Transcript Interdisciplinary Writing Units Presentation - Narrative- 5 grade

Interdisciplinary Writing Units
Presentation
- Narrative- 5th grade
- Informational – 5th grade
Erica Dean
READ 7140
Valdosta State University
Summer 2006
Georgia Writing Test5th Grade
 When in 5th grade students are
given the Georgia Grade Five
Writing Assessment. They are
tested on their ability to be
able to write a narrative piece.
The student writes about a
personal experience or they
can be creative and create an
imaginary story. The tests are
given out randomly with each
student obtaining a single
topic.
Narrative Writing Unit Introduction
• Grade Level: 5th Grade
• Writing mode: Narrative
• Content Area Integration:
SS5H4 The student will
describe U.S. involvement
in World War I and post
World War I America.
b. Describe the cultural
developments and individual
contributions in the 1920s of
the jazz Age (Louis Armstrong),
the Harlem Renaissance
(Langston Hughes), baseball
(Babe Ruth), the automobile
(Henry Ford), and the airplane
(Charles Lindbergh).
Pre-assessment Prompt
• For the preassessment, I will
give each of the students a
paper with the following writing
prompts:
Prompt # 1: Think of a
childhood memory that you
recall clearly. Write a story
about what happened.
Prompt # 2: Imagine that you
could be invisible for one day.
Write a story about that day.
Grouping Options
• Prewriting, Revising, Editingwhole-modeling, smallpracticing, individualassessment
• Drafting- whole-during
modeling/practicing, individualduring assessment
• Publishing- whole-during
modeling/practicing, individualduring assessment
Prewriting
• Getting-ready-to-write stage
(Tompkins, 2004, p. 10)
• Decide what to write on
• Use graphic organizer
• Jot ideas down
• Pick your audience
• Decide on how it will be
published
• Remember you do not have to
write in complete sentences.
ModelingShow copy of completed Henry
Ford prewriting graphic
organizer.
Practice Activity
• Students get into groupsdiscussed what they wanted to
put on the graphic organizer
• We filled out a graphic
organizer together using shared
writing on the transparency
sheet
• Made copies of the group
graphic organizer for all the
students
Prewriting Graphic Organizer
Influential People of the 1920s -Prewriting Graphic Organizer
Name:________________ Date: __________
Characters:
Setting:
Problem:
Event 1:
Event 4:
Event 2:
Event 3:
Event 5:
Outcome:
Adapted by Dean, E. from
http://www.eduplace.com/graphicorganizer/pdf/storymap2_eng.pdf
Assessment Activity
-students filled out prewriting
graphic organizer
Name:_______________ Teacher:______________Date: ____________
Scoring Guide for Prewriting- Influential People of the 1920s
Not Met
Category
Exceptionally
Met
Partially Met
0 Points
Met
2 Points
1 Point
3 Points
Graphic
The graphic
The graphic
The graphic
The graphic
Organizer
organizer was
organizer was
organizer was
organizer
filled out
filled out
partially
was not
completely
completely (all
completed (8
filled out.
and additional
9 parts).
and below parts
details were
were
added.
completed).
Characters
The student
The student
The student
The student
listed and
listed and
listed and
did not list
thoroughly
described at
described only
or describe
described at
least 2
1 character.
any
least 2
characters.
characters.
characters.
Setting
The student
The student
The student
The student
listed and
listed and
only listed and
did not list
thoroughly
described at
described 1
or describe
described at
least 2
element of the
any
least 2
elements of the
setting.
elements of
elements of
setting.
the setting.
the setting.
Problem
The student
The student
The student
The student
listed an
listed a problem partially listed a
did not
exceptional
for the story
problem that
develop a
problem for
and added
will occur in the
problem.
the story and
details.
story, but they
added many
did not add any
details.
details.
Events
The student
The student
The student
The student
listed more
listed 5 events listed less than
did not list
than 5 events
that would
5 events that
any events.
and details
happen in their
occurred in
that would
story.
their story.
happen in
their story.
Outcome
The student
The student
The student
developed an
partially
did not
outcome for
developed an
develop an
their story.
outcome for
outcome for
their story.
their story.
Score
Dean, E. (2006). Scoring guide for prewriting: Influential people of the 1920s.
Unpublished manuscript. Valdosta State University (READ 7140), GA.
Drafting
• Focus on getting ideas on
paper
• No concern about grammar,
spelling, or punctuation
• Use all parts of graphic
organizer
ModelingFor my model, I wrote a story
about a day in the life of Henry
Ford.
Practice Activity- We wrote a
story together using shared writing
on a day in the life of Louis
Armstrong.
Assessment Activity- The
students used the person that
they chose and wrote a draft
about a day in the life of them.
Name:______________ Teacher:___________________ Date:________
Scoring Guide for Drafting- Influential People of the 1920s
Category
Exceptionally
Met
Partially Met
Not Met
Met
2 Points
1 Point
0 Points
3 Points
Ideas from
Thoroughly
Used all 9
Thoroughly
Did not use
prewriting
used all 9
elements of
used 8 and
any of the
graphic
elements of
the graphic
below of the
elements of
organizer
the graphic
organizer in
elements of
the graphic
organizer in
their rough
the graphic
organizer in
their rough
draft.
organizer in
their rough
draft.
their rough
draft.
draft.
Beginning of
In the
In the
In the
In the
the Story
introduction
introduction
introduction
introduction
the student
the student
the student
the student
thoroughly
described the
partially
did not
described the characters, the described the described the
characters,
setting, and
characters, the
characters,
the setting,
the problem.
setting, and
the setting, or
and the
the problem.
the problem.
problem.
Events
Thoroughly
Used 5 events Used less than Did not use
used at least
in the rough
5 events in the any events in
5 events in
draft of their
rough draft of
the rough
the rough
story.
their story.
draft of their
draft of their
story.
story.
Characters’
Had their
Had their
Had their
Characters
Dialogue
characters
characters
characters
did not
thoroughly
communicate
partially
communicate.
communicate
through out
communicate
through out
the story.
through out
the story.
the story.
Conclusion
Had a
Had a partially Did not have
conclusion in
developed
a conclusion
their rough
conclusion in
in their rough
draft.
their rough
draft.
draft.
Skip lines
Skips lines
Partially skips
Did not skip
during their
lines during
lines during
rough draft.
their rough
their rough
draft.
draft.
Score
Dean, E. (2006). Scoring guide for drafting: Influential People of the 1920s.
Unpublished manuscript. Valdosta State University (READ 7140), GA.
Revising
• Clarify and refine ideas
• Add, substitute, delete, and
rearrange as needed
• Revise beginning, middle, and
end of story
Modeling
• Showed students how to
revise my model and handed
out revising symbols charts
Practice Activity-
We used shared writing to revise
our group story about Louis
Armstrong on chart paper.
Assessment Activity
• Student used the revision
symbols chart to revise their
own paper
• Get into writing groups of 4
students to go through revising
together
Name:_______________ Teacher:___________Date:___________
Scoring Guide for Revising- Influential People of the 1920s
Exceptionally
Met
Partially Met
Not Met
Category
Met
2 Points
1 Point
0 Points
3 Points
Setting-Add
details or
changed
Thoroughly
Added details
Partially
Did not
added details
about the
added details
added
about the
setting or
about the
details about
setting or
changed it if
setting
the setting.
changed it if
needed
needed
CharactersThoroughly
Added details
Partially
Did not add
details/dialogue added details
about
added details details about
about
characters and
about
characters
characters
made sure that
characters
and there
and made
there was
and made
was no
sure that
dialogue
sure that there
dialogue
there was
included.
was minimal
included
dialogue
dialogue
included
Events/actionsThoroughly
Added or
Partially
Did not add
details
added or
deleted details
added or
or delete
deleted
about events deleted details details about
details about
or actions
about events
events or
events or
or actions
actions
actions
Word use
Word use was Word use was Word use was
Word use
above the 5th
appropriate
partially
was not
grade level.
appropriate
considered
appropriate
Sequence of
Sequence was
Sequence
Story
events
appropriate
was partially
sequence
appropriate
was not in
order
Revision of
Exceeded the
Revised the
Partially
Did not
beginning and
expectations beginning and
revised the
revise the
ending
of revision in
ending of the beginning and
beginning
the beginning
story
ending of the
and ending
and ending of
story
of the story
the story
Use of
Thoroughly
Used the
Partially used Did not use
proofreaders’
used the
proofreaders’
the
the
marks
proofreaders’
mark with
proofreaders’ proofreaders’
mark with
understanding
marks
marks
understanding
Thinking about
Thoroughly
Considered
Partially
Did not
Audience
considered
their audience
considered
consider
Thinking about
Audience
Thoroughly
Considered
considered
their audience
their audience during revision,
during
making
revision,
changes where
making
needed
changes
where needed
Partially
considered
their audience
during
revision,
making
changes minor
changes
Did not
consider
their
audience or
make any
changes
Score
Dean, E. (2006). Scoring guide for revising: Influential people of the 1920s.
Unpublished manuscript. Valdosta State University (READ 7140), GA.
Editing
• Putting the piece of writing into
its final form
• Makes changes to mechanics
• Polish writing by correcting
punctuation and spelling
Modeling
• Handed out editing symbols
charts
• Showed model on overhead
and demonstrated how to edit
using editing symbols
Practice ActivityWe used shared writing to go
through the editing stage for our
group story on Louis Armstrong
Assessment Activity• The students edit their own
paper first
• They then get into to peer
editing partner to help each
other to edit their papers
Name:_______________ Teacher:___________Date:___________
Scoring Guide for Editing- Influential People of the 1920s
Exceptionally
Met
3 Points
Met
2 Points
Partially Met
1 Point
Not Met
0 Points
The use of
Editing
Proofreaders’
marks
The student
used all the
appropriate
editing marks
that were
needed.
The student
partially used
all the
appropriate
editing marks
that were
needed.
Sentences
Completed
The student
made sure that
all of their
sentences
were
completed
Subject/Verb
Agreement
The student
made sure that
all of their
subjects and
verbs agreed
The student
partially made
sure that all of
their
sentences
were
completed
The student
partially made
sure that all of
their subjects
and verbs
agreed
Spelling
The student
made sure that
all of their
words were
spelled
correctly
The student
partially made
sure that all of
their words
were spelled
correctly
Punctuation
The student
made sure that
they used all
the correct
punctuation in
the correct
places
Commas/
Apostrophe
The student
made sure that
they used
commas and
The student
partially made
sure that they
used all the
correct
punctuation in
the correct
places
The student
partially made
sure that they
used commas
The student
did not use
all the
appropriate
editing
marks that
were
needed.
The student
did not make
sure that all
of their
sentences
were
completed
The student
did not make
sure that all
of their
subjects and
verbs
agreed
The student
did not make
sure that all
of their
words were
spelled
correctly
The student
did not make
sure that
they used all
the correct
punctuation
in the correct
places
The student
did not
make sure
that they
Category
Capitalization
The student
made sure that
they used
capitalization
in the correct
places
Paragraphs/
Indentions
The student
made sure that
they used
paragraphs or
indentions in
the correct
places
The student
partially made
sure that they
used
capitalization
in the correct
places
The student
partially made
sure that they
used
paragraphs or
indentions in
the correct
places
The student
did not make
sure that
they used
capitalization
in the correct
places
The student
did not make
sure that
they used
paragraphs
or indentions
in the correct
places
Score
Dean, E. (2006). Scoring guide for editing: Influential people of the 1920s.
Unpublished manuscript. Valdosta State University (READ 7140).
Publishing
• Put the piece into its final form,
after all corrections have been
made
• Ready for audience
• Made into books and put into
classroom library
Modeling
• Showed how to make my draft
a published piece
• Showed how to publish by
typing and adding clipart
• Made into a book, with cover
page
Practice ActivityI will type and add clip art to our
group draft as the students watch
and help.
Assessment Activity
• Student will go to the computer
lab and type and illustrate with
clip art their published piece.
• Bring to the room and put it
together in a book
Name:_______________ Teacher:___________Date:___________
Scoring Guide for Publishing- Influential People of the 1920s
Category
Exceptionally
Met
3 Points
All Changes
were made
The piece was
published
You used the
correct format
Illustration
Met
2 Points
The student
made all the
previous
changes that
were needed
The student
thoroughly
published
their piece
The student
thoroughly
used the
correct
publishing
format
(book)
The student
thoroughly
added
illustrations
that went
along with the
writing piece
The student
published their
piece
The student
used the
correct
publishing
format
(book)
The student
made
illustrations
that went along
with the writing
piece
Partially Met
1 Point
Not Met
0 Points
The student
The student
partially made
did not
all the previous make all the
changes that
previous
were needed
changes
that were
needed
The student
The student
partially
did not
published their publish their
piece
piece
The student
The student
partially used
did not use
the correct
the correct
publishing
publishing
format
format
(book)
(book)
The student
partially made
illustrations
that went
along with the
writing piece
The student
did not
make
illustrations
that went
along with
the writing
piece
Score
Dean, E. (2006). Scoring guide for publishing: Influential people of the
1920s. Valdosta State University (READ 7140), GA.
Accommodations
and/or Modifications
• Stages of Development
– Gifted students proceed on after
modeling
– Learning Disabilities- gave
lessons to Special Ed. Teacher for
co-teaching
• Cultural
– Grouped African American
student with High-level with
proper English skills, trouble with
sub./verb agreement
Informational Writing Unit
Introduction
• Grade Level: 5th Grade
• Writing mode: Informational
• Content Area Integration:
SS5H4 The student will
describe U.S. involvement
in World War I and post
World War I America.
b. Describe the cultural
developments and individual
contributions in the 1920s of
the jazz Age (Louis Armstrong),
the Harlem Renaissance
(Langston Hughes), baseball
(Babe Ruth), the automobile
(Henry Ford), and the airplane
(Charles Lindbergh).
Pre-assessment Prompt
• Prompt # 1: Using your
knowledge of (science,
geography, health), explain to
a new inhabitant how to orient
to a new place, such as a
desert, or the jungle, or a new
planet.
• Prompt #2: Choose something
you know about (a place you
have visited, something you
saw while traveling, something
you have studied in school, a
hobby you wish to share).
Write a letter to your pen pal in
another country telling about
your topic.
Grouping Options
• Prewriting, Revising, Editingwhole-modeling, smallpracticing, individualassessment
• Drafting- whole-during
modeling/practicing, individualduring assessment
• Publishing- whole-during
modeling/practicing, individualduring assessment
Prewriting
• Getting-ready-to-write stage
(Tompkins, 2004, p. 10)
• Decide what to write on
• Use graphic organizer
• Jot ideas down
• Pick your audience
• Decide on how it will be
published
• Remember you do not have to
write in complete sentences.
Modeling
• Put model of prewriting on the
overhead projector
• Explained that I filled out each
part
Prewriting Graphic Organizer
“All About ____________ Book” Graphic Organizer
Author:_______________ Date: ____________
Introduction
Person:
Born:
Death:
Notoriety:
Body
Fact 1
Fact 2
__________________
__________________
__________________
__________________
__________________
__________________
__________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Fact 3
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Conclusion
Dean, E. (2006). “All about … book” graphic organizer. Unpublished manuscript.
Valdosta State University (READ 7140), GA.
Practice ActivityWe filled out a graphic organizer
together on Louis Armstrong
Assessment Activity• Students are asked to fill out a
graphic organizer on the person
they chose as the most
influential person of the 1920s.
Name:_______________ Teacher:______________Date: ____________
Scoring Guide for Prewriting- Influential People of the 1920s
Category
Exceptionally
Met
Partially Met
Not Met
Met
2 Points
1 Point
0 Points
3 Points
Graphic
The graphic
The graphic
The graphic
The graphic
Organizer
organizer was
organizer was
organizer was
organizer
filled out
filled out
partially
was not
completely
completely
completed
filled out.
and additional
details were
added.
Introduction
Thoroughly
Listed person,
Partially listed
Did not list
listed person,
birth, death,
person, birth,
person,
birth, death,
and notoriety
death, and
birth, death,
and notoriety
notoriety
and
notoriety
Body
Thoroughly
Listed 3 facts
Listed 2 facts
Did not list
listed more
and supporting and supporting any facts or
than 3 facts
details for each details for each
supporting
and
fact
fact
details for
supporting
the facts.
details for
each fact
Conclusion
Thoroughly
Gave ideas for
Partially gave Did not give
gave ideas for the conclusion
ideas for the
ideas for the
the conclusion
conclusion
conclusion
Score
Dean, E. (2006). Scoring guide for prewriting: Most Influential people of the
1920s. Unpublished manuscript. Valdosta State University (READ 7140),
Drafting
• Focus on getting ideas on
paper
• No concern about grammar,
spelling, or punctuation
• Use all parts of graphic
organizer
Modeling
• For my model, I wrote a draft
“All About Henry Ford” Book. I
did not worry about grammar,
mechanics, or punctuation.
Practice Activity- We wrote our
rough draft “All About Louis
Armstrong” Book together using
shared writing.
Assessment ActivityFor the assessment activity the
students will write their rough
draft “All About…” Book. They
should consider the drafting
checklist as they go.
Drafting Scoring Guide
Name:______________ Teacher:___________________ Date:________
Scoring Guide for Drafting- Most Influential Person of the 1920s
Category
Exceptionally
Met
Partially Met
Not Met
Met
2 Points
1 Point
0 Points
3 Points
Ideas from
Thoroughly
Used all 9
Thoroughly
Did not use
prewriting
used all 9
elements of
used 8 and
any of the
graphic
elements of
the graphic
below of the
elements of
organizer
the graphic
organizer in
elements of
the graphic
organizer in
their rough
the graphic
organizer in
their rough
draft.
organizer in
their rough
draft.
their rough
draft.
draft.
Introduction
Thoroughly
Included
Partially
Did not
included
information
included
include
information
about the
information
information
about the
person, birth,
about the
about the
person, birth,
death, and
person, birth,
person,
death, and
notoriety
death, and
birth, death,
notoriety
notoriety
and
notoriety
Fact Body
Thoroughly
Described 3
Described less
Did not
Paragraphs
described
facts and
than 3 facts
describe
more than 3
supporting
and supporting
facts and
facts and
details
details
supporting
supporting
details
details
Conclusion
Had a
Had a partially
Did not
conclusion in
developed
have a
their rough
conclusion in
conclusion
draft.
their rough
in their
draft.
rough draft.
Skip lines
Skips lines
Partially skips Did not skip
during their
lines during
lines during
rough draft.
their rough
their rough
draft.
draft.
Score
Dean, E. (2006). Scoring guide for drafting: Most Influential Person of the 1920s.
Unpublished manuscript. Valdosta State University (READ 7140), GA.
Revising
• Clarify and refine ideas
• Add, substitute, delete, and
rearrange as needed
• Revise beginning, middle, and
end of story
Modeling
For my revising model I will
show a copy on the overhead
projector and then revised it
using a green Sharpe.
Practice Activity- We will revise
our chart paper rough draft using
shared writing and a green marker.
Assessment ActivityFor the assessment activity the
students will revise their own
paper first. Once they are
done, they will get into their
writing groups and do group
revision. They will give each
other suggestions. Lastly they
can make more revising
changes if necessary.
Revising Scoring Guide
Name:_______________ Teacher:___________Date:___________
Scoring Guide for Revising- Influential People of the 1920s
Exceptionally
Met
Partially Met
Not Met
Category
Met
2 Points
1 Point
Made
corrections to
introduction
paragraph
Partially made
corrections to
introduction
paragraph
0 Points
3 Points
Introduction
Facts-details
Word use
Revision of
beginning and
ending
Use of
proofreaders’
marks
Thinking about
Audience
Thoroughly
made
corrections to
introduction
paragraph
Thoroughly
added or
deleted
details about
Facts
Word use was
above the 5th
grade level.
Exceeded the
expectations
of revision in
the beginning
and ending of
the story
Thoroughly
used the
proofreaders’
mark with
understanding
Thoroughly
considered
their audience
during
revision,
making
changes
where needed
Added or
deleted details
about facts
Did not make
corrections
to
introduction
paragraph
Partially
Did not add
added or
or delete
deleted details details about
about facts
facts
Word use was
appropriate
Word use was
partially
appropriate
Revised the
beginning and
ending of the
story
Partially
revised the
beginning and
ending of the
story
Word use
was not
considered
appropriate
Did not
revise the
beginning
and ending
of the story
Used the
proofreaders’
mark with
understanding
Partially used
the
proofreaders’
marks
Did not use
the
proofreaders’
marks
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
Dean, E. (2006). Scoring guide for revising: Most Influential person of the 1920s.
Unpublished manuscript. Valdosta State University (READ 7140), GA.
Editing
• Putting the piece of writing into
its final form
• Makes changes to mechanics
• Polish writing by correcting
punctuation and spelling
Modeling
For my model I will put a copy
of my revised draft onto the
overhead projector. I will make
editing corrections using a
purple pen.
Practice Activity- We will group
edit our revised draft using shared
writing and a purple marker.
Assessment ActivityFor the assessment activity the
students will begin by editing
their own paper first. Then they
will get into peer editing groups
of two people and give editing
suggestions to each other.
Lastly they will make any
additional editing corrections as
needed.
Editing Scoring Guide
Name:_______________ Teacher:___________Date:___________
Scoring Guide for Editing- Influential People of the 1920s
Exceptionally
Met
3 Points
Met
2 Points
Partially Met
1 Point
Not Met
0 Points
The use of
Editing
Proofreaders’
marks
The student
used all the
appropriate
editing marks
that were
needed.
The student
partially used
all the
appropriate
editing marks
that were
needed.
Sentences
Completed
The student
made sure that
all of their
sentences
were
completed
Subject/Verb
Agreement
The student
made sure that
all of their
subjects and
verbs agreed
The student
partially made
sure that all of
their
sentences
were
completed
The student
partially made
sure that all of
their subjects
and verbs
agreed
Spelling
The student
made sure that
all of their
words were
spelled
correctly
The student
partially made
sure that all of
their words
were spelled
correctly
Punctuation
The student
made sure that
they used all
the correct
punctuation in
the correct
places
Commas/
Apostrophe
The student
made sure that
they used
commas and
The student
partially made
sure that they
used all the
correct
punctuation in
the correct
places
The student
partially made
sure that they
used commas
The student
did not use
all the
appropriate
editing
marks that
were
needed.
The student
did not make
sure that all
of their
sentences
were
completed
The student
did not make
sure that all
of their
subjects and
verbs
agreed
The student
did not make
sure that all
of their
words were
spelled
correctly
The student
did not make
sure that
they used all
the correct
punctuation
in the correct
places
The student
did not
make sure
that they
Category
Commas/
Apostrophe
The student
made sure that
they used
commas and
apostrophes in
the correct
places
Capitalization
The student
made sure that
they used
capitalization
in the correct
places
Paragraphs/
Indentions
The student
made sure that
they used
paragraphs or
indentions in
the correct
places
The student
The student
partially made
did not
sure that they
make sure
used commas
that they
and
used
apostrophes in commas and
the correct
apostrophes
places
in the correct
places
The student
The student
partially made did not make
sure that they
sure that
used
they used
capitalization capitalization
in the correct in the correct
places
places
The student
The student
partially made did not make
sure that they
sure that
used
they used
paragraphs or
paragraphs
indentions in or indentions
the correct
in the correct
places
places
Score
Dean, E. (2006). Scoring guide for editing: Influential people of the 1920s.
Unpublished manuscript. Valdosta State University (READ 7140).
Publishing
• Put the piece into its final form,
after all corrections have been
made
• Ready for audience
• Made into books and put into
classroom library
Modeling
For the model, I will hook the
TV up to the computer and
show the students how to type
their final draft and put clip art
into their books.
Practice Activity- We will hook
up the computer to the TV. We will
type and add clipart (using shared
writing) to our “All About Louis
Armstrong”.
Assessment ActivityI will take the students to the
computer lab. There they will
use the computers to type and
add clip art to their published
piece. Then they will put it all
together into an “All About… “
Book.
Publishing Scoring Guide
Name:_______________ Teacher:___________Date:___________
Scoring Guide for Publishing- Most Influential Person of the
1920s
Category
Exceptionally
Met
3 Points
All Changes
were made
The piece was
published
You used the
correct format
Illustration
Met
2 Points
The student
made all the
previous
changes that
were needed
The student
thoroughly
published
their piece
The student
thoroughly
used the
correct
publishing
format
(book)
The student
thoroughly
added
illustrations
that went
along with the
writing piece
The student
published their
piece
The student
used the
correct
publishing
format
(book)
The student
made
illustrations
that went along
with the writing
piece
Partially Met
1 Point
Not Met
0 Points
The student
The student
partially made
did not
all the previous make all the
changes that
previous
were needed
changes
that were
needed
The student
The student
partially
did not
published their publish their
piece
piece
The student
The student
partially used
did not use
the correct
the correct
publishing
publishing
format
format
(book)
(book)
The student
partially made
illustrations
that went
along with the
writing piece
The student
did not
make
illustrations
that went
along with
the writing
piece
Score
Dean, E. (2006). Scoring guide for publishing: Most Influential person of the
1920s. Valdosta State University (READ 7140), GA.
Accommodations and/or
Modifications
• Stages of Development
– Gifted students proceed on after
modeling
– Learning Disabilities- gave
lessons to Special Ed. Teacher for
co-teaching
• Cultural
– Grouped African American
student with High-level with
proper English skills, trouble with
sub./verb agreement