• As part of the writing process, draft a 3+ paragraph essay response that answers the prompt • Revise, edit, and publish final response using the rubric Suggested Timeline and Protocol for Teachers Day 1-2 Day 2-4 Day 4-6 (+) Preview writing packet with students (students should have a copy and be shown on overhead) Explain procedures. Background Information section read and clarified. Analyze prompt for clarity. All students should be able to explain what the prompt asks. Read and discuss Strategies for Success. Review expectations with rubric. (Focus on Exceeds column. FFB and APR are not options.) Share prerequisites Cite references used Clear and legible Completed on time. Students begin analysis of documents Students must analyze, take notes, and respond to all questions for each document in complete sentences. Students must share and discuss their findings and add to their notes using the Listening and Speaking Rubric. *All work must be done in class. GRADES 3-5 Complete pre-writing activities Graphic Organizers, Webs, research if necessary. Determine vocabulary needed to address the prompt It is highly suggested that students explain their thinking in the prewriting activities as a support in the use of documents. Students create thesis statements which clearly provide their opinion. Students will use the frame as a support in writing their thesis statements. Teacher should check that each student has a thesis statement. Students write a rough draft that addresses the prompt. Rough draft should include at least three paragraphs, introduction, explanation with evidence and a conclusion. Students should use not use conversational speaking or dialogue in their writing, such as “I am going to tell you about…” or “I hope you like this essay…” Students will peer-revise on the rough draft as guided by the material in this packet. Students will peer-edit. Student use scoring rubric to make final revisions on their own draft. Students complete their final draft. Rough draft will be handed in with final draft when complete. Final draft will be stapled with ONLY the cover sheet and rubric as instructed. Teacher will submit a sample to the district as requested. FORM B scores should be entered into iASSESS, within two weeks of completion of the process. Speaking and Listening Rubric Grades 3-5 Skills: Approaches - 1 Meets - 2 Exceeds - 3
audience awareness. monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct. limited control of standard conventions with significant errors. Historically accurate but overly general loosely makes connections to some resources. uses background knowledge/facts with some connections. includes a thesis, though it is not very clear. cites multiple documents correctly rambling; many sentences that begin with repetitive noun + verb pattern. lack of audience awareness. little control of basic conventions resulting in errors impeding readability. Contains multiple historical errors loosely uses background knowledge/facts with no connections. includes a general topic statement, but not a thesis uses more than one document correctly but relies on one document OR cites only one document conventions. has significant historical misinterpretation. no apparent thesis or topic statement. CITATIONS are a pre-requisite for scoring.