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Initial learning walk data in writing to inform district PD.
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Writing Learning Walks
OJR School District ~ May, 2013
Initial Findings & Implications for
Professional Development in the
2013-14 School Year
Purpose of the Learning Walk
• Examine Writing Instruction in OJR
• Determine PD for 2013-14 School Year
• Inform professional practice in support
developing writers
• Assess the enacted writing curriculum
Expectations for the writing piece reflects students’ abilities and
curriculum expectations (what they can do and what will assist
them in developing writing skills)
89%
6% 5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Observation Data
Yes
No
Not Observed
The lesson begins with a connection to yesterday’s work as
writers and ends with a focus on what students will learn today
(approximately 2 minutes)
73%
19%
8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Observation Data
Yes
No
Not Observed
The teacher explicitly states lesson objective (what they will learn)
and purpose (how the writing behavior/strategy/skill helps the writer,
and how they will demonstrate the learning (how they know they will
be successful with the learning)
48%
35%
9% 8%
0%
10%
20%
30%
40%
50%
60%
Observation Data
Yes
Partially
No
Not Observed
Students are writing for a real purpose (strategy/process/content)
76%
15%
9%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Observation Data
Yes
No
Not Observed
The lesson begins with teaching. The teacher names the learning, and
then demonstrates the learning, explains and shows examples of the
learning, or engages students in shared inquiry of the learning
expected. (approximately 4-5 minutes)
39% 41%
17%
3%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Observation Data
Yes
Partially
No
Not Observed
Teacher actively engages students in the discussion of their topic
prior to writing and provides necessary scaffolding (e.g., use of
graphic organizer, use of model [effective leads, varying word
choice, etc.], turn and talk, or think/pair/share for verbal rehearsal)
50%
41%
9%
0%
10%
20%
30%
40%
50%
60%
Observation Data
Yes
No
Not Observed
The teacher links the today’s learning what writers will do during
the writing time asking “how many of you will do this today,” “turn
and talk to your partner, tell them how you will use this today,” etc.
35%
56%
9%
0%
10%
20%
30%
40%
50%
60%
Observation Data
Yes
No
Not Observed
The students spend the majority of the time actually writing
15%
23%
62%
0%
10%
20%
30%
40%
50%
60%
70%
Observation Data
Yes
No
Not Observed
The teacher uses observation of student work for a mid-way
teaching point (highlight a particular example of good work, steer
children around a peer problem, use partners to discuss a particular
point raised)
11% 14%
75%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Observation Data
Yes
No
Not Observed
The workshop ends with a whole group share and reflection on the
learning (highlighting examples of student work today)
10% 4%
86%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Observation Data
Yes
No
Not Observed
Students use word wall, personal word journal, and/or word study
notebook to correct spelling and use previously taught words in
their writing (as part of the revision process)
24%
11%
62%
0%
10%
20%
30%
40%
50%
60%
70%
Observation Data
Yes
No
Not Observed
Blended focus on content (voice, word choice, sentence fluency,
focus, organization, and content) and conventions reflects students’
demonstrated needs and grade level expectations
44%
25%
31%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Observation Data
Yes
No
Not Observed
Students develop vocabulary/grammar as a result of the writing
lesson
45%
33%
22%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Observation Data
Yes
No
Not Observed
Students use taught skill in their writer’s notebook (using in a new
piece, identifying correct usage in previous writing, or revisiting
previous writing to add or revise)
45%
13%
42%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Observation Data
Yes
No
Not Observed
Graphic organizers are consistent with grade level team members
and instruction support teachers (LS, RS, etc.)
22%
13%
65%
0%
10%
20%
30%
40%
50%
60%
70%
Observation Data
Yes
No
Not Observed
Identified Strengths
• Use of Mini-lesson with models/mentor
texts
• Expectations matched to curriculum
• Connection to prior learning
• Students writing for authentic purpose
Suggested PD
• The architecture of an effective mini-
lesson, as there is currently not enough
modeling of the learning
• How to communicate objectives, purpose,
and assessment of learning (briskly) at the
start of the learning
• How to name and model the learning
• Increase the use of “I do, we do, you do”
model of learning
Suggested PD
• Increase turn and talk about the learning
objective in the lesson
• Strengthen the link between the mini-
lesson and student work during the
workshop by helping teachers set students
on an appropriate course of study, and
supporting those not ready for workshop
in that lesson
• Increase the amount of time students
are expected to write
Suggested PD
• Shift language of instruction away from
“improving writing” or “making writing
better” to “making writing more
interesting, clear, or stronger for the
reader.” The former implies that writing
is bad or better, while the latter suggests
clarity and interest improvements
Suggested PD
• Vocabulary development should be an
essential, yet brief, part of every read
aloud and writing mini-lesson
• Content, organization, style, focus, &
conventions should be integrated and not
isolated in instruction
• Kidwriting is not craft writing, but rather
a strategy for developing emergent writing
• The 5 paragraph essay is a
tool/strategy, not an objective for
writing outcomes
Suggested PD
• The writers notebook should be the main
source where students practice taught
writing skills
• Word walls, personal word lists,
dictionaries (dictionary.com) and/or word
study notebooks should be utilized for
holding students accountable for accurate
spelling of appropriate words
Next Steps
• Provide Building Leadership Teams PD in
July 2013
• Building Leadership Teams provide turn
around PD to staff August/Ongoing 13-14
• Learning Walk October and January to
assess PD outcomes
• Provide grade level student writing
checklists (to avoid redundancy)
• Common Editing Posters K-12