For more information about the Georgia Milestones Assessment System, please click here. Description The writing assessment for grade three consists of teacher evaluation of student writing using an analytic scoring system. The Grade 3 Assessment and Instructional Guide contains the scoring rubric; types of writing required by the CCGPS narrative, informational and persuasive ; good practices for the instruction of writing; sample student papers; and ways to evaluate student writing.
Teaching writing is tough. Each year, I set out to build a community of writers, and it is no easy task. One of the toughest things for my students is writing endings. They always start out with catchy beginnings only to get bogged down and just stop at the end.
It allows them to be creative, and it helps me to identify their voice as a writer. To start our mini-unit on writing endings, I gave my students a pre-assessment of the substandard to figure out where their knowledge is with writing endings.
These substandard writing assessments are from my English Language Arts Assessments and Teaching Notes for grades I call them writing partial completes in each of my assessments. Students must complete the writing to show their knowledge of the standard. You can see for this substandard assessment above, the ending is left out for students to complete.
Once I pre-assess students, I can then quickly check their work to figure out what I need to modify or differentiate in my teaching. Once I hand back their pre-assessments, they document their scores in their Student Data Tracking Bindersrate their levels of understanding of the standard, and we begin!
We start our lesson by addressing the standard so students know where they are headed with their learning. The great thing about this substandard is that it is extremely open ended.
As long as students provide some type of closure or conclusion that follows from the narrated experiences or events, they will meet the standard. The way in which a student can get there is endless. The main thing I focus on when teaching endings is to notice different endings in all of the literature that we read.
Most of the time, students just finish a book without any reflection on the different strategies the author used to end the story. I read a book or just the ending of a familiar bookhad students turn to a neighbor and share what they noticed, and then we came back together as a class to discuss.
We then worked together to compile an anchor chart of what we noticed about the endings of these mentor texts.
I put out a basket of books on each table for students to read through. Then, they used sticky notes to write down what they noticed. After students had been given enough time, we came back together and shared more of what we noticed. This ended our lesson for the day. If you feel like your students need an extra day with any of the mini-lessons, give them that time in order to make sure they understand the content.
Some students may need more time, and some may need less time. On day 1, we noticed different ways in which authors end their stories.
We revisited a few more picture books as mentor texts. I specifically chose mentor texts with endings that I knew my students needed a bit more help with. For example, I knew they were extremely familiar with the question, dialogue, and funny endings, so I chose to grab mentor texts that had cliffhanger and reflection endings to give my students the extra practice.
We gathered this information from all of the different picture books we looked through the day before.
I created a printable version of this anchor chart for students to reference. Now that students can name each ending, they can have a different focus when they are sifting through these picture books.
After students had been given enough time to explore more endings, we came back together as a class and shared our findings.
Since this mini-lesson was a bit longer, students only had a few moments to go back to their writing. Students have now had at least two days worth of exposure to many different types of endings.
On day 3, I did a quick re-visit of the anchor chart, and we recapped what we had learned over the last few days.Sep 16, - The Grades Writing Module comprises three separate units that provide in-depth instruction on one type of writing: argument, informative, and narrative.
Each unit may be . Georgia 4th Grade Writing Standards. Write clear, organized stories with our Narrative Writing Plan. Timed Writing Process. Prepare for timed writing situations with an effective process. 3 Great Ways to Assess Writing Standards. A Writing Process for All.
WS First Day of School (Narrative) Write a letter to a friend and tell about an experience you remember from your first day of the school year. Narrate your story . Some of the worksheets displayed are 4th and 5th grade writing folder, Name identifying narrative perspective, Narrative essay work, Narrative, How to write a paragraph, Narrative unit of study realistic fiction 4th grade, Writing workshop writing a personal narrative handout, Lesson skill writing .
Developing Persuasive Writing Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities. Revising and Editing RULES: A list of revising and editing rules that students need to know for the 4th grade Writing STAAR Test Don’t forget to visit my TpT store to find lots of revising and editing/grammar activities for a really reasonable price!