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Marilou Jasnoch Educational Service Unit #3 2009 ESU #3 Writing Extravaganza.

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Presentation on theme: "Marilou Jasnoch Educational Service Unit #3 2009 ESU #3 Writing Extravaganza."— Presentation transcript:

1 Marilou Jasnoch Educational Service Unit # ESU #3 Writing Extravaganza

2 Agenda Welcome and Introductions Introducing the Traits Using Rubrics and Student Papers Trait by Trait Found in the Writing Process Language to look for Scoring student work Teaching and learning activity Literature Statewide Writing Assessment 2009 ESU #3 Writing Extravaganza

3 What you already know about what makes good writing ON YOUR OWN: Think about what makes good writing List the qualities that come to mind AS A TABLE GROUP: Share ideas Consolidate ideas into a list of characteristics your table group identifies as what makes good writing 2009 ESU #3 Writing Extravaganza

4 Ideas Organization Voice Word Choice Sentence Fluency Conventions & Presentation The heart of the message; details, examples, information relevant to the topic The internal structure of the piece; supports comprehension The feeling, conviction, depth of knowledge the writer has for the topic The precise language chosen to convey meaning The rhythm and flow of the language The mechanical correctness (grammar, usage, spelling, etc.) & the appropriate format for the message and audience THE SIX TRAITS Page ESU #3 Writing Extravaganza

5 Why use the Six Trait model? It provides… Common language The how to for revision Consistency in assessment 2009 ESU #3 Writing Extravaganza

6 The six traits of good writing are not an invention but simply a way of describing the qualities of good writing that have been with us as long as writing itself. Vicki Spandel 2009 ESU #3 Writing Extravaganza

7 What do you notice? Boring-- it put me right to sleep. Flat, empty. Safe. She was writing just to get it done. Mechanics are pretty good. It doesnt say anything. The organization isnt too bad. What Redwoods? The title doesnt go with the paper. She (he?) seems like a nice kid- I want to like it. Its not that bad for fourth or fifth grade-- I assume thats what it is right? Page ESU #3 Writing Extravaganza

8 What do you notice? I can just see it. I feel like Im in that car. I love the line her eyes were as big as her fists. Hes having a good time [most readers assume the writer is male]. I know these people. Lively! I sympathize with Mom-- I hate mice too! I like the pickle jar-- I can even smell the pickles. Great images-- love Dad backing into the tree and mom in her nightgown. You get every point of view- even the mouses! Pages ESU #3 Writing Extravaganza

9 Agenda Welcome and Opening Activities Introducing the Traits Using Rubrics to Assess Student Writing Trait by Trait Found in the Writing Process Language to look for Scoring student work Teaching and learning activity Literature Statewide Writing Assessment 2009 ESU #3 Writing Extravaganza

10 What IS new is the use of rubrics – written descriptions that capture what the key qualities of writing look like at various levels of performance. Vicki Spandel 2009 ESU #3 Writing Extravaganza

11 Variety of Rubric Types Holistic (e.g. used by the NDE for the Statewide Writing Assessment) Analytical (rubrics for each trait used for instructional purposes) 2009 ESU #3 Writing Extravaganza

12 Holistic Scoring: How well the writing meets the traits overall SUMMATIVE ASSESSMENT 2009 ESU #3 Writing Extravaganza

13 Analytical Scoring: Writing receives a score for each trait Page 9 DIAGNOSTIC ASSESSMENT 2009 ESU #3 Writing Extravaganza

14 Rubrics can be used to assess... creative/personal writing informational /technical writing 2009 ESU #3 Writing Extravaganza

15 Rubric and Purpose Creative/Personal Page 9 Technical/Informational Page ESU #3 Writing Extravaganza

16 Components of a Rubric Criteria (traits) Performance Levels Performance Indicators 2009 ESU #3 Writing Extravaganza

17 Why a 6-Point Scale? It serves multiple purposes: 1.Breaks the mid-point score to a 3 – 4 split 2.Provides a place for performances that meet and exceed expectations 3.Clarifies performance through a description at each level 4.Provides language for even modest growth 2009 ESU #3 Writing Extravaganza

18 Language of Assessment Beginning (1-2 performance level) Developing (3-4 performance level) 3 = middle level score leaning downward 4 = middle level score leaning upward Strong (5-6 performance level) 2009 ESU #3 Writing Extravaganza

19 The simple question… Did this piece of writing Leap the River? Just made it into the land of proficiency (4) Not quite; lost footing and slid into the water (3) ESU #3 Writing Extravaganza

20 Keep in mind… There is no right score…but it should be a defensible score 1 indicates beginning, not failure 5 & 6 represent strength and proficiency not perfection Consider grade level, but dont make it a factor Be aware of bias 2009 ESU #3 Writing Extravaganza

21 Does this piece of writing Leap the River? 2009 ESU #3 Writing Extravaganza

22 T ARGET Clarifying the T ARGET Assessment is not the private property of teachers. (Students) must take part in this…it is central to the growth of writing. Even before they write, they need to know about what makes writing strong or effective. And they need to know the criteria by which their own writing will be judged. -Marjorie Frank 2009 ESU #3 Writing Extravaganza

23 Cranial Clarification Moment… What rubrics do for writing instruction and assessment Difference/Similarity between holistic and analytic rubrics Difference/Similarity between creative/personal and informational/technical rubrics What it takes to leap the river 2009 ESU #3 Writing Extravaganza

24 Agenda Welcome and Opening Activities Introducing the Traits Using Rubrics to Assess Student Writing Learning About the Traits - Trait by Trait Found in the Writing Process Language to look for Scoring student work Teaching and learning activity Literature Statewide Writing Assessment 2009 ESU #3 Writing Extravaganza

25 The Writing Process: What Writers Do Reflect/Self Assess Pre-writeDraftShare ReviseEditPublish 2009 ESU #3 Writing Extravaganza

26 The Writing Process: What Writers Do Reflect/Self Assess Pre-writeDraftShare ReviseEditPublish 2009 ESU #3 Writing Extravaganza

27 Building a Foundation Ideas and Organization 2009 ESU #3 Writing Extravaganza

28 I DEAS Clear main message, point, thesis, storyline Narrow, manageable topic Rich, intriguing details Insight Knowledge from experience, research Compelling, holds attention 2009 ESU #3 Writing Extravaganza

29 Use the rubric for creative-personal writing on page 13 Does this paper leap the river for the trait of IDEAS Discuss your score with someone at your table Be prepared to give the rationale using language directly from the rubric Lets read and score … For the trait of IDEAS Page ESU #3 Writing Extravaganza

30 Making Decisions Page ESU #3 Writing Extravaganza Does this piece leap the river for the trait of IDEAS? Use the informative/ technical rubric on page 14 to make your decision Confer with tablemates

31 Teaching the trait of Ideas Talk about where ideas come from. Model differences between generalities and good details. Read aloud from books with striking detail or strong imagery. Use questions to expand and clarify a main idea ESU #3 Writing Extravaganza

32 Lets Write … 2009 ESU #3 Writing Extravaganza

33 In the left column of the organizer, list observations about physical characteristics. In the right column, record deeper levels of observations; you may hypothesize its origin, age, purpose, etc. Draw a line marking the end of your observations. Lets Write … 2009 ESU #3 Writing Extravaganza

34 Cranial Breathing… Think about the mental processes used in the first brainstorm, and then the second. How were they different? How did these two brainstorming opportunities impact your writing experience? How might you use this in your classroom? 2009 ESU #3 Writing Extravaganza

35 ORGANIZATION Recognizing ORGANIZATION Strong LEAD pulls reader in Effective and varied TRANSITIONS guides the reader Clear DESIGN enhances understanding ENDING wraps up discussion 2009 ESU #3 Writing Extravaganza

36 ORGANIZATION Activity On each table is an activity packet Designate Roles: – Process monitor – Questioner – Reader – Reporter Each team will introduce its activity and share the product Teams will note and share the strategies/mental processes used to accomplish the task 2009 ESU #3 Writing Extravaganza

37 ORGANIZATION Activity On each table is a packet Remove the sentence strips from the ring and organize them into a fluent paragraph Monitor the strategies the group uses to complete the task Be prepared to share your paragraph AND strategies 2009 ESU #3 Writing Extravaganza

38 How the Universe Looks – At First When our ancestors looked up at the sky at night, they assumed they were looking right at heaven. They thought the stars were on the ceiling of a great dome and that the Earth was flat. The Earth sure looks flat at first, especially when we look at a big smooth lake. Now, we all know its round – weve seen pictures from space, for crying out loud. Theres the Earth – round! Piece of cake, for us! But our ancestors didnt have that luxury. They had to figure it out for themselves. To start with, our ancestors watched the sun. They kept track of the time of day so they knew when it would get too dark to walk around. Then they kept track of the days and months so that they would know when to plant their crops, when to harvest them, and when to have big wild parties. No kidding. Lots of ancient people had parties on the summer solstice (SOLE-stiss) – the longest day of the year. Some people around the world still hold big solstice parties ESU #3 Writing Extravaganza

39 Assessing for the trait of ORGANIZATION 2009 ESU #3 Writing Extravaganza Page 21 Page 22

40 How to be a good driver For the trait of Organization Use the creative/personal writing rubric on page 21 Score the paper for ORGANIZATION only Discuss your scores with someone at your table Be prepared to give the rationale for your score using language directly from the rubric Page ESU #3 Writing Extravaganza

41 Lets try scoring for the trait of ORGANIZATION Use the rubric for Informational writing on page 22 Score for organization only Discuss your scores with table group Be prepared to give the rationale for your score using language directly from the rubric Page ESU #3 Writing Extravaganza

42 Ways to Organize Writing… Spatial organization Simple to Complex Sequential order Problem – Solution Chronological order Key Points or Questions Alphabetical Deductive Reasoning Inductive Reasoning ACTIVITY: How would you organize it? Page ESU #3 Writing Extravaganza

43 The Writing Process: What Writers Do Reflect/Self Assess Pre-writeDraftShare ReviseEditPublish 2009 ESU #3 Writing Extravaganza

44 Adding Flavor: Voice Word Choice Sentence Fluency 2009 ESU #3 Writing Extravaganza

45 VOICE: Look for the following… Individual, distinctive A read-aloud piece Passionate, energetic Speaks to readers Confident, self-assured Writer is present on the page Appropriate to purpose 2009 ESU #3 Writing Extravaganza

46 Assessing for the trait of VOICE 2009 ESU #3 Writing Extravaganza Page 31Page 32

47 2009 ESU #3 Writing Extravaganza

48 Try this one for VOICE COMPUTER BLUES Page 33 Use the rubric for creative/personal writing on page 31 Score the paper for VOICE only Discuss your scores with your table group Be prepared to give the rationale for your score using the language from the rubric 2009 ESU #3 Writing Extravaganza

49 Lets try assessing a student sample For the trait of Voice Use the rubric for informational writing on page 42 Score for VOICE only Discuss your scores with table group Be prepared to give the rationale for your score using language directly from the rubric Pets are Forever: An Investigative Report Page ESU #3 Writing Extravaganza

50 Activity - Whose VOICE is it? Page 37 Eleanor Roosevelt Scar (from Lion King) Garrison Keillor Martha Stewart Napoleon Bonaparte Coretta Scott King Harry Potter Carl Sagan Franklin Delano Roosevelt Shakespeare Dave Barry Edgar Allan Poe Maya Angelou Jerry Seinfeld 2008 ESU #3 Writing Extravaganza

51 Teaching the trait of VOICE Read aloud from works that have strong voice. Share numerous voices. Help students develop appropriate voices for the situation Help students identify an audience Identify, describe and compare the voices of various writers Let students hear your voice as you share your own writing 2008 ESU #3 Writing Extravaganza

52 Clear, aids readers understanding Original, memorable Concise Natural Strong, energetic verbs Specific nouns Paints word pictures Word Choice 2008 ESU #3 Writing Extravaganza

53 Assessing for the Trait of WORD CHOICE 2009 ESU #3 Writing Extravaganza Page 41 Page 42

54 Lets try scoring for WORD CHOICE Use the informational rubric to score this piece for Does this piece leap the river? Mosquitoes Page ESU #3 Writing Extravaganza

55 Each person at the table takes a different paragraph to revise Individually, revise your paragraph for improved WORD CHOICE Share your paragraphs with table mates Volunteers may share with whole group 2009 ESU #3 Writing Extravaganza Lets go back to an earlier piece…

56 SENTENCE FLUENCY: What to look for… Easy to read Enhances voice Sentence variety Rhythm and cadence Natural dialogue Effective rule breaking 2008 ESU #3 Writing Extravaganza

57 Assessing for the trait of SENTENCE FLUENCY 2009 ESU #3 Writing Extravaganza Page 49 Page 50

58 Lets try one for Sentence Fluency… Use the informational/ technical rubric Score for the trait of SENTENCE FLUENCY NOVICAINE Page ESU #3 Writing Extravaganza

59 2009 ESU #3 Writing Extravaganza Lets try another… Why I Write Page 52 Use the creative/personal rubric (Page 49) Does it leap the river for SENTENCE FLUENCY? Support your decision using specific language from the rubric

60 Page 55 Giant burrowing cockroaches have a common name They are diggers. They construct underground chambers. The chambers are one to three feet down. The chambers have a temperature of 20 degrees centigrade. The temperature is the same all year round. The cockroaches live on twigs and dry leaves. They gather the twigs and leaves from litter around their dens. Their digs are shared with centipedes and beetles. Their digs are also shared with silverfish and other roaches. Occasionally, their digs are shared with large frogs ESU #3 Writing Extravaganza Revise for sentence fluency

61 As their common name implies, giant burrowing cockroaches are diggers, constructing underground chambers one to three feet down, where the temperature is a comfortable twenty degrees centigrade all year round. Here they live on fallen twigs and dry leaves, gathered from the litter that surrounds their deep dens. Their digs are often shared with centipedes, beetles, silverfish, other roach species and occasionally, large frogs. From The Complete Cockroach by David George Gordon 2008 ESU #3 Writing Extravaganza

62 Fishing Page 53 CHALLENGE: Use the creative/ personal rubrics to score this piece for Sentence Fluency; what score would you assign it? Then assign a score for another trait; use the rubric to support your decision ESU #3 Writing Extravaganza

63 The Writing Process: What Writers Do Reflect/Self Assess Pre-writeDraftShare ReviseEditPublish 2009 ESU #3 Writing Extravaganza

64 Framing the Picture Conventions andPresentation 2008 ESU #3 Writing Extravaganza

65 How would you read this? That Is That Is Not That Is It Isnt It 2008 ESU #3 Writing Extravaganza

66 Now try it with a little punctuation help… That that is, is. That that is not, is not. That is it, isnt it? 2008 ESU #3 Writing Extravaganza

67 Tips on Assessing the Trait of Conventions 1.Look beyond spelling. Spelling is important but not the whole of conventions. 2.Look for what is done well, not just the mistakes. Balance the two. 3.Only assess what has been taught. 4.Do not overreact. One mistake--or two or three-- cannot spoil the whole performance. Ask, how well does the student control and use conventions to make meaning and organizational structure clear - OVERALL? 5.Do not consider neatness of handwriting in assigning a score. Handwriting is a physical skill; writing is intellectual. Dont confuse the two. From Creating Writers 2008 ESU #3 Writing Extravaganza

68 Assessing for the trait of CONVENTIONS 2009 ESU #3 Writing Extravaganza Page 59Page 60

69 Teach editing marks Assess performance 2009 ESU #3 Writing Extravaganza Page 61Page 62

70 Cranial Breathing… Articulate the relationship between the Writing Process and the six traits of writing: Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions ESU #3 Writing Extravaganza

71 How to begin Start with ONE trait that makes sense to your learners and the content Teach the concept and language of the trait Share strong and weak examples from literature and samples of written work Show students how to use the rubric to self- assess, teacher or peer conference ALWAYS talk about writing using the language of the traits

72 If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else. In short, if students are to learn, they must write. - The Neglected R: The Need for a Writing Revolution. The National Commission on Writing in Americas Schools and Colleges (2003)

73 Agenda Welcome and Introductions Introducing the Traits Using Rubrics and Student Papers Trait by Trait Found in the Writing Process Language to look for Scoring student work Teaching and learning activity Literature Statewide Writing Assessment 2009 ESU #3 Writing Extravaganza

74 NeSA-Writing 2009 ESU #3 Writing Extravaganza Assessment Window: February 1, 2010 ~ February 19, 2010 Scoring Events: Grade 4March 11 – 13, 2010 Grade 8March 18 – 20, 2010 Grade 11March 25 – 27, 2010 Consider applying to be a rater for at least one of the scoring events – the training and scoring experience is a powerful professional development opportunity!

75 2009 ESU #3 Writing Extravaganza


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