Introduction and Credit

This PowerPoint was created by Kanetra Germany at the Alabama State

Department. Mrs. Curlee, curriculum specialist, at Montview Elementary School

added in slides 3 and slides 31-35 specifically tailored to her school.

Montview’s Writing Scores

2008-2009 Score Breakdown (5th Grade)

Level I 4%Level II 32%Level III 57%Level IV 7%

62% benchmark 200658% benchmark 200752% benchmark 200864% benchmark 2009

Overview

• In late February, Alabama fifth, seventh, and tenth graders participate in the Alabama Direct Assessments of Writing (ADAW).

• This criterion-referenced assessment measures levels of writing achievement ranging from Level I- Does not meet standards to Level IV-Exceeds standards.

• Administration time for fifth grade is fifty minutes, while administration time for seventh and tenth grades is sixty minutes.

Overview

• The focus of the assessment is first-draft writing rather than a finished product.

• The emphasis is placed on holistic writing – using meaningful, precise

vocabulary vs. spelling– maintaining author control

vs. capitalization – displaying an

organizational plan vs. occasional run-on sentences

Assessed Modes of Writing• Narrative Writing

Grades 5, 7, and 10

• Descriptive Writing Grades 5 and 7

• Expository WritingGrades 5, 7, and 10

• Persuasive Writing Grades 7 and 10

Narrative Writing

• Meaningful narrative writing relates a clear sequence of events (fictional or non-fictional) that occurs over time.

• Purpose• Audience• Setting• Characters• Plot• Conflict• Climax• Resolution

Descriptive Writing

• Descriptive writing is the clear depiction of people, places, objects, or events using appropriate details.

– An effective description will contain sufficient and varied elaboration of details.

– Sensory details describe what the writer sees, hears, smells, touches, and tastes.

Descriptive Writing• When describing an object, concentrate on physical appearance.

• When describing a person, focus on behavior, movement, and physical appearance.

• When describing a place, concentrate on people and surroundings.

• Use exact vivid words.

• Employ figurative language to create vivid word pictures.

Expository Writing• Expository writing is

defined as presenting reasons, explanations, or

steps in a process.

• Logical order / sequencing of events

• Main idea

• Supporting details

• Conclusion

• Transitional words

Persuasive Writing• Persuasive writing is defined

as presenting reasons and examples to influence action or thought.

– Use strong persuasive words.

– Use appropriate transitional words.

– Use logical order.

– End with a strong summary statement.

Grade 5 Test-Answer DocumentGrade 5 has a

blue band. Notice the

logo.

Pre-ID Label

Placement

Barcode

number

Lithocode

number

Grade 7 Test-Answer Document

Grade 7 has

a brown band. Notice

the logo.

Pre-ID Label

Placement

Barcode

Number Lithocode

Number

Grade 10 Test-Answer Document

Grade 10 has

an orange Notice

band. the logo.

Pre-ID Label

Placement

Barcode

Number

Lithocode

Number

Explanation of Scoring

• Each paper is scored independently by two readers on a 4-point scale that ranges from a low of one to a high of four.

• The scores of the two readers are added to yield an overall score ranging from two to eight.

• A score of 0 is not rated.

• Papers that are not rated are considered Level I papers.

Explanation of Scoring

• If the scores of the readers differ by more than one point, the score is resolved by a master reader.

• The paper’s score is the master reader’s score doubled.

Reporting of Scores• Level IV (7-8 points): This writing is thorough with a strong sense of

audience and purpose and is precise, consistent, and elaborated with details that are clear and coherent.

• Level III (5-6 points): This writing indicates a good understanding of the writing task and is sufficiently developed with a sense of audience, purpose, and author control.

• Level II (3-4 points): This writing reflects some understanding of the writing task but more author involvement than author control.

• Level I (0 or 2 points): This writing shows little understanding of the writing task. A score of 0 is not rated.

• Not rated: To receive this score, papers may be blank, insufficient, off topic/off mode, illegible, incomprehensible, in a foreign language, copied verbatim from the prompt, or refusal to write.

Group Holistic Scores

• The group reports provide the number and percent of students scoring at the various levels of achievement for each mode of writing as well as the mean for each mode.

• The Mean Raw Score across modes shows the average for all students’ responses across the three or four modes of writing.

Group Analytic Scores

• Keep in mind that the analytic score is not a part of the overall holistic score.

Individual Student Report

• The Individual Student Report provides a score and an explanation of the student’s performance on both the Focused Holistic Rubric and the Alabama Analytic Rubric.

Annotated Student Response Packets

• An Annotated Packet provides critical commentary on sample student responses in each mode and each achievement level.

Annotated Student Response Packets

Accessing the Packets:• Go to www.alsde.edu.• Locate “Sections” in the

left, blue margin.• Scroll and click “Student

Assessment.”• Locate “Publications” in

the left, blue margin.• Scroll and click

“Annotated Packets 2006-2007.”

Annotated Student Response Packets

• There are three categories of information provided in the Annotated Packets.– Overview– Rubrics– Annotated Student

Responses

Annotated Student Response Packet: Overview

• An overview of the Alabama Direct Assessments of Writing includes background information on the assessment, training of readers, explanation and reporting of scores, sample reports, and an interpretation of the scores.

Annotated Student Response Packet: Rubrics

• The Focused Holistic Rubric and the Alabama Analytic Rubric are included for Level I (Does not meet standards) through Level IV (Exceeds standards).

• The Focused Holistic Rubric explains the four areas of concentration: purpose, content, audience, and organization/clarity.

Annotated Student Response Packet: Rubrics

• The Alabama Analytic Rubric focuses on writing mechanics, sentence formation, and grammar and usage. Keep in mind that students’ overall scores are based on the Focused Holistic Rubric.

Annotated Student Responses

• The Annotated Packets provide a definition of each mode assessed, the prompt, and sample student responses. There are several annotated student responses provided for each level of achievement.

Sample Annotated Student Response

Lithocode number

Matching Lithocode number

• Writing is a process that cannot be learned overnight.

• Each LEA should have a writing program in place that begins in kindergarten.

• ALL students must be assessed on the same day.

• Encourage mock assessments for all grades throughout the year.

• Remember, this assessment is just a “snap shot” of a student’s writing ability.

• Make sure that a student has only one completed test/answer document. Every test/answer document sent to the vendor will be scored.

Montview Writing Plan1. Have high expectations!

Grades K-5 * 3 writing benchmarks yearly * 50 minutes

2. Every teacher will have a writing benchmark 3-ringed binder that contains their 4 mock writing assessments and scoring rubrics for the year. Organize by student name please!

3. Every child will have a yellow writing folder for instructional purposes. Each classroom/grade level will differ based on each teacher’s instruction (this folder (not each student’s contents) will be provided for each child by Mrs. Curlee). Mrs. Curlee will provide each teacher with a hard copy of appropriate grade level rubrics, writing information, transitional words, writing activities, etc for the folders.

4. Display writing in the hallways (should be changed out monthly at least).

5. Each grade level is responsible for teaching the writing content from the Alabama Course of Study between each writing benchmark test.

6. Each grade level will receive copies of information from the Huntsville City Schools Writing Curriculum and from the state department that should be used as a ‘resource’ in correlation with Scott Foresman in order to appropriately teach writing throughout the year. If everyone uses the SAME writing instructional formats from K-4th grade, the 5th grade teachers will have an easier time teaching writing to their students. Also, strugglers can benefit each year from the repetition.

7. All teachers, k-5, are REQUIRED to teach the writing and language section of their COURSE OF STUDY focusing on the mode of writing timeline throughout the year. The course of study connects with the next year. Our students do not need instructional gaps in their writing.

8. All 3 writing benchmark assessments will be assessed using a rubric that correlates with the 5 th grade Alabama Writing Assessment provided by the Huntsville City School’s K-5 writing curriculum.

Montview’s Writing PlanBenchmark Test Pacing Grades K-4

October 29th Benchmark #1 results grid due

January 28th Benchmark #2 results grid due

May 13th Benchmark #3 results grid due

Montview’s Writing PlanInstructional Pacing for Grades K-4

(K-4:Teach all 3 modes of writing by using the writing and language section of your COURSE OF STUDY)

August, September, October Descriptive Writing

November, December, January Narrative Writing

February, March, April, May Expository Writing*ARMT Prep & AssessmentExpository writing will help with open

ended responses in ARMT reading

Montview’s Writing Plan

Benchmark Test Pacing Grade 5

5th Grade will develop their own pacing for 2010-2011

Montview’s Writing Plan

Montview’s writing plan contains 3 parts for each grade level K-5:

1. Course of Study (Writing / English)2. Instructional Pacing of the 3 modes3. Benchmark Test Dates

Along with Montview’s plan of instructional writing mode pacing and benchmark dates, teachers will use the scoring rubrics, graphic organizers, and other resources provided by the Huntsville City School’s writing plan for instructional purposes. Mrs. Curlee will be providing each teacher with this information in your “writing packets.” Teachers will also teach the Writing/English section of the Alabama Course of Study between each writing benchmark focusing on the school-wide determined mode for that time frame.

Each grade level will see the same rubrics, graphic organizers, and other resources from one year to the next. This will help strugglers and will help develop a school-wide uniformed writing plan K-5 focused on the Alabama Course of Study and the 5th Grade Writing Assessment requirements.

Kindergarten Course of Study: Writing and Language

8. Use brainstorming, drawing, and discussion as elements of prewriting in the writing process.Examples: graphic organizers, storyboards, peer group discussions

Drafting by stringing letters together to express thoughtRevising group or modeled storyUsing approximate spelling while editingPublishing through reading or displaying workUsing basic punctuationExamples: period, question mark, exclamation point

9. Print upper- and lower-case letters using proper formation, spacing, and letter-line placement.Using correct hand position when holding writing instrument

Kindergarten Instructional Pacing

August, September, OctoberTeach COS objectives 8 & 9 (Pre-writing & letter writing) with descriptive writing

November, December, JanuaryTeach COS objectives 8 & 9 (Pre-writing & letter writing) with narrative writing

February, March, April, MayTeach COS objectives 8 & 9 (Pre-writing & letter writing) with expository writing

Kindergarten Benchmark Test Dates

Benchmark #1(2 assessments)

Purpose:

(1) to assess instruction on COS 9

Print alphabet in capital letters AND Print alphabet in lowercase letters

(2) Graphic Organizer Purpose: to assess COS 8 (pre-writing) Brain storming and drawing for descriptive writing

Kindergarten Benchmark Test Pacing

Benchmark #2(2 assessments)

(1) Purpose: to assess instruction on COS 9Print alphabet in capital letters AND Print alphabet in lowercase letters (the students who have mastered this can begin taking the assessment for printing words in lowercase letters or printing complete sentences; these assessments will be available for kindergartners who are ready!)

(2) Graphic Organizer Purpose: to assess COS 8 (pre-writing) Brain storming and drawing for narrative writing

April 23rd Benchmark #3(2 assessments)

(1) Purpose: to assess instruction on COS 9 Print alphabet in capital letters ANDPrint alphabet in lowercase letters (the students who have mastered this can begin taking the assessment for printing words in lowercase letters or printing complete sentences; these assessments will be available for kindergartners who are ready!)

(2) Graphic Organizer Purpose: to assess COS 8 (pre-writing) Brain storming and drawing for expository writing

First Grade Course of Study: Writing and Language

8. Use complete sentences to address a topic or tell a story.Using graphic organizers to outline contentRereading to make revisionsEditing for spelling, punctuation, and capitalizationPublishing final draftUsing descriptive, narrative, and expository modes of writingWriting simple poems addressing a topic

9. Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I.

Using question marks at the end of asking sentences

10. Use a word that names a person, place, thing, or animal as the subject of a sentence.Using verbs to show actionUsing adjectives to describeIdentifying singular and plural nouns

11. Exhibit proper letter formation, spacing, and letter-line placement in words and sentences.

First Grade Instructional Pacing

August, September, OctoberTeach COS objectives 8, 9, 10 (writing complete sentences) & COS 11 (proper letter writing in words and sentences) with descriptive writing

November, December, JanuaryTeach COS objectives 8, 9, 10 (writing complete sentences) & COS 11 (proper letter writing in words and sentences) with narrative writing

February, March, AprilTeach COS objectives 8, 9, 10 (writing complete sentences) & COS 11 (proper letter writing in words and sentences) with expository writing

First Grade Benchmark Test Dates

Benchmark #2

Purpose: to assess instruction on COS 11Print 5 words in lowercase letters

Purpose: to assess instruction on COS 8, 9, 10, complete sentences

Write 2 complete sentences for a descriptive paragraph

1st grade benchmark test dates continued

Benchmark #2

Purpose: to assess instruction on COS 11Print 10 words in lowercase letters

Purpose: to assess instruction on COS 8, 9, 10, complete sentencesWrite 5 complete sentences for a narrative paragraph

Benchmark #3

Purpose: to assess instruction on COS 11Print 15 words in lowercase letters

Purpose: to assess instruction on COS 8, 9, 10, complete sentencesWrite 5 complete sentences for an expository paragraph

Second Grade Course of Study: Writing and Language

8. Organize sentences into a paragraph to address a topic or tell a story.Sorting information using graphic organizersGenerating a topic sentence and a concluding sentence in a paragraphDrafting a written piece, including an introductory paragraph and a concluding paragraphEditing for spelling, punctuation, capitalization, and sentence varietyPublishing final draftUsing descriptive, narrative, and expository modes of writingWriting free verse poetry to express ideas

9. Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression.

Using abbreviations, apostrophes in contractions, and apostrophes in possessives in writingUsing commas in writingExamples: dates, friendly letter greetings, physical address, items in a seriesUsing exclamation points at the end of sentences to show emotion in writing

10. Use concrete nouns and action verbs in written communication.Examples: concrete nouns—teacher, beach, desk, dogaction verbs—run, eatDescribing nouns using adjectives in writingSubstituting nouns with pronouns in writingUsing singular and plural nouns in writing

11. Write words and sentences legibly with proper spacing in manuscript.Forming upper- and lower-case letters in cursive

Second Grade Instructional Pacing

August, September, OctoberTeach COS objectives 8, 9, 10 (organizing sentences into paragraphs& essays) & COS 11 (proper letter writing in words and sentences) with descriptive writing

November, December, JanuaryTeach COS objectives 8, 9, 10 (organizing sentences into paragraphs & essays) & COS 11 (proper letter writing in words and sentences) with narrative writing

February, March, April, MayTeach COS objectives 8, 9, 10 (organizing sentences into paragraphs & essays) & COS 11 (proper letter writing in words and sentences) with expository writing

Second Grade Benchmark Test Dates

Benchmark #1Purpose: to assess instruction on COS 8, 9, 10, 11 organizing sentences into paragraphs and essays Write at least 3 paragraphs for a descriptive essay

Benchmark #2Purpose: to assess instruction on COS 8, 9, 10, 11 organizing sentences into paragraphs and essays Write at least 3 paragraphs for a narrative essay

Benchmark #3Purpose: to assess instruction on COS 8, 9, 10, 11 organizing sentences into paragraphs and essays Write at least 3 paragraphs for an expository essay

3rd and 4th Grade Writing Plan

View the print out of the 3rd grade or 4th grade Writing/Language C.O.S. that you

have been given

Third Grade Instructional Pacing

August, September, OctoberTeach COS objectives 9, 10, 11 (organizing paragraphs into essays) with descriptive writing

November, December, JanuaryTeach COS objectives 9, 10, 11 (organizing paragraphs into essays) with narrative writing

February, March, April, MayTeach COS objectives 9, 10, 11 (organizing paragraphs into essays) with expository writing

Fourth Grade Instructional Pacing

August, September, OctoberTeach COS objectives 8, 9, 10 (organizing paragraphs into essays) with descriptive writing

November, December, JanuaryTeach COS objectives 8, 9, 10 (organizing paragraphs into essays) with narrative writing

February, March, April, MayTeach COS objectives 8, 9, 10 (organizing paragraphs into essays) with expository writing

Third and Fourth Grade Benchmark Test Dates

Benchmark #1 Writing Assessment Purpose: to assess instruction on: COS 9, 10, 11 (3rd grade) or 8, 9, 10 (4th grade); turning paragraphs into essays Write at least 3 paragraphs for a descriptive essay

Benchmark #2 Writing Assessment Purpose: to assess instruction on: COS 9, 10, 11 (3rd grade) or 8, 9, 10 (4th grade); turning paragraphs into essays Write at least 3 paragraphs for a narrative essay

Benchmark #3 Writing Assessment Purpose: to assess instruction on: COS 9, 10, 11 (3rd grade) or 8, 9, 10 (4th grade); turning paragraphs into essays Write at least 3 paragraphs for an expository essay

5th Grade Writing Plan

View the print out of the 5th grade Writing/Language C.O.S. that you have

been given

Fifth Grade Instructional Pacing

5th Grade will create their own instruction pacing for 2010-2011

5th Grade Benchmark Test Dates

5th grade will create their own benchmark test dates for 2010-2011

Conclusion

If there are any questions concerning this assessment, contact Kanetra Germany, Assessment and Accountability, State Department of Education,

(334) 242-8038 or kgermany@alsde.edu.

If there are any questions concerning slides 2-3 or slides 31-53, contact Brooke Curlee, Curriculum Specialists, Montview Elementary School, (256) 457-5672 or bburnett@hsv.k12.al.us.