Writing Table-Top Strategy, On-Demand, Common Core Standards, Writing Program Review

Goals for Today Learn a paragraph writing strategy for K-6th Learn about on-demands Look at the Writing Program Review Create a writing plan for the first nine weeks of school with common core standards

On-Demand Scores for LR 2010-N=4%, A=42%, P=46%, D=8% 2009-N=10%, A=51%, P=34%,D=5% 2008-N=0%, A=37%, P=58%, D=4% 2007-N=3%, A=31%, P=66%, D=0% 2006-N=4%, A=48%, P=43%, D=4%

Why now? Common Core Standards schools.us/groups/w cpscommoncoresta ndards/ schools.us/groups/w cpscommoncoresta ndards/ Program Reviews for Writing

Assessment for th-Multiple Choice-Grammar/Editing 5th-On-Demand 6th-Multiple Choice and On-Demand All Grades-Program Review

What did your students learn last year in writing and language arts? Get two pieces of chart paper and list what you taught in your grade for writing on one sheet and language arts on another sheet, using a black marker.

Common Core Standards and Warren County Wiki Site Writing and Language Arts K-12 connected to College and Career Readiness Standards wcpscommoncorestandards/ wcpscommoncorestandards/

Writing Program Review 4 Areas: –Curriculum and Instruction –Formative and Summative Assessments –Professional Development and Support Services –Administrative/Leadership Support and Monitoring

What will your students learn this year? Using the common core standards wiki site and the program reviews for writing document, mark out the old content with an X and write new standards with another color other than black.

How do we make sure that our students become better writers and speakers? 1. We think about our students’ future. 2. We teach common core standards that will prepare them for life beyond high school. 3. We become a unified school by using the same strategies that build distinguished writers. 4. Plan, instruct, and assess.

With your table jot down what you think a paragraph should look like in each grade K-6th.

Paragraph Development Table Top Strategy –4 sentence-1st grade –6 sentence-2nd grade –8 sentence-3rd grade

Kindergarten Goal-Write a solid sentence.

First Grade Goal-Write a four sentence paragraph.

Second Grade Goal-Write a six sentence paragraph.

Third Grade Goal-Write an eight sentence paragraph.

Fourth Grade and UP Goal-Write an eight sentence paragraph with rich language.

01234 CONTENT Purpose and Audience; Idea Development and Support The writing:  Does not have a purpose  Is confusing for the audience  Lacks idea development; details may be random The writing:  Has a general purpose or is hard to understand; does not stick to purpose  Has language which does not fit audience  Has very few details and/or details that don’t fit; may use some of the qualities of the type of writing The writing:  tries to narrow purpose, but does not stick to it all the time  attempts to write to the specific audience; may see the writer’s voice and/or tone begins  has some details; may have repetition of ideas; may have some supporting details; will use some of the qualities of the type of writing The writing:  has a purpose which is easy to understand; sticks to the purpose  writes to the audience; writer’s voice and/or tone is clear  has lots of details; many supporting details; uses the qualities of the type of writing The writing:  has a clear purpose that shows the writer’s unique way of thinking  clearly writes to the audience; writer’s voice and/or tone is different from everyone else  has lots of details that are very interesting; shows reflection and insight; skillfully uses the qualities of the type of writing to make an impact STRUCTURE Organization: unity and coherence; Sentences: structure and length The writing:  is randomly organized  may not have paragraphs; no transitions  has fragments and run- on sentences throughout The writing:  attempts to organize, but weak or ineffective  may have a few transition words, but most are not effective  may have incorrect sentences; may have short, choppy sentences The writing:  is organized, but not always in the best way  has some good transitions  has simple sentences, with little or no variety The writing:  shows good organization; easy to follow  has good transitions that may be words, phrases, or sentences  has correct sentences with some variety in lengths and beginnings The writing:  has organization which is interesting; catches and keeps the reader’s attention  uses a variety of transitions to clearly tie ideas together  has correct sentences; uses sentence variety to make an impact CONVENTIONS Language: grammar and usage, word choice; Correctness: spelling, punctuation, capitalization, abbreviation and documentation Adapted from KDE Scoring Rubric by Sharon Thurman The writing:  has several errors in grammar (verb tense, commonly confused words, pronouns, etc.)  uses words that are incorrect or awkward  has several errors in spelling, punctuation, capitalization and documentation of sources The writing:  may have a few errors in grammar, but does not confuse the reader  uses mainly simple language  may have a few errors in spelling, punctuation, and capitalization The writing:  is not perfect, but not many errors in grammar  uses effective language that gets your purpose across (vivid verbs, strong nouns, etc.)  is not perfect, but not many errors in spelling, punctuation, and capitalization The writing:  is not perfect, but good control of grammar; may manipulate for an impact  uses rich language; very easy to understand and very interesting  is not perfect, but good control of spelling, grammar, and punctuation; may manipulate for impact KID-FRIENDLY ANALYTICAL SCORING GUIDE

On Demand 101 THIS IS A WRITING TEST! 4th-Multiple Choice, 5th=On-Demand, 6th-MC and On- Demand 90 minutes and an additional 90 minutes NOT content-based May use a dictionary/thesaurus If a letter – show the 5 parts If an article – show headings, subheadings, pictures, facts, columns Print or Cursive – whichever is NEATER (The scorers will be like me – only one chance to read your writing – not like your teacher who has come to know what you mean by now!!)

Let’s look at an on- demand sample.

S.P.A.T.??? WHAT’S THAT??? S.P.A.T. is simply an acronym students can use in order to analyze an on-demand writing prompt. If a student can correctly analyze the prompt, they have already won half of the battle! S = Situation (always found in the “Situation” section of the prompt) P = Purpose (always found in the “Task” section of the prompt) A = Audience (always found in the “Task” section of the prompt) T = Task (always found in the “Task” section of the prompt)

On-Demand Writing