1. LEARNING FROM STUDENT WORK ON PERFORMANCE TASKS Molly McCabe, Ed.D

2. ESSENTIAL QUESTIONS How can we use student writing as a form of professional learning? How can we use student writing as a form of professional learning? How can we use student writing to inform our instruction in the classroom? How can we use student writing to inform our instruction in the classroom? How can we use student writing as a tool to monitor student language development? How can we use student writing as a tool to monitor student language development?

3. ASSESSMENT CYCLES California ELA/ELD Framework

4. THE FORMATIVE ASSESSMENT CYCLE Formative Assessment Cycle Examine Student Work Inform Teacher Knowledge Inform Instructional Moves Select an Instructional Task Anticipate Student Understanding Administer Tasks (Focusing Formative Assessment on the Needs of English Language Learners, pp. 1-36) http://www.wested.org/wp-content/files_mf/1391626953FormativeAssessment_report5.pdf

5. http://understandingproficiency.wested.org/

9. ORGANIZATION AND PURPOSE

14. GROUP SCORING

17. INSTRUCTIONAL RESPONSE Teach how to write an opinion statement Writing openings Writing closings Revision Transitions strategies Organization of ideas

19. EVIDENCE AND ELLABORATION

25. Teach how to pull evidence from the text. Sort relevant and irrelevant details Planning your details using text evidence Revision INSTRUCTIONAL RESPONSE

26. GROUP SCORING

32. INSTRUCTIONAL RESPONSE Revisit commas Work on syllable patterns and spelling multisyllabic words Work on editing skills Sentence syntax

35. YOUR TURN Read the sample writing. Read the sample writing. Discuss how you would score the writing and provide evidence for your score. Discuss how you would score the writing and provide evidence for your score. Discuss how you would respond instructionally. Discuss how you would respond instructionally.

36. YOUR TURN TOMS

37. LENSING IN ON ENGLISH LEARNERS AND LANGUAGE DEVELOPMENT

38. Designated ELD Integrated ELD “The ELA/ELD framework uses the term integrated ELD to refer to ELD throughout the day and across the disciplines. All teachers with ELs in their classrooms should use the CA ELD Standards in addition to their focal CA CCSS for ELA/Literacy and other content standards to support their ELs’ linguistic and academic progress.” ELA/ELD framework, Chapter 2 “Designated ELD is a protected time during the regular school day where teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English.” ELA/ELD framework, Chapter 2

39. Part I: Interacting in Meaningful Ways ELD STANDARDS

40. Part II: Learning About How English Works Part III: Foundational Literacy Skills ELD STANDARDS

41. PART ONE Analyze the writing for: How well they support their reasons with text evidence Paraphrasing skills Use of modal expressions Quoting

42. Analyze writing for: Use of text structure based on the writing task Organization of their writing Cohesion Use of pronouns Correct use of transition words based on purpose PART TWO

43. Analyze writing for: Verb usage Use of noun phrases-use of adjectives, descriptive details, and clauses Use of adverbials to provide detail

44. Analyze text for: Use of complex sentences Use of compound sentences Conjunctions Combining clauses Precise and detailed sentences

45. YOUR TURN Read the sample writing. Read the sample writing. Review the ELD standards and analyze the writing for language usage. Review the ELD standards and analyze the writing for language usage. Discuss which ELD standards you would focus on with these students. Discuss which ELD standards you would focus on with these students. Discuss how you would respond instructionally. Discuss how you would respond instructionally.

46. THE FORMATIVE ASSESSMENT CYCLE Formative Assessment Cycle Examine Student Work Inform Teacher Knowledge Inform Instructional Moves Select an Instructional Task Anticipate Student Understanding Administer Tasks (Focusing Formative Assessment on the Needs of English Language Learners, pp. 1-36) http://www.wested.org/wp- content/files_mf/1391626953FormativeAssessment_report5.pdf

47. ESSENTIAL QUESTIONS How can we use student writing as a form of professional learning? How can we use student writing as a form of professional learning? How can we use student writing to inform our instruction in the classroom? How can we use student writing to inform our instruction in the classroom? How can we use student writing as a tool to monitor student language development? How can we use student writing as a tool to monitor student language development?

48. http://understandingproficiency.wested.org/