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Based on the writing program of Judith and Evan Gould Helping our students plan effective on demand responses!

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Presentation on theme: "Based on the writing program of Judith and Evan Gould Helping our students plan effective on demand responses!"— Presentation transcript:

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2 Based on the writing program of Judith and Evan Gould Helping our students plan effective on demand responses!

3 On-Demand for 6 th and 8 th Grade 1 stand-alone prompt - 40 minute time limit 1 passage prompt – 90 minute time limit

4 Latest On-Demand Information Student writing will be scored based on a holistic 4 point scoring rubric. Form is NOT part of the rubric. Although forms will not be scored in ODW, they will be mentioned in the prompt to provide context for writing. Students will be evaluated on their ability to communicate effectively with an audience by supporting complex ideas in a coherent structure (using the requested mode). All student writing for the assessment will be scored with the understanding that they are FIRST DRAFTS (because of time and space).

5 Latest On-Demand Information All pre-writing will happen within the student test booklet:  Students will have 1 page to brainstorm and pre-write (teachers will NOT provide scrap paper).  For the 30/40 minute situational prompt, students will have 2 pages to write their response.  For the 90 minute passage-based prompt, students will have 4 pages to write their response.  Pre-writing will NOT be scored.

6 Prompt Modes for 2012/2013 K-PREP* *According to KDE K-PREP Blueprint BE77BC2/0/KPREPBlueprints.pdf Stand Alone Prompt (Choice Between Two Prompts) Passage Based Prompt (One Mandatory Prompt) 6 th Grade Narrative Argumentative Informative / Explanatory 8 th Grade Narrative Informative / Explanatory Argumentative

7 Writing situation: A school district has a new middle school. On the first day, the students realize that they are the first people to sit in the desks, use the books in the library, walk in the halls, and set the traditions for all of the students who will attend for years And years to come. One of the teachers suggests that everyone write about his or her first day in the school. The students’ narratives will be compiled in a book and placed in the library for the students who attend after them to read. Writing directions: Think about what it would be like to be the first to attend a newly built school. Write a narrative for the book, and tell about that first day. Describe what you do, see, and feel throughout the day.

8 Writing Prompts Writing Situation: Everyone has a fond memory of a special birthday. Think about a birthday that stood out among all the others. Directions for Writing: Write a paragraph/ essay telling about your favorite birthday.

9 Prepare the graphic organizer. Now fold your paper into 4 squares.

10 I will never forget my sixth birthday. Fold the paper into four squares. Begin with one well written topic sentence placed in a box in the center. This will become the topic sentence. Thesis Statement

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12 I will never forget my sixth birthday. Add three supporting sentences (one in each box). The fourth box should be a feeling sentence that sums up the other three. All sentences should support the main topic in the center. My grandmother threw me a surprise party. My parents gave me a wonderful gift. My friends and I went to the zoo. It was the best birthday ever.

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14 I will never forget my sixth birthday. Add a detail in each box to tell more about the supporting sentence. My grandmother threw me a surprise party. My parents gave me a wonderful gift. My friends and I went to the zoo. It was the best birthday ever. She baked my favorite chocolate fudge cake. They surprised me with a golden retriever puppy. We rode the elephants.

15 From the graphic organizer to the lined paper……….. I will never forget my sixth birthday. My grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. My parents gave me a wonderful gift. They surprised me with a golden retriever puppy. My friends and I went to the zoo. We rode the elephants. It was the best birthday ever.

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17 I will never forget my sixth birthday. Now add three details in each box to tell more about the supporting sentence. My grandmother threw me a surprise party. My parents gave me a wonderful gift. My friends and I went to the zoo. It was the best birthday ever. favorite cake tons of presents exciting games golden retriever named Goldie best friend elephant ride walked for miles rode train

18 Again from the graphic organizer to the lined paper……….. I will never forget my sixth birthday. My grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. I got tons of presents. We had such fun playing exciting games. My parents gave me a wonderful gift. They surprised me with a golden retriever puppy. I named her Goldie. She is my best friend today.My friends and I went to the zoo. We rode the elephants. The zoo was so large we walked for miles. Finally we gave up and rode the train. It was the best birthday ever.

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20 I will never forget my sixth birthday. My grandmother threw me a surprise party. My parents gave me a wonderful gift. My friends and I went to the zoo. It was the best birthday ever. favorite cake tons of presents exciting games golden retriever named Goldie best friend elephant ride walked for miles rode train Early in the day,After lunch, Later, Indeed, Adding a transition word to each box will help the text to flow.

21 I will never forget my sixth birthday. Early in the day, my grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. I got tons of presents. We had such fun playing exciting games. After lunch, my parents gave me a wonderful gift. They surprised me with a golden retriever puppy. I named her Goldie. She is my best friend today. Later, my friends and I went to the zoo. We rode the elephants. The zoo was so large we walked for miles. Finally we gave up and rode the train. Indeed, It was the best birthday ever. 4 Square + 3 +T = 5 Paragraphs

22 Improving the first paragraph (introductory).

23 First Paragraph (Introduction) Topic Sentence v Center of 4 Square Use a hook Prepares reader Ties all squares together

24 Getting a year older may be bad for some, but I will never forget my sixth birthday. The attention that I received from friends and family made me feel warm inside. It was a very special day for me. On to the essay…...

25 Getting a year older may be bad for some, but I will never forget my sixth birthday. The attention that I received from friends and family made me feel warm inside. It was a very special day for me. Early in the day, my grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. I got tons of presents. We had such fun playing exciting games. After lunch, my parents gave me a wonderful gift. They surprised me with a golden retriever puppy. I named her Goldie. She is my best friend today. Later, my friends and I went to the zoo. We rode the elephants. The zoo was so large we walked for miles. Finally we gave up and rode the train. Indeed, It was the best birthday ever.

26 Improving the Final Paragraph (summary) Wrap-up Sentence with a Transition Personal/Feeling Sentence, Question or Exclamation(closing with a punch!)

27 Getting a year older may be bad for some, but I will never forget my sixth birthday. The attention that I received from friends and family made me feel warm inside. It was a very special day for me. Early in the day, my grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. I got tons of presents. We had such fun playing exciting games. After lunch, my parents gave me a wonderful gift. They surprised me with a golden retriever puppy. I named her Goldie. She is my best friend today. Later, my friends and I went to the zoo. We rode the elephants. The zoo was so large we walked for miles. Finally we gave up and rode the train. Indeed, it was the best birthday ever. The wonderful surprises from my family and friends will stay with me forever.

28 From this basic format to…...

29 Narrative Personal Narrative  Has one topic  Tells about the writer  Has beginning, middle, end  Uses words like I, me, my

30 Narrative Story  Title  Character  Setting  Problem  Solution  Beginning  Middle  End

31 Moving from a 4 to a 5 or 6 Vocabulary Sentence Development (Sentence Stretchers) Hook Visual Expression

32 Vocabulary bad dreadful unfair improper

33 Sentence Development Sentence Stretching

34 The Hook To catch the reader, use a hook in the introductory paragraph. Ask the reader a question. Use a catchy phrase or quote. Create a tongue twister. Make an exclamatory sentence. Use a lead in sentence that entices the reader to read on.

35 Visual Expression Use metaphors and similes to give your essay more visual expression. At this point the teacher has no control over the class. At this point the teacher has no more control over the class than a blind race car driver would in a NASCAR race.

36 Next stop….

37 TCAP Writing Assessment Prompt - Grade 5 Writing Situation: Suppose one day you found a flying carpet. Directions for Writing: Before you begin writing, think about where you would go, what you would see, and what you would do. Now write a pretend story about your day after finding a flying carpet.

38 CriteriaScore 1 Deficient Score 2 Flawed Score 3 Limited Score 4 Competent Score 5 Strong Score 6 Outstanding  Organization  Incoherent  Weak organization  Inadequate organization  Adequately organized  Generally well organized  Well organized  Development  Undeveloped  No details  Not developed  Little or no relevant details  Not developed  Does not explain develop key ideas  Developed  Explains and illustrates some key ideas  Generally well developed  Explains and illustrates most key ideas  Well developed  Clearly explains and illustrates key ideas Language Syntax  Limited or inappropriate word choice  Adequate facility in the use of language  Demonstrates some syntactic variety  Facility in use of language  Strong Syntactic variety Mechanics  Serious and persistent writing errors  Serious errors in mechanics, usage, sentence structure, or word choice  Accumulation of errors in mechanics, usage, sentence structure  Some errors in mechanics/ usage  Generally few errors in mechanics/  usage  Few errors in mechanics/ usage Writing Assessment Scoring Rubric


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