From the Beginning

Planning for Impact in Writing Instruction, 6-12

Dr. Patti McWhorterPatti.McWhorter@negaresa.

org

Agenda Introductions and Overview Planning for Impact: Research Base Prioritizing Standards Building a Writing Community: Workshop

Approach Pre-Assessment Data Goal Setting Self- and Peer Assessment: Critical Training Managing the Paper Load Questions and Discussion

Introductions and Overview Who am I? Why am I here? Who are you? What do you hope to learn?

Planning for Impact: Research Base and Resources Framework for Success in Postsecondary

Writing

Writing Next

Visible Learning

TKES/TAPS Connections Teacher Keys Effectiveness System Teacher Assessment on Performance Stand

ards and Rubrics Reference Sheet and Sample Indicators

How does this information connect to what you are hearing?

Prioritizing StandardsWriting/Language

Priority Anchor StandardsEvidence of Achievement

(Assessment Data)W 1, 4, 9L1

Best piece and artifacts that show growth in argumentation (prior papers, strategies, etc.) using Literacy Design Collaborative rubric

W2, 4, 9L1

Best piece and artifacts that show growth in informative/explanatory (prior papers, strategies, etc.) using Literacy Design Collaborative rubric

Pre-Assessment/Data Points: Mock writing samples holistically scored using LDC continuum Teacher generated data and writing samples Flexible grouping based on data

Post-Assessment: Growth Portfolio Additional mock writing opportunities

L4 Vocabulary (word family; differentiated vocabulary) (need a variety of evidence)

L5 Figurative Language(need a variety of evidence)

TKES/TAPS Connections Teacher Keys Effectiveness System Teacher Assessment on Performance Stand

ards and Rubrics Reference Sheet and Sample Indicators

How does this information connect to what you are hearing?

Building a Writing CommunityAttitude in a writing community…

Writing is important. Writing is an ongoing and creative process. Writing development occurs as a continuum. We share our knowledge of the writing craft with

one another. Our writing belongs to us. We are all developing writers.

Building a Writing CommunityA successful classroom writing community requires…. A philosophical and physical environment conducive to a

sustained writing experience. A reliable, consistent and sufficient block of time for daily

writing. A set of rehearsed writing workshop procedures involving

materials, movement, and writing process components. A continuing curriculum of content and skills. Lessons in writing content, composing skills and

conventions through examples, demonstrations and models.

The use of writers’ vocabulary. Self-evaluation procedures. Classroom management techniques.

Building a Writing Community Teachers provide the resources, opportunities, and lessons

needed for young writers to progress in the writing craft. Teachers model the procedures and provide the structure

that will help young writers productively pursue and practice their craft.

Writers confer with other writers and revise in response to their comments.

Writers phrase their comments and questions in non-threatening ways.

Writers keep their work in a personal folder and maintain a writer’s notebook.

Writers know the writing curriculum and take responsibility for skill acquisition.

Writers evaluate their writing using criteria based on process and content.

Building a Writing CommunityHow do you build a writing community in your classroom?

Icebreakers? Surveys? Collaborative class rules and procedures? Writing instruction survey for teachers

Key Practice:Building a Writing Community

Creating a Community of Writers

Annenberg Learner

Writing WorkshopWhat characteristics of the writing workshop model do you currently have in place in your classroom?

Content choices Time Teaching Talking Focused study Publication High expectations/safety Structure managementRay, Katie Wood. 2001. The Writing Workshop: Working through the Hard Parts (and They’re All

Hard Parts). Urbana, IL: NCTE.

Key Practice: Writer’s Notebook

Format: sections and procedures Regular, systematic use

Key Practice: Writer’s Notebook

Freewriting Writer’s Eye (I) Author’s Word

and Phrase Palette

Gems Editing Checklists

and Mini-Handbooks

Anderson, Jeff. 2005. Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop. Portland: Stenhouse Publishers.

Drafts/Ideas Published Pieces Editing

Checklists, Mini-Handbooks, Rubrics

TKES/TAPS Connections Teacher Keys Effectiveness System Teacher Assessment on Performance Stand

ards and Rubrics Reference Sheet and Sample Indicators

How does this information connect to what you are hearing?

Pre-Assessment DataWhat pre-assessment data do you collect about your students as writers? How do you use the data? Writing Experiences Survey: Who am I as a

writer? Examine writing from previous years Varied initial writing assignments (letters

of introduction; short readings and reflections or critical analysis questions; journals and/or daily writing, etc.)

Pre-Assessment Data:Rubrics Strong/medium/weak/no evidence I am impressed/I can work with this/I’m

concerned/no evidence Literacy Design Collaborative rubrics

Not Yet Approaches Expectations Meets Expectations Advanced

Mock writing: In Common; Engage NY

TKES/TAPS Connections Teacher Keys Effectiveness System Teacher Assessment on Performance Stand

ards and Rubrics Reference Sheet and Sample Indicators

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Goal Setting: Based on DataHow do you use goal-setting with your students? Long-term goal: Become a better writer Short-term goals:

Stronger leads or “hooks” Use more complex sentences

Establish process and procedures Determine timeline for reviewing goals Reference goals often and gather data

TKES/TAPS Connections Teacher Keys Effectiveness System Teacher Assessment on Performance Stand

ards and Rubrics Reference Sheet and Sample Indicators

How does this information connect to what you are hearing?

Self- and Peer Assessment

How do you currently use self – and/or peer assessment with your students? What are the obstacles to this type of practice?

Self- and Peer Assessment: Critical Training Sorting samples of writing Recognizing writing that represents the

achievement levels and descriptors of your rubric

Score papers from real samples (taking care to preserve anonymity) Students might receive peer feedback and

respond to the suggestions Teacher can select one domain on which to

focus the peer assessment/feedback work Use small score sheets or post-it notes

Ask for specific feedback on a particular domain

TKES/TAPS Connections Teacher Keys Effectiveness System Teacher Assessment on Performance Stand

ards and Rubrics Reference Sheet and Sample Indicators

How does this information connect to what you are hearing?

Managing the Paper LoadHow effective is your feedback if you cannot manage the paper load? Draft parts and whole pieces with

feedback from peers and then teacher (after critical training)

Focus on specific domains: differentiated groups

Expert groups score first – you confirm Use an instructional rubric (like LDC) Student choice of topics: prevent

assessor’s fatigue

TKES/TAPS Connections Teacher Keys Effectiveness System Teacher Assessment on Performance Stand

ards and Rubrics Reference Sheet and Sample Indicators

How does this information connect to what you are hearing?

Questions and Discussion What do you need to know more about? What will you do differently from the

beginning of the school year? How can we collaboratively help each

other across the state?

Dr. Patti McWhorterPatti.McWhorter@negaresa.

org