Learning Progressions Hillsboro School District Writing Writing K - 6 Learning Progressions May 2nd, 2013 Workshop Hillsboro School District

Workshop Agenda 8:00 Sign in – Housekeeping – Workshop Introduction 8:30 Introduction to Write/Revise Learning Progressions 9:00 Team Work Session 11:30 – 12:30 LUNCH BREAK 12:30 Introduction to Full Composition Learning Progressions 3:00 Regroup in Lab – Turn In Completion Report Workshop Agenda

Common Core Standards Assessment Toolbox “Claims” are what students should know and be able to do in the domain of English language arts and literacy to demonstrate readiness for college and career in ELA. 2013 Susan Gendron SBAC Presentation For each of the domain-specific claims there is a set of summative assessment targets. Claim #1 – Reading Literary Targets Target 1 Key Details Target 2 Craft/Structure Target 3 Word Meaning Target 4 Reasoning Target 5 Relationships Target 6 Features Target 7 Language Informational Targets Target 8 Key Details Target 9 Craft/Structure Target 10 Word Meaning Target 11 Reasoning Target 12 Relationships Target 13 Structures Target 14 Language Claim #3 – Speaking /Listening Speaking/Listening Targets Target 1 Language/Vocabulary Target 2 Clarify Message Target 3 Plan/Speak/Present Target 4 Listen/Interpret Claim #2 – Writing Writing Targets Target 1,3,6 Revise Target 2,4,7 Compose Target 5 Use of Features Target 8 Language Target 9 Edit/Clarify Target 10 Technology Claim #4 – Research Research Targets Target 1 Plan/Research Target 2 Interpret/Integrate Target 3 Analyze Sources Target 4 Use Evidence Target 5 Language/Vocabulary Target 6 Edit/Clarify Target 7 Technology Claims: are the broad statements of the assessment system’s learning outcomes, which require evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims/ Targets - Based on the description of sufficient evidence necessary to support each claim, the assessment targets describe the expectations of what will be assessed by the items and tasks within each claim. These summative assessment targets (evidence) at each grade level represent the prioritized content for summative assessment. 11/9/2018

Writing Claim # 2 SBAC Students can produce effective and well-grounded writing for a range of purposes and audiences. My Trip to Mexico One time I went to Mexico. It was a blast! I met people there. I went horseback riding. I saw a box holding an armadillo. I went to a water fall. I tried to catch a frog with one leg. I couldn't catch it. It was fun in Mexico. Grade One

CCS Rationale for Writing Standards Consistently applying rhetorical skills and knowledge and demonstrating dispositions of writing (Habits of Mind), are what we look for in proficient writers at all grade levels. Writing activities and assignments should be designed with genuine purposes and audiences in mind. Framework for Success in Postsecondary Writing, co-authored by The Council of Writing Program Administrators (CWPA), the National Council of Teachers of English (NCTE), and the National Writing Project (NWP. SBAC Content Specifications

What does Sufficient Evidence “Look Like” for Claim #2 ? At each grade level students will demonstrate their ability to work with (compose, revise and/or edit ) shorter and longer literary and informational texts. SBAC Content Specifications

Three Writing Types and Purposes Narrative...Standard W.3 writing about real or imaginary experiences or events Informational-Explanatory Standard W.2 writing to inform and teach, explaining a process Opinion-Argument... Standard W.1 writing about a topic or in response to texts read Samples of Students Three Kinds of Writing CCSS-SBAC

Learning Progressions A hypothesized ordered progression of the levels through which understandings and skills shift and develop as the student progresses toward the desired target with focused instruction. (Corcoran, Mosher, & Rogat, 2009) Benefits of Learning Progressions... Tools for Teachers Scaffolding Instruction Re-teaching and Gap Analysis Guide Differentiated Instruction for ALL Learners Guide Assessments from IFAs to CFAs to Interim Equity – ALL Students Accessing Grade Level Standards

Learning Progressions and the Hess Cognitive Rigor Matrix The DOK Matrix aligns specific tasks from the learning progressions developmental learning sequence to specific cognitive levels or DOKs. Based in research describing how understanding typically develops for most students over time. The Hess Cognitive Rigor Writing Matrix Organized around the big ideas of the discipline (goal: develop mental schemas; ability to transfer learning). Suggest an intentional mapping (not linear, iterative) as to how to teach and build upon earlier concepts to get to deeper understanding Guide assessment that allows for interpretations of Novice- Expert performance based on where students are along a hypothesized learning continuum.

Webb’s  Depth of Knowledge DOK LEVEL 1 Recall and Reproduction Basic Skills and Concepts DOK LEVEL 3 Strategic Thinking and Reasoning DOK LEVEL 4 Extended Thinking Blooms  Remember (Knowledge) Retrieve knowledge from long-term memory, recognize, recall, locate Knowledge/Remember Ka. Complete short answer questions with facts, details, terms, principles, etc. Understand (Comprehend) Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models. Comprehend/Understand DOK1 Cb. Describe or define facts, details, terms, principles, etc. Cc. Select appropriate word/phrase to use when intended meaning / definition is clearly evident Cd. Write simple complete sentences Ce. Add an appropriate caption to a photo or illustration Cf. Write “fact statements” on a topic (e.g., spiders build webs) Comprehend/Understand DOK2 Ci. Specify, explain, show relationships; explain why, cause-effect Cj. Provide and explain non-examples and examples Ck. Take notes; organize ideas/data (e.g., relevance, trends, perspectives) Cl. Summarize results, key concepts, ideas Cm. Explain central ideas or accurate generalizations of texts or topics Cn. Describe steps in a process (e.g., science procedure, how to and why control variables) Comprehend/Understand DOK3 Cy. Write a multi-paragraph composition for specific purpose, focus, voice, tone, & audience Cz. Develop and explain opposing perspectives or connect ideas, principles, or concepts using supporting evidence (quote, example, text reference, etc.) CA. Develop arguments of fact (e.g., Are these criticisms supported by the historical facts? Is this claim or equation true?) Comprehend/Understand DOK4 CR. Use multiple sources to elaborate on how concepts or ideas specifically draw from other content domains or differing concepts (e.g., research paper, arguments of policy – should this law be passed? What will be the impact of this change?) CS. Develop generalizations about the results obtained or strategies used and apply them to a Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task. Application DOK 1 APg. Apply rules or use resources to edit specific spelling, grammar, punctuation, conventions, or word use APh. Apply basic formats for documenting sources Application DOK 2 APo. Use context to identify/infer the intended meaning of words/phrases APp. Obtain, interpret, & explain information using text features (table, diagram, etc.) APq. Develop a (brief) text that may be limited to one paragraph, précis APr. Apply basic organizational structures (paragraph, sentence types, topic sentence, introduction, etc.) in writing Application DOK 3 APB. Revise final draft for meaning, progression of ideas, or logic chain APC. Apply internal consistency of text organization and structure to a full composition or oral communication APD. Apply a concept in a new context APE. Apply word choice, point of view, style, rhetorical devices to impact readers’ interpretation of a text Application DOK   APT. Select or devise an approach among many alternatives to research and present a novel problem or issue APU. Illustrate how multiple themes (historical, geographic, social) may be interrelated within a text or topic Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view). Analyze DOK 1 ANs. Decide which text structure is appropriate to audience and purpose (e.g., compare/contrast, proposition-support) Ant. Determine appropriate, relevant key words for conducting an Internet search or researching a topic Analyze DOK 2 ANu. Compare/contrast perspectives, events, characters ANv. Analyze/revise format, organization, & internal text structure (signal words, transitions, semantic cues) of different print and non-print texts ANw. Distinguish: relevant-irrelevant information; fact/opinion (e.g., What are the characteristics of a hero’s journey?) ANx. Locate evidence that supports a perspective/differing perspectives Analyze DOK 3 ANF. Analyze interrelationships among concepts/ issues, problems in a text ANG. Analyze impact or use of author’s craft (literary devices, viewpoint, dialogue) in a single text ANH. Use reasoning and evidence to generate criteria for making and supporting an argument of judgment (Was FDR a great president? Who was the greatest ball player?) ANI. Support conclusions with evidence Analyze DOK 4 ANV. Analyze multiple sources of evidence, or multiple works by the same author, or across genres, or time periods AVW. Analyze complex/abstract themes, perspectives, concepts ANX Gather, analyze, and organize multiple information sources AVY. Compare and contrast conflicting judgments or policies (e.g., Supreme Court decisions) Evaluate   Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique. Evaluate DOK 3 EVJ. Evaluate validity and relevance of evidence used to develop an argument or support a perspective EVK. Describe, compare, and contrast solution methods EVL. Verify or critique the accuracy, logic, and reasonableness of stated conclusions Evaluate DOK 4 AVZ. Evaluate relevancy, accuracy, & completeness of information across multiple sources AVaa. . Apply understanding in a novel way, provide argument or justification for the application AVbb. Critique the historical impact (policy, writings, discoveries, etc.) Create (Synthesize) Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce. Create/Synthesize DOK 1 SYM. Brainstorm facts, ideas, concepts, problems, or perspectives related to a topic, text, idea, issue, or concept Create/Synthesize DOK 2 SYN. Generate conjectures, hypotheses , or predictions based on facts, observations, evidence/observations, or prior knowledge and experience SYO. Generate believable “grounds” (reasons) for an opinion-argument Create/Synthesize DOK 3 SYP. Develop a complex model for a given situation or problem SYQ. Develop an alternative solution or perspective to one proposed (e.g., debate) Create/Synthesize DOK 4 SYcc. Synthesize information across multiple sources or texts in order to articulate a new voice, alternate theme, new knowledge or nuanced perspective Comprehension DOK2 Specify, explain, show relationships; explain why, cause-effect Cj. Provide and explain non-examples and examples Ck. Take notes; organize ideas/data (e.g., relevance, trends, perspectives) Cl. Summarize results, key concepts, ideas Cm. Explain central ideas or accurate generalizations of texts or topics Cn. Describe steps in a process (e.g., science procedure, how to and why control variables Comprehend/Understand DOK3 Cy. Write a multi-paragraph composition for specific purpose, focus, voice, tone, & audience Cz. Develop and explain opposing perspectives or connect ideas, principles, or concepts using supporting evidence (quote, example, text reference, etc.) CA. Develop arguments of fact (e.g., Are these criticisms supported by the historical facts? Is this claim or equation true?) Comprehend/Understand DOK4 CR. Use multiple sources to elaborate on how concepts or ideas specifically draw from other content domains or differing concepts (e.g., research paper, arguments of policy – should this law be passed? What will be the impact of this change?) CS. Develop generalizations about the results obtained or strategies used and apply them to a Application DOK 3 APB. Revise final draft for meaning, progression of ideas, or logic chain APC. Apply internal consistency of text organization and structure to a full composition or oral communication APD. Apply a concept in a new context APE. Apply word choice, point of view, style, rhetorical devices to impact readers’ interpretation of a text procedure, how to and why control variables Application DOK 4   APT. Select or devise an approach among many alternatives to research and present a novel problem or issue APU. Illustrate how multiple themes (historical, geographic, social) may be interrelated within a text or topic Analyze DOK 4 ANV. Analyze multiple sources of evidence, or multiple works by the same author, or across genres, or time periods AVW. Analyze complex/abstract themes, perspectives, concepts ANX Gather, analyze, and organize multiple information sources AVY. Compare and contrast conflicting judgments or policies (e.g., Supreme Court decisions) Evaluate DOK 4 AVZ. Evaluate relevancy, accuracy, & completeness of information across multiple sources AVaa. . Apply understanding in a novel way, provide argument or justification for the application AVbb. Critique the historical impact (policy, writings, discoveries, etc.)

Recall and Reproduction DOK 1 Recall and Reproduction Four DOK Writing Pathways DOK 2 Skills and Concepts DOK 3 Reasoning and Thinking Comprehension DOK2 Specify, explain, show relationships; explain why, cause-effect Cj. Provide and explain non-examples and examples Ck. Take notes; organize ideas/data (e.g., relevance, trends, perspectives) Cl. Summarize results, key concepts, ideas Cm. Explain central ideas or accurate generalizations of texts or topics Cn. Describe steps in a process (e.g., science procedure, how to and why control variables DOK 4 Extended Thinking Comprehend/Understand DOK3 Cy. Write a multi-paragraph composition for specific purpose, focus, voice, tone, & audience Cz. Develop and explain opposing perspectives or connect ideas, principles, or concepts using supporting evidence (quote, example, text reference, etc.) CA. Develop arguments of fact (e.g., Are these criticisms supported by the historical facts? Is this claim or equation true?) Comprehend/Understand DOK4 CR. Use multiple sources to elaborate on how concepts or ideas specifically draw from other content domains or differing concepts (e.g., research paper, arguments of policy – should this law be passed? What will be the impact of this change?) CS. Develop generalizations about the results obtained or strategies used and apply them to a Application DOK 3 APB. Revise final draft for meaning, progression of ideas, or logic chain APC. Apply internal consistency of text organization and structure to a full composition or oral communication APD. Apply a concept in a new context APE. Apply word choice, point of view, style, rhetorical devices to impact readers’ interpretation of a text procedure, how to and why control variables Application DOK 4   APT. Select or devise an approach among many alternatives to research and present a novel problem or issue APU. Illustrate how multiple themes (historical, geographic, social) may be interrelated within a text or topic Analyze DOK 4 ANV. Analyze multiple sources of evidence, or multiple works by the same author, or across genres, or time periods AVW. Analyze complex/abstract themes, perspectives, concepts ANX Gather, analyze, and organize multiple information sources AVY. Compare and contrast conflicting judgments or policies (e.g., Supreme Court decisions) Evaluate DOK 4 AVZ. Evaluate relevancy, accuracy, & completeness of information across multiple sources AVaa. . Apply understanding in a novel way, provide argument or justification for the application AVbb. Critique the historical impact (policy, writings, discoveries, etc.)

Using the Learning Progression Planning Sheets… “IS ANY PART OR WHOLE OF THE LEARNING PROGRESSION ADDRESSED IN THE STANDARD?” Using the Learning Progression Planning Sheets…

Writing SBAC Targets Targets 1, 3, 6: Revise/Write Brief Text Claim #2 – Writing Writing Targets Target 1,3,6 Revise Target 2,4,7 Compose Target 5 Use of Features Target 8 Language Target 9 Edit/Clarify Target 10 Technology Writing SBAC Targets Targets 1, 3, 6: Revise/Write Brief Text Targets 2, 4, 7: Compose Full Texts including essays and narratives Target 5: Use of text features, e.g., headings, subheadings, etc. Target 8 : Language and Vocabulary Use Target 9 : Edit/Clarify Target 10: Technology

Claim #3 – Speaking /Listening Understanding the targets assists us in integrating the language standards. Claim #1 – Reading Literary Targets Target 1 Key Details Target 2 Craft/Structure Target 3 Word Meaning Target 4 Reasoning Target 5 Relationships Target 6 Features Target 7 Language Informational Targets Target 8 Key Details Target 9 Craft/Structure Target 10 Word Meaning Target 11 Reasoning Target 12 Relationships Target 13 Structures Target 14 Language Claim #2 – Writing Writing Targets Target 1,3,6 Revise Target 2,4,7 Compose Target 5 Use of Features Target 8 Language Target 9 Edit/Clarify Target 10 Technology Claim #3 – Speaking /Listening Speaking/Listening Targets Target 1 Language/Vocabulary Target 2 Clarify Message Target 3 Plan/Speak/Present Target 4 Listen/Interpret Claim #4 – Research Research Targets Target 1 Plan/Research Target 2 Interpret/Integrate Target 3 Analyze Sources Target 4 Use Evidence Target 5 Language/Vocabulary Target 6 Edit/Clarify Target 7 Technology

Each Target has assigned standards. Reading SBAC Targets, Standards and Assigned DOK’s. Each Target has assigned standards. Each standard has an assigned DOK within each target. Understanding the targets assists us in integrating standards across the four ELA Claims, especially writing and language.

Writing Targets, Standards and Assigned DOK’s. Write and Revise Grades K - 6 Purpose-Specific Targets will be addressed through one or two paragraphs revising, or editing tasks assessed using selected or constructed response items. Selected Response Selected response items and short CR items will specifically assess editing skills (grammar, usage and mechanics standards) and the ability to revise a passage for clarity. Constructed Response Constructed response items may ask students to develop a description of a setting given an event or story line or develop an introduction to a report given a topic and some factual information (2 examples). Write and Revise Targets Supporting Language Targets for Write and Revise Target One DOK 2 Narrative Write and Revise Write or revise one or more paragraphs demonstrating specific narrative strategies (use of dialogue, sensory or concrete details, description), chronology, or authors’ craft appropriate to purpose (detailing characters, plot, setting or event). Target Three DOK 2 Informational Write and Revise Write or revise one or more paragraphs demonstrating ability to organize ideas by stating a focus, including supporting evidence and elaboration, or writing body paragraphs or a conclusion appropriate to purpose and audience. Target Six DOK 2 Opinion/Argument Write - Revise Write or revise one or more paragraphs demonstrating ability to provide support for opinions about topics or texts: organize ideas by stating a context and focus, or develop supporting evidence /reasons and elaboration, or develop a conclusion appropriate to purpose and audience. Wr. Standards W.3 Sub-Standards W3a - -- W.2 W2a - -- W.1 W1a - -- Target Eight DOK 1 Language -Vocabulary Use Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts. Language Standards L.3 L.6 W2d - Informational W3d – Narrative L.3a Target Eight Not Applicable to Opinion/Argument Writing Target Nine DOK 1 Edit and Clarify Applies to All Writing Types for Write and Revise Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive/opinion texts L.1 L.2 L.1a - L.2a - L.3b Gr. 4 L3c Content Categories Purpose, Focus and Organization Evidence and Elaboration Conventions Tasks 2-3 SRs 1 CR 3-4 SRs Writing Targets, Standards and Assigned DOK’s.

Write and Revise Grades K - 6 Write and Revise Targets Standards Supporting Language Targets for Write and Revise Target One DOK 2 Narrative Write and Revise Write or revise one or more paragraphs demonstrating specific narrative strategies (use of dialogue, sensory or concrete details, description), chronology, or authors’ craft appropriate to purpose (detailing characters, plot, setting or event). Target Three DOK 2 Informational Write and Revise Write or revise one or more paragraphs demonstrating ability to organize ideas by stating a focus, including supporting evidence and elaboration, or writing body paragraphs or a conclusion appropriate to purpose and audience. Target Six DOK 2 Opinion/Argument Write - Revise Write or revise one or more paragraphs demonstrating ability to provide support for opinions about topics or texts: organize ideas by stating a context and focus, or develop supporting evidence /reasons and elaboration, or develop a conclusion appropriate to purpose and audience. Purpose-Specific Targets will be addressed through one or two paragraphs revising, or editing tasks assessed using selected or constructed response items. Selected Response Selected response items and short CR items will specifically assess editing skills (grammar, usage and mechanics standards) and the ability to revise a passage for clarity. Constructed Response Constructed response items may ask students to develop a description of a setting given an event or story line or develop an introduction to a report given a topic and some factual information (2 examples). Content Categories Purpose, Focus and Organization Evidence and Elaboration Conventions Tasks 2-3 SRs 1 CR 3-4 SRs Wr. Standards W.3 Sub-Standards W3a - -- W.2 W2a - -- W.1 W1a - -- Target Eight DOK 1 Language -Vocabulary Use Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts. Language Standards L.3 L.6 Sub-Standards W2d - Informational W3d – Narrative L.3a Target Eight Not Applicable to Opinion/Argument Writing Target Nine DOK 1 Edit and Clarify Applies to All Writing Types for Write and Revise Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive/opinion texts Language Standards L.1 L.2 L.3 Sub-Standards L.1a - L.2a - L.3b Gr. 4 L3c Students will be assessed writing and revision of brief texts (1-2 paragraphs) using selected response and constructed response. Write and revise is purpose specific, not full compositions. Because narrative writing is.....developmentally.....we will begin there then move to informational and then opinion on our planning sheets. Using the “sub-standards” of Narrative, Info., and Opinion, we will create LPs for each of the subs.... For Purpose Specific LPs... The overarching standard for the 3 kinds of writing will be paired with W4 and W5 for full composition targets....

Full Composition Targets, Standards and Depths of Knowledge K - 6 Writing Targets Wr. Standards Language Use Target Language Edit Target Assessment Information Target Two DOK 3 Write full compositions demonstrating narrative strategies (dialogue, sensory or concrete details, description), structures, and authors’ craft appropriate to purpose (detailing characters, plot, and setting)   Target Four DOK 3.4 Write full informational/ explanatory texts on a topic, attending to purpose and audience: organize ideas by stating a focus, include supporting evidence (from text when appropriate to prompt) and elaboration, and provide a conclusion Target Seven DOK 3,4 Write full persuasive/opinion pieces about topics or texts, stating a context and focus, develop supporting evidence and reasons (from text when appropriate to prompt) and elaboration, and develop a Overarching Standard W.3 Supporting W.4 W.5 W.9 K-2 W.5 only W.2 W.1 Target Eight DOK 1 Language -Vocabulary Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts. Language Standards L.3 L.6 Sub-Standards Grades 2-6 W.2d Informational W.3d Narrative L.3a Grades K - 1 Target Nine DOK 1 Edit and Clarify Applies to All Writing Types for Write and Revise Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive/opinion texts L.1 L.2 Grades 2 – 6 L.1a - L.2a - L.3b Gr. 3 - L.3b Gr.4 L.3c Grades K – 1 Full Composition Targets Full compositions for narrative, informational and opinion writing are addressed as part of a performance task and assessed as an essay or full-write. Full Compositions... Full writes take 1 – 2 sessions to complete and are preceded by reading and viewing stimuli as part of the planning stage. Before students write a full composition there are 1-3 SR and 1 short CR for each stimulus. Informational and persuasive writing integrates reading texts and locating information to support a focus or a claim. Opinion/Argument critiques involve writing a response about a topic and drawing evidence from fiction or non-fiction texts. Reporting Categories Full Compositions will have 3 scores: Purpose/Organization Evidence and Elaboration Conventions

Common Core State Reading Standards Informational Text Grade 4 Common Core State Reading Standards Informational Text CCSS RI.4.3 In which SBAC Target do I belong – MORE THAN ONE RI.4.10 RI.4.3 RI.4.3 RI.4.8 RI.4.2 RI.4.9 CCSS RI.4.2 In which SBAC Target do I belong?? RI.4.7 RI.4.1 RI.4.6 RI.4.4 RI.4.5 CCSS RI.4.1 In which SBAC Target do I belong?? CCSS Assigned Summative Assessment Targets by content demand. RI.4.9 RI.4.7 RI.4.10 Range of Reading & Level of Text Complexity overarched all standards. RI.4.3 RI.4.3 RI.4.9 RI.4.7 RI.4.3 SBAC Target 8 Key Details SBAC Target 9 Central Ideas SBAC Target 10 Word Meanings SBAC Target 11 Reasoning & Evaluation SBAC Target 12 Analysis Within & Across Texts SBAC Target 13 Text Structures & Features SBAC Target 14 Language Use DOK 1 & 2 DOK 2 DOK 1 & 2 DOK 3 & 4 DOK 2 & 3 DOK 2 DOK 2 & 3

Writing Standards and Targets Grade 6… L.6.3a L.6.6 Writing Standards and Targets Grade 6… W.6.2d W.6.3d Language Use Target 8 DOK 1 W.6.3c W.6.9 W.6.3d W.6.9 W.6.2a W.6.9 W.6.3e W.6.9 W.6.1 W.6.9 W.6.2b W.6.4 W.6.3b W.6.4 W.6.1a W.6.4 W.6.2c W.6.5 W.6.2a W.6.3a W.6.5 W.6.1b W.6.5 W.6.2d W.6.2 W.6.2b W.6.3d W.6.3 W.6.1c W.6.1 L.6.1a- Narrative Target 1 Write and Revise Brief Texts DOK 2 Narrative Target 2 Full Composition DOK 3 Information Target 3 Write and Revise Brief Texts DOK 2 Information Target 4 Full Composition DOK 4 Text Features Target 5 Informational Full Comp. DOK 2 Opinion Target 6 Write and Revise Brief Texts DOK 2 Opinion Target 7 Full Composition DOK 4 Language Edit Target 9 DOK 1 L.6.2a- L.6.3b

Write and Revise Writing Standards Integrate with Language Standards…. Standard W.6.3 (Overarching Standard) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Narrative Writing Standard W.3 The Overarching Standard W.6.3 is the “big picture” for writing a Full Composition. Standard L.6.3 -a Use knowledge of language and its conventions when writing, speaking, reading, or listening. Standard L.6.1 a - e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Each of the three writing types (narrative, opinion/argument and informational/explanatory), have Write and Revise Targets. Each of the three writing types (narrative, opinion/argument and informational/explanatory), integrate with Language Standards for Write and Revise. Standard L.6.2 a - b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Standard L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Target 6 – Opinion-Argument Writing WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating ability to provide support for opinions about topics or texts: organize ideas by stating a context and focus, or develop supporting evidence /reasons and elaboration, or develop a conclusion appropriate to purpose and audience) Target 1 – Narrative Writing WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating specific narrative strategies (use of dialogue, sensory or concrete details, description), chronology, or authors’ craft appropriate to purpose (detailing characters, plot, setting, or an event). Target 3 – Informational- Explanatory Writing WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating ability to organize ideas by stating a focus, including supporting evidence and elaboration, or writing body paragraphs or a conclusion appropriate to purpose and audience Standard L.6.3b Maintain consistency in style and tone. Target 8 LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts. W.6.3a W.6.3b W.6.3c W.6.3d W.6.3e The “sub-standards” (a – e) are purpose specific for writing and revising brief texts. Each sub-standard will have a Learning Progression. Standard W.3 Sub-Standards a - e Target 9 EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive-opinion texts

Revising and Editing Targets Narrative, Informational and Opinion Write and Revise Targets are often grouped with Targets 8 and 9 Target 1 Narrative Text WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating specific narrative strategies (use of dialogue, sensory or concrete details, description), chronology, or authors’ craft appropriate to purpose (detailing characters, plot, setting, or an event) Target 8 LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts. Target 9 EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive-opinion texts Target 3 Informational Text WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating ability to organize ideas by stating a focus, including supporting evidence and ... Target 6 Opinion/Argument WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating ability to provide support for opinions about ... Revising and Editing Targets Target 1 – Narrative Target 3 – Informational... Target 6- Opinion/Argument...

Gr. 6 Summative Assessment Targets for Write and Revise Narrative Text Write and Revise Brief Narrative Texts for Purpose Specific Targets Target # 1 WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs... W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another W.6.3e Provide a conclusion that follows from the narrated experiences or events. Language Support Standards for Write and Revise Brief Narrative Texts Target # 8 LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary... W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.* L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific... Target #9 EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics... L.6.1a Ensure that pronouns are in the proper case (subjective, objective, and possessive). L.6.1b Use intensive pronouns (e.g., myself, ourselves). L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.* L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* L.6.2b Spell correctly. L.6.3b Maintain consistency in style and tone.*

GRADE 3 WRITE AND REVISE ASSESSMENT EXAMPLE Target 6 Write and Revise Brief Opinion Texts: Write or revise one or more paragraphs demonstrating ability to state opinions about topics or sources: set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion. Standards: W-1a, W-1b, W-1c, W-8, W-d, W-1 DOK 2 Constructed Response A disorganized opinion paragraph about choosing a bedtime. To complete this task, students must write and support an opinion, organize supporting reasons, and provide an appropriate conclusion. Task Students are asked to identify the most appropriate supporting details used within a given text. Item Prompt: Rewrite the paragraph by organizing it correctly and adding ideas that support the opinion that is given. Children should choose their own bedtime. There are things to do, and most have homework. Some people need more sleep, but children like talking to friends. The time to go to bed should be children’s decision when they are tired they go to bed earlier. There are activities to go to, so children learn to be responsible.

Grade Six Standard Write and Revise Narrative Writing - W.3a Target 1 – Narrative Writing WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating specific narrative strategies (use of dialogue, sensory or concrete details, description), chronology, or authors’ craft appropriate to purpose (detailing characters, plot, setting, or an event) Target 8 LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts. Target 9 EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive-opinion texts

In order for our students to establish a context in narrative writing… W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Students need to be able to perform these developmentally progressive tasks.

In order for our students to introduce a narrator in narrative writing… W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Students need to be able to perform these developmentally progressive tasks.

In order for our students to organize an event sequence in narrative writing… W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Students need to be able to perform these developmentally progressive tasks.

Write and Revise Learning Progressions Remember... *students are not writing a full composition. *the LP is not applicable if it does not follow the standard *If more than one objective in a standard...do one at a time *keep language simple but precise *do as many learning progressions as needed.....revise later *would someone not part of this process understand the learning progression?

Full Composition Writing…

Full Composition Targets Narrative, Informational and Opinion Full Composition Targets are often grouped with writing standards 4, 5 and 9 Writing Standard 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Target 2 Narrative Text Full Composition Write full compositions demonstrating narrative strategies (dialogue, sensory or concrete details, description), structures, and authors’ craft appropriate to purpose (detailing characters, plot, and setting) Writing Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Target 4 Informational Text Full Composition Write full informational/ explanatory texts on a topic, attending to purpose and audience: organize ideas by stating a focus, include supporting evidence (from text when appropriate to prompt) and elaboration, and provide a conclusion Target 7 Opinion/Argument Full Composition Write full persuasive/opinion pieces about topics or texts, attending to purpose and audience: organize ideas by stating a context and focus, develop supporting evidence /reasons (from text when appropriate to prompt) and elaboration, and develop a Conclusion. Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Full Composition Targets Target 2 – Narrative Target 4 – Informational... Target 7- Opinion/Argument...

Summative Assessment Target 2 Full Composition Narrative Text Write full compositions demonstrating narrative strategies... W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. As we move into full composition writing, the language standards L1, L2 and L3 may/may not be used. If they’ve been used with write/revise, focus on standards 4, 5 and 9 integrating with the three types of writing.

Grade 6 Full Composition Narrative Writing - W.3 Target 2 Narrative Text Full Composition Write full compositions demonstrating narrative strategies (dialogue, sensory or concrete details, description), structures, and authors’ craft appropriate to purpose (detailing characters, plot, and setting) Writing Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing Standard 5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

In order for our students to produce clear and coherent narrative writing (W.6.3)… W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Students need to be able to perform these developmentally progressive tasks. W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

In order for our students to produce clear and coherent narrative writing (W.6.3)… W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Students need to be able to perform these developmentally progressive tasks. W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Resources and References Learning Progressions Frameworks (LPFs) for Mathematics. Hess, K. (Ed.), 2010 http://www.nciea.org/publications/Math_LPF_KH11.pdf “Expanded” LPF for Mathematics by grade span specifically identifies parts of CSSM standards related to each LPF Progress Indicator. Learning Progressions Frameworks (LPFs) for ELA. Hess, K. (Ed.), 2011 http://www.nciea.org/publications/ELA_LPF_12%202011_final.pdf Hawaii LP video (under ‘products’) http://tristateeag.nceo.info/hawaii-main Learning progressions in K-8 classrooms: How progress maps can influence classroom practice and perceptions and help teachers make more informed instructional decisions in support of struggling learners. Hess, K. (2012) – also includes citations in this PowerPoint http://www.cehd.umn.edu/NCEO/OnlinePubs/Synthesis87/SynthesisReport87.pdf National Conference on Student Assessment Minneapolis, MN June 2012 1 Dr. Karin Hess, Center for Assessment Khess@nciea.org six traits and the ccs standards CCSS Student Writing Examples SBAC Content Specifications Samples of Students Three Kinds of Writing CCSS-SBAC 11/9/2018

Comparing Writing Types Current CCSS Narrative 1. Narrative: Real and Imaginary Events Imaginative Expository 2. Informational and Explanatory Writing Research Persuasive 3. Opinion and Argument 6 Traits + 1 and CCSS Ideas and Content 1. Organization and Expression of Ideas: Organizing and clearly communicating ideas 2. Use of Evidence: Providing supporting evidence, details, and elaboration consistent with focus/thesis/claim, source text or texts, purpose and audience Organization Sentence Fluency Part of Writing/Language Standards Conventions 3. Conventions: Applying the conventions of standard written English; editing for grammar, usage, and mechanics to clarify the message. Voice Word Choice

biographies autobiographies journals news stories, dramas poetry Narrative Writing personal narratives biographies autobiographies journals news stories, dramas poetry History nonfiction song lyrics television movies scripts Persuasive Writing persuasive essay speeches editorials reviews proposals Letters books Advertisements Informational Writing reports journalism documentary scripts videos PowerPoint's presentations nonfiction articles books Summaries Analyses histories nightly news stories lists of ingredients warning labels on products It’s interesting that expository and informational writing are often linked because they share a common purpose–to share information or to teach. But expository writing does not usually demand immediate or ongoing research; it draws on what the writer already knows. Informational writing, on the other hand, implies a willingness to dig for new or current details, and to synthesize information from multiple sources–some of which may be conflicting and need sorting out. Both are important, but the distinction matters because while expository writing may well fit into a spontaneous, on-demand context, informational writing doesn’t. Real and thorough research takes time

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