1. Taking the TEAM Approach: Writing with a Purpose
Slides 1 -3 will be presented by the I.F. for the site where we are presenting.
CCS Middle Schools
9/17/12 – 9/25/12

2. Evaluation Form is on the back of your handout
Evaluation Form is on the back of your handout. Pull it off before we get started!

3. How does writing benefit content understanding?
Essential Question
How does writing benefit content understanding?

4. Desired Outcomes (Learning Targets)
Define content area writing tasks to align with
Next Generation and Smarter Balanced Assessments.
Explain writing expectations
for teachers and students.

5. Defining Assessment Terms
Brief Constructed Response (BCR)
A short answer (paragraph) written in response to a reading selection or other content area prompt
Typically requires students to answer a question from a prompt (based on content), cite text appropriately within the answer, and to extend beyond the text with a response from personal experience or interpretation.
Extended Response (ER)
An answer to an essay item which asks or implies a question which has no definite limits to restrict the student response. The response set is open ended.
Kim

6. Kim

7. Classroom Applications for Writing
Keep it real!
Keep it simple!
So, how does that happen?
Kim

8. Creating BCR Items Connect writing to content.
Use writing samples for formative assessment of content understanding.
“Kill many birds with one stone.”
Use the team approach to create a BCR bank.
Anna

9. Sites to Assist with BCR Samples
Anna

10. Choosing Content-Connected, Writing Strategies
Problem/process strategies
Probable passages
Concept circles
Sentence starters
R.A.F.T. (Role, Audience, Format, Topic)
Anna/Cathy

11. Writing for Publication What does “publication” mean?
Audience Awareness: Who is the intended audience?
Purpose of the Task: What do I need to say?
Content Complexity Considerations (vocabulary; coherence; organization): How do I say this?
Formatting: What should this look like?
Justification: Referencing/plagiarism: Why is this
a reasonable thing to say? Where did I get my
ideas and support for them?
Pete

12. Time to Process…
Look at the strategies and samples you have in your handouts and find one or two that you can use.
Share with a partner or whole group.

13. Assessing the Writing Product
Use a rubric.
Connect to content standards.
Consider conventions.
Conventions refer to the grammar piece of the score.
Content teachers are only responsible knowing the grammar basics:
Complete, coherent sentences
Correct capitalization and punctuation
Subject-verb agreement
Cathy

14. Let’s Practice Together
Draw a House (45 seconds).
Exchange with a partner.
Grade your partner’s work using the rubric provided.
Cathy

15. Draw a House Scoring Rubric
When marking your partner’s house, please follow these guidelines: Give your partner a score out of 300.
Roof points
Chimney points
Chimney Smoke 5 points
Windows (maximum 4) 5 pts. each
Door points
Garage points
Front drive points
Patio points
Swimming pool points
Cathy

16. How does it feel to be given a grade on work that had no rubric to help guide you?
Cathy

17. Scoring Guides/Rubric
“A scoring guide (rubric) is a written set of specific criteria describing different levels of student proficiency relative to assessments.” (Ainsworth, 2011)
Scoring guides provide quick and accurate feedback on student learning, which allows all stakeholders to evaluate work.
Cathy

18. Brief Constructed Response (BCR) Rubric
Score
Description
Advanced
Response addresses all parts of the question clearly and correctly.
Response does not include any incorrect information.
Employs sound reasoning, arguments, and/or support.
Demonstrates the use of appropriate critical thinking skills.
Uses correct capitalization and punctuation.
Uses appropriate sentence structure. 
Proficient
Response addresses all parts of the question.
Response includes only minor errors.
Employs inferential reasoning, arguments, and/or support
Progressing
Response does not address all parts of the question OR
Response addresses all parts of the question but includes major errors.
Employs concrete reasoning, arguments, and/or support.
Demonstrates some use of critical thinking skills. 
Beginning
Response does not address any parts of the question.
Demonstrates little or no use of critical thinking skills.
Cathy/Anna

19. Content Artifact Assignments
September 17-25, 2012:
Instructional Facilitator Team Training in Schools- “Writing With a Purpose”
November 2, 2012:
1st Brief Constructed Response Artifacts Due
December 3-10, 2012:
Instructional Facilitator Team Training- Be prepared to share artifacts with your group.
Kim

20. Questions & Evaluations
3-2-1 Evaluations Be sure to write questions that you’d like us to cover with your school’s Instructional Facilitator. No names necessary, but please indicate your school on the Evaluation form!
Pete