Scoring Writing Grade 2 Scoring Writing Grade 2 (Session Two) Created by Pat Collins, Everett Public Schools

Scoring Writing- Scoring Writing- Grade 2 Session Two: -Review of Session One -Practice Scoring Writing -Begin With Your Students -Grade Level Expectations

Review…. -Look at the Four-Strand Writing Rubric and student papers from Session One -Any questions or points that need clarification? Scoring Writing- Scoring Writing- Grade 2

Practice scoring individually and then compare your scoring with others. Use the papers for Session Two in your packet. PRACTICE SCORING WRITING

Using the District Writing Rubric begins with the STUDENTS! The next two slides are suggestions how the 2ND GRADE RUBRIC might be used in the classroom. You may find the information useful or have other ideas that are much better. Discuss how you might integrate the rubric into classroom writing instruction.

 - With students, brainstorm a class chart titled, “What Makes A Good Writer.” Keep the chart up on writing wall.What Makes A Good Writer  -As you work with students and the four-strand writing rubric revisit the chart. Make changes, add, or delete items as needed. Using the District Writing Rubric begins with the STUDENTS!

Students and parents are able to put high-stakes testing into perspective when teachers are rigorous about classroom informal and formal assessment. One-on-one roving conferences done on the run Formal one-one one sit down conferences about content and editing Whole-class shares in which students see and hear where to go next Conversations before writing Planning for writing Evidence of revision and editing Using the knowledge you and your students create together, implement informal assessment for learning.

GRADE LEVEL EXPECTATIONS The next two slides are GRADE LEVEL EXPECTATIONS for 2 ND GRADE that pertain to students analyzing and evaluating their writing. How can these expectations be met in the classroom? What are some of your successes? What are some of your struggles?

Grade 2 ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.1: Analyzes and evaluates others’ and own writing. GLE Understands criteria are used to select a preferred piece of writing. -Identifies criteria for why stories/authors are preferred (e.g., description, word choices). GLE Uses specific criteria for analyzing own writing. -Identifies specific strengths in writing (e.g., ideas, organization, word choice). -Compares own writing to anchor papers, checklist, or rubric.

Grade 2 ELAR 4: The student analyzes and evaluates the effectiveness of written work. Component 4.2: Sets goals for improvement. GLE Identifies specific goals for next piece of writing. -Confers with teacher to set goals (e.g., add description of character, change the beginnings of sentences). -Sets goals based on own writing and anchor or model papers. -Maintains a written log of goals.

The End Suggested reading, Writing Essentials by Reggie Routman Chapter 10 – Make Assessment Count Chapter 11 – Build on Best Practice and Research