1. SAGE Writing Data: Implications for Instruction Daron Kennett Utah State Office of Education

2. Daron Kennett ELA and ELD Assessment Specialist Assessment to Achievement Project Manager 801-538-7819 daron.kennett@schools.utah.gov

5. The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6– 12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. ELA Standards, p 4

6. The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6– 12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. ELA Standards, p 4

7. The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6– 12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. ELA Standards, p 4

8. The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6– 12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. ELA Standards, p 4

13. 2015 SAGE Writing 3-11

15. Using SAGE Feedback to Inform Instruction

16. Writing Fluency: Use Utah Compose to build students’ writing fluency, stamina, and motivation.

17. Writing Fluency The ease, speed, and automaticity with which students can transfer ideas and expression from thought to paper/screen All skilled writers are fluent writers; not all fluent writers are skilled writers

18. Writing Stamina The ability to sustain prolonged mental or physical effort

19. Utah Compose

20. Kim Rathke – USOE Formative Assessment Specialist kim.rathke@schools.utah.gov 801-538-7876

21. Developing Writing Fluency If your students are writing enough to become fluent, they are writing about four times as much as you can read. Use the 4 – 1 Grading Policy: Kelly Gallagher

22. Grading 4 drafts in the portfolio: Utah Compose feedback Participation points Benchmark Improvement

23. Grading 1 final draft in the teacher’s hands: Full Teacher Feedback Rubric Comments Grade/Points

24. Discuss! Current practices Implications for future instruction Resources available/needed Support available/needed Questions Concerns Alternate approaches

25. Using SAGE Feedback to Inform Instruction Writing Fluency: Use Utah Compose to build students’ writing fluency and stamina. Elaboration Techniques: Teach students how to elaborate and how it differs from embellishment.

30. Evidence/Elaboration Domain Students must do two things effectively in this domain: Use evidence Appropriate, credible, sufficient, Tone, structure/organization Citation Elaborate on the evidence

31. Elaboration Elaboration: Anticipating the needs of the audience, supplying necessary information, context, or explanation Examples: Missing background knowledge Misunderstanding Bias Preconceived ideas

32. Elaboration Elaboration: Anticipating the needs of the audience, supplying necessary information, context or explanation Two types of text: Considerate Inconsiderate

33. Elaboration Elaboration is not Embellishment. Embellishment: The addition of extraneous, unnecessary language or information to achieve effects other than support for a claim or exploration of counterclaims (e.g., length, exaggeration, impression, personal bias)

34. Elaboration Techniques Explanation Analysis Figurative Language Relationships Examples Implications Compare and contrast with embellishment

35. Elaborative Techniques Explanation Greater depth Alternate language Sequence Example: Another way to think about geodes is to recognize that nature abhors a vacuum. Anytime a hollow area exists in a rock formation, it will eventually be filled by minerals. When those filler minerals outlast the original surrounding rock, a geode is formed.

36. Elaborative Techniques Analysis Examine the parts or components Show how they relate or work together Description Example: An internal combustion engine is composed of a few basic systems: fuel delivery, ventilation, compression, and ignition. Without any one of these systems, the engine will not function.

37. Elaborative Techniques Figurative Language Simile Metaphor Analogy Description, Compare/Contrast Example: An election campaign is like a battle. One side "fires" by saying something against the other side, and then the other side retaliates by doing the same thing.

38. Elaborative Techniques Relationship Hierarchy Sequence Compare/contrast Example: Photosynthesis is a process where plants take in carbon dioxide from the air and produce oxygen as a byproduct. This is the opposite of respiration, the process used by animals (like humans), in which oxygen is used to metabolize fuel for energy.

39. Elaborative Techniques Example Concrete Abstract Multiple/alternate contexts Example: For example, even on private property, structures must conform to the building codes of the relevant jurisdictions (city, county, state). Often, they must be inspected during different phases of construction by representatives of these bodies to ensure compliance.

40. Elaborative Techniques Implications Extrapolate (Predict) Interpolate (Infer) Cause & Effect Example: If the legislation in question is upheld by the court, it will lead to a number of unintended consequences, including…

41. Implications Worksheets! Worksheets! Worksheets!

42. Implications Worksheets! Worksheets! Worksheets!

43. Implications Worksheets! Worksheets! Worksheets! Read a wide variety of academic texts with students, pointing out and discussing the features producing effective elaboration.

44. Implications Worksheets! Worksheets! Worksheets! Read a wide variety of academic texts with students, pointing out and discussing the features producing effective elaboration. Examine non-examples (embellishment).

45. Implications Worksheets! Worksheets! Worksheets! Read a wide variety of academic texts with students, pointing out and discussing the features producing effective elaboration. Examine non-examples (embellishment). Support students in emulating mentor texts that elaborate effectively.

46. Implications Worksheets! Worksheets! Worksheets! Read a wide variety of academic texts with students, pointing out and discussing the features producing effective elaboration. Examine non-examples (embellishment). Support students in emulating mentor texts that elaborate effectively. Have students and peers evaluate their own writing, recognizing and labeling effective elaboration and embellishment.

47. Discuss! Current practices Implications for instruction Resources available/needed Support available/needed Questions Concerns Alternate approaches

48. Using SAGE Feedback to Inform Instruction Writing Fluency: Use Utah Compose to build students’ writing fluency and stamina Elaboration Techniques: Teach students how to elaborate and how it differs from embellishment. Informative/Explanatory Writing: Teach students to read the prompt closely to determine the appropriate text structure(s).

51. Informative/Explanatory Text Structures

52. Informative/Explanatory Essay Prompts Sequence: Write a 2-3 paragraph explanation of the process… Cause and Effect: Write a 2-3 paragraph explanation of why… Compare and Contrast: Write a 2-3 paragraph explanation of the similarities and differences between… Description: Write a 2-3 paragraph explanation of how the components of … Problem and Solution: Write a 2-3 paragraph explanation of the proposed solutions for…

55. Instructional Best Practices: Text Structure Scaffold student reading: less complex more complex Writing is the road into reading! Reading and writing instruction is a shared responsibility across the school.

56. Discuss! Current practices Implications for instruction Resources available/needed Support available/needed Questions Concerns Alternate approaches

57. Using SAGE Feedback to Inform Instruction Writing Fluency: Use Utah Compose to build students’ writing fluency and stamina. Informative/Explanatory Writing: Teach students to read the prompt closely to determine the appropriate text structure(s). Elaboration Techniques: Teach students how to elaborate and how it differs from embellishment. English Learners: Plan for ELs from the beginning, not as an afterthought.

60. … the development of native-like proficiency in English takes many years and will not be achieved by all ELLs, especially if they start schooling in the US in the later grades. Teachers should recognize that it is possible to achieve the standards for reading and literature, writing & research, language development and speaking & listening without manifesting native-like control of conventions and vocabulary. From Application of Common Core State Standards for English Language Learners, retrieved June 27, 2012, from http:// www.corestandards.org/assets/application-for-english-learners.pdf

61. RTI/MTSS Misconception: English Language Development provided for EL students is Tier II Intervention Correction: Like differentiation, English Language Development part of Tier I.

65. Mathematics Standards

68. http://www.ccsso.org/Documents/2012/ ELPD%20Framework%20Booklet- Final%20for%20web.pdf

69. Discuss! Current practices Implications for instruction Resources available/needed Support available/needed Questions Concerns Alternate approaches

70. Using SAGE Feedback to Inform Instruction Writing Fluency: Use Utah Compose to build students’ writing fluency and stamina. Informative/Explanatory Writing: Teach students to read the prompt closely to determine the appropriate text structure(s). Elaboration Techniques: Teach students how to elaborate and how it differs from embellishment. English Learners: Plan for ELs from the beginning, not as an afterthought. Academic Vocabulary: Embed academic vocabulary instruction in all learning.

73. Academic Language All students are academic language learners: Academic Vocabulary Academic Register (Tone and Style)

74. Direct Instruction 400 words per year K-12 (Beck, McKeown, Kucan, 2002) “Indirect” Instruction Instructional read-alouds Teach word analysis skills: affixes and roots Link spelling instruction to vocabulary instruction Teach the use of dictionaries, thesauruses, references Teach the application of a word learning strategy Encourage wide reading Create a keen awareness of language and words Students must learn 2,000-4,000 words every school year

75. Definitional/Conceptual Contextual Grammatical/Syntactical Three types of vocabulary knowledge

76. Porous Medium A porous medium is a region in space comprising of at least two homogeneous material constituents, presenting identifiable interfaces between them in a resolution level, with at least one of the constituents remaining fixed or slightly deformable.

77. Porous Medium A porous medium is a region in space comprising of at least two homogeneous material constituents, presenting identifiable interfaces between them in a resolution level, with at least one of the constituents remaining fixed or slightly deformable. Syn – filter (n)

78. What does this mean for our students? Students need definitional exposure to new vocabulary words But they need more than just a definition!

79. The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lexcelidge.

80. 1. What is traxoline? The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lexcelidge.

81. 2. Where is traxoline montilled? The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lexcelidge.

82. 3. How is traxoline quaselled? The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lexcelidge.

83. 4. Why is it important to know about traxoline? The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lexcelidge.

84. What does this mean for our students? Students need definitional exposure to new vocabulary words Students need contextual exposure to new vocabulary words But they need more than just context and a definition!

85. Has anything like this ever happened to you? The other day I was working with my students on some vocabulary. One of the target words was “communicate.” We looked at kid- friendly definitions, worked with the words in context, and even drew pictures to remind ourselves what the word meant. Afterwards, when I was sure everyone knew the meaning of the word, I asked for a volunteer to use it in a sentence. Maria eagerly raised her hand. Here’s what she said: “After school I’m going to do a communicate with my best friend.”

86. What does this mean for our students? Students need contextual exposure to new vocabulary words Students need definitional exposure to new vocabulary words Students need syntactical exposure to new vocabulary words

87. Direct Instruction 400 words per year K-12 (Beck, McKeown, Kucan, 2000) “Indirect” Instruction Instructional Read-Alouds Teach word analysis skills: affixes and roots Link spelling instruction to vocabulary instruction Teach the use of dictionaries, thesauruses, references Teach the application of a word learning strategy Encourage wide reading Create a keen awareness of language and words Students must learn 2,000-4,000 words every school year

88. Direct Instruction of Vocabulary Tier I Words Conversational Speech House Girl Cat Up Umbrella

89. Direct Instruction of Vocabulary Tier II Words Academic Vocabulary Perspective Generate Initiate Intermediate Calculation Denotation and Connotation Solution Discrimination

90. Direct Instruction of Vocabulary Tier III Words Content-Specific English Language Arts Onomatopoeia Denouement Science Metamorphic Igneous Mathematics Denominator Remainder

91. Can You Find a Tier III Word?

92. Direct Instruction of Vocabulary Tier IV Words Rare, esoteric, no longer in use Majuscule Xanthodont Noctuary

93. Teach Tier II and III Vocabulary Tier I should not be taught ELs Tier IV should not be taught Morphemes/Structural analysis Direct Instruction of Vocabulary

94. Four-Square

95. Destruction

96. Four-Square Destruction: Noun

97. Four-Square Destruction: Noun 1 2 3

98. Four-Square Destruction: Noun 1 2 3 Great harm or damage

99. Four-Square Destruction: Noun 1 2 3 Great harm or damage Destruction caused by a storm might include…

100. Four-Square Destruction: Noun 1 2 3 Great harm or damage Destruction caused by a storm might include… Picture

101. Four-Square Destruction: Noun Verb 1 2 3 Great harm or damage Destruction caused by a storm might include… Picture

102. Four-Square Destruction: Noun Verb Adjective 1 2 3 Great harm or damage Destruction caused by a storm might include… Picture

103. Four-Square Destruction: Noun Verb Adjective Adverb 1 2 3 Great harm or damage Destruction caused by a storm might include… Picture

104. Four-Square Destruction: Noun Verb Adjective Adverb 1 2 3 Great harm or damage Synonyms: Destruction caused by a storm might include… Picture

105. Four-Square Destruction: Noun Verb Adjective Adverb 1 2 3 Great harm or damage Synonyms: Antonyms: Destruction caused by a storm might include… Picture

106. Discuss! Current practices Implications for instruction Resources available/needed Support available/needed Questions Concerns Alternate approaches

107. Using SAGE Feedback to Inform Instruction Writing Fluency: Use Utah Compose to build students’ writing fluency and stamina. Informative/Explanatory Writing: Teach students to read the prompt closely to determine the appropriate text structure(s). Elaboration Techniques: Teach students how to elaborate and how it differs from embellishment. English Learners: Plan for ELs from the beginning, not as an afterthought. Academic Vocabulary: Embed academic vocabulary instruction in all learning. Academic Register: Explicitly teach students the syntactic features of writing in the academy.

108. Academic Register Identifiers: Third Person: First and second person pronouns and perspective are shifted to third person Technical and Subject-Specific Terminology: Precision in language use is key, necessitating the use of terms of art in the field Nominalization: A type of word formation in which a verb or an adjective (or other part of speech) is used as (or transformed into) a noun

109. Academic Tone and Style Social Language: Some scientists are worried if these foods are safe, and if people can eat them. They are also worried if these foods are safe for the environment. Academic Language: There are some scientists who are concerned about the safety of these foods for human consumption and the environment.

110. Academic Tone and Style Social Language: Some scientists are worried if these foods are safe, and if people can eat them. They are also worried if these foods are safe for the environment. Academic Language: There are some scientists who are concerned about the safety of these foods for human consumption and the environment.

111. Academic Tone and Style Social Language: When human beings are able to advance in technology, it can be a good thing, but it can also be a bad thing. Academic Language: Any time humans make technological advances, they have the potential to do great good and great harm.

112. Academic Tone and Style Social Language: When human beings are able to advance in technology, it can be a good thing, but it can also be a bad thing. Academic Language: Any time humans make technological advances, they have the potential to do great good and great harm.

113. Academic Tone and Style Social Language: …that food companies tell us clearly where they get their food from. Academic Language: …that food companies be more open in their identification of food sources.

114. Academic Tone and Style Social Language: …that food companies tell us clearly where they get their food from. Academic Language: …that food companies be more open in their identification of food sources.

115. Implications Worksheets! Worksheets! Worksheets!

116. Implications Worksheets! Worksheets! Worksheets!

117. Implications Worksheets! Worksheets! Worksheets! Read a wide variety of academic texts with students, pointing out and discussing the features producing the target register.

118. Implications Worksheets! Worksheets! Worksheets! Read a wide variety of academic texts with students, pointing out and discussing the features producing the target register. Support students in emulating mentor texts that use academic register.

119. Implications Worksheets! Worksheets! Worksheets! Read a wide variety of academic texts with students, pointing out and discussing the features producing the target register. Support students in emulating mentor texts that use academic register. Have students and peers evaluate their own writing, recognizing and labeling effective use of academic register.

120. Discuss! Current practices Implications for instruction Resources available/needed Support available/needed Questions Concerns Alternate approaches