Scoring Writing Grades 3-5 Scoring Writing Grades 3-5 (Session 2) Created by Pat Collins, Everett Public Schools

Scoring Writing -Grades 3-5 Session Two: -Review of Session One -Practice Scoring Writing -Begin With Your Students -Grade Level Expectations

Scoring Writing -Grades 3-5 Review…. -Look at the Four-Strand Writing Rubric and student papers from Session One -Any questions or points that need clarification?

Practice scoring individually and then compare your scoring with others. Use the student papers from your packet. PRACTICE SCORING WRITING

Using the Four-Strand Writing Rubric begins with the STUDENTS! The next two slides are suggestions how the 3-5 WRITING RUBRIC might be used in the classroom. You may find the information useful or have other ideas that are much better. Discuss how you might integrate the rubric into classroom writing instruction

 With students, brainstorm a class chart titled, “What Makes A Good Writer.”What Makes A Good Writer Keep the chart up on writing wall.  As you work with students and the four- strand writing rubric revisit the chart. Make changes, add, or delete items as needed. Using the Four-Strand Writing Rubric begins with the STUDENTS!

Students and parents are able to put high-stakes testing into perspective when teachers are rigorous about classroom informal and formal assessment. One-on-one roving conferences done on the run Formal one-one one sit down conferences about content and editing Whole-class shares in which students see and hear where to go next Conversations before writing Planning for writing Evidence of revision and editing Using the knowledge you and your students create together, implement informal assessment for learning.

GRADE LEVEL EXPECTATIONS The next slides are GRADE LEVEL EXPECTATIONS, for 3 RD, 4 TH, and 5 TH grades, that pertain to students analyzing and evaluating their writing. How can these expectations be met in the classroom? What are some of your successes? What are some of your struggles?

Grade 3 GLE Analyzes and evaluates writing using established criteria. -Identifies professional authors’ styles and techniques (e.g. use of details, word choice, voice). -Critiques a peer’s writing and supports the opinion using established criteria (e.g. content, organization, style, conventions). GLE Analyzes and evaluates own writing using established criteria. -Identifies specific strength in writing (e.g. sentence beginnings, spelling). -Explains strengths and weaknesses of own writing using criteria (WASL rubric and anchor papers, checklists, scoring guides (District Rubric). -Chooses written work for a portfolio (e.g. selects best piece from each grading period) and justifies the decision with criteria. ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.1: Analyzes and evaluates others’ and own writing.

Grade 3 GLE Evaluates and adjusts writing goals using criteria. -Confers with teacher to set goals (e.g., make my words more interesting, change the beginnings of sentences, examine transitions for effectiveness). -Sets goals comparing own writing to rubric and anchor papers (e.g., WASL rubric, district rubric, state and district anchor papers). -Evaluates own use of writing process and sets goals (e.g., “My prewrite helped me because__________.”). -Maintains a written log of goals. ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.2: Sets goals for improvement.

Grade 4 GLE Analyzes and evaluates writing using established criteria. -Identifies professional authors’ styles and techniques (e.g. use of details, word choice, voice). -Critiques a peer’s writing and supports the opinion using established criteria (e.g. content, organization, style, conventions). GLE Analyzes and evaluates own writing using established criteria. Explains strengths and weaknesses of own writing using criteria (WASL rubric and anchor papers, checklists, scoring guides (District Rubric). -Selects written work for a portfolio and justifies the decision with criteria. -Provides evidence that goals have been met (e.g. “This piece demonstrates how well I now elaborate.”). ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.1: Analyzes and evaluates others’ and own writing.

Grade 4 GLE Evaluates and adjusts writing goals using criteria. -Sets goals comparing own writing to rubric and anchor papers (e.g., WASL rubric, district rubric, state and district anchor papers). -Write reflection about growth in writing and creates an improvement plan (e.g., across several pieces of writing or in response to a specific piece of writing). -Evaluates own use of writing process and sets goals (e.g., “When I edit, I need to use a dictionary to check for spelling.” “When revising, I need to re-read my writing to see if it makes sense.”). -Maintains a written log of goals. ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.2: Sets goals for improvement.

Grade 5 GLE Analyzes and evaluates writing using established criteria. -Identifies professional authors’ styles and techniques (e.g. use of details, word choice, voice). -Critiques a peer’s writing and supports the opinion using established criteria (e.g. content, organization, style, conventions). -Explains accuracy of content and vocabulary for specific curricular areas (e.g., in science looking for conclusions drawn from data). GLE Analyzes and evaluates own writing using established criteria. -Explains strengths and weaknesses of own writing using criteria (WASL rubric and anchor papers, checklists, scoring guides (District Rubric). -Uses criteria to choose and defend choices for a writing portfolio. -Provides evidence that goals have been met (e.g. “My sentence fluency has improved because I now vary the beginnings of my sentences.”). ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.1: Analyzes and evaluates others’ and own writing.

Grade 5 GLE Evaluates and adjusts writing goals using criteria. -Writes reflection about growth in writing and creates an improvement plan (e.g., “My introductions are getting better, but I need to learn about different kinds of conclusion.”). -Evaluates own use of writing process and sets goals (e.g., “After I brainstorm, I need to organize my ideas so my writing lows in a logical order.”). -Maintains a written log of goals. ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.2: Sets goals for improvement.

The End Suggested reading: Writing Essentials by Reggie Routman Chapter 10 – Make Assessment Count Chapter 11 – Build on Best Practice and Research