Created by Louisiana Department of Education Students revise their narratives told from a different narrative point of view. Created by Louisiana Department of Education Students form groups, review the narrative writing task, and choose a character from The Witch of Blackbird Pond. Created by Louisiana Department of Education Students begin drafting the narrative writing task in their groups.
For more information about the Georgia Narrative writing rubric 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.
Using representative samples of student writing, third-grade teachers are to use the analytic scoring rubrics in the Guide to determine the performance levels in each domain for each child in the classroom. Teachers collect writing samples by providing many opportunities for students to produce the various types of writing throughout the year.
Narrative Relating Personal Experience-Writing assignments should direct students to recount an event grounded in their own experiences. The assignment should elicit a story with a plot and characters rather than a list.
Creating an Imaginative Story-Writing Assignments should direct students to produce stories that are grounded in imagination or fantasy. Informational Writing Assignments may be related to all content areas specified in the Grade 3 GPS and may be produced during content area instruction.
Writing assignments may be related to any type of non-fiction writing whose purpose is to inform or explain a topic to a reader. Students should incorporate information from resources books, on-line sources, etc.
Paraphrasing information and using technical vocabulary from source material is appropriate for the informational assessment sample. For example, the informational samples collected for this guide on the topic of minerals may use technical vocabulary such as igneous, metamorphic, or sedimentary rocks.
Persuasive The writing assignment should direct students to take a position on an issue or topic that they are familiar with. The assignment may occur after the class has researched the issue or read related texts.
The assignment may be part of a lesson on the issue in a particular content area Analytic and Holistic Scoring The scoring system is analytic.
Analytic scoring means that more than one feature or domain of a paper is evaluated. Each domain itself is scored holistically. Student writing will be assessed analytically in four domains: Ideas, Organization, Style, and Conventions.
Analytic scoring will provide detailed information on student writing including performance levels. Teachers may choose to teach all four genres of writing throughout the school year or teachers may choose to teach each genre at a particular time in the school year.
The writing process should be taught throughout the third grade year, regardless of the order in which the genres are taught.
The steps of the writing process prewriting, drafting, revising, editing, and publishing should be taught throughout the year, because third graders may not have fully learned this process and will need help applying each stage of the process to each genre of writing.
For each genre, teachers should model the steps of the writing process, providing assistance and conferencing at each step. The assessment sample is the piece of writing that the teacher selects for the Grade 3 Writing Assessment. Teachers must select one assessment sample per genre for each student.
After each genre unit - in which students practice the steps in the writing process - is completed, the teacher gives a writing assignment for the purpose of collecting the assessment sample. Assessment samples should demonstrate what the student has learned to apply, independently, about the writing process.
During the course of effective instruction, the teacher may provide guidance and feedback that the students copy into their writing as they are learning to edit and revise. This type of assistance, while appropriate for instruction in the writing process, is not appropriate for collecting assessment samples as it would not demonstrate writing the student is capable of producing independently.
Because the writing performance levels for each grade 3 student will be passed on to the grade 4 teachers for instructional planning, it is essential that the assessment samples reflect what students can do independently.(Grade-specific expectations for writing types are defined in standards above.) vetconnexx.com-Literacy.W With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Pennsylvania Department of Education August PSSA GRADES 3–5 NARRATIVE SCORING GUIDELINES *This bullet point does not apply at grade 3. Easy-To-Use Guidelines for Scoring Student Compositions.
Writing A-Z Rubrics make it easy for teachers to score original student compositions.
Assess student writing with rubrics for traits of good writing or the characteristics of a particular text type. Personal Narrative Rubric.
The writing task for this test is a narrative. It is the same task for all students in Years 3, 5, 7 and 9. The administration of the writing tasks employs closely scripted scaffolding.
Narrative writing: six trait rubric 4/A () 3/B () 2/C () 1/D () Ideas & Content § Focus on topic is clear and definite. § Effective and appropriate details create a vivid picture showing knowledge and insight.
§ Fresh (uncommon) approach t o topic holds the reader’s attention. § Focus on topic is clear. Use this six-point rubric to evaluate narrative writing. It may also be used as a four-point writing rubric.