WriteToLearn Project

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WriteToLearn Project

  1. 1. Mae GuerraPractice Makes Perfect!
  2. 2. Education Masters CandidateInstructional TechnologyThe University of Colorado at Denver B.S in Applied Learning and DevelopmentThe University of Texas at Austin
  3. 3. Teaching Experience 4thgrade teacherValverde Elementary School - Denver Public Schools 7thgrade study skills teacherPlace Middle School - Denver Public Schools 1stgrade teacherGilpin Elementary School - Denver Public Schools 8th grade math teacherCole Middle School - Denver Public Schools
  4. 4. Background Information on the TwoDifferent Studies Place Middle SchoolResearch Study- Using ComputerTechnology to ImproveStudent Essay Writing Valverde ElementaryResearch Study- Using ImmediateFeedback to MotivateStudents in WritingEffective Summaries
  5. 5. School Demographics Place Middle SchoolLow socio-economicgroup with 74% ofstudents participating inFree Lunch ProgramState average 33%- CO Dept. of Education Valverde ElementaryLower socio-economicgroup with 81% ofstudents participating inthe Free LunchProgramState average 33%- CO Dept. of Education
  6. 6. School Demographics Place Middle School42% Hispanic, EnglishLanguage Learners36% Black17% White3% Asian1% American Indian1% Unspecified Valverde Elementary91% Hispanic, EnglishLanguage Learners5% White3% Black1% Unspecified- CO Dept. of Education
  7. 7. School CSAP Scores BeforeIntervention Place Middle School7thgradeReading – 34% (2006)Writing – 26% (2006)- CO Dept. of Education Valverde Elementary4thgradeReading – 18% (2007)Writing – 8% (2007)- CO Dept. of Education
  8. 8. School CSAP Scores After Intervention Place Middle School7thgradeReading – 44% (2007)*10 PT. GAINWriting – 40% (2007)*14 PT. GAIN- CO Dept. of Education Valverde Elementary4thgradeReading – 23% (2008)*5 PT. GAINWriting – 20% (2008)*12 PT. GAIN- CO Dept. of Education
  9. 9. Essay Writing Component at PlaceMiddle School- Utilizes a variety of writing prompts- Assesses each individual essay based uponthe Six Traits of Writing- Contains Individual Student Portfolios- Students evaluate their work based oncomputer feedback then generates betterresponses- Students keep track of their writing in an onlinestudent portfolio
  10. 10. The Six Traits of WritingThe 6 trait writing model helps studentsunderstand what is working well and whatneeds to be improved in their writing. Thismodel gives teachers a focus for their writinginstruction and gives all a common languagefor talking about and celebrating writing. Themodel also breaks down writing performanceinto a manageable group of teachable andassessable skills.
  11. 11. The Six Traits of Writing Ideas Organization Voice Sentence Fluency Word Choice Conventions
  12. 12. Final Presentation of the WTL researchstudy at CU Denver Learning ProblemThe problem at Place Middle School is that 7thgrade students are failing to meet therequirements of the Colorado Model ContentStandards in writing.
  13. 13. Gap Analysis The ideal state at Place would be that studentswould be proficient at writing essays thatdemonstrated proper sentence structure,correct punctuation, and capitalization. Theactual state at this school is that students donot consistently demonstrate these skillsbased on CSAP scores.
  14. 14. Multiple Causes1. Students lack organizational skills in writing2. Basic grammar skills are below grade level3. Teachers are asked to teach at grade levelwith curriculum that does not supportlearner’s needs in grammar and punctuation
  15. 15. Determined Need/Recommendation The need is to improve student achievement inthe area of writing and improve test scores.The recommended action is to utile the WTLprogram and to teach students the six traitsof writing model and how to use it in theirwriting.
  16. 16. Learning Goals To increase learner achievement in writing bymeeting Colorado Model Content Standardsand by scoring proficient on the Denver PublicSchool’s Post-Benchmark Assessment.
  17. 17.  The following year, learners had a 14 pt. gainin their CSAP scores…how did this happen?Learning Goals Met
  18. 18. Essay Writing and ImmediateFeedbackComputer-provided feedback would seem to haveseveral important advantages. First of all, oncethe requisite programming is in place, computerscan tirelessly provide feedback in response tostudent work. Unlike feedback from a teacher, thisfeedback can remain unbiased, accurate, andnonjudgmental of student characteristics or thenature of the student answer.(Mason, Bruning, 2001)
  19. 19. Feedback on EssaysI always did well on essay tests. Just put everythingyou know on there, maybe you’ll hit it. And then youget the paper back from the teacher and she’swritten just one word across the top of the page,“vague.” I thought “vague” was kind of vague. I’dwrite underneath it “unclear,” and send it back. She’dreturn it to me, “ambiguous.” I’d send it back to her,“cloudy.” We’re still corresponding to this day …“hazy” … “muddy”…(Jerry Seinfeld, 1993)
  20. 20. Motivating Students in Essay WritingUsing Immediate FeedbackWe live in an age where instant feedbackis everywhere!- Text messaging- Instant Messaging- Facebook- MySpace
  21. 21. Instant Feedback and Text Messaging http://www.youtube.com/watch?v=jOGW3kfCRJA http://www.youtube.com/watch?v=fzXhMNa2MK8 http://www.youtube.com/watch?v=GliKm-4uTYU
  22. 22. Positives about WTL vs. Texting Spell Check and Grammar Check WTL will not recognize words that are abbreviated Writing in WTL needs to be in complete sentenceswith the period or it will not grade the essay orsummary WTL utilizes immediate feedback approach withouthindering grammar, usage, or style necessary forgood writers
  23. 23. Summary Writing in WTL“The current emphasis on proficiency testsmakes summarizing a required skill. Thegoal however is larger than passing a test.We want students to be able to abstract theimportant ideas and carry them forward astools for thought.”Irene C. Fountas and Gay Su Pinnell,Guiding Readers and Writers Grade 3-6, 2001
  24. 24. Summary Writing in WTL“Summarizing. This is, perhaps, the mostcommon and most necessary strategy. Itrequires that the student provide a generalrecitation of the key text content.”Richard L. AllingtonWhat Really Matters for Struggling Readers, 2001
  25. 25. Summary Writing in WTL“Summarization is one of the most underusedteaching techniques we have today, yetresearch has shown that it yields some of thegreatest leaps in comprehension and long-term retention of information.”Rick WormeliSummarization in Any Subject, 2005
  26. 26. Self-Assessment and WTLA key focus of the WriteToLearn program isto help teachers provide effective feedbackto students and to develop self-assessmentskills in students so that they makeimprovements in their own drafts.
  27. 27. Let’s Tour WTL www.pearsonkt.com/cgi-bin/writeToLearn/teacher/login.cgi
  28. 28. Summarizing Lessons into acontinuous 5 day approach Utilize writing strategies Develop reading comprehension skills Understand effective summary techniques Learn to abstract the main idea from a fictionstory or non-fiction passage Develop the important details that supportthe main idea
  29. 29. Day 1- Guided Reading Groups Engage the reader - use “I wonder statements” in guidedreading Making predictions about the text -“What do you think you will learn from this book?”“What do the pictures in the book tell you?” Turn and talk to your reading partner –“What do you already know about this topic?”“What do you want to learn about this topic?” Reading in groups and with a partner Independent reading after guided reading Creating a running record in assessment notebooks (LucyCulkins)
  30. 30. Day 2 – Reading for Meaning Use context clues to identify the meaning of a word Review new terms in glossary Use note-taking stategies to find the importantdetails Read for the main idea Complete the reader response questions within thewriting journal Begin the outline for the summary within the writingjournal
  31. 31. Day 3 - Writing the Summary inWriter’s Workshop Create an attribute chart for summarywriting Use a summary rubric to write the summary Use graphic organizers to organize thoughts Skim and Scan for important details Good leads – Grab the readers attention Begin the summary with an amazing fact Write in paragraphs
  32. 32. Day 4 - Proofreading in Groups and inIndividual Conferences Use a peer-editing rubric to edit summary Find common grammar mistakesExample: check sentences for subject and predicate Find common spelling mistakes (homophones)Example: there and their Give constructive criticism politely Use the Glow and Grow strategy effectively Turn and Talk to your partner (guided reading)“What are three things you learned from the book? Is thatan important detail you can include in your summary?”
  33. 33. Day 5 - Computer Lab Students type summary into WTL Individual conferencing with student havingdifficulties WTL feedback Editing and revising to improve summarybased on feedback Students finished have option to return topast summaries and revise them
  34. 34. WTL Video http://www.pearsoned.com/ednews/may08pages/writetolearn.htm
  35. 35. Questions? Action Research Report Literature Review Data Analysis

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