Presentation on theme: "Part 2: K-5 Writing Units of Study January 29, 2015 Presentation Link: /http://nwgaresa.com/resources / While you wait for."— Presentation transcript:
Part 2: K-5 Writing Units of Study January 29, 2015 Presentation Link: http://nwgaresa.com/resources /http://nwgaresa.com/resources / While you wait for the session to begin, review Chapters 1 and 2 of Writing Pathways.
Comparison Activity Focus on Units of Study opinion writing. Clarify differences in persuasive and opinion/argumentative writing in relation to learning progressions. Compare state rubrics to learning progressions for a deeper understanding about teaching the writing process in the Units of Study.
Start with a Review Purpose PersuasiveOpinionArgumentative Focuses on convincing the reader to agree with the author Takes a stand on a topic and supports opinion with facts, definitions, and details Used to support claims in an analysis of a topic with facts, evidence, and reasons used to develop claims and opposing claims Key Words and Phrases from Common Core Not mentioned in the Common Core State Standards K-5 Support point of view Reasons and information Facts and details Concluding statement or section 6-12 Support claims Analysis of substantive topics or texts Valid reasoning Relevant and sufficient evidence Claims Counterclaims Formal style Objective tone Source: WriteSteps http://writestepswriting.com/eNewsletterArchive/May2013Newsletter.aspx
Side by Side Exercise Work with table partners to compare the state writing rubric (7 pt. extended response) and learning progression chart. Record your observations on the Venn Diagram and prepare to share out as a whole group. – TABLE MATERIALS K-2 teachers use RED labeled folder with Grade 3 state rubric, graphic organizer and learning progression chart (your laminated copy or from your kit brought today). 3-5 teachers use BLUE labeled folder with Grade 5 state rubric, graphic organizer, and learning progression chart (your laminated copy or from your kit brought today). Table copies of “Writing Process Learning Progression, K-5” are also available as reference. Table Folders with Handouts
Side by Side Review Learning Progressions Georgia Milestones Rubrics Table Folders with Handouts
The Assessment System…. Writing Learning Progression (PreK-6) On-Demand Performance Assessments Assessment Rubrics Checklists (for use by students and teachers) Exemplar Writing Samples Per Level Exemplar Writing Samples Across Levels Alternate and Additional Assessment Tools will help you look at a piece of writing and see ways that piece of writing is a step ahead from yesterday’s work—and a step toward tomorrow’s work. Writing Pathways (Chapter 1)
“…doing this work in the company of each other is an illuminating experience and provides wells that you and your colleagues draw upon when you teach.” Writing Pathways (chapter 3, page 29)
Payoffs Developing a school culture using learning progressions, benchmark pieces, and rubrics helps teachers form close-knit grade-specific cohorts to work with each other and their students to accelerate progress. Conducting norming work together helps create a plan for scoring student work that informs teaching and promote consistency of scoring. Writing Pathways (chapter 3, page 31)
General Norming Guidelines Become familiar with rubric(s) before norming begins. Set aside two-period block of time for first meeting. Understand protocol for how meeting will run. Collect and bring recent on-demand writing pieces that match writing of norming meetings. Make sure collection reflects varied levels of student work. Choose pieces that keep everyone engaged. Make sure pieces are kept anonymous (white out students’ names). Writing Pathways (chapter 3)
On-Demand Assessments Give as pre-assessments at start of year (and each unit) and again at end of unit (eventually end of year) to collect baseline data and calibrate teaching. Provide crystal clear demonstration of what students learn to do without assistance. Show effectiveness of teaching. Writing Pathways (chapter 2)
Norming Activity Time You will work in groups to complete “two rounds” and “steps 1 and 2” of the norming protocol for the Units of Study. Designate an “observer” from the group to watch the process of discussing EVIDENCE, take notes, and report out. As a table group, decide which sample paper in the folder to use first. Use copies of the OPINION rubric in the folder. Now, talk as a table and score for Round 1/Step 1...
More Practice: Step 2 Same Rubric – Different Student Sample
“An important goal in a process like this is for the group to align itself. If after doing this work with five papers of different levels, the group finds that it can come to a consensus, the group can consider itself normed, and people can now score papers individually.” Writing Pathways, (Chapter 3, pp. 29-30)
Begins in the norming meeting with two benefits: – Leads to faster scoring which increases teacher confidence – Allows for conversations with colleagues about any new issues.
Complete the Norming Community (Writing Pathways, Chapter 3, pp. 30-31)
Gallery Walk “Pre Lunch” Prep By GRADE BANDS (K-2 and 3-5), find a “table partner” for this activity. Use either of the student writing samples from the norming rounds and the learning progression chart to identify 2-3 “glows and grows” in the sample. Then write these on post-it notes and place on the appropriate WALL CHARTS for the GALLARY WALK after lunch.
Gallery Walk If you have not added your “glows and grows” to the charts, please do so before we begin at 12:45 PM.bn at 12:45 PM.
“The point of a writing conference is to help students become better writers. By ‘better writers’ I mean writers who can use the strategies, techniques, and ways of thinking about writing that we teach them in today’s conferences on their own later when they work on future pieces.” by Carl Anderson, Conversations with Student Writers Salmon Handout
Architecture of a Conference Research Decide Teach Link
“Crafting a Scene by Describing Character Actions” Individual Conference Video
What did you notice about his conference with the student?
Conferencing Recap Researc h Decide Teach Link Observe, interview, and read student’s writing. Determine what student has done and is trying to do. Pursue more than one line of questioning to obtain info. Gets to the “what” and “how.” Teach toward growth and independence. Start by naming a writing strength. Decide on a teaching method. Teach and coach, adjusting support. Name what the writer has done. Repeat the teaching point. Remember: Writer leaves wanting to write.
Now, it’s your turn. With your gallery walk partner and “glows and grows,” practice your individual conferencing skills. Helpful Kit Resource: If…Then…Curriculum Part Two: Conferring Scenarios
Resource: More LP Video Clips http://vimeo.com/55951746Using a Learning Progression to Help Students Work Towards Clear Goals as they Lift the Level of Their Information Writing (K-2) http://vimeo.com/55951743Using a Learning Progression to Support Self-Assessment and Writing about Themes in Literature: Small Group Work (3-5) http://vimeo.com/55951304Using a Learning Progression to Help Students Lift the Level of their Summaries of Information Texts (3-5)