1. A Training on Reflective Writing developed by developed by The Collaborative for Teaching and Learning In Partnership With the Kentucky Department of Education Summer 2008 Continue to next slide

2. As this training is developed to stand alone, it communicates best if participants view the slides in the play slide show mode. The visuals and texts are designed to come on the screen with timed animation. Clicking too soon will cause the presentation to move to the next slide before all the information is present. Each slide contains a “continue to next slide” prompt when all the information for that slide has been presented. Continue to next slide To begin the “play slide show” mode, find the words Slide Show on the toolbar at the top of the screen and click to get a drop down menu. Then find “view show” and click.

3. This training contains excerpts from student work that serve as examples of related criteria. The pieces were written by Kentucky students and provided by the Kentucky Department of Education. There are links throughout the training that will connect to the complete pieces on the KDE website. You must have the internet active on your computer in order to connect from this presentation. Continue to next slide to begin the Reflective Writing Training When you click on one of the links, it will take you to the document that contains the piece of reference. You will need to find the piece within the document by using the page arrows on the tool bar. The narration on the training slide will provide the page number for the piece of reference.

4. Continue to next slide The goals of this training are: To examine the issue of reflection and its implication for writing the reflective piece for the writing portfolio. To enhance the capacity of the teacher to guide students in the area of reflective writing. To offer teachers a tool to use in the classroom to support instruction of reflective writing To give support to the understanding of reflective writing for the purpose of scoring the reflective piece that is a part of the assessment portfolio.

5. Reflection is: ThinkingThinking AnalysisAnalysis And serious contemplationAnd serious contemplation Of past events Continue to next slide Why did I do that? Who or what helped me know or do that? What did I learn from doing that? What barriers did I overcome? What did I learn about my weaknesses? What did I learn about my strengths? How can I do it better next time?

6. thinking, analysis, requires about growth in writing through literacy development. Reflective Writing (for the purpose of the portfolio) serious contemplation and Continue to next slide

7. is an analysis and evaluation of personal progress in writing progress in writing through literacy. Continue to next slide Reflective Writing (for the purpose of the portfolio)

8. When writing, analyzing, or scoring the reflective piece, it is helpful to use the “look-fors” that are provided in the reflective section of the “Categories of Writing” reference tool. from KDE spring scoring training materials Continue to next slide

9. Please consider the following points as possibilities for inclusion in the reflective piece. Note that not every item in the “Categories” list needs to be included in every piece a writer produces. Continue to next slide REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience

10. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience The following slides will elaborate each of the points listed on the reflective section of the “Categories of Writing” reference tool. Continue to next slide

11. Does the reflective piece you are writing, analyzing, or scoring demonstrate the contemplation of the writer’s literacy experiences (one or more strands)? Reading Writing Listening Observing Continue to next slide Speaking

12. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring demonstrate the contemplation of the writer’s literacy experience which might include the following? Reflection on how the writer was influenced by other peoples’ experiences in literacy, such as: teachers, parents, peers, grandparents, etc. Click to next side for an example.

13. Dear Mommy, Remember all those times you read Bernstein Bear books to me. This helps show me how to be a fluent reader. I love the way you change your voice when it comes time for Papa Bear to talk. This also helps me be a better writer. Because I see how important it is to use dialogue to make your writing more interesting. Listening to the changes in your voice makes the story flow. That flows from page to the reader like a movie on the screen. The Bernstein’s use punctuation marks at the end of exciting sentences which makes it interesting and fun to read. When you read to me you and stop between each sentence for a second, it shows me that you are a fluent reader. It helps me want to be a….. The piece could demonstrate the influence of other peoples’ experiences in literacy such as teachers, parents, peers, grandparents, etc. Click here to see complete Click here to see complete piece in Reflective Exemplars, piece in Reflective Exemplars, 4 th Grade-page 12. 4 th Grade-page 12. Continue to next slide

14. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer.. Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring demonstrate the contemplation of the writer’s literacy experience which might include the following? Reflection on how the writer was influenced by books the writer has read or has had read to him or her Click to next side for an example.

15. The reflective piece could demonstrate the influence of books the writer has read or has had read to him or her. Click here to see the complete piece in Click here to see the complete piece in Reflective Exemplars 7 th Grade-page 12. Reflective Exemplars 7 th Grade-page 12. Continue to next slide Excerpt from, “Open and Closed: My Life as a Writer” After this book, the series goes on to tell about the recipients of the letter and money. My writing is about self-esteem and wrecks. The One Last Wish books have influenced me to write realistically. They are pretty much as real to life as you can get. Maybe that’s why I enjoy reading Lurlene McDaniel so much.

16. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring demonstrate the contemplation of the writer’s literacy experience which might include the following? Reflection on how the writer was influenced by an author’s or authors’ influence on the writer’s thinking Click to next side for an example.

17. Excerpt from “Dear Mom” One intriguing characteristic the author Megan McDonald used in this Judy Moody book series was cliffhangers. Cliffhangers make the reader have the desire to continue reading. At the end of each chapter in the series, McDonald keeps her readers hanging off the edge, wondering what’s going to happen next. For example, Megan McDonald used cliffhangers in her book titled Judy Moody, M.D. The Doctor’s In! In the chapter “M.D. = A Million Dollars,” Judy stole her brother, Stink’s, umbilical cord, which he kept in a baby food jar on his closet shelf. Megan McDonald left the reader hanging at the end of that chapter, causing them to wonder if Stink knew Judy took his umbilical…. Click here to see the entire piece. Page 3 of Reflective Exemplars…4th Grade Click here to see the entire piece. Page 3 of Reflective Exemplars…4th Grade Continue to next slide The reflective piece could demonstrate an author’s or authors’ influence on the writer’s thinking.

18. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring demonstrate the contemplation of the writer’s literacy experience which might include the following? Reflection on how the writer was influenced by a multimedia experience Click to next side for an example.

19. The reflective piece could demonstrate the influence of multimedia experiences. Excerpt from “A Tale of Two Towers: Reflections on Writing” My interest and progression as a writer starts with my inspiration. While other kids were being lulled to sleep with classic fairy tales, I was being read comic books. Instead of watching Cinderella, I watched Star Wars, and I knew who Frodo Baggins was before I could recognize Mickey Mouse. Knowing this, it should come as no surprise to learn that the majority of my personal writing – writing that isn’t for a class-- is filled with fantasy and science fiction elements. Click here to read the entire piece, “A Tale of Two Towers”. Click here to read the entire piece, “A Tale of Two Towers”. Page 3 of the Exemplar Set for 12 th Grade Page 3 of the Exemplar Set for 12 th Grade Continue to next slide

20. Does the reflective piece you are writing, analyzing, or scoring demonstrate the contemplation of the writer’s literacy experience which might include the following? A rethinking of the writer’s own experiences with writing over time REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Continue to next slide

21. Click here to read the entire piece, “A Tale of Two Towers”. Click here to read the entire piece, “A Tale of Two Towers”. Page 3 of the Exemplar Set for 12 th Grade Page 3 of the Exemplar Set for 12 th Grade Continue to next slide The reflective piece could demonstrate the influence of a rethinking of the writer’s own experiences with writing over time. Excerpt from “A Tale of Two Towers: Reflections on Writing” For some high school students, writing is a painful process drawn out by (what they believe to be) multiple unnecessary drills, erratic revisions, and critiques that go unheard. When I began to take writing seriously and focus on the quality of my writing rather than simply writing to complete an assignment, I realized that being conditioned to write, read, and revise each piece that I had written did nothing but build on and improve my writings. These processes only contributed to writing that was structurally sound; it didn’t benefit the actual content of my writing. This is why my growth as a writer isn’t best described through the various school related tasks that have been assigned to me. The development of my writing proficiency and my attitude towards it is most evident in my personal writing endeavors, those that have been read by none but endlessly amended by me at any opportunity.

22. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring give evidence of the writer analyzing his or her own strengths and areas of growth in writing? Continue to next slide for an example

23. Click here to read the complete piece, “Journal Entry”. The author continues to explain with specific details how his writing changed from what is described above to more effective practice. Click here to read the complete piece, “Journal Entry”. The author continues to explain with specific details how his writing changed from what is described above to more effective practice. Reflective Exemplars, 7 th Grade-page 3. Reflective Exemplars, 7 th Grade-page 3. Continue to next slide Excerpt from “Journal Entry” I was a bit different with my writings in times before I made the acquaintance with the BFG. I would write pages and pages, not knowing when to stop, and when I finally did, I would have constant urges telling me to go on. To go on and continue writing I would write detail after detail, and I didn’t give the reader enough time to think or visualize for themselves. I know that it’s sometimes a good thing to let your entire mind spill out, but I think I might have done it too much. I didn’t realize what pains the reader could be going through. I wanted them to be jumping for joy rather than crying in shame. Analysis of strengths and growth in writing...

24. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring allow the content to determine the form and audience? Continue to next slide

25. Click to continue slideshow Does the reflective piece you are writing, analyzing, or scoring allow the content to determine the form and audience?  Did the writer choose an audience* who would be the most interested in his or her learning experiences or who had an impact on his or her growth as a writer? *A writer can write “to or toward” an audience.

26. Does the reflective piece you are writing, analyzing, or scoring allow the content to determine the form and audience?  Did the writer consider the purpose and audience to choose the most appropriate and authentic form? Click to continue slideshow

27. Does the reflective piece you are writing, analyzing, or scoring allow the content to determine the form and audience? Click here to see the entire reflective essay: “Open and Closed: My Life as a Writer” page 12 of 7 th Grade Reflective Exemplars Continue to next slide An essay may address the needs of a more general audience in a reflective writing.

28. Does the reflective piece you are writing, analyzing, or scoring allow the content to determine the form and audience? A letter to the reviewer is not a required form for the reflective piece. Continue to next slide However, a letter might be the form that would best meet the needs of a specific audience. Click here to see an example of a reflective letter: “Dear Mommy”, Page 12 of 4 th Grade, Reflective Exemplars

29. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring analyze and address the needs of the intended audience? Continue to next slide

30. Does the reflective piece you are writing, analyzing, or scoring analyze and address the needs of the intended audience? A writer demonstrates an awareness of the audience’s needs by incorporating into the writing what readers need to sufficiently understand the meaning or purpose that may include the following: Continue to the next slide Sufficient background information Details Charts Bolded text Pictures Taken from “Understanding the Language of the Kentucky Writing Scoring Rubric”

31. Does the reflective piece you are writing, analyzing, or scoring analyze and address the needs of the intended audience? Any component of a piece of writing that is necessary for a reader’s sufficient understanding may be considered a demonstration of “awareness of the audience’s needs.” Taken from “Understanding the Language of the Kentucky Writing Scoring Rubric” Continue to the next slide for an example of this criteria applied.

32. Click here to read the annotations for the entire piece, “A Tale of Two Towers”. Find other examples of the writer addressing the needs of the intended audience. Click here to read the annotations for the entire piece, “A Tale of Two Towers”. Find other examples of the writer addressing the needs of the intended audience. Page 5 of the Exemplar Set for 12 th Grade Page 5 of the Exemplar Set for 12 th Grade Click to continue slideshow Does the reflective piece you are writing, analyzing, or scoring analyze and address the needs of the intended audience? Detailed, Background Information Puts aside readers’ expectations to tell them what they need to know instead For some high school students, writing is a painful process drawn out by (what they believe to be) multiple unnecessary drafts, erratic revisions, and critiques that go unheard. When I began to take writing seriously and focus on the quality of my writing rather than simply writing to complete an assignment, I realized that being conditioned to write, read, and revise each piece that I had written did nothing but build on and improve my writings. These processes only contributed to writing that was structurally sound; it didn’t benefit the actual content of my writing. This is why my growth as a writer isn’t best described through the various school related tasks that have been assigned to me. The development of my writing proficiency….

33. Click to continue slideshow Does the reflective piece you are writing, analyzing, or scoring analyze and address the needs of the intended audience? Detailed, Background Information The writer understands that there is a need to give the audience detailed background information in order for the remainder of the essay to make sense. I read books about teens who face a deathly illness everyday, and no one can seem to find a cure. In the first book of the One Last Wish series by Lurlene McDaniel, Jenny Crawford is struggling with cancer. Jenny is told that there is nothing else the doctors can do. With that, she is sent home with medication and is told to wait until her time. Because she is in the bed all the time, Jenny has a lot of time to think. She is very wealthy and wants to give to those who suffer from illnesses similar to hers. Jenny decides to give one Example from a 7 th Grade Reflective Piece Example from a 7 th Grade Reflective Piece Click here to see the complete annotation of this piece on page 7 Click here to see the complete annotation of this piece on page 7 of the 7th th Grade Reflective Exemplars. of the 7th th Grade Reflective Exemplars.

34. Does the reflective piece you are writing, analyzing, or scoring analyze and address the needs of the intended audience? Example from a 4th Grade Reflective Piece Example from a 4th Grade Reflective Piece Click here to see the complete annotation of this piece Click here to see the complete annotation of this piece on page 15 of the 4th th Grade Reflective Exemplars. on page 15 of the 4th th Grade Reflective Exemplars. Click to continue slideshow Detailed Information tells the reader specifics about the purpose.. how the reader has helped the writer. When you read Bernstein Bear books to me, I start getting interested in reading group and in turn began to check out more AR books from the library. I soon had better grades on my report card in the reading slot! That is why I really enjoy you reading, it ensures that I will get good grades like in reading and writing. I have noticed that it’s easier to write down my thoughts because you have helped me become a fluent reader. This also helps me in completing my portfolio.

35. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring speak directly to the audience? (If indicated by the purpose and the form) Click to continue slideshow

36. Speaking directly to the audience Speaking directly to the audience is another way to meet the needs of the audience. Not all reflective essays will speak as directly to the audience as does the example below. You might have heard of Alice Walker. This author is a wonderfully gifted woman in literature. I first found Walker’s writing in a required Senior Writing Seminar class. While studying her narrative “Beauty; When the Other Dancer Is the Self,” I found her writing to be captivating. I was amazed at how she threw in so much personality. Marveling at her use of long dashes, application of reflection, and ability to connect with her readers inspired me to do the same. Have you ever felt like you had something brilliant to say, but did not know exactly how to say it? Click here to read the entire piece, “Read, Practice, Imitate” Click here to read the entire piece, “Read, Practice, Imitate” beginning on page 8 of the Exemplar Set beginning on page 8 of the Exemplar Set for 12 th Grade. for 12 th Grade. Click to continue slideshow

37. Dear Mommy, Remember all those times you read Bernstein Bear books to me. This helps show me how to be a fluent reader. I love the way you change your voice when it comes time for Papa Bear to talk. This also helps me be a better writer. Because I see how important it is to use dialogue to make your writing more interesting. Listening to the changes in your voice makes the story flow. That flows from the page to the reader like a movie on the screen. The Bernstein’s use punctuation marks at the end of exciting sentences which makes it interesting and fun to read. When you read to me you and stop between each sentence for a second, it shows me that you are a fluent reader. It helps me want to be a fluent reader also. Someday I want to write a story that flows from the page to the reader like magic. Click to continue slideshow speak directly Letters are more likely to speak directly to a specific audience to a specific audience. Click here to see “Dear Mommy” Click here to see “Dear Mommy” Page 12 of Page 12 of 4 th Grade 4 th Grade Reflective Exemplars Reflective Exemplars

38. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring develop a connection between growth as a writer Through a literacy strand(s)—(reading, listening, speaking, observing and writing) and skills as a writer? Click to next side for an example.

39. Have you ever felt like you had something brilliant to say, but did not know exactly how to say it? Before reading Walker’s narrative, I sometimes had a difficult time wording and giving order to my thoughts. I wanted my writing to be different and eye-catching. Yet, there was just one problem: I did not know how. By reading Alice Walker’s writing, I learned how to get the reader’s attention. I learned how make my point known. I had finally bumped my writing level up a level. Though reading, practicing, and imitating Walker’s writing gave mine personality, a public speaker, Bono—yes, the rock star—influenced my writing just as much as Walker. I did not learn from Bono’s lyrics, but from a speech made at the fifty- Fourth National Prayer Breakfast. Yes. We all know that Bono preaching to an assembly of strong influential religious leaders of the world is a little out of his element. Even Bono said, “I’m certainly not here as a man of the cloth, unless that cloth is—is leather. I’m certainly not here because I’m a rock star—which leaves only one possible explanation: I’ve got a messianic complex.” Bono uses humor in his speech, and it works. His sense of humor makes his audience comfortable, yet at the same time he knows when it is time to be serious. Bono also recognizes his audience. Throughout his speech, he makes sure not….. Does the reflective piece you are writing, analyzing, or scoring develop a connection between growth as a writer through a literacy strand(s)- (reading, listening, speaking, writing) and skills as a writer? Click here to read the entire piece, “Read, Practice, Imitate” on page 8 of the Exemplar Set for 12 th Grade. Click to next slide for another example.

40. Dear Mommy, Remember all those times you read Bernstein Bear books to me. This helps show me how to be a fluent reader. I love the way you change your voice when it comes time for Papa Bear to talk. This also helps me be a better writer. Because I see how important it is to use dialogue to make your writing more interesting. Listening to the changes in your voice makes the story flow. That flows from the page to the reader like a movie on the screen. The Bernstein’s use punctuation marks at the end of exciting sentences which makes it interesting and fun to read. When you read to me you and stop between each sentence for a second, it shows me that you are a fluent reader. It helps me want to be a fluent reader also. Someday I want to write a story that flows from the page to the reader like magic. Does the reflective piece you are writing, analyzing, or scoring develop a connection between growth as a writer through a literacy strand(s)- (reading, listening, speaking, writing) and skills as a writer? Continue to next slide

41. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring analyze the connections between growth as a writer through a literacy strand(s)- (reading, listening, speaking, observing, and writing) and skills as a writer? Continue to next slide

42. Remember all those times you read Bernstein Bear books to me. This helps show me how to be a fluent reader. I love the way you change your voice when it comes time for Papa Bear to talk. This also helps me be a better writer. Because I see how important it is to use dialogue to make your writing more interesting. Listening to the changes in your voice makes the story flow. That flows from the page to the reader like a movie on the screen. The Bernstein’s use punctuation marks at the end of exciting sentences which makes it interesting and fun to read. When you read to me you and stop between each sentence for a second, it shows me that you are a fluent reader. It helps me want to be a fluent reader also. Someday I want to write a story that flows from the page to the reader like magic. Therefore, when I read Bernstein Bear books I understand how using correct grammar makes your writing easier to read. It Also helps me to be a better writer because if I use correct grammar.. Connecting reading to writing Analysis Connecting listening to writing Analysis Continue to next slide Does the reflective piece you are writing, analyzing, or scoring analyze the connections between growth as a writer through a literacy strand(s)- (reading, listening, speaking, writing) and skills as a writer? Continue to next slide

43. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring support claims with personal experience about self through insight? Continue to next slide for an example

44. Does the reflective piece you are writing, analyzing, or scoring supports claims with personal experience about self through insight? Click to read the entire annotation of the piece, “A Tale of Two Towers” which provides many demonstrations of this criteria. Page 5 of the Exemplar Set for 12 th Grade. Click to read the entire annotation of the piece, “A Tale of Two Towers” which provides many demonstrations of this criteria. Page 5 of the Exemplar Set for 12 th Grade. Continue to next slide

45. REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Does the reflective piece you are writing, analyzing, or scoring organize the connections logically, effectively using paragraphing, transitions, and a variety of sentences, etc.? Continue to next slide

46. Lurlene McDaniel inserts many forms of letters in her writing. It may be a letter to a friend or one of the letters to the recipient of the money. When she writes letters, it teaches me how I am supposed to write letters. I have written letters for my transactive piece. My piece was about how we should change Cats Prep back into Flex. I used a salutation, beginning, middle, end, and a closing. She includes all of that in her letters. Her letters have influenced me to write letters in my pieces. I think that when I read letters in all of my books, you start to think that, this is what you are supposed to do. After this book, the series goes on to tell about the recipients of the letter and money. My writing is about self-esteem and wrecks. The Last Wish books have influenced me to write realistically. They are petty much as real to life as you can get. Maybe that’s why I enjoy reading Lurlene McDonald so much. Does the reflective piece you are writing, analyzing, or scoring organize the connections logically, effectively, using paragraphing? Effectiveparagraphing organizes the writer’s thoughts and moves the reader fluently through the piece. Click here to read Click here to read “Open and Closed: “Open and Closed: My Life as a Writer” My Life as a Writer” Page 12 of 7 th Grade Page 12 of 7 th Grade Reflective Exemplars Reflective Exemplars Continue to next slide

47. Does the reflective piece you are writing, analyzing, or scoring organizes the connections logically and effectively, using transitions? The following excerpt from the 12 th Grade Reflective Exemplar, p. 8, “Read, Practice, Imitate”, provides several examples of effective transitions that help the reader to understand and move fluently through the piece. Click here to read the entire piece. Have you ever felt like you had something brilliant to say, but did not know exactly how to say it? Before reading Walker’s narrative, I sometimes had a difficult time wording and giving order to my thoughts. I wanted my writing to be different and eye-catching. Yet, there was just one problem: I did not know how. By reading Alice Walker’s writing, I learned how to get the reader’s attention. I learned how make my point known. I had finally bumped my writing level up a level. Though reading, practicing, and imitating Walker’s writing gave mine personality, a public speaker, Bono—yes, the rock star—influenced my writing just as much as Walker. I did not learn from Bono’s lyrics, but from a speech made at the fifty- Fourth National Prayer Breakfast. Yes. We all know that Bono preaching to an assembly of strong influential religious leaders of the world is a little out of his element. Even Bono said, “I’m certainly not here as a man of the cloth, unless that cloth is—is leather. I’m certainly not here because I’m a rock star—which leaves only one possible explanation: I’ve got a messianic complex.” Bono uses humor in his speech, and it works. His sense of humor makes his audience comfortable, yet at the same time he knows when it is time to be serious. Bono also recognizes his audience. Throughout his speech, he makes sure not…..

48. …..complement me on how I read aloud in class. The bear family helps me to remember that characters have different voices and tone. When I read I talk in a different voice for Momma Bear. Her voice is quiet and low, just like you would imagine a mother bear to have. I read with a different voice for Sister Bear and I read in a low pitch voice. I model it after my active voice. For Papa Bear, I read in a loud and grumpy voice. You know the kind of voice after Does the reflective piece you are writing, analyzing, or scoring organize the connections logically and effectively, using a variety of sentences? The writer provides a listing of similar ideas with a variety complex, compound, and simple. of sentence structures: complex, compound, and simple. varied the order of the sentences The writer also varied the order of the sentences to provide. interest for the reader. Continue to next slide

49. Click to continue slideshow Does the reflective piece you are writing, analyzing, you are writing, analyzing, or scoring use grammar and word choice that is appropriate for purpose and audience? REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writer… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Click here to see an example Click here to see an example

50. The following excerpt from the 7 h Grade Training Portfolio, p. 5,“Truth or Fiction”, provides an example of effective grammar and word choice that enhances the communication and that is appropriate for the purpose and audience. Click to next slide for another example Does the reflective piece you are writing, analyzing, or scoring use grammar and word choice that is appropriate for purpose and audience? Click here to read entire piece

51. Click to continue slideshow Does the reflective piece you are writing, analyzing, or scoring use grammar and word choice that is appropriate for purpose and audience? Click here to read entire annotated piece Click here to read entire annotated piece The following excerpt from the 7 h Grade Training Portfolio, p. 5,“Truth or Fiction”, provides an example of effective grammar and word choice that enhances the communication and that is appropriate for the purpose and audience.

52. Click to continue slideshow REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writing… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience How does the “Categories of Writing: Reflective” connect to the Kentucky Writing Scoring Rubric?

53. Click to continue slideshow REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writing… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Content Cells 3 and 4 of the Kentucky Writing Scoring Rubric The concepts in the green box connect primarily to the content considerations. Purpose and Audience; Idea Development and Support Idea Development and Support

54. Click to continue slideshow REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writing… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Structure Cells 3 and 4 of the Kentucky Writing Scoring Rubric Organization: Unity and coherence; Sentences: Structure and length The concepts in the red box connect primarily to the structure considerations.

55. Click to continue slideshow REFLECTIVE An analysis and evaluation of personal progress in writing through literacy The writing… Contemplates his/her literacy experience Analyzes own strengths and areas of growth in writing Allows the content to determine the form and audience Analyzes and addresses needs of the intended audience Speaks directly to the audience Develops the connection between growth as a writer through a literacy strand(s)- (reading, listening, observing, speaking, writing) and skills as a writer Analyzes the connections Supports claims with personal experience about self through insight Organizes the connections logically, effectively, using paragraphing, transitions, a variety of sentences, etc. Uses grammar and word choice that is appropriate for purpose and audience Cells 3 and 4 of the Kentucky Writing Scoring Rubric Language: grammar and usage, word choice Correctness: spelling, punctuation, capitalization, abbreviation and documentation abbreviation and documentation Conventions The concepts in the blue box connect primarily to the conventions considerations.

56. Click on the DVD below to view a video clip from the DVD, Teaching the Writer, What Students Need. The video segments are divided by chapters including an introduction, “Three Types of Writing” (Chapter 1), “Motivation,” (Chapter 2), “Prewriting,” (Chapter 3), “Writer’s Craft,” (Chapter 4), “Revising and Editing,” (Chapter 5) and “Next Steps.” Troubleshooting: Make sure you have a media player installed (e.g., Windows Media Player) to view the clips. What are other resources that support reflective writing? Continue to next slide

57. What are other resources that support reflective writing?  Kentucky Writing Handbook: Kentucky Writing Handbook: Section on Reflective Writing  Additions to handbook that Additions to handbook that addresses questions relating to Reflective Writing Continue to next slide

58. What are other resources that support reflective writing?  Kentucky Department of Education Webex on Reflective Writing Kentucky Department of Education Webex on Reflective Writing When you go to the Webex link, look on the left margin for Attend a Session, under that heading find: Recorded Sessions, click to go to Recorded Sessions screen and scroll down to Reflective Writing, click to connect to the Webex. You will get this screen Continue to next slide

59. What are other resources that support reflective writing?  http://education.ky.gov/users/otl/WR07mat/Reflective%2 0Writing%202007.ppt http://education.ky.gov/users/otl/WR07mat/Reflective%2 0Writing%202007.ppt This links to another powerpoint on Reflective Writing on the KDE website  http://education.ky.gov/users/otl/WR07mat/Question stoPromoteReflectiveThinkingaboutLiteracy.doc http://education.ky.gov/users/otl/WR07mat/Question stoPromoteReflectiveThinkingaboutLiteracy.doc This links to the document: “Questions to Promote Reflective Thinking about Literacy”  http://www.education.ky.gov/KDE/Instructional+Resourc es/High+School/English+Language+Arts/Writing/Writing ++Cluster+Leader+Training+Materials.htm http://www.education.ky.gov/KDE/Instructional+Resourc es/High+School/English+Language+Arts/Writing/Writing ++Cluster+Leader+Training+Materials.htm This links to all the Cluster Leader Training Materials.. Scroll down to explore all that is available. Continue to next slide

60. What are other resources that support reflective writing? “Teaching the Writer, What Students Need” is a DVD that provides support for the teaching of writing through videos of interviews and classroom examples. The DVD should be available through your Writing Cluster Leader. A viewing guide for the DVD is on the CTL website: www.ctlonline.org Continue to next slide

61. Contact Information Linda Leugers, Writing Consultant lleugers@ctlonline.org Collaborative for Teaching and Learning 2303 River Road Suite 100 Louisville KY 40206 1010 Phone 502.895.9500 Toll Free 800.995.3965 Fax 502.895.9521 Email info@ctlonline.org info@ctlonline.org

62. Contact Information Lee Ann Hager High School Writing Consultant Kentucky Department of Education (502) 564-2106 extension 4514 Email: LeeAnn.Hager@education.ky.govLeeAnn.Hager@education.ky.gov