Understanding Writing through the Achievement Chart Categories September 10/09  What are we looking for when assessing non-fiction writing?  What are we looking for when assessing ideas and organization in non-fiction writing? (BIP, Smart Goal #2)  How are the writing expectations embedded in the achievement chart categories? Where do ideas and organization fit in?  What does a level 4 writing piece look like, within each of the 4 categories?

Knowledge and Understanding Demonstrates knowledge and understanding of the text form, genre, and format Develops topic and information General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven Reid, Nelson, 2008, pg.18

Thinking Generates ideas (connected and supported) Demonstrates critical and creative thinking processes Develops with perspective General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven Reid, Nelson, 2008, pg.18

Communication Organizes ideas Communicates for different audiences and purposes Uses conventions and appropriate vocabulary General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven Reid, Nelson, 2008, pg.18

Application Transfers knowledge and skills to the writing tasks Demonstrates the ability to make connections among topic, personal experiences, and life situations General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven Reid, Nelson, 2008, pg.18

How are ideas and organization embedded in the overall and specific writing expectations? 1. Using the specific expectations for writing provided highlight the vocabulary and/or examples which reflect ideas and organization. What did you notice? 1. Determine where the specific expectations fit within the achievement chart categories. (Refer to your handout) What did you notice? General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven Reid, Nelson, 2008, pg.18

How are ideas and organization embedded in the overall and specific writing expectations? Thinking:Communication: Generates ideas (connected and supported) Demonstrates critical and creative thinking processes Develops with perspective Organizes ideas Communicates for different audiences and purposes Uses conventions and appropriate vocabulary General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven Reid, Nelson, 2008, pg.18 Application: Transfers knowledge and skills to the writing tasks Demonstrates the ability to make connections among topic, personal experiences, and life situations Knowledge and Understanding: Demonstrates knowledge and understanding of the text form, genre, and format Develops topic and information

What does a level 4 writing piece look like within each of the categories? 1. Your package has 2 different writing samples with the writing prompt provided to the student. 2. Deconstruct the exemplar by selecting evidence which reflects the: a) Criteria of the achievement chart categories (refer to coloured achievement chart reference) b) Purpose and intended audience of the task (e.g., word choice, details, perspective) c) NOTE: The exemplars provided have not been assessed for conventions. 3. Highlight evidence using the same colours shown on the achievement chart reference.

IF HPEDSB schools model the writing process for non-fiction writing through shared writing, using the gradual release model, THEN students will independently produce non-fiction writing, at or above the provincial standard, for an intended purpose and audience. By June 30, 2010,HPEDSB boys will independently produce non-fiction writing for an intended purpose and audience, as measured by: · Grade 3 EQAO – Writing results by gender – increase in males achieving levels 3 and 4 from 45% to 50%. · Grade 6 EQAO – Writing results by gender – increase in males achieving levels 3 and 4 from 38% to 46%. How does understanding assessment of non-fiction writing support the focus of our Board Improvement Plan and Smart Goal #2?