What is Your Student’s Writing Telling You?


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What is Your Student’s Writing Telling You?
Join DPI ELA consultants in an interactive session that explores what exemplary 6-8 student writing aligned to the CCSS looks like in ELA classrooms. Participants will look at student writing samples across the three types of writing: argument/opinion, informative/explanatory, and narrative writing and identify techniques aligned to the Standards.
Presenter: Anna Frost - NC Department of Public Instruction - Raleigh, NC

Published in: Education
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  • Discuss and share out…
  • Teachers with good intentions, spend so much time grading papers. How many of you have spent evenings and weekends grading papers?
  • We have received a lot of questions from the field about rubrics to evaluate student writing.Students don’t know what good writing looks like from a grade or number on a rubric.We are going to look at a different way to look at student work.
  • In Common is an instructional resource created for teachers, by teachers. Over a year in the making, the collection is a joint project of the Vermont Writing Collaborative and Student Achievement Partners. This is a living document… which will be added to, revised, and improved.There are over 600 student writing samples and the goal is to expand the bank to include a range of examples at each grade level using the same prompt to show below, at, and above grade level samples.  
  • In Common is a collection of K-12 student writing samples gathered from classrooms across the country.It includes examples of both on demand writing and range of writing.In Common has collected over 600 student samples and the bank is continuing to grow.
  • The on demand prompts provide examples of the three writing types (argument, informative/explanatory, and narrative writing) The prompts use the same topic in order to show the progression of the Standards from grade to grade instead of isolated topics.
  • The writing samples offer a wider range of tasks and texts to show what competent writing looks like in alignment with the Standards at each grade band. Writing is not as an isolated subject area. It should be integrated to demonstrate student’s understanding of the content of texts read.   And it is in alignment with Standard 10 – “Writing for a range of discipline-specific tasks, purposes, and audiences.”
  • There are three different versions for each piece of student writing available. There is an Annotated version where Pieces are annotated to show evidence of Writing Standards 1-3. Not Annotated version shows the original student writing And there is an Edited version: All files in grades K-5 also contain a third version of each piece labeled, “Revised and Edited for Student Use.”  In this version, major errors in conventions (spelling, capitalization, etc.) have been corrected so that the piece can be used in the classroom as a model for students.  The goal is to ensure that conventions do not interfere with a teacher’s ability to gauge their student’s understanding of content in their written responses.
  • In this case, final destination means final draft.These are examples of competent writing…. Not exemplars.And, conventions were not evaluated. The annotations focus on the three types of writing. The Language Standards would be addressed in later drafts.
  • We are going to use a protocol called Colorful Language. This protocol is on page 111 in your packet.
  • Take a moment and read this protocol.…. This protocol will ask the student and / or teacher to take a close at the descriptors under each of the three writing types. It helps students and teachers hone in on one skill and is therefore more manageable. It is not “bloodying” the paper where students don’t know where to begin revising.
  • Using the crayons… annotate the student writing samples that show examples of the descriptor. (for example… dialogue, pacing, description etc.)
  • Focusing on descriptor b… we are looking at powerful ways the studentused dialogue, description, and reflection. This is an example of the color coding for the first paragraph. Now go back through the piece and color code the elements of narrative techniques that you find (dialogue: red / description: blue / reflection: green)  Share findings with a partner. (Share out in whole group.)  Dialogue?  Description?  Reflection?.....
  • Go to the reflection on page 125.Share with someone not at your table.
  • The Standards become the rubric.
  • To remember:Peer inspiredModelLook with new eyes (eyes of standards)Perseverance/staminaPurposeful concrete feedback (as opposed to a “great job”)
  • First quote: pertains to teachers.Yogi quote pertains to teachers and students.
  • Anna
  • For the complete In Common workbook…. Go to our Wiki site to get all the resources.
  • What is Your Student’s Writing Telling You?

    1. 1. In Common: Effective Writing for All Students A Common Core Implementation Resource for Writing instruction
    2. 2. Finding In Common www.achievethecore.org http://tinyurl.com/og553l2
    3. 3. Discuss! O How has writing instruction changed in your classroom, school, or district as a result of the CCSS ELA Writing Standards? O What challenges do you face with writing instruction? O How do you assess student writing to improve student writing?
    4. 4. A joint project of Student Achievement Partners and The Vermont Writing Collaborative…
    5. 5. What is “In Common”? A collection of annotated student samples K-12 O On Demand Writing O Range of Writing
    6. 6. On Demand Writing Uniform Prompts Three Writing Types K-12 Text Based – 2-3 class sessions Similar Prompts K-5 and 6-12 Purpose: O Highlight the developmental progressions in the standards O Build an understanding of grade specific expectations
    7. 7. Range of Writing Classroom Samples K-12 to illustrate CCSS 10: Writing for a range of discipline specific tasks, purposes and audiences Purpose: O Breadth O Ideas for integration
    8. 8. For use by educators and students… Several versions of each piece Annotated Not Annotated Edited
    9. 9. “The pieces in this collection are meant to be a starting point for inquiry and discussion, not a final destination.”
    10. 10. Protocol 3
    11. 11. Overview: In this exercise, you will gain a better understanding of one aspect of the standards by color coding student samples that provide concrete examples of a descriptor or set of descriptors used in the CCSS. Many descriptors are used repeatedly in the writing standards. Attaching descriptors to actual student writing will help clarify what each means at a particular grade level. Purpose: O To refine and deepen understanding of a particular aspect of effective writing. O To become familiar with, and clarify, terminology used in the Common Core State Standards. Colorful Language
    12. 12. Let’s Practice Together! Go to Page 119 and read Narrative Writing Standard 3, descriptor b in bold print. Read student writing sample aloud. Then… annotate the student writing by finding and color coding examples of the descriptors you are focusing on. Dialogue: Red Description: Blue Reflection: Green
    13. 13. Example All The Roads to Kansas I was six years old when my mother ran off with the pizza delivery boy. She sent a note in the mail to my grandmother that read, “Katie’s at home. Needs food and clothing. Jane.” Gramma drove the one-thousand-seven-hundred-twenty miles from Kansas to pick me up, pulling into the trailer lot in her blue, wood-paneled station wagon, slamming the car door behind her. I was sitting in a rusty hubcap on the from lawn, my chin cupped in my palm and my heart thundering wildly when she said, “Well, I’m here.”
    14. 14. Let’s Practice with Middle School 1. Go to page 117 and locate the grade appropriate Writing Standard for Narrative writing (W.3) Grade 7. 2. Read the highlighted descriptor for Grade 7 you are focusing on and what colors you will need. Dialogue: Red / Description: Blue / Pacing: green 3. Annotate the student writing by finding and color coding examples of the descriptors you are focusing on.
    15. 15. Protocol 3 Reflection What did you learn from looking for the standards’ expectations in student writing? How will what you learn inform your instructional practices? Discuss ways you could use color coding to improve student writing….
    16. 16. Inspire and focus students with a vision of quality work O Inspiring models of high-quality student work make the goal clear. O Rubrics are important, but for many students they are just a page of words until they can connect that rubric to a concrete exemplar.
    17. 17. Peer Inspired Revisionhttp://vimeo.com/channels/corepractices
    18. 18. “Standards will never be clear until we know how it looks through student outcomes.” - Ron Berger, Expeditionary Learning “If you don't know where you are going, you'll end up someplace else.” - Yogi Berra
    19. 19. Finding In Common www.achievethecore.org http://tinyurl.com/og553l2
    20. 20. List Serve http://elaccss.ncdpi.wikispaces.net/listj oin
    21. 21. Contact Information Julie Joslin, Ed.D. Anna Lea Frost, M.Ed Section Chief 6-8 ELA English Language Arts Consultant 919-807-3935 910-807-3952 Julie.Joslin@dpi.nc.gov Anna.Frost@dpi.nc.gov Lisa McIntosh, MSA Kristi Day, M.Ed K-5 ELA K-5 ELA Consultant Consultant 919-807-3895 910-807-3928 Lisa.Llewellyn@dpi.nc.gov Kristi.Day@dpi.nc.gov
    22. 22. ELA Resources LiveBinder Resources: http://www.livebinders.com/play/play/2977 79 LiveBinder Self-Study: http://www.livebinders.com/play/play/2620 77 Wiki: http://elaccss.ncdpi.wikispaces.net/home