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E-asTTle Writing All you ever wanted to know……. “Launched in November 2007, the Revised New Zealand Curriculum sets the direction for teaching and learning.

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Presentation on theme: "E-asTTle Writing All you ever wanted to know……. “Launched in November 2007, the Revised New Zealand Curriculum sets the direction for teaching and learning."— Presentation transcript:

1 e-asTTle Writing All you ever wanted to know……

2 “Launched in November 2007, the Revised New Zealand Curriculum sets the direction for teaching and learning in the 21 st century” Ministry of Education, 2008

3 Understanding, using and creating oral, written and visual texts of increasing complexity is at the heart of English teaching and Learning……..

4 Students learn to deconstruct and critically interrogate texts in order to understand the power of language to enrich and shape their own and others’ lives……..

5 Using a set of underpinning processes and strategies, students develop knowledge skills and understandings related to: Text purposes and audiences. Ideas within language contexts. Language features which enhance texts. The structure and organisation of texts. Students need to practise at each level of the curriculum…..

6 National Standards in Writing……. What is it saying to us..........

7 The first sentence for each writing standard…….. “ students will create texts in order to meet the writing demands of the NZC at specified levels”

8 The second sentence describes how students use writing…… “to think about, record and communicate experiences, ideas and information” “ to meet specific learning purposes across the curriculum”

9 Lets unpack the Writing National Standards with our colleagues…..

10 Key Messages….. Pg 12 and 13, Alignment to Language Learning Progressions……..

11 e-asTTle and National Standards What is the purpose of National Standards? How does using e-asTTle writing marking and moderation align with that purpose?

12 Using e-asTTle writing truly, madly, deeply? or using it for compliance?

13 What e-asTTle can offer? Identify student achievement Identify student, group, cohort and school progress… Inform teaching and learning..

14 E-asTTle Writing………………

15  Where am I going?  How am I going?  Where to next?

16 The approach that will really make a difference.... Construct a teaching environment to give students information as they work: Focus on learning goals Take stock of current work Act to move closer to the goal

17 What is e-asTTle Writing? Educational resource for assessing writing developed as part of the National Assessment Strategy. Developed for Ministry of Education by the University of Auckland. Sits alongside the NZ Writing Exemplars, Assessment Resource Bank Items, Literacy Learning Progressions, National Standards.

18 What Information does it Provide? Teachers, Students and Parents information about: A student’s level of achievement relative to the curriculum achievement outcomes, for levels 2,3,4,5 and 6. A student’s level of achievement, relative to national norms of performance for students in Years 4 – 12.

19 How is Student Progress Measured? Persuade or argue Instruct or lay out a procedure Narrate – inform or entertain through narrative Describe/report/classify/ organise information Explain Recount – factual, imaginary, personal Analyse – critically analyse, describe and evaluate literary texts of a wide range e- g- novels, plays, poems, short stories, films ( used level 4 and above)

20 Making “Overall Teacher Judgments” Together with other assessment tools, e-asTTle assists teachers to make judgments about the work and progress of their students that are: Valid Reliable Nationally Consistent.

21 Getting Started with Writing…..

22 What do we need to do?

23 Familiarisation with the Progress Indicators – needs to be done for all purposes and all teachers…….

24 Develop shared understandings and expectations……..

25 Setting school wide writing tasks – developing longitudinal tracking and moderation points across the school.

26 Coming to consensus and agreement within the school – against the progress indicators. (Really Important)

27 Teachers collecting and moderating regularly across the curriculum..

28 Understanding the Dimensions

29 Audience Awareness and Purpose Judge – has the writer been able to think about – who am I writing this for? Why am I writing this? What shape will this take? Deep Features…..

30 Content / Ideas Mainly concerned with “ the aboutness ” of the text. Often refers to the “domain elements” for the particular purpose – refer Glossary.

31 Structure / Organisation Focus here is on the management of text through sequencing and linking of ideas.

32 Language Resources This feature deals only with language use e.g. What is our purpose to determine language choices, vocabulary and grammatical structures.

33 Surface Features….. Grammar Accepted patterns in language use rather than with grammatical choices made by writers to achieve particular purposes. The writers’ ability to control language patterns at this level is judged.

34 Spelling Related to increasing skill and knowledge about high frequency words, simple and complex spelling patterns, spelling of irregular and technical vocabulary. Judgment is made in the context of the text but evidence to support the judgment needs to be considered carefully. (Spell-write lists 1-7)

35 Punctuation Related to control over punctuation ranging from showing awareness of sentence punctuation to using complex punctuation effectively. Evidence needed to support judgments.

36 Develop Consistency across the school……. How we teach writing, moderate writing, talk about writing, Teachers and Students…….

37 E-asTTle Writing………………

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