LITERACY LEADERS WRITING STRATEGIES AND RECOMMENDED ASSESSMENTS P4

1
LITERACY LEADERS WRITING STRATEGIES AND
RECOMMENDED ASSESSMENTSP-4

• EMR Whitehorse Centre
• 2007
• Kay Moore, Pauline Poole
• Margaret Bertram and
• Cathy Dickinson

2
Agenda

• Welcome
• Overview of English Domain
• 3. Supportive Classroom Conditions
• 4. The Writing Process.
• Authorial Secretarial Spelling Handwriting
• 5. The Writing Block
• Instructional Approaches for Writing
• Writing Standards Assessment Maps Assessment
  Tools
• 9. Text Types

3
Whole School Approach to Improving Learning
Outcomes
4
Blueprint FS1 Student Learning
OUR EDUCATIVE PURPOSE
What is powerful to learn?
What is powerful learning and what promotes it?
Who do we report to?
LEARNER
Victorian Essential Learning Standards
Principles of Learning and Teaching
Students Teachers Parents Community System
How do we know it has been learnt?
Assessment Advice
5
(No Transcript)
6
(No Transcript)
7
(No Transcript)
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
What are the Essential Features of the Literacy
Program? 2 Hour Literacy Block

• Daily
• Timetabled
• Uninterrupted
• One hour reading / one hour writing
• Whole small whole structure

15
Supportive Classroom Conditions

• Time
• Choice
• Response
• Demonstration
• Expectation
• Routines
• Evaluation

16
Aspects of the Writing Process

• Organising /Planning
• Composing
• Revising
• Proof Reading/ Recording
• Publishing

17
Authorial Roles

• Generating and organising ideas and information
  to communicate with a known audience
• Organising/Planning
• Composing
• Revising

18
Secretarial Roles

• Dealing with the surface features of writing
• Proof Reading /Recording
• Publishing

19
Organising / Planning

• Consider purpose and audience
• Generate ideas appropriate to the task
• Consider an appropriate text type
• Sorting ideas and constructing a plan

20
(No Transcript)
21
Mind Map Organising / Planning
Eleisha Yr 5 Mildura South Primary School
22
Pie Graph
Gabby Yr 5 Mildura South Primary School
23
Organising /Planning
24
Composing

• Selecting an idea from an array of possibilities
• Choosing words and sentences to convey the
  message
• Reading writing as it is written to check
  clarity
• Expanding the idea or developing another idea,
  connecting the ideas together

25
Composing PhaseLevel 3 Writing Continuum
Teaching Strategies

• Students learn to use self-instructional
  strategies to guide them in this
• What is the first important idea? How will I say
  it?
• What is the second important idea/event? What
  ideas go with it?
• How will I start the writing? What do I want to
  tell the reader first?
• What is the main idea in each paragraph?
• How will I finish off the writing?
• Students decide whether it would be useful to
  include supportive drawings or computer graphics
  in their text

26
(No Transcript)
27
Composing
28
Composing
29
Revising

• Checking appropriateness for audience through
• reading, checking work in progress or completed
  text
• being more deliberate in word selection
• reorganising sequence reword add to delete

30
Revising
31
Revising
32
Secretarial role

• Dealing with the surface features of writing.
• Recording
• Publishing

33
Recording
34
Proof Reading / Recording

• Writers record ideas and messages involving
• handwriting and keyboarding
• spelling
• grammar and punctuation
• illustrations
• concepts about print

35
Grammar
Grammar is a way of describing how language
works to make meaning within a particular
culture. (Derewianka, 1998) Grammar evolves
with use and teachers need to know what is
current acceptable usage
36
(No Transcript)
37
Punctuation

• Punctuation is a structural tool used by the
  author to assist the reader to understand the
  authors intended message.
• Teachers support the development of students
  knowledge about what the particular forms of
  punctuation mean, when the forms are used and how
  the forms aid meaning.

38
(No Transcript)
39
Handwriting

• Fluent handwriting
• Supports composing
• Supports the reader to gain the message
• How do we assist students to develop fluent
  handwriting?

40

• Spelling

41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
Spelling

• Students word-solving strategies are
  developed by being explicitly taught how to
• hear and record sounds
• increase their knowledge of words
• use words they already know to get to unfamiliar
  words

48
(No Transcript)
49
(No Transcript)
50
Spelling Analysis Activity

• Look at the writing sample
• Use the Error Analysis Guide
• Analyse the piece of writing
• What would your first teaching focus be for the
  child?
• What teaching approach would you use?
• Share

51
(No Transcript)
52
(No Transcript)
53
(No Transcript)
54
(No Transcript)
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
Spelling
59
Proof Reading / Publishing

• Preparing for presentation and being mindful of
  spelling, layout and legibility
• Considering the needs of a specific audience
• Selecting from a range of mediums for publishing,
  including multimedia

60
Proof Reading / Publishing
61
Publishing
62
Reflection

• What do the authorial and secretarial roles mean
  for you as a leader?
• Share within the group
• Report back to whole group

63
Morning Tea
64
The Writing BlockWriting covers 1 hour of the
literacy block. It follows the same model as
the reading block - whole - small - whole
65
(No Transcript)
66
(No Transcript)
67
Instructional Approaches Activity

• Each table has been given an instructional
  approach
• Work in table groups
• Read and discuss your approach
• Record and report back on
• Teachers role
• Students role
• When and why would you use this approach

68
Modelled Writing

• Teacher demonstrates the construction of a text
• Teacher articulates the thinking behind the
  choices being made
• Teacher is responsible for generating and
  recording ideas
• Students are observers

69
Shared writing

• Teacher and students collaboratively compose a
  text
• Students ideas and suggestions are considered
  and incorporated
• Teacher takes responsibility for recording
• Text is much richer than students could construct
  independently

70
It creates opportunities to make links between
spoken and written language. Students are
supported to take an active role in the writing
process.. The writing then becomes reading
material for the student.. Language experience
is recommended for use with beginning writers

• Language Experience - The Purpose

71
Interactive writing

• Teacher and students jointly compose a shared,
  large print text
• Teacher records words and phrases students know
  and engages students in problem-solving
  challenging words and phrases
• Teaching focus on recording - handwriting,
  spelling, grammar and punctuation

72

• Interactive writing

73
Guided writing

• Short teaching session to focus on an aspect of
  writing
• Students construct their own text
• Teacher guides, responds and extends students
  thinking

74
Independent writing - Roving conferences

• Students individually, in pairs or small groups,
  use knowledge of the writing process to construct
  texts
• Teacher moves among students, holding brief
  teaching conversations
• Teacher scaffolds learning, giving specific
  direction to move forward

75
OHT TW34.20

• Whole class writing share time
• Provides opportunities for students to
• think about and articulate learning
• develop a language to talk about their writing

76
(No Transcript)
77
Teachers need to plan for-

• The provision of learning opportunities that
  promote talk
• Student learning in relation to the
• Reading / writing standards
• Speaking listening standards
• Communication standards
• Thinking standards

78
Using Teacher Talk to support students literacy
development

• Role of the teacher
• Demonstrating
• Scaffolding
• Acting as a critical friend
• Questioning
• Active listening

79
Lunch
80
Assessment OF learningoccurs when teachers use
evidence of student learning to make judgements
on student achievement against goals and
standards.

• Assessment FOR learning
• occurs when teachers use inferences about student
  progress to inform their teaching.

• Assessment AS learning
• occurs when students reflect on and monitor their
  progress
• to inform their future
• learning goals.

81
Principle 5 Assessment

• Assessment practices are an integral part of
  teaching and learning
• 5.1 designs assessment practices that reflect the
  full range of learning program objectives
• 5.2 ensures that students receive frequent
  constructive feedback that supports further
  learning
• 5.3 makes assessment criteria explicit
• 5.4 uses assessment practices that encourage
  reflection and self assessment
• 5.5 uses evidence from assessments to inform
  planning and teaching

82
Continuous Monitoring and Assessment

• Helps teachers gain a clear picture of each
  students writing development
• Allows the teacher to plan focused teaching and
  learning experiences to move students forward

83
Assessment Maps

• a tool to help teachers assess student work using
  the Victorian Essential Learning Standards.
• provide a range of annotated student work samples
  which can be used in conjunction with the
  progression points to help teachers make
  consistent and balanced judgments about student
  achievement.

84
Assessment Maps
Standards
Illustration of typical features of achievement
Progress towards meeting
Progression Points
85
Assessment Map 0.5 Sample
Ideas Communicated in Writing Scaffolding
learning from 0.5

• The following sample illustrates the kind of
  response that students typically produces at 0.5
  as they progress towards the Level 1 standard.

86
Writing 0.5 Annotation

• Needs to be interpreted and scribed by teacher.
• Uses some conventional letter shapes and some
  invented ones.
• Uses some beginning sounds, but letter patterns
  do not replicate words or sentences.
• Writes random letters that are not clearly
  connected to meaning.

87
(No Transcript)
88
Writing Level 1 Annotation
Ideas Communicated in Writing, Scaffolding
learning from Level 1

• The student writes a simple sentence about a
  favourite video.
• The student forms words, using most letters
  correctly, for example, the and was.
• The student makes plausible attempt at spelling
  video and fun.

89

• Writing 1.25 Annotation
• The following sample illustrates the kind of
  response that students typically produce at 1.25
  as they progress towards the Level 2 standard.
• Whole passage The student uses words that can
  generally be easily read and understood.
• The student experiments with linguistic
  structures and features, for example, to
  Robbie. (1)
• The student has included all letter sounds. (2)
• The student shows control of letter formation.
  (3)
• The student uses some conventions of punctuation.
  (4)

90
Student work sample

• This work shows
• evidence of
• Writing from personal experience
• Two sequenced ideas
• Appropriate nouns and verbs
• Simple sentences
• Some capital letters and full stops
• Some high frequency words and one syllable words
  spelt correctly
• Phonological awareness (letter sounds to attempt
  unfamiliar words)

91
Indicator of progress
Level 3
Writing Dimension Ideas Communicated in Writing

• Students continue to write about familiar events
  and personal experiences or feelings but use a
  greater range of ideas in a coordinated way, for
  example, they support topic with data, and
  reasons or opinions with simple detail or
  comments.
• They extend their use of topic-relevant and
  high-frequency vocabulary.
• They combine their personal writing with
  supportive drawings.

Level 2
1.25
Level 1
92
Teaching Strategies

• Ideas Communicated in Writing
• are organised under the following
• Organising phase
• Composing phase
• Revising phase
• Proof reading and publishing phase
• Learning consolidation phase

93
(No Transcript)
94
Key elements of Writing Level 2

• Write short sequenced texts that include some
  related ideas about familiar topics.
• Write texts that convey ideas and information to
  known audiences.
• Use appropriate structures to achieve some
  organisation of the subject matter.
• They link ideas in a variety of ways using
  adverbial phrases indicating time and place.
• They accurately spell frequently used words, and
  make use of known spelling patterns to make
  plausible attempts at spelling unfamiliar words.
• They use capital letters, full stops and question
  marks correctly.
• They reread their own writing and use a range of
  editing resources to revise and clarify meaning.

95
(No Transcript)
96
(No Transcript)
97
Key elements of Writing Level 3

• Order information and sequence events
• Include background information.
• Variety of sentences and use verb tenses
  correctly.
• Accurately use full stops, commas and question
  marks.
• Spell most one- and two-syllable words with
  regular spelling patterns

98
(No Transcript)
99
(No Transcript)
100
Key elements of Writing Level 4

• (Students) produce a variety of texts for
  different purposes using structures and
  features of language appropriate to the purpose
  
• They use a variety of sentence structures
• They use punctuation accurately, including
  apostrophes.
• They use different parts of speech
• They employ a variety of strategies for writing,
  including editing and proofreading.

101
(No Transcript)
102
Making consistent judgements

• Moderation is a process for improving the
  consistency of judgements through
• Developing a common understanding of the standard
  to be assessed
• Drafting assessment task requirements
• Drafting criteria
• Analysing student work samples

103
Looking at evidence of student learning
Moderated Judgement
Listening to colleagues judgements
Reflecting on own judgement of student learning
104
To reiterate the process

• Make an on-balance teacher judgement
• Align work sample to standards progression
  points
• Cross reference with indicators of progress
• Identify the area that I will focus on
• Select the teaching strategy

105
Activity

• Brainstorm in table groups
• What are some of the different monitoring and
  assessment tools currently used for writing in
  your school
• Represent pictorially or use a graphic organiser

106

• Assessment tasks
• Teacher observations
• Conversations
• Writing interviews
• Learning journals
• Student self- assessment and peer assessment
• Annotated work samples
• Writing Analysis Guide
• Spelling Analysis Guide
• Error Analysis Chart
• Developmental Assessment Resource for Teachers
  (DART)

107
Writing Interview Adapted from Word Matters,
Teaching Phonics and Spelling in the
Reading/Writing Classroom (Pinnell and Fountas
1998). Name Date What do you do when you come
to a word you dont know how to write? What else
do you do? What are some words that are tricky
for you? Why do you think they are hard? How do
you learn to write new words? What else do you
do? If you were helping a young child to write,
what would you do? Anything else? How can you
get better at writing new words? Why is correct
spelling important?
108
Writing Log
109
Annotated Work Samples
110
Developmental Assessment Resource for Teachers-
DART
111
DART
112
What is a rubric?

• A rubric is a set of scoring guidelines for
  evaluating students work (Grant Wiggins, 1998,
  p.154).
• The criteria and the rubric aim to make an
  essentially subjective process as clear,
  consistent, and defensible as possible
• (Judith Arter and Jay McTighe, 2001, p. 4)
• A rubric is a tool to assist both students and
  teachers make judgements about student
  achievement of the Standards.

113
Rubrics

• Rubrics provide clear criteria for evaluating a
  product or performance on a continuum of
  quality. 
• Well designed rubrics have the following in
  common
• They are task specific
• They are accompanied by exemplars
• They are used throughout the instructional
  process

114
A rubric is

• your promise to students about how you will judge
  the quality of their achievement of the Standards
• about the work, not about labelling the students
• about the important criteria and substance of the
  task (not every tiny detail)
• never perfect the first time you use it!

115
(No Transcript)
116
Portfolio Assessment

• Involves students in making decisions, selecting,
  and justifying the inclusion of samples of their
  work that show achievement of the Standards over
  a period of time (i.e. they are selections not
  collections)
• usually requires students to meet guidelines or
  parameters set by, or negotiated with, the
  teacher
• e.g. include
• - at least 2 pieces that show improvement over
  time
• at least 1 . or 1 .

117
Storing Assessment Data Writing Portfolios

• A writing portfolio is one part of a student
  assessment portfolio.
• Analysed data placed in a student writing
  portfolio informs daily teaching

118
Writing Moderation Activity

• Look at your writing samples
• What do these children have control of?
• What do they need to work on?
• Where does this fit with the Progression Points

119
Grouping for Effective Instruction

• Using assessment to guide your teaching
• Assessment for learning occurs when teachers
  use their inferences about student learning to
  inform their teaching (formative)

120
TEXT TYPES
121
Brainstorm

• What do we mean by Text Types?
• What are some of the different Text Types we use
  at school?
• Use a thinking tool. Represent graphically

122
Text Types

• Narrative- Imaginative Informative
• Poetry, Plays, Jokes, Riddles and songs.
• Transactional
• Reports
• Procedural
• Persuasive
• Explanation

123
Narrative Text Purpose is to entertain,
inform, describe and extend the readers
imagination. Structure FeaturesIt has an
orientation, complication, resolutionDescriptive
language action verbs information in
storyExamples of contextsImaginative
narratives may be stories, fables, ballads,
anecdotes, personal or historical recounts, fairy
tales or myths.
124
Reports Purpose Generally begins with a
classification and follows with a list of facts.
Eg snakes.FormsInformative Descriptive
InvestigativeScientificTechnical.
125
Procedural Texts PurposeTo instruct, direct
or command Features of procedural text such as
headings, action verbs and sequences steps should
gradually be made explicit. Context
Directions, Instructions, Recipes, Message,
Manuals and Rules for Games.
126
Transactional TextsPurposeTo maintain
relationships, clarify thinking and compare
situations and may involve simple negotiation
Structure FeaturesVary Involves others
Uses specific vocabularyrelated to the
occasionContextLetters, Cards, Surveys,
Questionnaires, Interview, Complaint, Apology and
Invitations
127
Persuasive Texts PurposeTo persuade, to put
forward a point of view with the purpose of
convincing others to agree. Structure
FeaturesBegin with a statementFollowed by an
opinionSumming upContextPersonal points of
view, posters, advertisements, commercials,
arguments, discussions, letter to the editor.
128
Explanations PurposeTo explain how or why
things happenStructures FeaturesWritten in
the present tenseMay use because and therefore
to help explain the cause and effect
relationship.Are more general than
specificContextsScientificLife and Technical
129
Text Type Summary

• Explicit teaching about a range of text types in
  the early years provides students with knowledge
  and understandings that support the choices they
  make when constructing texts to suit their
  purpose and audience

130
Best Teacher Practice for Writing

• Give daily time to writing
• Find out what students care about
• Model yourself as a writer
• Do some shared writing regularly
• Encourage students to write in many genres
• Teach more conventions
• Be realistic about revision
• Model sharing response

131
Action Plan

• When I go back to school, the most important
  changes I want to make are.
• talk to my leadership team about.

132
EMR Web site http//www.emr.vic.edu.au/
133
(No Transcript)
134
Thanks for coming

• Please hand in your evaluation sheet

135
Congratulations Literacy Leaders