Strand 4 writing grades 9 12 sesssion final 5-11-11


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Strand 4 Grade Band Writing Grades 9-12

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  • Think about what we’ve discussed from Test Better Teach Better. How does this fit into the data team process? The action research process? Are they part of the process you use to evaluate your hypotheses? Collect data? Etc.
  • Strand 4 writing grades 9 12 sesssion final 5-11-11

    1. 1. Strand 4 WritingGrades 9 - 12<br />Linda Vanderford and Barbara Wolfe<br />
    2. 2. Writing<br />Maple HS2010-1110th Grade<br />
    3. 3. Use the Writing Scoring Guide to… <br />Assess student writing<br />Establish a common language in the classroom<br />Teach students to self-assess their own writing<br />Determine lessons to teach<br />
    4. 4.
    5. 5. Ideas and Content<br />The writing is clear, focused and interesting. It holds the<br />reader’s attention. Main ideas stand out and are<br />developed by supporting details suitable to audience and<br />purpose. The writing is characterized by<br />• clarity, focus, and control.<br />• main idea(s) that stand out.<br />• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support.<br />• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.<br />• content and selected details that are well-suited to audience and purpose.<br />
    6. 6. Organization<br />The organization enhances the central idea(s) and its<br />development. The order and structure are strong and<br />move the reader through the text. The writing is<br />characterized by<br />• effective sequencing and paragraph breaks; the organizational structure fits the topic, and the writing is easy to follow.<br />• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.<br />• smooth, effective transitions among all elements (sentences, paragraphs, ideas).<br />• details that fit where placed.<br />
    7. 7. Voice<br />The writer has chosen a voice appropriate for the topic,<br />purpose, and audience. The writer demonstrates commitment<br />to the topic, and there is a sense of “writing to be read.” The<br />writing is expressive, engaging, or sincere. The writing is<br />characterized by<br />• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.)<br />• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.<br />• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.<br />
    8. 8. Word Choice<br />Words convey the intended message in an interesting,<br />precise, and natural way appropriate to audience and<br />purpose. The writer employs a broad range of words which<br />have been carefully chosen and thoughtfully placed for<br />impact. The writing is characterized by<br />• accurate, specific words; word choices energize the writing.<br />• fresh, vivid expression; slang, if used, seems purposeful and is effective.<br />• vocabulary that may be striking and varied, but that is natural and not overdone.<br />• ordinary words used in an unusual way.<br />• words that evoke clear images; figurative language may be used.<br />
    9. 9. Sentence Fluency<br />The writing has an easy flow and rhythm. Sentences are<br />carefully crafted, with strong and varied structure that<br />makes expressive oral reading easy and enjoyable. The<br />writing is characterized by<br />• a natural, fluent sound; it glides along with one sentence flowing into the next.<br />• variation in sentence structure, length, and beginnings that add interest to the text.<br />• sentence structure that enhances meaning.<br />• control over sentence structure; fragments, if used at all, work well.<br />• stylistic control; dialogue, if used, sounds natural.<br />
    10. 10. Conventions<br />The writing demonstrates strong control of standard writing<br />conventions (e.g., punctuation, spelling, capitalization,<br />grammar and usage) and uses them effectively to enhance<br />communication. Errors are few and minor. Conventions<br />support readability. The writing is characterized by<br />• strong control of conventions.<br />• effective use of punctuation that guides the reader through the text.<br />• correct spelling, even of more difficult words.<br />• correct capitalization; errors, if any, are minor.<br />• correct grammar and usage that contribute to clarity and style.<br />• skill in using a wide range of conventions in a sufficiently long and complex piece.<br />• little need for editing.<br />
    11. 11. “We can’t expect students to produce excellent, complicated, effective writing if they’re receiving little instruction in it”.<br />(Jones, 1995, p. 22)<br />
    12. 12. Explicit Instruction <br />Describe/explain – reason for use<br />Demonstrate or model<br />Use exemplars<br />Guided practice with specific feedback<br />Independent practice with reteaching<br /> What similarities do you see between Explicit Instruction and Self-Regulated Strategies?<br />
    13. 13. Eleven Elements of Effective Adolescent Writing Instruction:<br />Writing Strategies<br />Summarization<br />Collaborative Writing<br />Specific Product Goals<br />Word Processing<br />Sentence Combining<br />Prewriting<br />Inquiry Activities<br />Writing Process<br />Study of Models<br />Writing for Content Learning<br />Writing Next, 2007<br />
    14. 14. The Write Way Article:Questions for Table Discussion <br />What is the degree of emphasis on non-fiction writing is your school/district?<br />What are the roadblocks and/or promising practices in your school/district?<br />Based on this article, what changes in practice do you recommend for your school/district?<br />
    15. 15. Sentence Combining<br />Two Activities<br />
    16. 16. [T]he preponderance of writing instruction research shows that systematic practice in combining and expanding sentences may increase students’ repertoire of syntactic structures and may also improve the quality of their sentences, when stylistic effects are discussed as well. Thus, sentence combining and expansion are viewed as a primary (and accepted) writing instructional approach, one that has emerged from research findings holding that a sentence combining approach is far superior to traditional grammar instruction.<br />(Carolyn Carter, The Absolute Minimum Any Educator should Know & Teach Students About the Sentence, iUniverse, 2003)<br />
    17. 17. Sentence Combining Resources<br />Sentence Combining: Teaching Rules of Sentence Structure by Doing<br /> <br />Enhance Writing Skill with Sentence Combining: Writing Exercises Don’t Have to Be Boring by Terrie Leigh Reif<br />
    18. 18. Sentence Combining Resources<br /> Introduction to Sentence Combining, by Richard Nordquist <br />Combining Sentences, by Tony Cimasko<br />
    19. 19. Sentence Combining Resources<br />Also check,, and simply “googling” sentence combining to find other resources.<br />
    20. 20. Sentence Manipulation<br />Alphabet Soup<br />
    21. 21. Alphabet Soup<br />Fold paper into 8 sections<br />Open, then fold left side over to the right 1 inch<br />Open<br />Draw six letters from container<br />Students write one letter in each square, leaving two empty boxes for student selected letters<br />Students write sentences that begin with each of the letters<br />J<br />B<br />M<br />O<br />F<br />W<br />
    22. 22. Study of Models – Anchor Papers<br />ODE<br />Clackamas ESD<br />O.P.E.N. Practice Scoring<br />
    23. 23. Anchor Paper “Pick Yourself Up”<br />Read the paper – it earns scores that exceed the standard<br />What strengths does this paper exhibit?<br />Discuss with colleagues<br />
    24. 24. Anchor Paper “Pool Shark”<br />Read the paper – it earns scores below the standard<br />What improvements need to be made in order for this writing to meet the standard?<br />Discuss with colleagues<br />Revise the paper so that it meets or exceeds the standard<br />
    25. 25. Word Processing and Writing Instruction<br /><br /><br /><br />
    26. 26. Your Thoughts on this Session…<br />Exit Ticket<br />+<br /><br />