9 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.
10 Start with a Review Purpose Persuasive Opinion Argumentative Focuses on convincing the reader to agree with the authorTakes a stand on a topic and supports opinion with facts, definitions, and detailsUsed to support claims in an analysis of a topic with facts, evidence, and reasons used to develop claims and opposing claimsKey Words and Phrases from Common CoreNot mentioned in the Common Core State StandardsK-5Support point of viewReasons andinformationFacts and detailsConcluding statement or section6-12Support claimsAnalysis of substantive topics or textsValid reasoningRelevant and sufficient evidenceClaimsCounterclaimsFormal styleObjective toneSource: WriteSteps
11 Side by Side ExerciseWork 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 MATERIALSK-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
12 Side by Side Review Learning Progressions Georgia Milestones Rubrics Table Folders with Handouts
13 The Assessment System…. will help you look at a piece of writing and see ways that piece of writing isa step ahead from yesterday’s work—and a step toward tomorrow’s work.Writing Learning Progression (PreK-6)On-Demand Performance AssessmentsAssessment RubricsChecklists (for use by students and teachers)Exemplar Writing Samples Per LevelExemplar Writing Samples Across LevelsAlternate and Additional Assessment ToolsWriting Pathways (Chapter 1)
15 “…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)
16 PayoffsDeveloping 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)
17 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)
18 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)
20 Norming Activity TimeYou 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
25 More Practice: Step 2 Same Rubric – Different Student Sample
26 “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 )
27 Begins in the norming meeting with two benefits: Leads to faster scoring which increases teacher confidenceAllows for conversations with colleagues about any new issues.
28 Complete the Norming Community (Writing Pathways, Chapter 3, pp. 30-31)
30 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.
31 Gallery WalkIf you have not added your “glows and grows” to the charts, please do so beforewe begin at 12:45 PM.bn at 12:45 PM.
33 “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 WritersSalmon Handout
34 Architecture of a Conference ResearchDecideTeachLinkalso in minilesson
35 Individual Conference Video “Crafting a Scene by Describing Character Actions”
36 What did you notice about his conference with the student?
41 Conferencing Recap Research 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.
42 Part Two: Conferring Scenarios Now, it’s your turn. With your gallery walk partner and “glows and grows,” practice your individual conferencing skills.Helpful Kit Resource:If…Then…CurriculumPart Two: Conferring Scenarios
49 Resource: More LP Video Clips Using a Learning Progression to Help Students Work Towards Clear Goals as they Lift the Level of Their Information Writing (K-2)Using a Learning Progression to Support Self-Assessment and Writing about Themes in Literature: Small Group Work (3-5)Using a Learning Progression to Help Students Lift the Level of their Summaries of Information Texts (3-5)