb agreement

Revising

• Instructional Procedures– Third stage of the writing process– Clarify and refine ideas– Add, substitute, delete, or rearrange material– Share draft with others; receive feedback– Cross out, draw arrows, write in spaces

Revising

• Practice Activity: Revise rough draft as a class from previous day; Use rules of adding words, substituting sentences, deleting paragraphs, and moving phrases. (shared writing)

• Assessment Activity: Students will revise their rough drafts based on feedback from peers

Revising Scoring Guide (4th grade) Name__________________

Exceeds Standard

3

Meets Standard

2

Somewhat Meets

Standard 1

Does not Meet Standard

0

Self Score

Teacher Score

Adding *6 or more additions were

made *Additions

varied (words, sentences, etc.)

5-8 additions were made

3-5 additions were made

2 or less additions were

made

Deleting All unnecessary information or

words were deleted

Most unnecessary

information or words were

deleted

Some unnecessary

information or words were

deleted

There is information (or

words) that needs to be

deleted, yet no deletions were

made

Rearranging All rearrangements were made as

necessary

Most rearrangements made to clarif y

writing

Some rearrangements were made to clarif y writing

There were no rearrangements

that were needed were

not made

Color of revision marks

All revisions are made using

a diff erent colored pen

Most revisions are made using

a diff erent colored pen

Revisions are made with same color pen/ pencil in which draf t was written

Proof reading Marks

All proof reading

marks are used correctly

Most proof reading


Some proof reading


No proof reading marks have been used or all have been used incorrectly

Total Score:

Kidd, L. (2007). Expository prewriting scoring guide. Unpublished rubric, Valdosta State University, Valdosta, GA.

Revising Accommodations and/or Modifications

Differing stages of development

• All students allowed to use revising rule sheet

Differing cultural and linguistic backgrounds

• Included in writing groups; Work one on one with teacher

Editing

• Instructional Procedures– Fourth stage of the writing process– “Putting the piece in its final form”– Focus on the mechanics of the paper– Capitalization; Punctuation; Spelling;

Sentence structure; Usage; Formatting – Proofread to locate errors/Correct errors using

special proofreader’s marks

Editing

• Practice Activity: As a class, edit draft using proofreader’s marks

• Assessment Activity: Students will edit their draft using the sheet containing the proofreader’s marks

Editing Scoring Guide (4th grade) Name__________________

Exceeds Standard

3

Meets Standard

2

Somewhat Meets

Standard 1

Does not Meet Standard

0

Self Score

Teacher Score

Spelling All misspelled words have

been circled or there are no misspelled

words

Most misspelled words have been circled

Some misspelled words have been circled

No misspelled words have been circled

Complete sentences

All sentences are complete

1-2 sentences are not

complete

More than 2 sentences are not complete

Subject-predicate

All sentences have subject-

verb agreement

1-2 sentences Do not have subject-verb agreement

More than 2 sentences do

not have subject-verb agreement

Punctuation marks

All punctuation is correct:

ending marks, commas, quotation

marks

All sentences have correct ending marks

1-2 sentences are missing

ending marks or have

incorrect ending mark

More than 2 sentences are missing ending marks or have

incorrect ending mark

All sentences begin with

capital letter

1-2 sentences do not begin with capital

letter

More than 2 sentences do not begin with capital letter

Capitalization

All proper nouns are capitalized

Most proper nouns are capitalized

Some proper nouns are capitalized

No proper nouns are capitalized

Color of editing marks

All editing marks are

made using a diff erent

colored pen

Most editing marks are

made using a diff erent

colored pen

A diff erent color pen or

pencil was not used to edit

writing

Proof reading Marks

All proof reading


Most proof reading


Some proof reading


No proof reading marks have

been used or all have been used

incorrectly

Total Score:

Kidd, L. (2007). Expository prewriting scoring guide. Unpublished rubric, Valdosta State University, Valdosta, GA.

Editing Accommodations and/or Modifications

Differing stages of development/Differing

cultural and linguistic backgrounds

• All students will be allowed to use a sheet that shows the different proofreader’s marks

Publishing - Grouping Options Relating to Students’

Developmental, Cultural, and Linguistic Needs• Linguistic: Student with speech

impediment and bilingual students will read a paragraph of their report

Publishing

• Instructional Procedures– Fifth stage of the writing process– Publish and share with audience– Publisher thought of as author– Sharing writing is a social activity

Publishing

• Practice Activity: Publish class draft

• Assessment Activity: Students will publish their final piece and share with the class using the author’s chair

Publishing Scoring Guide

Name: ________________ Date: _________________

Exceeds Standard

3

Meets Standard

2

Partially Meets

Standard 1

Does Not Meet Standard

0

Content -Content has relevant facts, supporting details, or explanations

-Content has mostly relevant facts, supporting details, or explanations

-Content has limited facts, supporting details, and/or explanations

-Content lacks related facts, supporting details, and/or explanations

Organization -Organizing structure that includes paragraphs - Engages reader creatively, relates significant events, and moves to a clear conclusion

- Organizing structure that includes paragraphs - Engages the reader, relates significant events, and moves to a conclusion

-Organizing structure with very few paragraphs - Minimally developed sequence of events and fails to fully engage the reader or conclude story

-Organization lacks paragraphing structure - Sequence of events is not present or confusing and fails to engage the reader or conclude story

Voice -Appropriate to topic, purpose, and audience - Engaging

Voice is present -Shows an awareness of audience - Writing is somewhat engaging

- inconsistent or weak - Shows limited awareness of audience

Little or no voice is evident - Awareness of audience or personal involvement is not evident

Sentence Fluency

Sentences flow - Sentence length, structure, and complexity is varied

Sentences flow - Sentence structures are varied

Sentences are fragmented, run-on or confusing - Sentence structures are

Sentences are incomplete and/or unclear

Word Choice Uses dramatic descriptive language - Enables the reader to visualize the events or experiences

Uses descriptive language - Enables the reader to visualize the events or experiences

Uses limited, repetitive word choice - Gives a visual picture

Uses limited, repetitive word choice - Does not give a visual picture

Mechanics Contains few if any errors in mechanics that makes the writing easy to read and understand

Contains some mechanical errors that do not interfere with the meaning

Contains frequent mechanical errors that are noticeable and confuse the reader

Sentences flow - Sentence length, structure, and complexity is varied

Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.

Publishing Accommodations and/or Modifications

Differing cultural and linguistic backgrounds

• Student with speech impediment/Bilingual students will read a paragraph of their published piece

THANK YOU!!!!

Katherine S. Holmes

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