Download - Part 2: K-5 Writing Units of Study January 29, 2015 Presentation Link: / / While you wait for
Part 2: K-5 Writing Units of Study
January 29, 2015Presentation Link: http://nwgaresa.com/resources/
While you wait for the session to begin, review
Chapters 1 and 2 of Writing Pathways.
Fall Session Recap
Research
Writing Process
Writing Workshop
Model
The Minilesson
Conferencing
Units of Study
The Writing ProcessK - 2 3 - 5
RehearsalDraftingRevisingFurther RevisionEditingPublishingCelebrating
Rehearsal/PrewritingDraftingRevisionEditingPublishingCelebrating
Workshop Model
Minilesson
Independent Writing (20 minutes)
Share
Meeting Place
ConferencesOne-on-one andSmall group
With Partners and TeacherShare and TeachOrganization/Rituals
Question:To convene or not convene?
“use transition moves”
Source: Mary Ehrenworth TCRWP Trainer, Oct. 2014
Need: notebook, partner writing
Assessment System and Tools (Learning Progressions, Rubrics, and Norming)
Conferencing and Practice Needs Assessment
Comparison Activity
• Focus on Units of Study opinion writing. • Clarify differences in persuasive and
opinion/argumentative writing in relation to learning progressions.
• Compare state rubrics to learning progressions for a deeper understanding about teaching the writing process in the Units of Study.
Start with a Review
Purpose
Persuasive Opinion Argumentative
Focuses on convincing the reader to agree with the author
Takes a stand on a topic and supports opinion with facts, definitions, and details
Used to support claims in an analysis of a topic with facts, evidence, and reasons used to develop claims and opposing claims
Key Words and Phrases from Common Core
Not mentioned in the Common Core State Standards
K-5• Support point of view• Reasons and information• Facts and details• Concluding statement or section
6-12• Support claims• Analysis of substantive topics or texts• Valid reasoning• Relevant and sufficient evidence• Claims• Counterclaims• Formal style• Objective tone
Source: WriteSteps http://writestepswriting.com/eNewsletterArchive/May2013Newsletter.aspx
Side by Side Exercise• Work with table partners to compare the state writing rubric
(7 pt. extended response) and learning progression chart. • Record your observations on the Venn Diagram and prepare to
share out as a whole group. – TABLE MATERIALS
• K-2 teachers use RED labeled folder with Grade 3 state rubric, graphic organizer and learning progression chart (your laminated copy or from your kit brought today).
• 3-5 teachers use BLUE labeled folder with Grade 5 state rubric, graphic organizer, and learning progression chart (your laminated copy or from your kit brought today).
• Table copies of “Writing Process Learning Progression, K-5” are also available as reference.
Table Folders with Handouts
The Assessment System….
• Writing Learning Progression (PreK-6)• On-Demand Performance Assessments• Assessment Rubrics• Checklists (for use by students and teachers)• Exemplar Writing Samples Per Level • Exemplar Writing Samples Across Levels • Alternate and Additional Assessment Tools
will help you look at a piece of writing and see ways that piece of writing is a step ahead from yesterday’s work—and a step toward tomorrow’s work.
Writing Pathways (Chapter 1)
“…doing this work in the company of each other is an illuminating experience
and provides wells that you and your colleagues draw upon when you teach.”
Writing Pathways (chapter 3, page 29)
Payoffs
• Developing a school culture using learning progressions, benchmark pieces, and rubrics helps teachers form close-knit grade-specific cohorts to work with each other and their students to accelerate progress.
• Conducting norming work together helps create a plan for scoring student work that informs teaching and promote consistency of scoring.
Writing Pathways (chapter 3, page 31)
General Norming Guidelines
• Become familiar with rubric(s) before norming begins.• Set aside two-period block of time for first meeting.• Understand protocol for how meeting will run.• Collect and bring recent on-demand writing pieces
that match writing of norming meetings.• Make sure collection reflects varied levels of student
work. • Choose pieces that keep everyone engaged.• Make sure pieces are kept anonymous (white out
students’ names). Writing Pathways (chapter 3)
On-Demand Assessments
• Give as pre-assessments at start of year (and each unit) and again at end of unit (eventually end of year) to collect baseline data and calibrate teaching.
• Provide crystal clear demonstration of what students learn to do without assistance.
• Show effectiveness of teaching.
Writing Pathways (chapter 2)
Norming: Series of Steps How good is good enough?
Protocol for Norming Meetings Chapter 3 (pp.25-31), Writing Pathways
• Assess one student's work as a group.• “Inch along” as a group to analyze and discuss each trait coming to a
consensus.• Read work first.• Look at “overall” descriptor (first item) on rubric.• Look for evidence of each descriptor on the rubric.• Know the process will be slow for the first few pieces.• Expect and embrace conflict.
Step 1
• Score other pieces individually and come to a consensus as a group.• Annotate and score individually.• Then talk in small groups to seek consensus.• Whole group can chart every small group's score on a combined rubric and
look across recorded scores to see if consensus has already emerged.• If not, talk through to reach it.• If struggling to reach consensus, follow this protocol:
• 1/2 point on each side of rating is acceptable difference of opinion. • Set aside piece as "fence sitter" if no consensus after 10 minutes of
discussion.
Step 2
• Assess your own students' work individually.• Sort papers into stacks (ranges of 1, 2, 3, 4) and score a few quickly from one
pile.
Step 3
• Devise a plan for analyzing on demand writing across each grade. • Aim for shared understanding without expecting to do a perfect job. • Makes sure to “cleanse your palate” and avoid potential biases such as "fatal
flaws" and halos."
Step 4
Green Handout
Norming Activity Time
• You will work in groups to complete “two rounds” and “steps 1 and 2” of the norming protocol for the Units of Study.
• Designate an “observer” from the group to watch the process of discussing EVIDENCE, take notes, and report out.
• As a table group, decide which sample paper in the folder to use first.
• Use copies of the OPINION rubric in the folder. • Now, talk as a table and score for Round 1/Step 1 . . .
“An important goal in a process like this is for the group to align itself. If after doing this work with five papers of different levels, the group finds that it can come to a
consensus, the group can consider itself normed, and people can now score papers individually.”
Writing Pathways, (Chapter 3, pp. 29-30)
• Begins in the norming meeting with two benefits:– Leads to faster scoring which increases
teacher confidence– Allows for conversations with colleagues
about any new issues.
Gallery Walk “Pre Lunch” Prep
• By GRADE BANDS (K-2 and 3-5), find a “table partner” for this activity.
• Use either of the student writing samples from the norming rounds and the learning progression chart to identify 2-3 “glows and grows” in the sample.
• Then write these on post-it notes and place on the appropriate WALL CHARTS for the GALLARY WALK after lunch.
Gallery Walk
If you have not added your “glows and grows” to the
charts, please do so before we begin at 12:45 PM.bn
at 12:45 PM.
“The point of a writing conference is to help students become better writers. By ‘better
writers’ I mean writers who can use the strategies, techniques, and ways of thinking about writing that we teach them in today’s
conferences on their own later when they work on future pieces.”
by Carl Anderson, Conversations with Student Writers
Salmon Handout
Conferencing Recap
Research
Decide
Teach
Link
• Observe, interview, and read student’s writing.
• Determine what student has done and is trying to do.
• Pursue more than one line of questioning to obtain info.
• Gets to the “what” and “how.”
• Teach toward growth and independence. • Start by naming a
writing strength. • Decide on a teaching
method.• Teach and coach,
adjusting support. • Name what the writer
has done.• Repeat the teaching
point. • Remember: Writer
leaves wanting to write.
Now, it’s your turn.With your gallery walk partner and “glows and
grows,” practice your individual conferencing skills.
Helpful Kit Resource:If…Then…Curriculum
Part Two: Conferring Scenarios
What do I want writing to look like in my classroom?
How will I know if I am successful?
How will I know writing is improving?
What is my vision?
Resource: More LP Video Clips
http://vimeo.com/55951746 Using a Learning Progression to Help Students Work Towards Clear Goals as they Lift the Level of Their Information Writing (K-2)
http://vimeo.com/55951743 Using a Learning Progression to Support Self-Assessment and Writing about Themes in Literature: Small Group Work (3-5)
http://vimeo.com/55951304 Using a Learning Progression to Help Students Lift the Level of their Summaries of Information Texts (3-5)