The Power of Analyzing Student Writing
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looking at student writing, progression of common core writing, strategies for writing traits,
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The Power of Analyzing Student Writing
- 2. Lessons that Change Writers: The Power of Analyzing On Demand Responses Grades 3-5
- 3. Think of a Time…One Minute Essay
- 4. Roadmap for the Learning ▪ Understanding the language of the writing standards ▪ Progression of writing across grade levels ▪ Identify strengths and weaknesses in “our” student pieces ▪ Instructional strategies for teaching writing traits and skills to “gap” groups
- 5. Percentage of elementary students in the Gap Group in KY
- 6. The Story of “In Common” Resources ▪ Created to supplement Appendix C in CommonCore Standards ▪ VermontWriting Collaborative and Student Achievement Partners ▪ Over 1600 pieces submitted ▪ Range of samples (writing over time and On demand) ▪ Three modes represented K-12 ▪ Instructional resource for teachers, provide clearer understanding of qualities of effective writing across content.
- 8. Grade Level Expectations of CCSS How does writing change over time in Information Writing?
- 11. Grade Level Expectations of CCSS How does writing change over time in opinion writing?
- 12. Let’s Vote ______________-is best because
- 13. Looking at your student work with a partner ▪ Standards, StudentWork,AnnotatedVermont papers ▪ Trade student work with your partner. ▪ Annotate using standards andVermont papers. ▪ Discuss annotations with your partner. ▪ Make a list of strengths and places to grow.
- 14. Places to Grow
- 15. How will this activity help you look at your student work?
- 16. Lunch
- 17. When discussing writing with your colleagues, which skill or trait would you identify as most difficult for students to produce proficient writing?
- 24. Self-Regulated Strategy Development (SRSD) • SRSD is an approach for helping students learn specific strategies for planning, drafting, and revising text. • It is characterized by explicit teaching, individualized instruction, and criterion- based versus time-based learning. Children are treated as active collaborators in the learning process. Instruction takes place in six stages: • Develop Background Knowledge. • Describe It • Model It • Support It • Independent Use • Sources: De La Paz & Graham, 2002; Harris & Graham, 1996
- 26. Skills Students Need • Unpacking the Prompt • Analysis: Context, audience, role, topic • Selecting the best prompt • Marking the Text
- 29. Skills Students Need • Qualities and Expectations of Good Writers • Organization • Understand the genre • Writing good leads/ topic sentences/ opening paragraphs • Idea Development • Use examples and descriptive details to support their ideas • So What? • Word Choice and Sentence Fluency • Effective use of transitions • Sentence Fluency
- 30. Organization
- 33. The Claw
- 35. Sentence Frames • “Providing students with the beginning of an academic response is a very effective tool for increasing the quality and quantity of student participation. Sentence starters serve to both focus attention on critical content as well as provide students with the language support needed to engage in academic discussions.” • Kevin Feldman & Kate Kinsella
- 36. I believe ________________________ is the best season. Reason #1 Reason #2
- 37. I believe ___________________________ ____________________________________. I think this because_____________________ ____________________________________. Also, ________________________________ ____________________________________. All in all, _____________________________ ____________________________________.
- 38. Paragraph Frame for Opinion Writing • I like ______________ because ______________. The first reason I like ____________ is because ____________. The second reason I like ____________ is because ______________. In conclusion, I feel that ________________ is the best due to the fact _____________.
- 39. Take a look at Student Writing
- 41. Idea Development
- 43. Adding Emotion to Develop your Ideas
- 44. Action Chain I fell down the steps.
- 46. Take a look at Student Writing
- 47. Word Choice, Voice and Sentence Fluency
- 48. Bare Bones
- 49. Sentence Combining a Research-Based Practice • Constructing more complex and sophisticated sentences through exercises where two or more short, kernel sentences are combined into a single sentence using: • Placement of adjectives or adverbs • Inserting Propositional phrases • Using “connectors” (e.g., but, because, so…) • Using a series Example: The noodle was soft. The noodle was on my plate
- 50. Sentence Combining • The car stopped. • The car ran out of gas. The car stopped because it ran out of gas. • My mom can run fast. • My dad can run fast.
- 51. Try This One • The noodles were long. • The noodles were skinny. • The noodles fell on the floor. • The noodles cracked into pieces. • The dinner was ruined.
- 53. Word Intensity Thermometers • Elated • Joyous • Cheerful • Glad • Exuberant • Thrilled • Happy • Content
- 54. Transition words and phrases • to show time – one day later… • to clarify cause and effect – as a result... • to show location – to the right... • to introduce examples – for example... • to add more information – in addition... • to contrast information – otherwise… • to conclude – in conclusion… • to compare – much like…
- 56. Take a look at Student Writing
Editor's Notes
- Table tents with grade levels
- Participants select a card from the bag with a topic. They write for two minutes. Introduce and share stories around table. Think of a time that you were treated unfairly….write for one minute handout Embedded narrative
- Complete the evaluation opening 15 min 1-2 Domain 1a, 1e, 3-4 Domain 1f, 3d, 3c
- What percentage of your students in gap? Implications for your school
- lisa Appendix C did not expressly include pieces written to CCS., small number of pieces, Year long effort, Key info about the development of the resources and getting familiar with table resources 15 min
- 20 minutes Do as a group to highlight changes from one grade to next.
- Lisa and Laura facilitate together Lisa Lay out and Use the annotated pieces to provide example of what is competent at each grade level Complete the key differences handout 20 minutes
- Share out 10 minutes Laura lead and Lisa chart responses
- 20 minutes Do as a group to highlight changes from one grade to next.
- Lisa and Laura facilitate together Lisa Use the annotated pieces to provide example of what is competent at each grade level Complete the key differences handout
- Break Cell phone or text Because……. T chart
- Lisa in grade level tables, select the piece you would like to discuss with your partner. switch student pieces. Annotate your partners pieces Using post its. Share your annotations and discussions 45 minutes
- Lisa Work in grade levels to identify strentghs and places to grow. chart Strengths and weaknesses of students at each grade level Do we see Vertical similarities?
- Quick partner conversation
- Laura Getting acquainted. 4 corners… trait in each corner (conventions and grammar, idea development, organization, word choices) Move to your corner With your group, discuss why this is most important, share with large group.
- Lisa Refer back to morning skills and strategies opener Domains 3
- Lisa
- Analyze, problem solve and formulate a plan, unorganized and impulsive Break task down and manage multiple components at one time, Perservere, lack persistence
- Lisa Develop Background Knowledge: Students are taught any back- ground knowledge needed to use the strategy successfully. Describe It: The strategy as well as its purpose and benefits is described and discussed. Model It: The teacher models how to use the strategy. Memorize It: The student memorizes the steps of the strategy and any accompanying mnemonic. Support It: The teacher supports or scaffolds student mastery of the strategy. Independent Use: Students use the strategy with few or no supports.
- All three modes 5,6 choice between narrative and opinion, Passage based prompt, narrative One passage based prompt, 8th grade opinion One choice, 8th grade narrative and information Brainstorm a list of skills students need
- Practice with a Prompts
- T chart Students/ parents Cell phones in Class: Teachers and Classmates
- 90 minutes 22 minutes to plan 30 minutes 7 minutes to plan Present graphic organizer
- handout
- Each table will have items for sorting. Then follow props procedure Elementary only
- p. 405-407 Organization Topic sentence, ect Make Glove here.
- Laura
- Handout: Sentence Frames
- Would any of the previous strategies be beneficial for the student.
- Spending time in prewriting exercises will help with idea development, as well as oral language experiences
- Laura
- Lisa elementary
- handout
- If children can’t support an opinion because they are getting bogged down with the word because, eliminate this barrier (give them “because” stickers).
- Laura Speaking and Listening Particpants will practice with the group.
- Page 10 sentence combining by Killgallon CUPS in Binder
- Lisa
- Lisa Transition sorting Show students a piec with good transitions, highlight and function Reid their partners piece, id where it lacks clarity Identify transitions Reviese to make clearer, if not needed, omit transition Go back to Vermont piece and highlight transitions and functions, go to student piece area without claritiy and highlight transitions. http://www.elacommoncorelessonplans.com/writing-standards/lessons-for-writing-transitions.html
- How will you use this process with your school? What strategies will you implement or share? What support do you need to improve writing instruction in you school or district?