Presentation given at the California Council of Social Studies 2013. Teaching writing is a must, but how can we do it and not spend hours and hours grading? Check out the idea of targeting one skill to ease the process. For more information, contact nicole@dirtpathpublishing.com or visit nicolelusiani.com/teacher-tribe

2. Introduction
0 Folder
0 Index Card (Giveaway at the end!)
0 Name
0 Email (If you’d like electronic versions of today’s
activities)
0 Yes/No (Would you like updated resources and other
information)
0 Nicole
0 Groups
0 Find them
0 Cultural Greeting, Name, School

3. How do you Feel about the
Problem of the Week?

4. Teaching Writing
0 No one taught us how to be
writing teachers
0 Keys: 1. Scaffolding,
2. Modeling
3. Feedback

5. Two Kinds of Writing
Limited Process Full Process
0 Short, no preparation 0 Multi-paragraph,
other than content structured, use
prewrite/outline
0 Written daily
0 Written once a unit
0 Assessed once a week 0 Assessed once a unit
0 Students write 15-20 0 Students write 30-45
minutes minutes

6. Limited Process
0 Process Content and Practice Writing
0 Tied closely to reading and other class activities
0 Quality Homework Opportunity

7. Limited Process: Options
0 Poems
0 Letters
0 Speeches
0 Songs
0 News Articles
0 Opinion Pieces
0 Reflection
0 Tie to current (similar) issue
0 Argumentation/Persuasion

8. Limited Process:
CC Loves Argumentation
0 Evaluate the validity
0 Compare and contrast
0 Discuss and defend
0 Illustrate the main theme
0 Others!

9. Limited Process
Writing Prompts
0 Keep them simple
0 Tie to the day’s content (particularly the day’s
learning goal)
0 Consider having them read the kind of writing you
want them to produce that day
0 Explicitly teach the verbs and how to breakdown
prompts

10. Example: Tie Prompt to
Learning Goal
0 Lesson Topic: Women in WW2
0 Learning Goal: Students will be able to evaluate the
role of women during WW2
0 Writing Prompt: _______________ the role of women
during World War II.

11. Let’s Practice:
Building Your Rubric
0 What do you want to
teach (and assess?)
Exceeds Meets Below
Standard Standard Standard
0 Create a rubric that
assesses ONLY that Writing
Verb
0 Use clear, specific,
objective language Content
0 Add a row for “Level of
Completion” if desired

12. Compare + Contrast Yours with this One
Exceeds Standard Meets Standard Below Standard
Writing The significance and The significance of The role of women
Verb value of women during women’s contribution during WW2 is
WW2 and the role they to the war effort discussed, but not in a
played in winning the during WW2 is way that addresses the
war is addressed addressed significance or value of
their work
Content 4 highly-relevant -3 pieces of evidence -2 or fewer pieces of
pieces of evidence from text/notebook evidence from
from text/notebook about women’s text/notebook AND/OR
about women’s contribution to the the evidence chosen is
contribution to the war war effort is included not relevant to the
effort is included prompt
-Historically accurate -Historically accurate
-Historically inaccurate

13. Let’s Practice:
Leading the Students
Evaluate the role of women in World War II
0 In September vs. February vs. May
0 Always: Rubric below the prompt, but above the
prompt breakdown
0 Mandate Prompt breakdown after rubric is reviewed

14. Let’s Practice: Scoring Samples with Rubric
Exceeds Standard Meets Standard Below Standard
Writing The significance and The significance of The role of women
Verb value of women during women’s contribution during WW2 is
WW2 and the role they to the war effort discussed, but not in a
played in winning the during WW2 is way that addresses the
war is addressed addressed significance or value of
their work
Content 4 highly-relevant -3 pieces of evidence -2 or fewer pieces of
pieces of evidence from text/notebook evidence from
from text/notebook about women’s text/notebook AND/OR
about women’s contribution to the the evidence chosen is
contribution to the war war effort is included not relevant to the
effort is included prompt
-Historically accurate -Historically accurate
-Historically inaccurate

15. Reflect on Limited Process
Writing and Assessment
0 Think: Think about what you noticed or what came
up for you during this process
0 Pair: Pair with someone at your table to discuss
0 Share: Share with the group any
questions, thoughts, or concerns

16. Full Process
0 The purpose is formal show of knowledge
0 Tied closely to unit question
0 Quality end of unit assessment

17. Full Process:
CC Still Loves Argumentation
0More open-ended, wider in scope
0Still can include Evaluate, Compare, Defend, etc.
0Not a book report or biography, needs to argue a
point

18. Full Process
Writing Prompts
0 Keep them simple
0 Tie to the unit content (particularly the unit question if it’s
been running throughout explicitly)
0 Explicitly teach them how to breakdown prompts
0 Provide a basic formula
0 Use vocabulary that your English department uses so skills
are transparent and transferable

19. Example: Tie Prompt
to Unit Question
0 Unit Topic: 1920’s
0 Unit Question: Who gained status in the 1920’s and
who lost it?
0 Essay Prompt: Who gained status in the 1920’s and
who lost it?

20. Let’s Practice:
Scoring a End of Unit Essay
0 New Groups
0 Find them
0 Cultural Greeting, Name, School
0 Put index cards in center
0 Decide which essays: Same? Different? Break up by Pairs?
0 Score your chosen essay against the rubric provided
REMEMBER! Only what’s on the rubric
NO marks on the essay, only on rubric

21. Reflect on Full Process
Writing and Assessment
0 Think: Think about what you noticed or what came
up for you this time.
0 Pair: Pair with someone at your table to discuss
0 Share: Share with the group any
questions, thoughts, or concerns