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Laura Leigh Martin 4th Grade Persuasive letter Social Studies


Laura Leigh Martin 4th Grade Persuasive letter Social Studies Persuasive Writing within the Writing Process 5th Grade GA Writing Test Description consists of an ... – PowerPoint PPT presentation

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Title: Laura Leigh Martin 4th Grade Persuasive letter Social Studies

Laura Leigh Martin 4th Grade Persuasive letter
Social Studies
  • Persuasive Writing within the Writing Process

5th Grade GA Writing Test
  • Description
  • consists of an evaluation of each student
    response to an assigned prompt
  • students are assigned a topic from a prompt bank
    representing three genres narrative,
    informational, and persuasive
  • students are allowed approximately 120 minutes to
    write their essays
  • writing assessment must be administered in one
  • make-up is given the following day.

5th Grade GA Writing Test
  • Type of Writing
  • students will be given either an informational,
    persuasive, or narrative writing topic
  • students may receive any one of the three writing
    topics thus requiring them to be prepared to
    write in informational, narrative, and persuasive
  • topics will be released after each test
    administration and will become part of the
    practice topic bank.

5th Grade GA Writing Test
  • Analytic and Holistic Scoring
  • 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
  • accurate scoring requires balancing a writers
    strengths and areas of challenge

5th Grade GA Writing Test
  • student writing will be assessed analytically in
    four domains Ideas, Organization, Style, and
  • analytic scoring will provide detailed
    information on student writing including scale
    scores and performance levels

5th Grade GA Writing Test
  • Time Line
  • administered during the first week of March
  • all grade five students will take the assessment
    on the same day
  • testing time will be 120 minutes (2 sessions of
    60 minutes each).
  • each system will have the flexibility to
    determine what time of day to administer each of
    the sessions.
  • no extra time will be allowed except as specified
    in a students Individual Education Plan (IEP),
    Section 504 Plan, or Test Participation Plan (TPP)

Pre assessment Test
  • assessment of individual childrens development
    and learning is essential for planning and
    implementing appropriate curriculum
  • content of assessments reflects progress toward
    important learning and developmental goals
  • assessments are tailored to a specific purpose
    and used only for the purpose for which they have
    been demonstrated to produce reliable, valid

Pre assessment Test
  • to complete the pre-assessment activity students
    will complete a pre-assessment a week before the
    teacher begins the writing lesson
  • given to students during their language arts
  • pre-assessment is used to assess what students
    already know as a starting point to build upon
    for the upcoming lesson
  • the teacher is to determine what each student
    already knows about the writing process
  • teacher is to determine if the students used any
    steps of the writing process

Pre assessment Test
  • students should be informed that this is just a
  • tell students the purpose of the pre-assessment
    is to determine what they already know and to
    help the teacher set goals for what needs to be
    taught or reviewed in future lessons.
  • do not tell students this is not for a real
    grade, because they will not try to do their best

  • Explanation of Instructional Grouping Options
  • during practice stage, whole group instruction
  • class and teacher will collaboratively complete a
    graphic organizer
  • whole group arrangement is very effective for
    this type of instruction
  • cuts down on teacher time, ensures consistency,
    and that all students receive the same instruction

  • Explanation of Grouping Relating to students
    Developmental, Cultural and Linguistic Needs
    These needs are similar throughout all stages of
    the writing process.
  • Linguistic Needs
  • three students with speech impairment
  • their disability does not affect their assignment
  • they receive additional services outside of class

  • Developmental Need
  • seven students who have a learning disability
  • grouped with the class in whole group
  • they will have feeling of inclusion and
    acceptance by being placed within the whole group
  • one student in the class with Emotional Behavior
  • disability is not affected by the assignment

  • all students will be individually assessed so
    that the teacher can determine each childs
    strengths and weaknesses
  • all students will individually conference with
    the teacher to get positive corrective feedback
  • when students are broke into pairs for revising
    and editing higher ability students will be
    placed with lower ability students in order for
    the lower ability students to benefit from peer

Instructional Procedures Prewriting
  • Persuasive writing
  • seeks to convince the reader about a matter of
  • sometimes called argumentative because it
    argues a persons position
  • focuses on the reader, whom the writer wants to
  • main purpose is to change the readers mind or
    bring the readers point of view closer to that
    of the writers point of view

Instructional Procedures Prewriting
  • must offer convincing support for your point of
  • to be persuasive you cannot merely state an
  • reasoning must be logical and sensible
  • examples of persuasive writing
  • editorials, letters to the editor, reviews of
    books and movies, sermons, business or research
    proposals, opinion essays in magazines, and books
    that argue a certain point of view.

Instructional Procedures Prewriting
  • There are five elements in a persuasive writing
  • Opening Paragraph get the readers attention,
    state three main points, and state thesis.
  • Three Body Paragraphs each major point
    discussed, paragraphs include a topic sentence,
    at least three major support sentences, and
    concluding sentence

Instructional Procedures Prewriting
  • Concluding Paragraph restate three major points
    and thesis, give readers at least one new point
    of information to think about, provide closing so
    the reader is not left hanging

Instructional Procedures Prewriting
  • several different ways in which a persuasive
    piece is written
  • persuasive writing is when a writer expresses
    opinions, arguments, and feelings
  • persuasive writing is often used in
    advertisements to get the reader to buy a product
  • used in essays and other types of writing to get
    the reader to accept a point of view

Instructional Procedures Prewriting
  • three basic ways to persuade
  • appeal to the reader based on reason
  • appeal to character
  • appeal to emotions
  • in order to convince the reader you need more
    than opinion
  • you need facts or examples to back your opinion
  • be sure to do research on the subject you are
    going to write about

Instructional Procedures Prewriting
  • persuasive writing follows a particular format
  • it has an introduction, a body where the position
    or argument of the author is developed, and a
    conclusion Lets begin with talking about the
  • introduction has something special to catch the
    readers attention

Instructional Procedures Prewriting
  • introduction includes a position statement, which
    tells our position or opinion
  • through the position statement the reader should
    feel that the writer
  • thought about the topic
  • knows what beliefs are held about it
  • knew how to organize the information.

Instructional Procedures Prewriting
  • in the body of the essay the writer gives
    supporting evidence for the position statement
  • body should consist of at least three paragraphs
  • each paragraph based on a solid reason to back
    your position statement
  • reasons may appeal to logic, character, or
  • writers sequence the evidence in a logical order
    and use concrete examples whenever possible
  • often use cue words such as first, second, and
    third to alert readers to the organization

Instructional Procedures Prewriting
  • last paragraph is the conclusion
  • the author usually ends by summarizing the most
    important details of the argument and stating
    once again their position
  • may also do this through giving a personal
    statement or making a prediction

Instructional Procedures Prewriting
  • We are going to focus on one specific form in
  • We are going to focus on a persuasive letter.

Instructional Procedures Prewriting
  • writing process
  • first step of the writing process is known as the
    prewriting stage t
  • then you write a rough draft, revise, edit, and
    publish your paper e
  • each day this week we are going to discuss a
    different step of the writing process
  • today we are focusing on prewriting

Instructional Procedures Prewriting
  • prewriting is also known as the
    getting-ready-to-write stage
  • a few things you must consider before you begin
  • choose a topic
  • topic- what do I want to write about

Instructional Procedures Prewriting
  • consider the purpose of your writing
  • the purpose- What am I writing for? to entertain?
    to inform? to persuade? In this case we already
    know that we are writing to persuade.
  • decide on your intended audience
  • the audience- who is my audience?
  • possible audiences include classmates, younger
    children, and parents

Instructional Procedures Prewriting
  • decide on the form of writing
  • forms of writing are stories, poems, letters,
    journals, etc.)
  • the form- What form will the writing take?
  • story, letter, poem, journal entry, report
  • I already informed you that we will be writing a
    persuasive letter.

Instructional Procedures Prewriting
  • last step in the prewriting stage is to gather
    and organize your ideas
  • do not write your ideas in complete sentences
  • do not worry about punctuation, spelling, or
    grammar at this point

Prewriting Graphic Organizer
  • http//

Assessment for Prewriting
  • I want each of you to fill out your own story
  • think about the things you have learned about
    what life was like on the Oregon Trail
  • I will provide you with an Oregon Trail Fact
    sheet to help you.
  • capture your readers attention in the opening
  • make sure you have a thesis.

Assessment for Prewriting
  • have at least three main events with at least
    three supporting details
  • In conclusion paragraph make sure you restate
    your three major points and thesis and provide a
    closing that does not leave the readers hanging
  • remember who your intended audience is and what
    your purpose is for writing this persuasive

Assessment for Prewriting
Student Checklist Prewriting
  • I have identified a clear topic
  • My topic is related to the Oregon Trail
  • I have a distinct form, function, or purpose
  • My paper is suitable for my intended audience
  • I have three main subtopics under my main topic
  • I have a clear first main event and at least
    three supporting details under it
  • I have a clear second main event and at least
    three supporting details under it
  • I have a clear third main event and at least
    three supporting details under it
  • In my conclusion I restated my thesis and
  • I did not write in complete sentences
  • I did not worry about punctuation or spelling

  • Developmental
  • students that have a learning disability will be
    provided with additional support during the
    individual assessment
  • teacher will monitor the side of the class where
    the students are seated and make sure that they
    understand the directions and are on task
  • teacher will help the students fill out the
    graphic organizer when they reach a point of
  • students will then continue the assignment

  • gifted students need at least four supporting
    sentences for each main detail in their body
  • Linguistic
  • The students with speech impairments and the
    student with EBD do not need additional support.
    Their disability does not inhibit this

  • Cultural
  • The students who are bilingual will be seated
    together and allowed to use a Spanish/English
    thesaurus to help them with descriptive words.

Instructional Procedures Drafting
  • second step of the writing process is drafting
  • focus is on putting your ideas from your story
    map into complete sentences and writing them down
    on paper
  • emphasis placed on getting down the content of
  • do not need to worry about correct spelling and
  • your handwriting must be legible
  • okay to modify previous decisions about purpose,
    audience, and the form your draft will take
  • for this assignment you will keep using the
    persuasive letter form

Instructional Procedures Drafting
  • time to transfer ideas onto paper, with little
    concern about spelling, punctuation, and other
    mechanical aspects of writing
  • when writing your rough draft you should write on
    every other line in order to leave space for
    making revisions
  • label the top of your paper rough draft.
  • this lets others know that the composition is a
    draft and that emphasis is on content and not
  • do not worry about correct spelling and neatness
    at this point
  • your handwriting must legible

Assessment Drafting
  • use your story maps and write your own rough
  • label your paper rough draft at the top of the
  • the rough draft primarily focuses on content and
    not on mechanics
  • skip every other line when writing your draft
  • do not worry about perfect spelling or neatness
  • writing needs to be legible.

Assessment Drafting
Checklist Drafting
  • Introduced the topic and 3 subtopics.
  • Stated the main point and at least 3 supporting
    details. (Idea 1)
  • Stated the main point and at least 3 supporting
    details. (Idea 2)
  • Stated the main point and at least 3 supporting
    details. (Idea 3)
  • Restated the main topic and restated 2 subtopics.
  • Used facts about the Oregon Trail to persuade
  • Skipped lines
  • Did not worry about correct spelling,
    punctuation, or grammar

Instructional Strategies Revising
  • third step in the writing process is revising
  • revising stage requires making notes, questions,
    and changes as needed to your paper
  • requires writers to clarify and refine content
    and ideas in their writing

Instructional Strategies Revising
  • anticipate and meet the needs of the readers
    through changing, deleting, adding, and
    rearranging content
  • as a writer you need to make notes, questions,
    and changes to your paper as needed
  • revision means to see again
  • your classmates and teacher help you with your
  • revising stage involves the writer to go through
    four main steps

Instructional Strategies Revising
  • first reread your rough draft.
  • before you reread your draft though, distance
    yourself from it for one to two days
  • this allows you to have a fresh perspective
  • as you are rereading your paper, make changes by
    adding, deleting, substituting, and moving words
  • place question marks by sections that need work
  • places where you have put a question mark are the
    main areas you should ask your writing group to
    help you with

Instructional Strategies Revising
  • second step of the revising stage allows you to
    share your rough draft with your writing group
  • read your composition aloud
  • your peers in your group are to listen politely
    and think about suggestions to offer you
  • only the writer needs to look at the composition
  • when your peers look at your paper they
    automatically point out mechanical errors
  • the main focus during revision is on the content
    of your paper

Instructional Strategies Revising
  • as listeners you should provide positive comments
    and focus on organization, leads, word choice,
    voice, sequence, dialogue, theme, etc.
  • For example, instead of saying It was good say
    I like that sentence, but maybe you could say
    jovial instead of happy because that is a
    stronger verb.

Instructional Strategies Revising
  • as the writer of the paper you should ask
    questions about places in your paper you think
    are trouble spots and if you are communicating
    your story well
  • when it is your turn to listen to your peers
    story ask questions about things that were
    unclear to you, and make suggestions on how they
    can revise their composition
  • always use positive correct feedback
  • each student in the group should have a chance to
    read their composition aloud
  • at the end of the writing group session, all
    students should make a commitment to revise their
    papers based on their peers suggestions

Instructional Strategies Revising
  • the final decision on what to revise in your
    paper is ultimately your decision as the writer,
    but keep in mind that no paper is perfect
  • there is always room for revisions
  • take notes as peers offer suggestions on paper.

Instructional Strategies Revising
  • purpose of the writing group is to offer the
    writer choices, give the writer responses,
    feelings, and thoughts, show different
    possibilities, and to speed up the revision
  • third step of the revising stage is making actual
  • add words, substitute sentences, delete
    paragraphs, or move phrases
  • revise your paper with a blue or red pen and
    write in the space left between the double-spaced
    lines so that your revisions can be seen clearly
  • fourth and final stage of the writing process is
    for you to conference with me about your paper

Assessment Revising
  • students revise their paper with a peer and use
    the proper strategies we discussed in class that
    pertain to writing groups
  • make sure you have introduced the topic and three
  • state your main point and at least three
    supporting details
  • state your second main point and at least three
    supporting details
  • state your third main point and at least 3
    supporting details

Assessment Revising
  • in the conclusion restate the main topic and at
    least two subtopics.
  • use facts about the Oregon Trail to persuade your
    friends or family members to take the Oregon
    Trail to move out west
  • skip lines and do not worry about correct
    spelling, punctuation, or grammar

Assessment Revising
Assessment Revising
  • Used complete sentences.
  • Student used 3 out of 4 proofreaders marks
    adding, deleting, substituting, and rearranging
  • Content changed to make meaning clearer
  • Deleted content that did not belong
  • There is 1 beginning, 3 middle and 1 conclusion

Instructional Procedures Editing
  • fourth step in the writing process is editing
  • editing is putting your paper into its final form
  • primary focus is on correcting misspellings and
    other mechanical errors

Instructional Procedures Editing
  • editing is known as proofreading
  • requires word-by-word reading and attention to
    form, spelling, capitalization, punctuation, and
    paragraph formation
  • when you regularly read your draft it is common
    to skip over words

Instructional Procedures Editing
  • during proofreading you locate and mark possible
  • proofreading is a unique type of reading because
    you read slowly, word-by-word, searching for
    mistakes rather than reading quickly for meaning
  • when proofreading your paper some errors maybe
    easy to correct whereas others may require the
    use of a dictionary, peers, or teacher

Assessment Editing
  • edit your revised draft by using your editing
  • use a red or a blue pen to correct your mistakes
  • after you edit your own paper, get with a peer
    and read your papers
  • use a different color pen than what has already
    used to edit your paper
  • make sure when you edit your paper and your peers
    paper that you look at the story word-by-word
  • pay close attention to spelling, capitalization,
    punctuation, and paragraph formation

Assessment Editing
Checklist Editing
  • Used correct capitalization
  • Used correct punctuation
  • Used correct spelling
  • Recognized subject- predicate relationship
  • Used nouns, pronouns, adjectives, and adverb
  • Correct use of comma

Instructional Procedures Publishing
  • last stage of the writing process is publishing
  • when you publish your persuasive letter you bring
    it to life
  • after you publish your persuasive letter you can
    consider yourself an author

Instructional Procedures Publishing
  • publishing is putting your story in its final
    written form
  • rewrite your persuasive letter and include all of
    your revisions and editing marks
  • share your finished piece with the appropriate
  • writing is meant to be shared, so make sure you
    let others enjoy your work
  • you may also share your writing by reading it

Assessment Publishing
  • time to publish them our letters
  • we have rewritten it and incorporated all of our
  • I want everyone to share their persuasive letter
    with the class.
  • After everyone has shared their letter, you may
    make yours into a book like we did earlier with
    our class letter.
  • If you make yours into a book follow the same
    procedures we used previously.

Assessment Publishing
Assessment Publishing cont.
Checklist Publishing
  • Includes a central idea with mostly relevant
    facts, supporting details, or explanations
  • Establishes an idea/plot and setting
  • Organizing structure that includes paragraphs
  • Engages the reader, relates significant events,
    and moves to a conclusion
  • Shows an awareness of audience
  • Writing is somewhat engaging
  • Sentence structures are varied
  • Enables the reader to visualize the events or
  • Contains some mechanical errors that do not
    interfere with the meaning