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Interdisciplinary Writing UnitInterdisciplinary Writing UnitNarrative & Informational WritingNarrative & Informational Writing
44thth Grade Grade
By: Sheri Bashlor
Georgia Writing TestGeorgia Writing Test
There are standard guidelines that teachers go by to identify what stage of writing each student belongs to.
When putting a student in a particular stage, teachers must collect and consider several written pieces from the child.
This following general guidelines give students the feedback needed in becoming effective writers.
The following is a list of stages and descriptions for grade 5.
Georgia Writing TestGeorgia Writing Test
Stage 1 – Emerging Writer Little of no evidence of topic development,
organization, and/or detail. Little awareness of the audience or the writing task. Errors in surface features that prevent the reader
from understanding the writer’s message. Stage 2 – The Developing Writer
A topic that is beginning or developed. The beginning of an organizational plan. Limited awareness of the audience and/or the task. Simple word choice and simple sentence patterns. Errors in surface features that interfere with
communication.
Georgia Writing TestGeorgia Writing Test
Stage 3 – The Focusing Writer A clear topic although development of the topic is incomplete. An apparent plan with loosely organized ideas. A sense of audience and/or task. Minimal variety of vocabulary and of sentence patterns. Errors in surface features that interrupt the flow of communication.
Stage 4 – The Developing Writer A clear and developed topic although the development may be
uneven. A clear plan with a beginning, middle, and end. The beginning and/or
end may be clumsy. Evidence of writing for an audience. Evidence of experimentation with language and sentence patterns. Word combinations and word choice may be novel. Errors in surface features that may interrupt the flow of
communication.
Georgia Writing TestGeorgia Writing Test
Stage 5 – The Emerging Writer A topic that is well developed. A plan with a clear beginning, middle, and end. Organization that sustains the writer’s purpose. Audience awareness techniques that engage the reader. Effective use of varied language and sentence patterns. Errors in surface features that do not interfere with the reader’s
understanding of the writer’s message. Stage 6 – The Extending Writer
A topic that is fully elaborated with rich details. Organization that sustains the writer’s purpose and moves the reader
through the piece. Audience awareness techniques that engage and sustain the reader’s
interest. Effective use of varied sentence patterns. Creative and novel language. Errors in surface features that do not interfere with the reader’s
understanding of the writer’s message.
Narrative Writing UnitNarrative Writing Unit
Grade: 4th Genre: Narrative
Social Studies Connection
Pre-Assessment PromptPre-Assessment Prompt
Directions: The teacher will write the following prompts on the board.
Each child will pick one topic to write a narrative story on, which should include: characters, a setting, conflict, events, solution, and conclusion.
I will remind the children that each story should have a beginning, middle, and end.
The following page are the topic choices for the pre-assessment.
Pre-Assessment PromptsPre-Assessment Prompts
Choice #1: How did you meet your closest friend?
Choice #2: Describe a place you remember going to that was really fun.
Choice #3: Tell your life story from someone else’s point of view.
Choice #4: Describe a typical day in the life of your mother or father.
Choice #5: Describe the adventure from your most favorite vacation.
Prewriting StagePrewriting Stage
Grouping ArrangementsModeling: whole group instructionPractice Activity: whole group (shared pen)Assessment Activity: individual
Instructional ProceduresModeling: A Day in the Life of a Seminole
Woman is the name of the story I wrote as a model. The graphic organizer is below.
Prewriting StagePrewriting Stage
Native American Culture Story Map
Name: ____________ ______ Tribe: _______ _ Date:________
Characters: List and describe at least two characters.
Setting: Describe at least two elements of the setting.
Place: Time of Day: Weather: Season:
1
Prewriting StagePrewriting Stage
List and describe the conflict in the story.
Describe the events that take place during your day as an I ndian.
Event #1: Morning Time Event #2: Afternoon Time
Event #3: Afternoon Time
Event #4: Night Time
Prewriting StagePrewriting Stage
Conclusion: What happened at the end of the day?
3 Bashlor, S. (2006). Native American culture story map. Unpublished manuscript. Valdosta State University, GA.
Prewriting StagePrewriting Stage
Instructional Procedures Continued: Practice Activity: We completed a graphic organizer on
the beginning of a story about a Seminole man. Assessment Activity: The students completed a story
map on either Hopi/Pawnee man or woman. They were required to use the checklist to make sure they included everything. I used the rubric to grade the assessment activity.
Accommodations: A student with poor motor skills used the computer
during the assessment activity. Two gifted and one high achieving student started
assessment activity early.
Prewriting Stage: Prewriting Stage: ChecklistChecklist
Student Name:_______________________ Tribe:__________ Date:________
Narrative Pre-Writing Checklist
Topic: Native American Culture Prewriting Characters: List and describe two characters. _____ List and describe character #1. _____ List and describe character #2. Setting: Describe at least two elements of the setting. _____ Description of element #1 in setting. _____ Description of element #2 in setting. Events: Describe at least four events that occurred during the day. _____ Event #1 _____ Event #2 _____ Event #3 _____ Event #4 List and describe the confl ict and solution in the story. _____ Confl ict _____ Solution Conclusion: Describe an ending to the story. _____ Ending/ Conclusion Modified by Sheri Marie Bashlor f rom Root, T. (2005). Narrative process writing checklist. Unpublished manuscript. Valdosta State University, GA.
Prewriting Stage Grading Prewriting Stage Grading RubricRubric
Native American Culture
Pre- Writing Grading Rubric
Student Name:______________ Tribe:__________ Date:________
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Characters
Listed and thoroughly
described at least two characters.
Listed and described at
least two characters.
Listed and described just one
character.
Did not list or describe a character.
Setting
Thoroughly described at least two elements in
the setting.
Described at least two
elements in the setting.
Described one element
in the setting.
Did not describe
element in setting
Events
Thoroughly described four
events that occurred during
the day.
Described four events occurring during the
day.
Described two to three events that occurred.
Described zero to one event
that occurred.
Confl ict & Solution
The story had a concrete confl ict
and solution.
The story had a confl ict and
solution.
The story had either a
confl ict or a solution.
The story did not contain a confl ict or solution.
Conclusion
The ending was thoroughly
described in the story.
The ending was
described in the story.
There was an ending but no description in
the story.
There was not an ending to the story.
Total Points: ________
Percentage Grade: __________
Drafting StageDrafting Stage
Grouping Arrangements are the same as prewriting. During the assessment activity, the Spanish speaking children sat with me to confirm understanding of subject-verb agreement (accommodation).
Instructional Procedures Modeling: Modeled story about the day in the life
of a Seminole woman Practice Activity: shared pen (interactive writing)
with whole group Assessment Activity: Students completed
individual rough drafts from their story maps.
Drafting Stage - ChecklistDrafting Stage - Checklist
Student Name:_______________________ Tribe:__________ Date:________
Draf ting Checklist Topic: Native American Culture Draf ting Getting I deas to Paper _____ Use the ideas in your story map. _____ Use the ideas in your data collection for more details. Skipping Lines _____ Skip lines while writing to leave room to make corrections later. Story I ntroduction _____ Describe the characters. _____ Describe the setting. _____ State and describe your problem. _____ Draf t the beginning of your story. Middle of Story _____ Draf t at least f our events that occurred. _____ Add details to your events using your story map. Story Conclusion _____ Draf t the conclusion or ending of your story. Modifi ed by Sheri Marie Bashlor f rom Root, T. (2005). Narrative process writing checklist . Unpublished manuscript. Valdosta State University, GA.
Drafting Stage – Scoring Drafting Stage – Scoring GuideGuide
Native American Culture
Drafting Grading Rubric
Student Name:________ ______ Tribe:__________ Date:____ ____
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Story Map
Used ideas f rom story map
and data collection for rough draf t.
Used ideas f rom story
map for draf t.
Used some ideas f rom story map for draf t.
Did not use ideas f rom story map.
Skip Lines
Gave suffi cient space in
skipping lines.
Skipped lines Skipped some lines.
Did not skip lines when
writing
I ntroduction or Beginning
Gave a thorough
introduction to the story while
draf ting.
I ntroduced the story
while draf ting.
Somewhat introduced
story.
Did not introduce the story.
Middle
Used detailed events in the middle of the
story.
Described events in the middle of the
story.
I ncluded some events in the middle of the story.
Did not have events in the
story.
Ending
Gave a detailed and concrete ending to the
story.
Gave an ending to the
story.
Somewhat gave an
ending to the story.
Did not give an ending to the story.
Total Points: _____________ Percentage: _____________
Bashlor, S. (2006). Native American culture draf ting grading rubric. Unpublished manuscript. Valdosta State University, GA.
Revising StageRevising Stage
The grouping arrangements are the same as prewriting.
Modeling: Main focus is to show students my paper with marks adding, deleting, changing, and rearranging words/sentences in paper.
Practice Activity: Main focus is to show kids how to add, delete, change, rearrange information using proofreaders’ marks. Make sure kids know not to worry about grammatical errors at this point.
Revising Stage - Revising Stage - ChecklistChecklist
Student Name:_______________________ Tribe:__________ Date:________
Revising Checklist Topic: Native American Culture Revising Getting Started: _____Reread your story. _____Think about your readers: make appropriate changes. Adding _____ Add details to the characters, setting, events, etc. _____ Add dialogue of the characters. _____ Add events and actions (and details about each). Deleting _____ Delete words that do not make sense in the story. _____ Delete anything that is not relevant to the story. Changing _____ Change the word use or adjectives. _____ Change the order of sentences if need to. Rearranging _____ Rearrange or change the sequence of events. _____ Rearrange or change the beginning/ ending of the story. Proof readers’ Marks _____ Use the correct marks for each change made to the paper. Bashlor, S. (2006). Revising checklist . Unpublished manuscript. Valdosta State University, GA.
Revising Stage – Scoring Revising Stage – Scoring GuideGuide
Native American Culture
Revising Grading Rubric
Student Name:________ ______ Tribe:__________ Date:____ ____
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Adding
Many details to the story and
dialogue as well
Added many details to the
story
Added details to the story
Did not add anything to the story
Deleting
Deleted all unneeded words or information f rom the story
Deleted most unneeded words or
information
Deleted some unneeded words or
information
Did not delete
anything f rom the story
Changing
Changed all the words/ sentences that needed to
be change
Changed most all the words or sentences that needed to change
Changed some of the words or sentences that needed to change
Did not make changes to
the words or sentences
Rearranging
Rearranged all events that
needed to be rearranged
Rearranged most events that needed
to be
Rearranged some events that needed
to be
Did not rearrange anything
Proof readers’ Marks
Used all the correct marks in making changes
to the paper
Used most all correct marks in making changes
Used some correct marks in making changes
Did not use any marks
when making changes to
paper
Total Points: _____________ Percentage: _____________
Bashlor, S. (2006). Native American culture revising grading rubric. Unpublished manuscript. Valdosta State University, GA.
Editing StageEditing Stage
Grouping Arrangements are consistent throughout the entire writing process. I will make an accommodation during the editing stage for linguistic need children spending one-on-one time with each of them.
Instructional Procedures Modeling: Main focus is to show students how to
change grammatical errors using proofreaders’ marks.
Practice Activity: Shared pen activity (interactive writing)
Assessment Activity: Individual activity
Editing Stage - ChecklistEditing Stage - ChecklistStudent Name:_______________________ Tribe:__________ Date:________
Editing Checklist Topic: Native American Culture Editing _____ _____ Complete Sentences _____ _____ Subject and verb agreement in sentences _____ _____ Spelling _____ _____ Ending punctuation of sentences _____ _____ Commas in a series _____ _____ Capitalization
Bashlor, S. (2006). Editing checklist . Unpublished manuscript. Valdosta State University, GA.
Editing Stage – Scoring Editing Stage – Scoring GuideGuide
Native American Culture
Editing Grading Rubric
Student Name:________ ______ Tribe:__________ Date:____ ____
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Complete Sentences
All sentences are correct and complete.
All sentences are complete
in paper.
Most sentences are
complete.
Little sentences are
complete.
Subject-verb agreement
Correct s-v agreement in all
sentences.
Correct s-v agreement in
most sentences.
Correct s-v agreement in
some sentences.
Does not have correct s-v agreement.
Correct Spelling
All spelling is correct in paper.
Most spelling is correct in
paper.
Some spelling is correct in
paper.
Little spelling is correct in
paper.
Punctuation All punctuation is correct in paper.
Most punctuation is
correct in paper.
Some punctuation is
correct in paper.
Little punctuation is
correct in paper.
Capitalization All capitalization is correct in
paper.
Most capitalization is correct in
paper.
Some capitalization
is correct.
Little capitalization
is correct.
Total Points: _____________ Percentage: _____________
Bashlor, S. (2006). Native American culture revising grading rubric. Unpublished manuscript. Valdosta State University, GA.
Publishing StagePublishing Stage
Grouping arrangements are consistent throughout the writing process.
Instructional Procedures Modeling: silhouette Indian with story attached
(typed product) Practice Activity: I type story while children
dictate what to type/changes to make. Assessment Activity: Individual
publishing/computer use will take place.
Publishing Stage - Publishing Stage - ChecklistChecklist
Student Name:_______________________ Tribe:__________ Date:________
Narrative Publishing Checklist
Topic: Native American Culture Publishing ____ Make all changes to the paper. ____ Spell check on the computer ____ Grammar check on the computer. ____ Use the correct f ormat. ____ Make silhouette and glue f inal copy down. Modifi ed by Sheri Marie Bashlor f rom Root, T. (2005). Narrative process writing checklist. Unpublished manuscript.
Valdosta State University, GA.
Publishing Stage – Scoring Publishing Stage – Scoring GuideGuide
Native American Culture
Publishing Grading Rubric
Student Name:________ ______ Tribe:__________ Date:____ ____
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Changes Made all changes to fi nal paper
Made most changes to fi nal paper
Made some change to fi nal paper
Did not make
changes to fi nal paper
Correct Format
Used correct f ormat
fi nalizing the paper
Did not correct f ormat
fi nalizing the paper
Final Copy – Silhouette
Correctly glued and
completed the silhouette part of the
paper.
Glued and completed
the silhouette part of the
paper.
Did not do one of the two: glue or
complete the
silhouette.
Did not publish the fi nal copy correctly.
Total Points: _____________ Percentage: _____________
Bashlor, S. (2006). Native American culture publishing grading rubric. Unpublished manuscript. Valdosta State University,
GA.
Informational UnitInformational Unit
Grade: 4th Genre: InformationalScience Connection
Pre-Assessment PromptsPre-Assessment Prompts
Directions: The teacher will write the following prompts on the board. Each child will pick one topic to write an informational essay on, which should include: an introductory paragraph, three body paragraphs, and a conclusion paragraph. The purpose of the essay will be to inform.
Prompt #1: Write an essay about three major rules at the school you attend (explain each rule and why you like or dislike the rule).
Prompt #2: Write an essay about the life of a butterfly (previously taught).
Prewriting StagePrewriting Stage
Grouping Arrangements: Whole group for both modeling and practice
activities will be most appropriate. Individual work during the assessment activity will be expected.
Instructional Procedures Modeling: Precipitation Practice Activity: Formation of Clouds Assessment Activity: Water Cycle (graphic
organizer)
Prewriting StagePrewriting Stage
Prewriting StagePrewriting StageStudent Name:_______________________ Tribe:__________ Date:________
I nf ormational Pre-Writing Checklist
Topic: The Water Cycle Prewriting Preparation: _____ Read about the topic carefully and acquire correct information. _____ I dentif y the audience of your writing. I ntroduction: _____ I dentif y the thesis statement. _____ Give three points you want to make. Body: Have three main details and supporting details f or each. _____ Detail #1 and supporting details. _____ Detail #2 and supporting details. _____ Detail #3 and supporting details. Concluding paragraph _____ Ending/ conclusion to report summing the information up. Modifi ed by Sheri Marie Bashlor f rom Root, T. (2006). Expository writ ing checklist. Retrieved May 8, 2006, f rom http:/ / coef aculty.valdosta.edu/ troot / read7140/expository.htm.
Prewriting StagePrewriting Stage
Water Cycle Prewriting Grading Rubric
Student Name:________ ______ Tribe:__________ Date:____ ____
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
I ntroduction
I ntroduced the topic thoroughly and stated
three subtopics.
I ntroduced the topic and
three subtopics.
I ntroduced the topic and
stated one-two subtopics.
Did not introduce the
topic or subtopics.
Body: Point #1
Stated the main point and thorough
supporting details.
Stated the main point
and supporting
details.
Stated the main point and
some supporting
details.
Did not state the main point or
supporting details.
Body: Point #2
Stated the main point and thorough
supporting details.
Stated the main point
and supporting
details.
Stated the main point and
some supporting
details.
Did not state the main point or
supporting details.
Body: Point #3
Stated the main point and thorough
supporting details.
Stated the main point
and supporting
details.
Stated the main point and
some supporting
details.
Did not state the main point or
supporting details.
Conclusion
Restated the main topic and restated
subtopics thoroughly in the conclusion.
Restated the main topic
and restated subtopics.
Restated the main topic and some subtopics
points.
Did not restate the topic and
subtopics.
Total Points: __________ Accuracy %: __________
Bashlor, S. (2006). Native American culture prewriting grading rubric. Valdosta, GA: Valdosta State University (READ 7140).
Drafting StageDrafting Stage
Grouping arrangements are consistent throughout process.
Instructional Procedures: Modeling: Show and review model, checklist,
and proofreaders’ marks. Practice Activity: shared pen with class (whole
group instruction) Assessment Activity: Individual (with help for
linguistically challenged students).
Drafting StageDrafting StageStudent Name:_______________________________ Date:_______________
I nf ormational Draf ting Checklist
Topic: The Water Cycle Draf ting _____ Position stated clearly on topic? _____ Specific details given to support position? _____ I nformation complete and accurate? _____ I nformation verifiable? _____ Major f ocus identifi ed and discussed throughout report? _____ Organized ideas f rom beginning to end? _____ Has f ive paragraphs?
- I ntroduction - Body Paragraph #1 - Body Paragraph #2 - Body Paragraph #3 - Concluding Paragraph
Modified by Sheri Marie Bashlor f rom Root, T. (2006). Expository writ ing checklist. Retrieved May 8, 2006, f rom
http:/ / coef aculty.valdosta.edu/ troot/ read7140/expository.htm.
Drafting StageDrafting Stage
Water Cycle Drafting Grading Rubric
Student Name:________ ______ Tribe:__________ Date:____ ____
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
I ntroduction
I ntroduced topic thoroughly and
accurately.
I ntroduced topic
accurately.
I ntroduced topic.
Did not introduce topic.
Body: Point #1
Stated the main point and thorough
supporting details.
Stated the main point
and supporting
details.
Stated the main point and
some supporting
details.
Did not state the main point or
supporting details.
Body: Point #2
Stated the main point and thorough
supporting details.
Stated the main point
and supporting
details.
Stated the main point and
some supporting
details.
Did not state the main point or
supporting details.
Body: Point #3
Stated the main point and thorough
supporting details.
Stated the main point
and supporting
details.
Stated the main point and
some supporting
details.
Did not state the main point or
supporting details.
Conclusion
Restated the main topic and restated
subtopics thoroughly in the conclusion.
Restated the main topic
and restated subtopics.
Restated the main topic and some subtopics
points.
Did not restate the topic and
subtopics.
Total Points: __________ Accuracy %: __________
Bashlor, S. (2006). Water cycle draf ting grading rubric. Unpublished manuscript, Valdosta, GA: Valdosta State University
(READ 7140).
Revising StageRevising Stage
The grouping arrangements are consistent throughout writing process.
Instructional Procedures:Modeling: I will show my model and correct
revision marks adding, deleting, changing, and rearranging any words/sentences needed.
Practice Activity: Shared pen Assessment Activity: Students must complete
a checklist before turning in revised paper.
Revising StageRevising StageStudent Name:_______________________________ Date:_______________
I nf ormational Revising Checklist
Topic: The Water Cycle Revising Word Choice _____ Most eff ective word choice f or audience? _____ Most eff ective word choice f or purpose? Sentence Structure _____ Varied in structure, length, and type? _____ Constructed eff ectively? _____ Convey an interesting message to audience? Report Structure _____ Has a clear beginning, middle, and ending _____ Did I add, delete, change, and rearrange appropriate? _____ Did I use correct proof readers’ marks when making changes? Modified by Sheri Marie Bashlor f rom Root, T. (2006). Expository writ ing checklist. Retrieved May 8, 2006, f rom
http:/ / coef aculty.valdosta.edu/ troot/ read7140/expository.htm.
Revising StageRevising Stage
Water Cycle Revising Grading Rubric
Student Name:________ ______ Tribe:__________ Date:____ ____
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Word Choice
Used most eff ective and interesting word
choice to catch reader’s attention.
Used eff ective and interesting
word choice.
Used ef fective word choice in some areas of
report.
Did not use eff ective word
choice.
Sentence Structure
Varied in length, structure, and type
and sentences constructed eff ectively.
Varied in length,
structure, and type.
Little variation in length,
structure, and type
Did not vary in length,
structure, and type
Flow of report
Has a clear beginning, middle, and end:
expresses supporting details for each
subtopic.
Has a clear beginning,
middle, and end.
Has a beginning,
middle, and end
Does not have beginning,
middle, or end.
Correct Changes
Made changes to add, delete, change, and rearrange sentences to make report more eff ective to reader
Made changes to the paper that were eff ective
Made some changes to the
paper
Did not make changes to the
paper
Proof readers Marks
Used correct proofreaders marks in the correct locations
Used correct proofreaders
marks
Use some proofreaders
marks
Did not use proofreaders
marks.
Total Points: __________ Accuracy %: __________
Bashlor, S. (2006). Water cycle revising grading rubric. Unpublished manuscript, Valdosta, GA: Valdosta State University
(READ 7140).
Editing StageEditing Stage
Grouping arrangements are consistent throughout the writing process (except for practice activity – see below)
Instructional Procedures Modeling: Will model editing by showing
proofreaders’ marks and model paper Practice Activity: Children will practice editing a
paper in small groups. The paper will be the practice paper used from previous sessions.
Assessment Activity: Individual editing with self and one other person.
Editing Stage - ChecklistEditing Stage - ChecklistStudent Name:________________________________ Date:______________
Editing Checklist Topic: The Water Cycle Editing Author Partner
_____ _____ Complete Sentences _____ _____ Subject and verb agreement in sentences _____ _____ Spelling _____ _____ Ending punctuation of sentences _____ _____ Commas in a series _____ _____ Capitalization
Bashlor, S. (2006). Editing checklist. Unpublished manuscript. Valdosta State University, GA.
Editing Stage – Scoring Editing Stage – Scoring GuideGuide
The Water Cycle
Editing Grading Rubric
Student Name:______________ Tribe:__________ Date:____ ____
Exceptionally Met 3 Points
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Complete Sentences
All sentences are correct and complete.
All sentences are complete
in paper.
Most sentences are
complete.
Little sentences are
complete.
Subject-verb agreement
Correct s-v agreement in all
sentences.
Correct s-v agreement in
most sentences.
Correct s-v agreement in
some sentences.
Does not have correct s-v agreement.
Correct Spelling
All spelling is correct in paper.
Most spelling is correct in
paper.
Some spelling is correct in
paper.
Little spelling is correct in
paper.
Punctuation (ending punctuation and commas in a series are main punctuation)
All punctuation is correct in paper.
Most punctuation is
correct in paper.
Some punctuation is
correct in paper.
Little punctuation is
correct in paper.
Capitalization All capitalization is correct in
paper.
Most capitalization is correct in
paper.
Some capitalization
is correct.
Little capitalization
is correct.
Total Points: _____________ Percentage: _____________
Bashlor, S. (2006). The water cycle revising grading rubric. Unpublished manuscript. Valdosta State University, GA.
Publishing StagePublishing Stage
Grouping arrangements are the same. Instructional Procedures
Modeling: Model of finished productPractice: Make model of practice
writingAssessment: individual to see
strengths and weaknesses of every student
Publishing Stage - Publishing Stage - ChecklistChecklist
Student Name:______________________________________ Date:________
I nf ormational Publishing Checklist
Topic: The Water Cycle Publishing ____ Make all changes to the typed paper. ____ Spell check on the computer ____ Make silhouette and complete book. Modifi ed by Sheri Marie Bashlor f rom Root, T. (2005). Narrative process writing checklist. Unpublished manuscript.
Valdosta State University, GA.
Publishing Stage – Scoring Publishing Stage – Scoring GuideGuide
The Water Cycle
Publishing Grading Rubric
Student Name:________ ______ Date:________
Exceptionally Met (+1)
Met 2 Points
Partially Met 1 Point
Not Met 0 Points
Changes Made all changes to fi nal paper
Made most changes to fi nal paper
Made some change to fi nal paper
Did not make
changes to fi nal paper
Correct Format
Used correct f ormat
fi nalizing the paper
Did not correct f ormat
fi nalizing the paper
Total Points: _____________ Percentage: _____________
Bashlor, S. (2006). Native American culture publishing grading rubric. Unpublished manuscript. Valdosta State University,
GA.
That’s All Folks!!That’s All Folks!!