1. Writing for Learning and Assessment in All Content Areas
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Writing for Learning and Assessment in All Content Areas

2. Participant Outcomes 2
At the conclusion of this workshop participants will be able to:
Apply the components of trait writing in all writing contexts.
Use writing as a tool for learning and assessment.
Understand the importance of setting a purpose for writing, developing student expectations, and scoring criteria and using the scoring criteria to create a rubric.
Learn how to use the R.A.F.T.S. model to create lessons for instruction and assessment.

3. Table Activity 3
Brainstorm as many characteristics of good writing as you can. (An example might be stays on topic.)
Ask for a volunteer recorder to capture your responses on chart paper.
Partner with at least one other table (more if time permits) to compare charts. Feel free to add anything new to your own chart.
As traits are introduced check your chart to see how many you already identified.

4. IDEAS TRAIT The topic is narrow and manageable.4
The topic is narrow and manageable.
The details are relevant , of high quality, and give important information.
Details are accurate and support the main idea.
Writer writes from knowledge or experience.
Reader’s questions are anticipated and answered.
Writing shows insight and a knack for picking out what is significant.

5. ORGANIZATION TRAIT 5
Inviting introduction and conclusion that leaves reader with sense of closure and resolution.
Transitions connect ideas.
Details fit where they’re placed; sequencing is logical and effective.
Pacing is well controlled.
The title (if applicable) is original and captures the central theme.
Choice of structure matches the purpose and the audience .

6. VOICE TRAIT 6
The tone of the writing is appropriate for the purpose and audience.
The reader senses a real person behind the words.
Expository or persuasive writing reflects a strong commitment to the topic by showing why the reader needs to know this and why the reader should care.
Narrative writing is honest, personal, and engaging. It makes the reader think about and react to the author’s ideas and point of view.

7. WORD CHOICE TRAIT Brilliant Pounce Exasperating7
Words are specific and accurate. It is easy to understand just what the writer means.
Language and phrasing are natural, effective, and appropriate for the audience.
Writer uses strong verbs with specific and appropriate modifiers to add depth.
The writer’s language enhances the meaning and clarifies understanding for the reader.
Writing demonstrates precision. The writer put the right word or phrase in just the right spot.
Brilliant
Pounce
Exasperating

8. SENTENCE FLUENCY TRAIT8
Sentences are constructed in a way that enhances meaning.
Sentences vary in length as well as structure.
Writer uses purposeful and varied sentence beginnings.
Writer uses creative and appropriate connectives between sentences and thoughts.
The writer uses the sound of words to enhance the meaning.
The writing is easy to read aloud.
Words when spoken should flow smoothly with rhythm

9. CONVENTIONS TRAIT 9
Spelling is generally correct on more difficult words.
Punctuation is accurate and creative.
Capitalization is correct.
Grammar and usage are correct and contribute to clarity of the writing.
Paragraphing is sound and reinforces the organizational structure.
The piece is very close to being ready to publish.
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10. PRESENTATION TRAIT If handwritten, the text is easy to read,10
If handwritten, the text is easy to read,
If word-processed, there is appropriate use of fonts, font sizes, and other formatting.
The format matches the purpose for writing.
The use of a title, side heads, page numbering, bullets, and evidence of a correct use of a style sheet makes it easy for the reader to understand the text.
There is effective integration of text with illustrations, charts, graphs, maps and tables.
There is clear alignment between the text and visuals.

11. “Turn to Your Neighbor” Activity11
With an elbow partner discuss the differences between using writing as an instructional activity or as an assessment.

12. How Can Writing Show a Student’s Learning and Understanding?12
How Can Writing Show a Student’s Learning and Understanding?
Scenario 1
Teacher wants evidence that students can distinguish between significant and minor details.
Scenario 2
Teacher wants evidence that students can solve problems, interpret results and communicate findings.
Scenario 3
Teacher wants evidence that students can explain the difference between the responsibilities of the U.S. House of Representatives and the U.S. Senate.
Scenario 4
Teacher wants evidence that students can describe a situation where they would use a refusal skill.

13. What Are R.A.F.T.S.? a Role from which to write an Audience to address13
a Role from which to write
an Audience to address
a Format in which to write
a Topic about which to write
a Strong verb that shows the purpose of the writing

14. Correlation of R.A.F.T.S. to 6 + 1 Traits14
Role and Audience help students focus on voice and word choice.
Format helps students with the organization of the writing.
Topic helps students zero in on the ideas of the writing.
Strong verbs direct students to the writing purpose an from there help them to write clearly using all the traits.
Writing to Prompts in the Content Areas by Culham and Wheeker

15. Why Use R.A.F.T.S.? Help students gain content knowledge.15
Help students gain content knowledge.
(“Writing across the curriculum isn’t just a method of getting students to write what they are afraid of writing but getting them to learn what they are afraid of learning.”) William Zinsser

16. Why Use R.A.F.T.S.? 16
To help students understand and apply writing traits.
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Presentation

17. Setting Up Criteria for R.A.F.T.S.17
Student expectations define what the teacher wants students to know and be able to do.
The criteria define to what extent students must demonstrate what they have learned.
A rubric is an instrument designed to represent degrees of performance including meets, exceeds and does not meets.
What do you expect your students to know and be able to do in your R.A.F.T,S project? Use this information to create your project.
Next, what would you expect to see in each component of the R.A.F.T.S.? This becomes your criteria. Be specific and write out the criteria in terms your students understand.
Finally use your criteria to build levels of success for each R.A.F.T.S. component.

18. Learning Standard: Collect, organize, analyze and communicate data
R.A.F.T.S. Example 18
Learning Standard: Collect, organize, analyze and communicate data
R.A.F.T.S. Prompt Grid
Role: meteorologist
Audience: viewers
Format: written introduction to weather report
Topic: daily temperatures
Strong Verb: chart

19. R.A.F.T.S. Prompt Paragraph19
You are a TV meteorologist. Each month your report features the average daily temperature for the month. Chart the daily temperatures on a graph to share with viewers, then write an introduction for your report that includes the average temperature.

20. Tools for R.A.F.T.S. 20
What You Should Know----What Your Students Should Know
R.A.F.T.S. Student Expectation Sheet
Blank R.A.F.T.S. Planning Sheet
R.A.F.T.S. Format and Strong Verb Sheet
How to Create a R.A.F.T.S. Prompt

21. Table Activity Use the R.A.F.T.S. example in your envelope.21
Use the R.A.F.T.S. example in your envelope.
Use each R.A.F.T.S. component and develop the scoring criteria.
Assign a recorder to chart the scoring criteria on the template.
Briefly discuss the procedure for using the criteria to develop a rubric.
The person who has the most brothers will report out.

22. On Your Own 22
Identify a place in your content area where you can use a R.A.F.T.S. prompt.
Use your format and strong verb list if needed.
Set up your R.A.F.T.S. using the reproducible form.
Determine the scoring criteria for each component.

23. Final Activity Complete the reflection sheet independently.23
Complete the reflection sheet independently.
Partner with another person that has a similar teaching assignment and share reflections.
Exchange e- mail addresses and arrange to each other at the end of two weeks to check on progress of implementation of writing activities.

24. Some Final Thoughts How does writing fit into your content area?24
How does writing fit into your content area?
Have you identified a variety of writing activities you can use?
What about R.A.F.T.S.? Can you use it as both an instructional activity and as an assessment?
How can I help you? Use your index card for requests and questions.