Writing Table-Top Strategy, On-Demand, Common Core Standards, Writing Program Review

WritingWritingTable-Top Strategy, On-Demand, Table-Top Strategy, On-Demand, Common Core Standards, Writing Common Core Standards, Writing

Program ReviewProgram Review

Goals for Today• Learn a paragraph writing strategy for

K-6th• Learn about on-demands• Look at the Writing Program Review• Create a writing plan for the first nine

weeks of school with common core standards

On-Demand Scores for LR• 2010- N=4%, A=42%, P=46%, D=8%• 2009- N=10%, A=51%, P=34%,D=5%• 2008- N=0%, A=37%, P=58%, D=4%• 2007- N=3%, A=31%, P=66%, D=0%• 2006- N=4%, A=48%, P=43%, D=4%

Why now?• Common Core

Standards• http://wiki.warren.ky

schools.us/groups/wcpscommoncorestandards/

• Program Reviews for Writing

Assessment for 2011-2012• 4th-Multiple Choice-Grammar/Editing

• 5th-On-Demand

• 6th-Multiple Choice and On-Demand

• All Grades-Program Review

What did your students learn last year in writing

and language arts?• Get two pieces of chart paper and list

what you taught in your grade for writing on one sheet and language arts on another sheet, using a black marker.

Common Core Standards and Warren County Wiki Site

• Writing and Language Arts K-12 connected to College and Career Readiness Standards

• http://wiki.warren.kyschools.us/groups/wcpscommoncorestandards/

Writing Program Review• 4 Areas:

– Curriculum and Instruction– Formative and Summative Assessments– Professional Development and Support

Services– Administrative/Leadership Support and

Monitoring

What will your students learn this year?

• Using the common core standards wiki site and the program reviews for writing document, mark out the old content

with an X and write new standards with another color other than black.

How do we make sure that our students become better writers

and speakers?• 1. We think about our students’ future.• 2. We teach common core standards that

will prepare them for life beyond high school.• 3. We become a unified school by using the

same strategies that build distinguished writers.

• 4. Plan, instruct, and assess.

With your table jot down With your table jot down what you think a what you think a

paragraph should look paragraph should look like in each grade K-6th.like in each grade K-6th.

Paragraph Development• Table Top Strategy

– 4 sentence-1st grade– 6 sentence-2nd grade– 8 sentence-3rd grade

Kindergarten• Goal-Write a solid sentence.

First Grade• Goal-Write a four sentence paragraph.

Second Grade• Goal-Write a six sentence paragraph.

Third Grade• Goal-Write an eight sentence

paragraph.

Fourth Grade and UP• Goal-Write an eight sentence

paragraph with rich language.

0 1 2 3 4

CONTENTPurpose and Audience; Idea Development and Support

The writing:Does not have a purpose Is confusing for the audienceLacks idea development; details may be random

The writing:Has a general purpose or is hard to understand; does not stick to purposeHas language which does not fit audienceHas very few details and/or details that don’t fit; may use some of the qualities of the type of writing

The writing:tries to narrow purpose, but does not stick to it all the timeattempts to write to the specific audience; may see the writer’s voice and/or tone begins has some details; may have repetition of ideas; may have some supporting details; will use some of the qualities of the type of writing

The writing:has a purpose which is easy to understand; sticks to the purposewrites to the audience; writer’s voice and/or tone is clearhas lots of details; many supporting details; uses the qualities of the type of writing

The writing:has a clear purpose that shows the writer’s unique way of thinkingclearly writes to the audience; writer’s voice and/or tone is different from everyone elsehas lots of details that are very interesting; shows reflection and insight; skillfully uses the qualities of the type of writing to make an impact

0 1 2 3 4

STRUCTUREOrganization: unity and coherence; Sentences: structure and length

The writing:is randomly organizedmay not have paragraphs; no transitionshas fragments and run-on sentences throughout

The writing:attempts to organize, but weak or ineffectivemay have a few transition words, but most are not effectivemay have incorrect sentences; may have short, choppy sentences

The writing:is organized, but not always in the best wayhas some good transitionshas simple sentences, with little or no variety

The writing:shows good organization; easy to followhas good transitions that may be words, phrases, or sentenceshas correct sentences with some variety in lengths and beginnings

The writing:has organization which is interesting; catches and keeps the reader’s attentionuses a variety of transitions to clearly tie ideas togetherhas correct sentences; uses sentence variety to make an impact

0 1 2 3 4

CONVENTIONSLanguage: grammar and usage, word choice; Correctness: spelling, punctuation, capitalization, abbreviation and documentation

Adapted from KDE Scoring Rubric by Sharon Thurman

The writing:has several errors in grammar (verb tense, commonly confused words, pronouns, etc.)uses words that are incorrect or awkwardhas several errors in spelling, punctuation, capitalization and documentation of sources

The writing:may have a few errors in grammar, but does not confuse the readeruses mainly simple languagemay have a few errors in spelling, punctuation, and capitalization

The writing:is not perfect, but not many errors in grammaruses effective language that gets your purpose across (vivid verbs, strong nouns, etc.)is not perfect, but not many errors in spelling, punctuation, and capitalization

The writing:is not perfect, but good control of grammar; may manipulate for an impactuses rich language; very easy to understand and very interestingis not perfect, but good control of spelling, grammar, and punctuation; may manipulate for impact

KID-FRIENDLY ANALYTICAL SCORING GUIDE

• On Demand 101• THIS IS A WRITING TEST!• 4th-Multiple Choice, 5th=On-Demand, 6th-MC

and On-Demand • 90 minutes and an additional 90 minutes • NOT content-based• May use a dictionary/thesaurus• If a letter – show the 5 parts• If an article – show headings, subheadings,

pictures, facts, columns• Print or Cursive – whichever is NEATER (The

scorers will be like me – only one chance to read your writing – not like your teacher who has come to know what you mean by now!!)

Let’s look at an on-Let’s look at an on-demand sample.demand sample.

• S.P.A.T.??? WHAT’S THAT???

• S.P.A.T. is simply an acronym students can use in order to analyze an on-demand writing prompt. If a student can correctly analyze the prompt, they have already won half of the battle!

• S = Situation• (always found in the “Situation” section of the prompt)• P = Purpose• (always found in the “Task” section of the prompt)• A = Audience• (always found in the “Task” section of the prompt)• T = Task• (always found in the “Task” section of the prompt)

On-Demand Writing