• 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 Complete pre-writing activities Students will peer-revise on the students (students should have a Graphic Organizers, Webs, rough draft as guided by the copy and be shown on overhead) research if necessary. material in this packet. Explain procedures. Determine vocabulary needed to Students will peer-edit. Background Information section address the prompt Student use scoring rubric to make read and clarified. It is highly suggested that final revisions on their own draft. Analyze prompt for clarity. students explain their thinking in Students complete their final All students should be able to the prewriting activities as a draft. explain what the prompt asks. support in the use of documents. Rough draft will be handed in with Read and discuss Strategies for Students create thesis statements final draft when complete. Success. which clearly provide their Final draft will be stapled with Review expectations with rubric. opinion. Students will use the ONLY the cover sheet and rubric as (Focus on Exceeds column. FFB frame as a support in writing their instructed. and APR are not options.) thesis statements. Share prerequisites Teacher should check that each Teacher will submit a sample to Cite references used student has a thesis statement. the district as requested. Clear and legible Students write a rough draft that Completed on time. addresses the prompt. Students begin analysis of Rough draft should include at FORM B scores should be documents least three paragraphs, entered into iASSESS, within two Students must analyze, take introduction, explanation with weeks of completion of the notes, and respond to all evidence and a conclusion. process. questions for each document in Students should use not use complete sentences. conversational speaking or dialogue in their writing, such as Students must share and discuss “I am going to tell you about…” or their findings and add to their notes “I hope you like this essay…” using the Listening and Speaking Rubric. *All work must be done in class. GRADES 3-5 Speaking and Listening Rubric Grades 3-5 Skills: Approaches - 1 Meets - 2 Exceeds - 3
• 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
g_00002_201310011103_9-23-2013-14%20-%20Grade%205%20-%20Expository%20Wrting%20Benchmark,%20DBQ%20Form%20B.docx