Module 4: Writing to Theme

Module 4 : Writing to Theme

Focus Areas:

· Assessing writing anchor papers with the 6-point rubrics

· Using rubrics to score holistically and analytically

· Identifying attributes in writing

· Connecting assessment to teaching points

· Identifying writing strategies (writer's craft)

· Previewing Writing to a Theme: Narrative and Persuasive

Materials needed:

Materials provided by training site:

· Handouts developed by the ISD

· Sign-in sheets and name tags

· Two anchor sets for holistic and analytic scoring

· Evaluation forms

· Overhead transparencies

· Vis-à-vis markers

· A-V equipment (overhead and VCR)-if you need anything else, call ISD or hosting district to make arrangements

Materials to be brought by the presenter:

· Your prepared overheads

· Selection of well-written picture books

· Post-It flags

Review of Module 3:

10 minutes

· In small groups, teachers will discuss the profundity activity they did for their assignment.

· The two discussion questions:

ü What did you learn from this activity?

ü How are you going to use this information to inform your instruction?

Introduction of Rubrics:

15 minutes

· Three cartoons as metaphor: better way to evaluate, make decisions, and know where you are in relation to a standard.

· Introduce 6 point rubric and compare 4 point rubric (MLPP & MEAP) using "Memories".

· Describe uses of holistic w/ analytic rubrics (handout).

· Define four traits (for details, see Presenter's Notes).

Holistic Scoring:

35 minutes

5 minutes

10 minutes

15 minutes

5 minutes

· Trainer models think-aloud while holistically scoring first paper in anchor set #1 (Anchor set #1 is organized in descending order from 6 to 1.)

· Trainer and teachers work together scoring next five papers in Anchor set #1

· Teachers work in small groups to holistically score anchor set #2 (5 papers) (Anchor set #2 is randomly organized; see Presenter’s Notes for Suggested Scores.)

· Whole group discussion

Analytic Scoring:

25 minutes

5 minutes

10 minutes

· Stress importance of teachers regularly scoring papers with students. Stress that we do NOT average scores.

· Trainer models think-aloud while analytically scoring anchor paper number 1. Discuss strengths and next teaching points for the child.

· Trainer and teachers together analytically score anchor paper number 2. They discuss the strengths of and next teaching points for the child.

· Teachers work in small groups to analytically score anchor papers number 3. They discuss the strengths of and next teaching points for the child.

· Teachers work in small groups to analytically score anchor papers number 4 and 5. They discuss the strengths of and next teaching points for the child.

· Look across all student papers and decide mini-lesson needed. (overhead)

Craft Lessons:

20 minutes

· Introduce Writing Strategy Chart. Use Presenter’s Notes: “Memories” chart to model identifying writing strategies in students’ work. Have participants complete a blank chart for “Millennium Force” then discuss in larger group. For application and as time permits (in a larger block of time) do the following:

ü Each teacher is given a short piece of writing. Facilitator models several sample craft lessons from the works of Barry Lane and Ralph Fletcher. As each one is modeled, teachers revise the text.

Profiles in Writing:

10 minutes

· Overview of Profiles in Writing document with emphasis on traits and strategies.

· Share strategies used in overhead of “Memories.”

· Stress: Kids can keep track of their own strategies.

Writer's Craft:

"Using Narrative and Report Writing Strategies"

45 minutes

· Discuss the document, “Using Narrative and Report Writing Strategies”

· Emphasize:

ü The reciprocity between reading and writing

ü The strategies used by narrative and report writers

· Find narrative strategies in Three Rivers Crossing by Bob Lytle.

· Groups could be assigned different strategies

· From a selection of books, teachers list the narrative strategies used by the author. May use handouts as needed. (Emphasize that good writers used a multiplicity of strategies.)

Assessment:

30 minutes

· Walk through and discuss the narrative and persuasive writing assessments.

Assignment

· Have the case study student write to the topic, "Understanding Differences." Score the paper both holistically and analytically. List strengths and next teaching point for the child by completing the Assessment Analysis Planning Sheet.