1. Writing 4-6 Karen Robinson, Literacy Specialist Southeast Educational Cooperative

2. Today’s Meet A way for us to communicate during the day. A way to gather information from a large group. https://todaysmeet.com/CLPrincipalInsti tuteWriting

3. Think-Pair-Share Do my teachers view themselves as writers? How often do teachers REALLY teach writing in my building? In what areas do I see students writing during the day? Am I happy with my ACT Aspire Writing scores?

4. Goals for the Day In what contents should I see students writing? How should teachers be instructing students in writing? How can I improve the writer while also showing growth on ACT Aspire? What do you hope to learn today?

5. AR ELA Standards and Writing Workshop The standards are like the building code. Architects and builders (teachers) must attend to them but they are not the purpose of their design … the house to be built or renovated is designed to meet the needs of the client (students) in a functional and pleasing manner-while also meeting the building code along the way. (Wiggins and McTighe)

6. AR ELA Standards and Writing Workshop StandardsSkills / Strategies AddressedWW Connection W 1 - 3Narrative, Opinion, and Informational Writing Units of Study W 4Clear, developed, and organizedMinilessons / Teaching Points W 5Plan, revise, editWriting Process W 6Use technology to produce/publishPublishing, Celebration W 7Conduct short research projectsUnits of Study W 8Recall / gather info from print, take notes Units of Study W 9Draw evidenceUnits of Study W10Write routinely over extended timeDaily Writing Workshop

7. Writing During the Day Writing- W 1-6; 10 Reading- W 7-9 Science/Social Studies- W 7-9

8. WHAT DOES THE WORD ‘WORKSHOP’ MAKE YOU THINK OF?

9. Writing Workshop Basics Philosophy of Writing Workshop Writing Workshop is not a program - it is an approach that… Encourages independence Gives writers a high degree of choice within a framework and genre Has a regular and consistent structure Builds stamina and volume in writing – Students write everyday! Teachers teach writing everyday! Focuses on the PROCESS of writing, not just the PRODUCT Uses literature to teach the craft of writing

10. Mentor Texts A mentor text is a published piece of writing whose idea, whose structure, or whose written craft can be analyzed and discussed as a means of inspiring students' own writing. During our teacher workshops, we helped our participants understand these three purposes of a mentor text.

11. Writing Workshop Basics Room Environment Meeting Area in the classroom (even in upper grades)

12. Writing Workshop Basics Room Environment Writing Center

13. Writing Workshop Basics Materials Pens (black and colors) Writing Notebooks and Drafting Folders Teacher Notebook and Folder Paper Choices Charts Mentor Texts Other* (staplers, tape, etc.) * Teach them how to use it before you put it out!

14. Structure of a Day Parts of a Writing Workshop Set Up Routine 2-3 minutes Mini Lesson 8-10 minutes Independent Writing Time 25-40 minutes Partner Work Strategy Group Lesson Conferences Teaching Share 5-10 minutes

15. Structure of a Day Set Up Routine

16. Structure of a Day The Mini Lesson Has one clear teaching point that is stated multiple times Lasts only 8-12 minutes Has 4 parts: Connection Teach Active Engagement Link

17. Structure of a Day The Mini Lesson Connection: Students learn why today’s instruction is important to them as writers and how the lesson relates to their prior work. The teaching point is stated. “Yesterday, we…” “I noticed…” “Today I want to teach you…”

18. Structure of a Day The Mini Lesson Teach: The teacher shows the students how writers go about doing whatever is being taught. We may teach by demonstrating (modeling how and when writers use this strategy or concept in their work rather than simply telling what writers do); explaining and showing an example; involving the class in a shared inquiry; or taking them through guided practice. “Watch me…” “Today I will show you…”

19. Structure of a Day The Mini Lesson Active Engagement: After we teach something, students are given a chance to quickly practice what has just been taught or to share noticings about the demonstration in order to understand a kind of thinking about writing that they can try in their own work. “Now it’s your turn to try…” “Turn to your partner…”

20. Structure of a Day The Mini Lesson Link: The teacher reiterates what has just been taught, adding it to student’s growing repertoire. Students are reminded that today’s lesson pertains not only to today, but to every day and to strengthen their writing for the specific unit inquiry. “Today and every day…” “Off you go…”

21. Structure of a Day Independent Writing Time

22. What is the Teacher Doing During Independent Writing Time? Small group instruction Conferences Monitoring student writing https://www.teachingchannel.org/vi deos/improving-student-writing https://www.teachingchannel.org/vi deos/improving-student-writing

23. Structure of a Day Teaching Share At the end of the workshop, writers come together to culminate the day’s work. The teacher may highlight the work of a student, retell a conference, or prepare for the next workshop session. Students may reflect on their work with a partner or table group. The teacher may also choose to include a daily edit focused on grammar or conventions at the end of the share.

24. What Does it Look Like? Mid-Level Writing Workshop Protocol Teaching Channel https://www.teachingchannel.org/video s/descriptive-writing-experience https://www.teachingchannel.org/video s/descriptive-writing-experience

25. Modes of Writing Reflective Narrative- 3 and 6 Analytical Expository- 4 and 7; 9-10 Persuasive/Argumentative- 5 and 8

26. Overall structure of a Unit Writing Process for Upper Grades

27. Resources – LIVEBINDER http://www.livebinders.com/play/play?pres ent=true&id=1770184 http://www.livebinders.com/play/play?pres ent=true&id=1770184 Performance Level Descriptors Rubrics Sample Scored Items Writing Webinar – Scaffolding in the prompt

28. Performance Level Descriptors - Writing Ready Level Goal: Scale Score – 428 and above Per Reporting Category – Score point 4 and above

29. Reporting Categories per Mode Reporting Categories Ideas and Analysis Development and Support Organization Language Use and Conventions 4 Reporting Categories for all Writing Modes

33. Sample Scored Items Exemplar Items on ACT Aspire Landing Page Click Writing at top Select grade level at the bottom to download PDF booklet

34. Writing Prompt Development 3 parts of a writing prompt – Rhetorical situation Task/idea is introduced within a rhetorical situation – Scaffolding Designed to align with rubric (IAA), (DAS), (ORG), Helps students generate ideas/brainstorm Not a checklist – only suggestions Decreases as the grade band increases – Task Exact task is revealed Key words within task should help writer to develop the writing task (describes) (learned) (explained) – 45 min 3rd-5th; 40 min for 6 th and up

35. 35 Grade 3 Prompt: Reflective Narrative Exemplar (Released to Public) Rhetorical situation is clearly defined at the start Scaffolding bullets align with the rubric, enable students to: generate ideas for a story, reflect on an experience. (IAA) Move from specific to generalized ideas in the last two bullets. (IAA) develop the story actions, details, thoughts, and feelings. (DAS) Order of bullets suggests organization of ideas. (ORG) Failure to address each bulleted question will not negatively impact score. The task: Story conveys organizational expectation (ORG) – as opposed to, e.g., response, or list. Emphasis on describe/learned enables the student to develop the story. (DAS) Student is encouraged to move from specific to generalized ideas while also reflecting on the meaning of the experience. (IAA)

36. 36 Grade 4 Prompt: Expository Analytical Exemplar (Released to Public) Rhetorical situation is clearly defined at the start. Scaffolding bullets align with the rubric, enable students to: generate ideas and move from specific (your favorite movie) to generalized ideas (a good movie). (IAA) develop ideas with details or reasons. (DAS) organize ideas by moving through the bullets in order. (ORG) Failure to address each bulleted question will not negatively impact score. The task: Emphasis on describe and explain, enable student to develop the essay, as does a reminder to include reasons and details (DAS) Student is encouraged to move from specific to generalized ideas (IAA).

37. 37 Grade 5 Prompt: Persuasive Argumentative Exemplar (Released to Public) Scaffolding- Aligned with rubric: to learn about the past enables students to address implications and complications of their choice (IAA trait) The task gives the student a specific directive aligned to rubric: reasons for the choice Explain why … encourages student to address counterargument Include details … IAA and DAS traits in the rubric Rhetorical situation is clearly defined first The rhetorical situation is concrete: a local library, a choice between two resources

38. WHAT DID YOU DO TO PREPARE YOUR TEACHERS AND STUDENTS FOR ACT ASPIRE LAST YEAR?

39. Writing Scores Percentage of Students Scoring Ready and Exceeding GradeNational State 3 rd 16%20% +4 4 th 19%13.5% - 5.5 5 th 26%20% - 6 6 th 42%44% +2 7 th 26%28.5% +2.5 8 th 26%23% - 3 9 th 35%44% +9 10th45%52% +7 Blue scores indicate Arkansas scores that are higher than the national average.

40. Percentages by Mode Ready and Exceeding ModeNationalArkansas Reflective Narrative3 rd 16%3 rd 20% 6 th 42%6 th 44% Analytical Expository4 th 19%4 th 13.5% 7 th 26%7 th 28.5% 9 th 35%9 th 44% 10 th 44%10 th 52% Persuasive Argumentative5 th 26%5 th 20% 8 th 26%8 th 23% Blue scores indicate Arkansas scores that are higher than the national average.

41. Top 4 th Grade Writing Scores Arkansas ACT Aspire 2016 Armorel-40% Bismark-35.1% Springdate-33.8% Manila-33.3% Greenwood-33% Danville-32.8% Alpena-30.3%

42. Ways to Improve ACT Aspire Writing from Across the State Write every day using the Workshop approach. – 6+1 Traits of Writing – Explorations in Nonfiction Writing by Hoyt and Stead – Empowering Writers-workshop approach – Moby Max Reading instruction is tied to writing instruction. – Reading and writing in the same genre

43. Teachers worked on format for setting up real testing situations. – Typed in Google Docs (character count) – Typed in Google Forms (expanding box) – Practice planning 5 min; writing 40 – Assessment is about content of the writing – Emphasized writing must have: Introduction Conclusion Paragraph transitions Created prompts in format of ACT Aspire connected to lesson plans and based on prompt type for GL

44. Studied format of ACT Aspire and worked with kids once a week on different aspects. – Types, time allowed, and character count max Grades 3-5; 5,000 characters Grades 6-7; 8,000 characters Studied the rubrics. Keyboarding starts in Kindergarten.

45. Constructed Response Writing with Evidence Measures the higher-order cognitive processes necessary for reading and understanding increasingly complex texts. Receive varying amounts of credit for responses that are correct or partially correct, enabling differentiation between multiple skill levels.

46. Writing with Evidence Examples Formulate a conclusion by making connections within a passage, and provide support using details from the text. Formulate a conclusion by making connections between a pair of passages, and provide support using specific details from both texts. Identify cause-and-effect relationships within a passage, and provide support using specific details from the text. Identify similarities and differences between the key ideas of paired passages, and provide support using specific details from both texts.

47. What Does it Look Like? Teaching Channel https://www.teachingchannel.org/video s/analyzing-text-lesson https://www.teachingchannel.org/video s/analyzing-text-lesson

48. WHAT DID I NOTICE ABOUT THE SOCIAL STUDIES INSTRUCTION? WHAT DOES THIS MEAN FOR MY SCIENCE AND SOCIAL STUDIES TEACHERS AND WRITING IN READING?

49. WHAT IS YOUR ACTION PLAN FOR THIS YEAR?

50. Next Steps… First and foremost – Continue teaching the Arkansas English Language Arts Standards !Arkansas English Language Arts Standards – Teach all modes of writing every single year. Write across the curriculum. – Writing is not just an ELA teacher’s responsibility. – Students should be writing in every content area. DATA – – Look at the SPF file and note the students that were just below the 428 benchmark. – Look at each grade’s individual reporting categories and analyze the data. What is it telling you?

51. Goals for the Day In what contents should I see students writing? How should teachers be instructing students in writing? How can I improve the writer while also showing growth on ACT Aspire? What did you learn today? https://padlet.com/karen_robinson3 /writing https://padlet.com/karen_robinson3 /writing

52. FUTURE PD… IN WHAT AREAS DO YOU NEED SUPPORT? WHAT DO YOU WANT TO KNOW MORE ABOUT?

53. Contact Information Karen Robinson K-12 Literacy Specialist- working with 4-6 karen.robinson@searkcoop.com 870-723-3875