Frey has co-authored several other books on literacy including:
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.
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.
Using writing prompts is an option for collecting assessment samples, but any classroom assignment that allows each student to demonstrate understanding of the writing process in that genre is appropriate.
Scoring Procedures and Types of Scores For each student in the class, teachers should assemble multiple samples of writing that have been collected from a variety of classroom writing activities.Discover the secrets of turning guided reading strategies into opportunities for teaching writing.
Guided Reading: Strategies for the Differentiated Classroom When you apply Differentiated Instruction tactics within a guided reading framework, which helps you lead students through new ways of approaching text, great things start to happen!
These are the handouts from the January conference sponsored by Georgia Striving Reader. Georgia Reading Association Presentations, March This module targets the most basic skills necessary for reading and writing: basic alphabet knowledge, letter-sound knowledge, and phonemic awareness.
This is the third of three modules. This practice site lets students see what testing online is like. Parents and educators are welcome to try it too.
The items on the demonstration tests are general and are organized into three grade bands: Grades 3 – 5, Grades 6 – 8, and High School in the content areas of English Language Arts, Mathematics, Science, and Social Studies. The assessment program includes customized summative criterion-referenced tests at the elementary, middle, and high school levels.
In addition, Georgia participates in the National Assessment of Educational Progress in grades 4, 8 and James Schnug, Ph.D. is a Reading Recovery trainer with The Ohio State University and has served as a board member for the Reading Recovery Council of North America, Implementation section editor for the Journal of Reading Recovery, and Co-Strand leader for the national conference.
He sits on the Teaching and Professional Development Committee. Exhibitors at the Georgia Conference on Children's Literature have the opportunity to meet educators, media specialists, faculty, and children's literature enthusiasts from across Georgia and beyond.
Exhibits are open Friday from 8 a.m p.m. and Saturday from 8 a.m.-noon.