narrative & expository writing 2 nd grade natasha crosby read 7140 may 2006
TRANSCRIPT
Narrative &
Expository Writing2nd GradeNatasha Crosby
READ 7140May 2006
Developmental Stage Scoring Guidelines For The Georgia Grade
3 Writing Assessment
The following guidelines allow teachers to determine what stage of writer their students are. The teacher will teach the students how to pick out different elements of writing in various writing samples. This enables students to become more effective writers.
Georgia Writing Test for 3rd Grade
Stage 1 The Emerging Writer Stage 2 The Developing Writer Stage 3 The Focusing Writer Stage 4 The Experimenting
Writer Stage 5 The Engaging Writer Stage 6 The Extending Writer
Narrative Writing2nd Grade
Social Studies - Cherokee Indians
Social Studies GPS: SS2H2 The student will describe the GeorgiaCreek and Cherokee cultures of the past interms of tools, clothing, homes, ways of making a living, and accomplishments. Describe the regions in Georgia where the Creeks
and Cherokees lived and how the people used their local resources.
Pre-assessment Prompts What would happen if you grew taller than
trees? How would this change your life? What would you do if you were in the
middle of the lake and your boat began to leak?
What would you do if a friend comes to your house and his/her mom doesn't know he's/she's there?
What would you do if you promised to feed your pet and you didn't?
Grouping Options
Whole group – instruction, modeling, and practice activities for each stage of the writing process.
Writing groups – revising and editing stages of the writing process.
Individual – assessment for each stage of the writing process.
Instructional Procedures
Genre/Mode of Writing Instruction A narrative writing is when students or
other writers retell familiar stories, develop sequels for stories they have read, write stories called personal narratives about events in their own lives, or create original stories, ones they make up.
The Prewriting Stage
The author completes the following:
Chooses a topic Considers purpose, audience, and
form Generates and organizes ideas for
writing
Prewriting Instruction
Modeling – show story map and explain
Practice activity – complete story map with students using interactive writing
Assessment – students will complete a story map individually
Story MapStory Map about the Cherokee IndiansAuthor _________Title ____________
Characters with descriptions:
Setting - Describe at least 2 elements.Place:Time of Day:Weather:
Author ___________ Date________ Plot Event 1: What did you do when you
first woke up? Event 2: What did you eat for
breakfast? Event 3: What did you put on when you
got dressed? Event 4: How did you help your family
throughout the day? Event 5: What did you do in your free
time? Event 6: What did you have for supper?
Ending or Conclusion: Where did you sleep?
Prewriting Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Character listed with description
The student lists his/her character with 3 or more descriptions.
The student lists his/her character with at least 3 descriptions.
The student lists his/her character with at least 2 descriptions.
The student lists his/her character with at least one description.
Setting described
The student describes the setting with 3 or more events.
The student describes the setting with at least 2 elements.
The student describes the setting with at least 1 element.
The student describes the setting with 0 elements.
Plot The student describes the plot with 4 or more events.
The student describes the plot with at least 3 events.
The student describes the plot with at least 2 events.
The student describes the plot with at least 1 event.
Ending/ Conclusion
The student ends/concludes with 3 or more ideas.
The student ends/concludes with 3 ideas.
The student ends/ concludes with 2 ideas.
The student ends/ concludes with 1 idea.
Relevant information of
Cherokee Indians
All of the information in story map is relevant to the Cherokee Indians.
Most of the information in the story map is relevant to the Cherokee Indians.
Some of the information in the story map is relevant to the Cherokee Indians.
Little of the information in the story map is relevant to the Cherokee Indians.
The Drafting Stage
The author completes the following:
Writes a rough draft Creates leads to grab the readers’
attention Emphasizes content rather than
mechanics
Drafting Instruction
Modeling – show model of rough draft and explain
Practice activity – complete a rough draft with students using interactive writing
Assessment – students will complete a rough draft independently
Drafting Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point
Relevant information of Cherokee Indians
All of the information in story map is relevant to the Cherokee Indians.
All of the information in story map is relevant to the Cherokee Indians.
Most of the information in the story map is relevant to the Cherokee Indians.
Little of the information in the story map is relevant to the Cherokee Indians.
Blank lines between each written line
Student leaves a blank line between every written line.
Student leaves a blank line between every written line.
Student leaves a blank line between most written lines.
Student leaves few blank lines between written lines.
Character(s) are described
The student discusses his/her character with 3 or more descriptions.
The student discusses his/her character with at least 3 descriptions.
The student discusses his/her character with at least 2 descriptions.
The student discusses his/her character with at least one description.
Setting is described
The student discusses the setting with 3 or more events.
The student discusses the setting with at least 2 elements.
The student discusses the setting with at least 1 element.
The student discusses the setting with 0 elements.
Events are described
The student discusses the plot with 4 or more events.
The student discusses the plot with at least 3 events.
The student discusses the plot with at least 2 events.
The student discusses the plot with at least 1 event.
Ending/Conclusion The student ends/concludes with 3 or more sentences.
The student ends/concludes with 3 sentences.
The student ends/ concludes with 2 sentences.
The student ends/ concludes with 1 sentence.
The Revising Stage
The author completes the following:
Rereads the rough draft Shares writing in writing groups Revises on the basis of feedback
received from the writing group Adds, deletes, changes, and
rearranges information accordingly
Revising Instruction
Modeling – show and explain revised rough draft with proofreader’s marks
Practice activity – students will complete the revision stage of the writing process with the teacher using interactive writing
Assessment – students will work independently then with a peer to complete the revising process
Revising Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Added details The student
has added details to his/her writing.
The student has added details to his/her writing.
The student has added few details to his/her writing.
The student has added no details to his/her writing.
Deleted details The student has deleted details in his/her writing.
The student has deleted details in his/her writing.
The student has deleted few details in his/her writing.
The student has deleted no details in his/her writing.
Changed details
The student has changed details in his/her writing.
The student has changed details in his/her writing.
The student has changed details in his/her writing.
The student has changed details in his/her writing.
Rearranged details
The student has rearranged details in his/her writing.
The student has rearranged details in his/her writing.
The student has rearranged details in his/her writing.
The student has rearranged details in his/her writing.
Proofreader marks
The student correctly uses proofreader marks at all times.
The student correctly uses proofreader marks at all times.
The student correctly uses proofreader marks some of the time.
The student correctly uses proofreader marks little of the time.
The Editing Stage
The author completes the following:
Allows his/herself distance from the writing
Proofreads to locate mechanical errors
Correct errors
Editing Instruction
Modeling – show and explain the edited rough draft
Practice activity – students will complete the editing stage of the writing process with the teacher using interactive writing
Assessment – students will edit their own papers first by themselves then with a peer
Editing Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Capitalization
The student has used capitalization correctly.
The student has used capitalization correctly.
The student has used capitalization correctly for the most part.
The student has used capitalization correctly very little.
Spelling
The student has correctly spelled all words.
The student has correctly spelled all words.
The student has correctly spelled most words.
The student has correctly spelled few words.
Punctuation marks
The student has used appropriate punctuation marks at all times.
The student has used appropriate punctuation marks at all times.
The student has used appropriate punctuation marks most of the time.
The student has used appropriate punctuation marks little of the time.
Completes checklist
The student completes the checklist.
The student completes the checklist.
The student completes some of the checklist.
The student completes little of the checklist.
The Publishing Stage
The author completes the following:
Publishes the writing in an appropriate form
Shares finished writing with an appropriate audience
Publishing Instruction
Modeling – show and explain final copy of the written piece
Practice activity – students will complete the final copy with the teacher using interactive writing
Assessment – students will complete their final draft
Publishing Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Zaner-Bloser Handwriting
The student writes all letters in the Zaner-Bloser form.
The student writes all letters in the Zaner-Bloser form.
The student writes most of the letters in the Zaner-Bloser form.
The student writes some of the letters in the Zaner-Bloser form.
Correct spelling The student does not have any spelling errors.
The student does not have any spelling errors.
The student has few spelling errors.
The student has many spelling errors.
Correct punctuation
The student uses correct punctuation at all times.
The student uses correct punctuation at all times.
The student uses correct punctuation most of the time.
The student uses correct punctuation little of the time.
Complete sentences
The student has all complete sentences,
The student has all complete sentences.
The student has mostly all complete sentences.
The student has few complete sentences.
No lines skipped lines
The student did not skip any lines.
The student did not skip any lines.
The student skipped few lines .
The student skipped many lines.
Accommodations and/or Modifications
For emotional/behavior disorder students, they will be monitored closely by teacher during each lesson/activity. Extra time may be allowed for student to complete his work.
For learning disabled students, they will be allowed to use other models of rough drafts for reference. Also allow these students extra time if needed to complete the assignment.
Accommodations and/or Modifications cont’d
Bilingual students – these students will be placed with fluent English speaking student during the revising and editing stages of the writing process.
Expository Writing2nd Grade
Social Studies - Cherokee Indians
Social Studies GPS: SS2H2 The student will describe the GeorgiaCreek and Cherokee cultures of the past interms of tools, clothing, homes, ways of making a living, and accomplishments. Describe the regions in Georgia where the Creeks
and Cherokees lived and how the people used their local resources.
Pre-assessment Prompts Congratulations, you have won the lottery!
How will you spend your big bucks? Can you imagine the house of your dreams?
Give me a tour featuring some of your most favorite rooms.
A new restaurant has opened in town and you are the owner. Tell me about your delicious menu items.
Pack your bags and get set to go on your dream vacation. Tell me where you have chosen to go and why you chose to go there.
Grouping Options
Whole group – instruction, modeling, and practice activities for each stage of the writing process.
Writing groups – revising and editing stages of the writing process.
Individual – assessment for each stage of the writing process.
Instructional Procedures Genre/Mode of Writing Instruction:
Expository writing is when an author writes to inform their audience. Expository writing also allows the writer to learn more information as they write. There are different types of expository writing. You may choose to write an “All About …Book”, a collaborative report, an individual report, ABC books, riddles, posters, diagrams, and charts, cubes, and/or multigenre projects. Each of these selections will allow you to share information about your topic with your audience.
The Prewriting Stage
The author completes the following:
Chooses a topic Considers purpose, audience, and
form Generates and organizes ideas for
writing
Prewriting Instruction
Modeling – show story map and explain
Practice activity – complete story map with students using interactive writing
Assessment – students will complete a story map individually
Graphic OrganizerPrewriting Graphic OrganizerAll About …. used by Cherokee IndiansTopic I. _________________________________________________Subtopic A. _ Cherokee Indian
Chief_____________________________Supporting 1. _____________________________________________Details 2.___________________________________________ 3.__________________________________________
Subtopic B. _ Cherokee Indian Men______
Supporting 1. _________________________Details
2. __________________________ 3.____________________________
Prewriting Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Student lists topic to write about
The student lists a topic to write about.
The student does not list a topic to write about.
The student writes supporting details about each subtopic
The student writes 4 or more supporting details about each subtopic.
The student writes 3 supporting details about each subtopic.
The student writes 2 supporting details about each subtopic.
The student writes 1 supporting detail about each subtopic.
The Drafting Stage
The author completes the following:
Writes a rough draft Creates leads to grab the readers’
attention Emphasizes content rather than
mechanics
Drafting Instruction
Modeling – show model of rough draft and explain
Practice activity – complete a rough draft with students using interactive writing
Assessment – students will complete a rough draft independently
Drafting Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point
Relevant information of Cherokee Indians
All of the information in graphic organizer is relevant to the Cherokee Indians.
All of the information in graphic organizer is relevant to the Cherokee Indians.
Most of the information in the graphic organizer is relevant to the Cherokee Indians.
Little of the information in the graphic organizer is relevant to the Cherokee Indians.
Blank lines between each written line
Student leaves a blank line between every written line.
Student leaves a blank line between every written line.
Student leaves a blank line between most written lines.
Student leaves few blank lines between written lines.
Written sentences The student has written 4 or more sentences on each page/subtopic.
The student has written at least 3 sentences on each page/subtopic.
The student has written 2 sentences on each page/subtopic.
The student has written 1 sentence on each page/subtopic.
Picture drawn The student has a picture drawn for 6 pages/ subtopics.
The student has a picture drawn for 5 pages/ subtopics.
The student has a picture drawn for 3-4 pages/ subtopics.
The student has a picture drawn for 1-2 pages/ subtopics.
The Revising Stage
The author completes the following:
Rereads the rough draft Shares writing in writing groups Revises on the basis of feedback
received from the writing group Adds, deletes, changes, and
rearranges information accordingly
Revising Instruction
Modeling – show and explain revised rough draft with proofreader’s marks
Practice activity – students will complete the revision stage of the writing process with the teacher using interactive writing
Assessment – students will work independently then with a peer to complete the revising process
Revising Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Added details The student
has added details to his/her writing.
The student has added details to his/her writing.
The student has added few details to his/her writing.
The student has added no details to his/her writing.
Deleted details The student has deleted details in his/her writing.
The student has deleted details in his/her writing.
The student has deleted few details in his/her writing.
The student has deleted no details in his/her writing.
Changed details
The student has changed details in his/her writing.
The student has changed details in his/her writing.
The student has changed details in his/her writing.
The student has changed details in his/her writing.
Rearranged details
The student has rearranged details in his/her writing.
The student has rearranged details in his/her writing.
The student has rearranged details in his/her writing.
The student has rearranged details in his/her writing.
Proofreader marks
The student correctly uses proofreader marks at all times.
The student correctly uses proofreader marks at all times.
The student correctly uses proofreader marks some of the time.
The student correctly uses proofreader marks little of the time.
The Editing Stage
The author completes the following:
Allows his/herself distance from the writing
Proofreads to locate mechanical errors
Correct errors
Editing Instruction
Modeling – show and explain the edited rough draft
Practice activity – students will complete the editing stage of the writing process with the teacher using interactive writing
Assessment – students will edit their own papers first by themselves then with a peer
Editing Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Capitalization
The student has used capitalization correctly.
The student has used capitalization correctly.
The student has used capitalization correctly for the most part.
The student has used capitalization correctly very little.
Spelling
The student has correctly spelled all words.
The student has correctly spelled all words.
The student has correctly spelled most words.
The student has correctly spelled few words.
Punctuation marks
The student has used appropriate punctuation marks at all times.
The student has used appropriate punctuation marks at all times.
The student has used appropriate punctuation marks most of the time.
The student has used appropriate punctuation marks little of the time.
Completes checklist
The student completes the checklist.
The student completes the checklist.
The student completes some of the checklist.
The student completes little of the checklist.
The Publishing Stage
The author completes the following:
Publishes the writing in an appropriate form
Shares finished writing with an appropriate audience
Publishing Instruction
Modeling – show and explain final copy of the written piece
Practice activity – students will complete the final copy with the teacher using interactive writing
Assessment – students will complete their final draft
Publishing Stage Scoring Guide
Skill Being Assessed
Exceeds Criteria
Meets Criteria 5 Points
Almost Meets Criteria 3 Points
Needs further Instruction
1 Point Zaner-Bloser Handwriting
The student writes all letters in the Zaner-Bloser form.
The student writes all letters in the Zaner-Bloser form.
The student writes most of the letters in the Zaner-Bloser form.
The student writes some of the letters in the Zaner-Bloser form.
Correct spelling The student does not have any spelling errors.
The student does not have any spelling errors.
The student has few spelling errors.
The student has many spelling errors.
Correct punctuation
The student uses correct punctuation at all times.
The student uses correct punctuation at all times.
The student uses correct punctuation most of the time.
The student uses correct punctuation little of the time.
Complete sentences
The student has all complete sentences,
The student has all complete sentences.
The student has mostly all complete sentences.
The student has few complete sentences.
No lines skipped lines
The student did not skip any lines.
The student did not skip any lines.
The student skipped few lines .
The student skipped many lines.
Accommodations and/or Modifications
For emotional/behavior disorder students, they will be monitored closely by teacher during this activity. Extra time may be allowed for student to complete his work.
For learning disabled students, they will be allowed to use other models of rough drafts for reference. Also allow these students extra time if needed to complete the assignment.
Accommodations and/or Modifications cont’d
Bilingual students – these students will be placed with fluent English speaking student during the revising and editing stages of the writing process.
References
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.