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This can help you express your ideas and reasoning. This will also help improve style by having a more colorful word choice.

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What is persuasive writing? What is it used for?

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Transitional words for Persuasive writing

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Transitional words for Persuasive writing

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This will help organize your writing. It will help the reader know when points are being made and when directions are changing. It will let the reader know when the writing is beginning, being supported and ending.

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Topic: Which campus is better? Paulding or Main? State your reasons and give examples.

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Based off the state standards, the areas that need to be addressed for reteaching the student about conventions are using temporal words and phrases to signal event order. Another area that should be addressed is using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Some activities that can be used to reteach these areas of conventions are creating or filling in a timeline in history, writing a recipe, or writing their own poem. To accommodate for this student, they may need to watch a short video that shows notable events in history and how they led up to one another. They also could practice cooking or baking their own recipes and highlighting the words that signal event order. To differentiate, the student may need to bake or cook and hear the recipe out loud, read the recipe themselves, or look at a larger timeline with words that signal event order. The student may also need to hear a poem read aloud and then find the words that rhyme and look at spelling patterns.

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The areas that need to be addressed to reteaching this student for organization are introducing the topic they are writing about, stating their opinion, and creating an organizational structure that lists the reasons they are using. Another area in organization to be re taught is using linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Some activities that could be used to reteach these areas are graphic organizers and checklists. Some accommodations the student may need to learn organization is use a fill in the blank graphic organizer, a checklist they can highlight and/or write on, or flash cards with linking words and phrases. For differentiation, the student may feel more comfortable working in a group or with a partner when creating their own graphic organizers.

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Based off the state standards, the areas that need to be addressed for reteaching this student concerning style are using dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the responses of characters to situations. This student’s paper contained a strong point with feeling, but no dialogue or action to back it up. Some reteaching activities that could be used for this student are having dialogue with a partner or performing a short dramatization with a group. To accommodate this student learning about style, they may need to watch a short video with dialogue, read short stories with dialogue, go over words that convey feelings and events, and utilize flashcards with descriptive words. For differentiation, this student may be allowed to perform a short play with a group or read a short story with dialogue to gain insight and background about dialogue and descriptive words when writing. The student will see how important these words are for future papers.

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Group Members:
Caitlyn Anderson
Callie Garland
Lexi Menick
Savannah Peak
Kim Teefy

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I am so proud of you and your conventions within your writing. You exceeded the standard by having clear and correct sentences. Your sentences used correct verbs, nouns, capitalization and punctuation. Keep up the work like this and there is no telling how good your writing will be!

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You did not meet the standard for organization. This is because you did not have a clear introduction, body and conclusion. There was not really any structure to know where things were beginning or ending. Linked to the lack of structure, there were no transitional words that let the reader know when and where your points were changing. You did a great job relating your ideas and reasoning to support your topic though!

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You did meet the standard for both style and ideas within your writing. You did this by having your own voice within your writing, as well as, stating and supporting reasoning for your ideas.

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Conventions

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Ideas, Organization & Style

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Third grade persuasive writing

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This project has shown us that there are many teaching and assessment opportunities in the instruction following up to and the administration of the GWA.  The alignment of the GWA with the Standards makes practice for the GWA an easy way to formatively assess students while preparing them for the assessment.  The GWA gives teachers a way to “meet students where they are” when they start a new school year.  As new teacher, this is a tool we need so we know our students at the beginning of a school year.  Writing is very difficult to assess without a proper rubric.  This assignment gave us tools to help us monitor and assess student writing.

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Based off the state standards, the areas that needed to be addressed for reteaching for ideas are developing the topic using facts, definitions, and details. To address this area, mind maps, journals, and think-pair-share could be used. To accommodate and differentiate for this student when reteaching ideas, they may need to work with a partner or work in groups to gain insight and have discussions or hear audible instructions and see examples drawn on the board.