Applying & Using Portfolios in Writing Plus, Writing for a Purpose: Veteran's Day Deb Wragge, ESU 8 August 5, 2015

Today’s Purpose & Agenda  Purpose –  “WHY” –  To set a purpose for the implementation of Portfolios  “WHAT”-  To discuss the “bones” of Portfolios  “HOW” –  To determine the “Must Haves/Do’s” of Portfolios  To discuss and strategize the management of Portfolios  To strategize the implementation of Portfolios for Teachers and Students  Agenda –  9:00-10:30Applying and Using Portfolios in Writing  10:30-10:40Break  10:40-12NWriting for a Purpose, i.e., Veteran's Day

What do you know about Portfolios?

The “WHY” of Portfolios  Is a form of GOOD PRACTICE that leads to authentic assessment  Compiling a Portfolio can help student see themselves as writers  Can offer many opportunities for self-evaluation and reflection  Assists teachers and students in the art of organizing and keeping a Portfolio  Others?

The “HOW” of Portfolios Determine - 1. Storage 2. Portfolio Requirements 3. Communication and Collaboration

Portfolio Requirements  What mode(s) of writing?  At what grade level(s)?  How many pieces of student work?  At what stage(s) of the Writing Process?  Other considerations?

Considerations:  The Criteria for Selection of student work  Consider Internal and External sources  At each grade level/grade band  Within and among Content and Subject areas  Suggestions for other Considerations:  One piece of  Personal Narrative  Personal Selection  Two pieces which achieve one or more of the following purposes  Predicts a Outcome  Defends a Position  Analyzes a situation. person place or thing  Solves a Problem  Explains a process or concept  Draws a conclusion  Creates a model

Work Time  Brainstorm  Refine  Implement

Break Time – 10 Minutes

Break Time – 5 Minutes Left

Time to Come Back Together

Writing for a Purpose: Veteran's Day

“Writing that lacks focus confuses readers. Student writing lacks focus because they rarely have a purpose, do not know how to make a point, and write to an imaginary, non-existent audience. “

Teaching Writing for a Purpose A Simple Lesson Plan: Getting Started  Share & describe the following points about writing for purpose and audience:  Your audience determines what you write, what examples and details to include, what to emphasize, word choice and tone.  Your purpose for writing determines what you write, the point of your writing, and how you will make your point.  Knowing audience and purpose gives your writing focus. 2) Divide students in to groups of 3-4

Assign a topic 3) Give each group a card with a specific purpose (to inform, to entertain, to persuade), and a specific audience.  For example, one group could write an informative essay about riding the bus for new students; one group could write an entertaining experience about a bus ride for publication in the school newspaper; another group could write a persuasive article on why there needs to be air conditioning on the school bus to the principal.

Procedures 3) Help students focus on their purpose and audience on the first draft 4) Each group writes a paragraph directed to the specified audience with a specified purpose. For best results, use butcher paper/chart paper. 5) When students have completed their writing, ask each group to read it to the class.  If they used butcher paper/chart paper, have them tape the essay to the wall. 6) Have students guess the audience and purpose, noting key components. 7) Note differences in writing on the board. 8) Help students revise their own essays

Instruction 9) Instruct students to copy the following questions:  For whom am I writing?  What point do I want to make?  What idea am I trying to convey? 10) Instruct students to read their rough drafts, answering the above questions as they read. 11) Collect the answers to the questions and instruct students to rewrite their drafts, focused on the intended audience and purpose.

Let’s Examine Winning Essays  Student Papers  Rubrics  Expository  Informational  Persuasive  What are the “Next Steps”?