Narrative & Expository Writing 2 nd Grade

1. Narrative &Expository Writing2nd Grade Natasha Crosby READ 7140 May 2006

2. 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.

3. 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

4. Narrative Writing 2nd Grade Social Studies - Cherokee Indians Social Studies GPS: SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms 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.

5. 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?

6. 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.

7. 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.

8. The Prewriting Stage The author completes the following: • Chooses a topic • Considers purpose, audience, and form • Generates and organizes ideas for writing

9. 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

10. Story Map Story Map about the Cherokee Indians Author _________Title ____________ Characters with descriptions: Setting - Describe at least 2 elements. Place: Time of Day: Weather:

11. 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?

12. Ending or Conclusion: Where did you sleep?

13. Prewriting Stage Scoring Guide

14. The Drafting Stage The author completes the following: • Writes a rough draft • Creates leads to grab the readers’ attention • Emphasizes content rather than mechanics

15. 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

16. Drafting Stage Scoring Guide

17. 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

18. 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

19. Revising Stage Scoring Guide

20. The Editing Stage The author completes the following: • Allows his/herself distance from the writing • Proofreads to locate mechanical errors • Correct errors

21. 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

22. Editing Stage Scoring Guide

23. The Publishing Stage The author completes the following: • Publishes the writing in an appropriate form • Shares finished writing with an appropriate audience

24. 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

25. Publishing Stage Scoring Guide

26. 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.

27. 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.

28. Expository Writing 2nd Grade Social Studies - Cherokee Indians Social Studies GPS: SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms 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.

29. 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.

30. 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.

31. 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 informationabout your topic with your audience.

32. The Prewriting Stage The author completes the following: • Chooses a topic • Considers purpose, audience, and form • Generates and organizes ideas for writing

33. 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

34. Graphic Organizer Prewriting Graphic Organizer All About …. used by Cherokee Indians Topic I. _________________________________________________ Subtopic A. _ Cherokee Indian Chief_____________________________ Supporting 1. _____________________________________________ Details 2.___________________________________________ 3.__________________________________________

35. Subtopic B. _ Cherokee Indian Men______ Supporting 1. _________________________ Details 2. __________________________ 3.____________________________

36. Prewriting Stage Scoring Guide

37. The Drafting Stage The author completes the following: • Writes a rough draft • Creates leads to grab the readers’ attention • Emphasizes content rather than mechanics

38. 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

39. Drafting Stage Scoring Guide

40. 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

41. 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

42. Revising Stage Scoring Guide

43. The Editing Stage The author completes the following: • Allows his/herself distance from the writing • Proofreads to locate mechanical errors • Correct errors

44. 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

45. Editing Stage Scoring Guide

46. The Publishing Stage The author completes the following: • Publishes the writing in an appropriate form • Shares finished writing with an appropriate audience

47. 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

48. Publishing Stage Scoring Guide

49. 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.

50. 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.