1. Developing Student Writing
Issaquah Powerful Learning Conference
2017

2. Activator
Independently write down what you know, think you know, and want to know about performance task.
Share with your group
Together make a “Want to know list” Prioritize that list
Share with the group

3. Who Are We? Sara Taylor, Classroom Teacher
Heather Nelson, Professional Learning Leader

4. Core Beliefs Quality teaching improves student growth.
Effective teaching requires a sophisticated set of learned skills.
Reflective practice improves teaching.
Have teachers discuss which of these Core Beliefs speaks most to them and why.
Rephrase bullet point two – maybe?

6. Targets Content Objectives
Participants will analyze the components of a performance task
Participants will role play students self- assessing and setting goals using a performance task rubrics
Targets

7. Classroom
Lesson Design

8. Student Rubric Investigation
Introduction (1)
Introduction may be missing
Claim/thesis statement may be missing, confusing, or off topic
Introduction (2)
The topic was named and there was an attempt to interest the reader
Claim/thesis statement may be somewhat unclear. It might to be too narrow or too broad
Introduction (3)
Introduction helped reader get interested in and understand the subject
Claim/thesis statement includes the topic and what you want the reader to know about the topic, addresses the prompt appropriately
Introduction (4)
Introduction interested and hooked the reader
Introduction uses a strategy (brief history, question, fact, quote, anecdote, scenario) May have included own ideas about the topic.
Claim/thesis statement is clearly communicated to help the reader understand the authors point of view, addresses the prompt effectively
Spiders have been crawling around the planet for millions of years. Many cultures consider spiders good luck. In fact, some cultures have myths and folk tales showing spiders as creators or gods. However, people all over the world are terrified of them. These arachnids are actually quite essential in our environment. Spiders are helpful, harmless creatures that should be left alone.
Each Student gets an example card
First student reads card and says, “I think this is an example of a ___ because…”
The next student replies
“I agree because…” or
“I disagree because…”
If a student disagrees, the group discusses
  Spiders are extraordinary creatures. They can help our environment and they aren’t as dangerous as many people think. Spiders are important to people and we shouldn’t fear them.
*Introduce this piece to the whole group
*Work in small groups for the rest of the strands
  Spiders are cool. They are very important.
  Hello, I’m going to talk about spiders.

9. Blind Scoring by strand
Count off 1-7
Count off 1-7 to create one group for each strand
Students get packet of four papers and a complete rubric
Each student scores the four papers for one strand (e.g. organization)
They record their score on the blind scoring page and cover with a small post-it note.
After all students have scored all papers, they reveal scores one by one.
Students use the sentence frame table tent to discuss scores and come to agreement
Students record their final score in their packet
Do this for all three papers WW 3 HN TK RR 3 4 2
*Divide the group up to blind score
*Fishbowl the group conference 3

10. Group Conferring 5 Go back to the original group of Seven
Start at the beginning of the rubric (Introduction)
The scores says, “My group gave the introduction a ___ because…”
The leader pulls a spoon and that student responds with
I agree because…
I disagree because..
Or uses a sentence stem from the table topper
Repeat until every group member shares 5
Fishbowl

11. Classroom
Lesson Design

12. Student Scoring video

13. Student Scoring Topic Color Action Introduction Blue
Put a box around the introduction
Claim/Thesis Statement
Green
Underline the claim/thesis statement
Transitions
Orange
Circle all the transitions, phrases, or sentences in your paper
Conclusion
Red
Put a box around your conclusion
Citing Sources
Purple
Underline each source you cited
Language
Yellow
Highlight precise and interesting words
Organization
Brown
Number your paragraphs at the beginning of each
Elaboration
Light Blue
Put a box around one paragraph that is not the introduction or conclusion.

14. Teacher Resources
For the classroom

15. Performance Task Resources
PowerPoint
Description 1
Taking Notes PowerPoint
Two column note taking strategy 2
Statement of Purpose PowerPoint
Analyzing a question and writing a statement of purpose. Also explains the difference between claim and thesis. 3
Planning PowerPoint
One way to plan out an essay. Give alternatives near the end. 4
Introduction PowerPoint
Gives different strategies and how to connect them to the statement of purpose 5
Transitions PowerPoint
Reviews different types of transitions and when to use them. 6
Citing Sources PowerPoint
Give one example on how to cite sources. 7
Parts of Paragraph Topic Sentence
Describes how to write a topic sentence. Uses the Claim, Evidence Reasoning model for elaboration. 8
Conclusion PowerPoint
Gives different strategies for wrapping up an essay. 9
Answering a Research Question
Explains how to evaluate and answer a research question.
Model with #4
Group 1: #1 and 2
Group 2: #3 and 5
Group 3: #6 and 7
Group 4: #8 and 9

16. One Word Summary
Choose one word or phrase that captures your learning for today.

17. Thanks for a great day
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