1. Denise Carrell Kate Grindon
Analyzing Student Writing:
It Takes a Village
Welcome to this session focused on analyzing student writing. As the title implies, it does indeed take a village to ensure our students receive the necessary feedback to grow as both readers and writers. We will explore resources available to help in identifying what students are doing and where they need more focus. We will also introduce a few new tools, as well as some that have been around for a little while to support this work. I also want to introduce you to Kate Grindon. Kate is a Content GCC or, a CGCC (LOL). Kate is well versed in the standards and represented JCPS and region 3 in the OVEC Network. She is a former 7th grade teacher from Meyzeek Middle School where she served for 11 years. Her role today will be the lead facilitator with input from me. Kate is an excellent addition to the team.
Denise Carrell
Kate Grindon

2. Learning Targets:
I can use the KCAS Writing Standards to analyze writing to see if it meets with grade-level expectations.
I can identify which Writing Standards align with the Reading Standards for each assessment cycle.
I can explain what In Common is and can show others how to use it.
I can explain the JCPS Writing Proclamation.
DENISE
As always, we want to begin with the target so we are focused on what we want to accomplish. We start with the standards when analyzing students work. Our intention is not to score the work for a performance level, for we know this is not easily accomplished without a clear rubric and exemplars. We simply want to see if students are on track. We also want to help you strengthen the reading/writing marriage. One of the instructional shifts required of the standards is the focus on writing from source. This is a term that is under used, but oh, so import. The language of the standards make it clear that reading is an integral part of developing strong writers. This is one way to do double duty and work smarter, not harder. We also want to make sure that everyone is familiar with the resources that are available to focus on writing…enter In Common. We will watch a short video to explain this tool. And finally, we want to remind everyone of the commitment to writing expressed in the JCPS Writing Proclamation…and the tools used to support this work.

3. KPREP Data and What It Reveals
DENISE
Let’s take a closer look at our KPREP data and what it reveals. Take a few moments to ponder this screen. Talk with a partner to explore your thoughts on what the red arrows indicate.
Ask participants to look at this overview of the data and discuss what it indicates.

4. GoSoapBox Response system app.gosoapbox.com Use code: 382-750-569
Features:
Confusion bar
Quizzes
Discussion
Polls
KATE

5. Let’s Check Your Understanding of the Writing Standards
Take the “Writing Standards” quiz on GoSoapBox. There are 2 questions.
KATE

6. Possible Root Causes More focus on reading standards
Writing standards don’t seem scary or new - but they are
Language standards are a new entity
Confusing language standards with writing
Others from the group….
KATE

7. Presentation created by the JCPS Writing Task Force
Using In Common
DENISE- INTRODUCE
Resources for Writing Instruction :
The JPCS Writing Proclamation Resources and In Common
created by the JCPS Writing Task Force – comprised of JCPS teachers K-12
This narrated PowerPoint will review the JCPS Writing Proclamation Resources and introduce you to In Common, a new writing resource from Student Achievement Partners and the Vermont Writing Collaborative.
Presentation created by the JCPS Writing Task Force

8. Enter In Common. In Common is a collection of K-12 student writing samples gathered from classrooms across the country and is an instructional resource created by and for teachers. Over a year in the making, the collection is a joint project of the Vermont Writing Collaborative and Student Achievement Partners. The purpose of In Common is to help educators and students develop a clearer understanding of the qualities of effective writing as described in the Standards and to provide some examples of how writing can be meaningfully integrated within the curriculum. This is intended to be a living document which will be added to, revised, and improved upon as more teachers and students work with the Common Core Standards. You can directly access In Common from the Achieve the Core website active link on this slide.

9. The Achieve the Core link will take you to this page
The Achieve the Core link will take you to this page. Caution: Download All will download 686 pages, so you may want to be selective in what you choose to print. If you scroll down . . .

10. You will come to sections of the document that you can download and/or print separately . This section is called Getting Started with In Common and provides helpful overview information. If you scroll down past this section

11. You will come to annotated Common Core student writing samples that are organized by standard ans writing type.
At least two samples of student work, and often more, are provided at each grade level, in each of the three writing types.
Each piece is in a separate, downloadable PDF. The files are organized into writing by type and grade cluster (K-2, 3-5 and 6-12).
They are further subdivided into two subsections, On-Demand Writing and Range of Writing.

12. Let’s look at the Table of Contents for In Common
Let’s look at the Table of Contents for In Common. Notice that it is organized into three main sections by the three types of writing:
argument/opinion
informative/explanatory, and
narrative writing
Each of those main sections is further subdivided into two subsections: On-Demand Writing and Range of Writing according to each grade band K-5 and 6-12:

13. Comparing In Common Writing
Identify elements of one type KCAS writing type
Trace developmental progression of one type of KCAS writing
Process:
Read the first piece in the packet. What elements of effective writing are evident in the sample?
Read the next piece. How is it similar to the previous sample? How is it different?
Continue reading and analyzing each piece. Be sure to capture your thinking on the worksheet.
When you have finished, discuss with a partner/your table and synthesize your observations
KATE

14. Patterns and Big Understandings
Based on your observations, what are some core descriptors that define this writing mode? What patterns do you notice in the way expectations change over time? How do these pieces of student writing reflect the Common Core shifts? How is writing for understanding important in this student writing?
KATE
Turn and talk with a partner and address these four questions

15. How Do We Analyze Student Writing to Determine If It Meets Grade Level Standards?
KATE

16. Analyzing Writing Using Samples from In Common
Argument “Range of Writing”
Read a piece from your grade level
Analyze pieces according to the end-of-grade standards.
Informative/Explanatory “Range of Writing”
KATE

17. Join the Discussion! Go back to GoSoapBox
Answer the Discussion question
KATE

18. Break!
We’ll get started again in 10 minutes

19. Time for Another Poll! Go back to GoSoapBox
Take the Poll on deconstructed standards
KATE

20. Implications for Instruction: Working Smarter, Not Harder
Deconstructed Standard:
Writing Standard 2
7th grade
When do we teach this Writing Standard?
Reading Standards in Cycle 2:
(on-going standards 1-3) 4 5 6 9
Which of these writing concepts are taught through the lens of a reader?
KATE

21. Resources to Support JCPS Focus on Writing
DENISE
Writing Proclamation
Criteria

22. DENISE
This is the overview of the documents developed. Please notice that this refers to “all” JCPS classrooms, not just ELA. This proclamation clearly indicates that writing is valued and is a critical component of the JCPS curriculum.

23. JCPS Writing Proclamation
Being literate is the ability to discover, process and produce meaning in a variety of forms of communication and technologies for a variety of audiences (both self and others) in order to meet one's goals and purposes.
DENISE

24. DENISE
The Criteria listed on the left is the same language included in the KDE documents provided to students. Please notice the first bullet in the Note. The focus is about teaching the craft of writing in order to build students knowledge of writing. I want to emphasize that it is not about “teaching a piece.” We will explore what this might look like later.

25. DENISE

26. DENISE
The JCPS Holistic Continuum for Writing is adapted from the KDE On-Demand Writing Rubric. It is important to note that teachers, especially content teachers, may find that some descriptors do not necessarily match up to the type of writing used to assess students’ knowledge and understanding of content. For example, the purpose of a writing reflection in science may not provide background information or engage an audience because it is not appropriate to do so. Explain more as needed.

27. One Last Poll
Back to GoSoapBox
Answer the final poll question
KATE

28. Questions?
Please complete the “After PD” portion of your exit slip and leave it in the bucket.
Take a clean copy of the checklist worksheets for use in your classroom/PLC/ team/building.
Contact us with any questions you may have!
Only three weeks until Winter Break! 