1. Writing Assessments Teacher: Writing prompt includes: 1. Context (specify the knowledge the student will be using to respond) 2. Specification of Reasoning (what type of reasoning/problem-solving is required?; use DOK question stems here) 3. Point the Way (the criteria on which the reader will judge the response; mini-rubric) Use a scoring guide (generic/6 Trait) Teach the scoring guide to the students Students: Teach them what good writing looks like (6 traits of good writing) Teach them to use the scoring guide(s) Graphic Organizers: help with organization Ingredients for a Good Introduction Choose a “hook”: dialogue, thought, question, feeling, or sound effect. Set purpose for action or writing (thesis) with 3 reasons or examples to be explained in the body paragraphs. Ingredients for A Good Conclusion Memory of a main event Main character’s feelings Main character’s hopes/wishes A decision/defining action

2. Ways to use it in my class: Revision Techniques Carets Insert new word, phrase, or line arrows allow the writer to connect with empty spaces on the page—in the margins or on the back asterisks *good for inserting chunks spider legs staples strips of paper to the draft at appropriate parts post-its use post-its to add material tape tape additions to text cut & tape insert new chunks or reorder colors certain sections as a way to organize the order of the text circle circle what you’ll keep or what you’ll delete Types of Titles Summary Title: gives the reader the most information & is commonly used in expository writing, like a newspaper article. Preview Title: tells the subject, but doesn’t give specific details--can create curiosity--many introduce the main character and/or highlight the setting of the conflict. Teasing Title: leaves the reader guessing and is commonly used for fiction; sometimes uses a pun. Symbolic Title: words must be carefully chosen to have more meaning than the reader first realizes. ^

3. Editing Mechanics – ____ Did I end each sentence with the correct punctuation? – ____ Did I use commas and semicolons correctly? – ____ Did I capitalize all proper nouns? – ____ Did I begin each sentence or direct quotation with a capital letter? – ____ Did I use quotation marks to show the beginning and end of another’s exact words? Usage – ____ When I read my essay aloud, it made sense. Grammar – ____ Do the subjects and verbs in my sentences agree? – ____ Did I use complete sentences? – ____ Did I indent the first line of each paragraph? – ____ Did I use adjectives and adverbs correctly in comparisons? – ____ Did I use any double negatives? If so, did I correct them? Spelling – ____ Did I check the spelling of the names of people and places? – ____ Did I use the correct form of words that sound alike but have different spellings and meanings? – ____ Did I check the spelling of words I am not sure of, especially troublesome words like their and there? Steps in the Writing Process 1. Prewriting (Brainstorming/ rehearsing) 2. Drafting (write for the first time) 3. Revising (add, take out, change words around) 4. Editing (check spelling, punctuation, etc.) 5. Conferencing (with teacher or other students) 6. Publishing (put in its neatest form & share)

4. 6 Traits of Good Writing 1. Organization: enhances the central theme; order, structure, or presentation is compelling & moves the reader through the text 2. Content & Ideas: paper is clear & focused; holds readers’ attention 3. Word Choice: words convey intended message in a precise, interesting, & natural way; words are powerful & engaging 4. Fluency: writing has an easy flow, rhythm, & cadence; sentences structure is varied 5. Voice: writer speaks directly to the audience (knows purpose for writing and has respect for the audience) 6. Conventions: spelling, punctuation, capitalization, grammar, paragraphing mistakes do not distract from overall readability Team Story Each student on the team rolls the cube until one student is selected as scribe. The scribe records the student responses on a graphic organizer (see next page). Each student in turn rolls the cube and gives a complete, appropriate response to the part he/she rolls. If the student rolls what has already been completed, she/he can roll again. Team members rotate and roll until the graphic organizer is complete. The scribe posts the graphic organizer at the writing table. Each student composes her/his own story using information from the organizer and adding her/his own details. Scribe for Prewriting 1 Solution 2 Setting 3 Characters 4 Problem 5 Ending 6 Characters Setting EndingProblem Solution Title

5. ACE Protocol (for short answer questions) Students learn to answer questions more fully by “ACE”ing them. 1. Answer the question. 2. Cite textual evidence. 3. Expand your answer. Math Application of ACE 1. Analyze the problem 2. Calculate the answer 3. Explain how you got the answer. ? Ways to use it in my class:

6. Sandwich ChartInverted Triangle Ways to use it in my class:

7. Writing About WhatPower Writing Power 1 Power 2 Power 3 Power 2 Power 3 Power 1: Focus (main idea, topic, theme, thesis) Power 2: Support (supporting ideas, major ideas, details) Power 3: Elaboration Power 1 Pwr 2 Power 3 Power 1 Power 2 3________________________________ 3 ________________________________ 3 ________________________________ Power 2 Ways to use it in my class:

8. 4  Writing Transition Major Detail Minor Detail *Vivid/Precise Minor Detail *Vivid/Precise Minor Detail *Vivid/Precise Transition Major Detail Minor Detail *Vivid/Precise Minor Detail *Vivid/Precise Minor Detail *Vivid/Precise Transition Major Detail Minor Detail *Vivid/Precise Minor Detail *Vivid/Precise Minor Detail *Vivid/Precise Transition Wrap-up paragraph Central Idea Constructed Response/Paragraph Extended Essay Consequently On the whole Undoubtedly Obviously Unquestionably Thus Finally In short As one can see Hence Therefore Second Another reason Another example Also As well as Too In addition Additionally Besides Next Moreover Third Another reason Another example Also As well as Too In addition Additionally Besides Next Moreover One reason First For example For instance One example To begin To start Central Idea Major Detail Minor Detail Major Detail Minor Detail Major Detail Minor Detail Wrap-up sentence (with feeling) Restate the Question Transitions

9. 4  Writing Expository (Explanation) Narrative Persuasive Compare/Contrast Item(s) to be explained. ___________ ________________ ______________________ ________________________ ________________________ Reason 1Reason 2 Reason 3 Wrap-up ___________ ________________ ______________________ ___________ ________________ ______________________ 5 W’s: Who, what, where, when, why? ___________ ________________ ______________________ ________________________ ________________________ Before eventDuring event After event Wrap-up ___________ ________________ ______________________ ___________ ________________ ______________________ Idea of which you want to convince the reader. ___________ ________________ ______________________ ________________________ ________________________ Advantage 1Advantage 2 Advantage 3 Wrap-up ___________ ________________ ______________________ ___________ ________________ ______________________ Two or more things to compare/contrast. ___________ ________________ ______________________ ________________________ ________________________ 1 way they’re same or different Wrap-up ___________ ________________ ______________________ ___________ ________________ ______________________ 2 nd way they’re same or different 3 rd way they’re same or different