Fourth Grade Writing Grouping Template

Fourth Grade Writing Grouping Template
Student Name / Holistic Score / Brief Response / Completeness / Loosely Related / Independent/Enrichment Group
1. 
1.  / 2. 
2.  / 3. 
3.  / 4. 
4.  / 5. 
5.  / 6. 
6.  / 7. 
7.  / 8. 
9. / 9. 
10. / 10. 
11. / 11. 
12. / 12. 
13. / 13. 
14. / 14. 
15. / 15. 
16. / 16. 
Instructional Focus
Teacher Led Center / Independent Student Centers / Teacher Notes:
Week of: ______
Focus: ______
Week of:
Focus: ______/ ÿ  First Draft (Sloppy Copy)
Students are beginning to write essays
ÿ  Peer Editing Center
Students check each other essays in pairs using peer editing checklist and provide feedback using T.A.G.
Students utilize the Writer’s Eye center to self-edit their paper with a focus on conventions.
ÿ  Revision and Self Editing (Conference)
Teacher may conference with students to check peer editing and minor mistakes.
Student revise essays incorporating skills introduced through mini lesson focus.
ÿ  Publishing Center (Independent Center) / Intensive Intervention
Group A
need writing instruction focusing on Focus and organization
Student Name / Holistic Score / Bare in Detail / Extended in Detail / Partial Elaboration / Elaborated in Detail / Independent/Enrichment Group
1.  / 1. 
2.  / 2. 
3.  / 3. 
4.  / 4. 
5.  / 5. 
6.  / 6. 
7.  / 7. 
8.  / 8. 
9.  / 9. 
10.  / 10. 
11.  / 11. 
12.  / 12. 
13.  / 13. 
14.  / 14. 
15.  / 15. 
16.  / 16. 
17.  / 17. 
Instructional Focus
Teacher Led Center / Independent Student Centers / Teacher Notes:
Week of: ______
Focus: ______
Week of: ______
Focus: ______/ ÿ  First Draft (Sloppy Copy)
Students are beginning to write essays
ÿ  Peer Editing Center
Students check each other essays in pairs using peer editing checklist and provide feedback using T.A.G.
Students utilize the Writer’s Eye center to self-edit their paper with a focus on conventions.
ÿ  Revision and Self Editing (Conference)
Teacher may conference with students to check peer editing and minor mistakes.
Student revise essays incorporating skills introduced through mini lesson focus.
ÿ  Publishing Center (Independent Center) / Intervention
Group B
Need additional instruction in the area of Support (elaboration, voice, word choice).
X indicates a split group where one teacher has that group and another teacher has the same focus group working on the same lesson.
Student Name / Holistic Score / No Introduction / No Conclusion / Little/No Transitions / Weak/Basic Transitions / Independent/Enrichment Group
1.  / 1. 
2.  / 2. 
3.  / 3. 
4.  / 4. 
5.  / 5. 
6.  / 6. 
7.  / 7. 
8.  / 8. 
9.  / 9. 
10.  / 10. 
11.  / 11. 
12.  / 12. 
13.  / 13. 
14.  / 14. 
15.  / 15. 
16.  / 16. 
Instructional Focus
Teacher Led Center / Independent Student Centers / Teacher Notes:
Week of: ______
Focus: ______
Week of: ______
Focus: ______/ ÿ  First Draft (Sloppy Copy)
Students are beginning to write essays
ÿ  Peer Editing Center
Students check each other essays in pairs using peer editing checklist and provide feedback using T.A.G.
Students utilize the Writer’s Eye center to self-edit their paper with a focus on conventions.
ÿ  Revision and Self Editing (Conference)
Teacher may conference with students to check peer editing and minor mistakes.
Student revise essays incorporating skills introduced through mini lesson focus.
ÿ  Publishing Center (Independent Center) / Enrichment
Group C
Need additional instruction in the area of Organization (Text Structure, Beginning, Sense of Completeness, etc.).