1. Session 6, Writing Performance Task Preparation Guide, Part 2
Section 3, Assessment 8 sessions
Session 6, Writing Performance Task Preparation Guide, Part 2
45 minutes
Considerations for This Session
Note: This session is intended only for teachers of grades 3–6.
This is the sixth session in the eight-part Section 3, “Assessment,” and the second of two sessions focusing on the Writing Performance Task Preparation Guide. Ideally, this session would come after completing Session 5, “Writing Performance Task Preparation Guide” and after teachers have had the opportunity to teach at least one unit from the Writing Performance Task Preparation Guide. During this session, participants will reflect on the Writing Performance Task Preparation Guide unit they taught and will analyze their students’ work using the state writing rubric or the writing rubrics provided by Smarter Balance Assessment Consortium (SBAC) or Partnership for Assessment of Readiness for College and Careers (PARCC).
Facilitator Materials
“Session 6, Writing Performance Task Preparation Guide, Part 2” slide presentation
Being a Writer classroom set for your reference (grade 3, 4, 5, or 6)
Participant Materials
Writing Performance Task Preparation Guide
Samples of student work from a previously taught Writing Performance Task Preparation Guide unit (e.g., graphic organizers containing notes, answers to research questions, drafts, and final writing)
Do Ahead
Download the “Session 6, Writing Performance Task Preparation Guide, Part 2” presentation from the CCC Learning Hub (ccclearninghub.org) and preview the content, including the commentary in the “Notes” field of each slide.
Set up the necessary equipment (computer/projector, screen, speakers, etc.).
Gather the applicable state writing rubrics.

2. Welcome to Session 6 Session 1, Whole-class Assessments
Session 5, Writing Performance Task Preparation Guide, Part 1
Session 2, Individual Writing Assessment, Part 1
Session 6, Writing Performance Task Preparation Guide, Part 2
Session 3, Individual Writing Assessment, Part 2
Session 7, Conferring
Welcome to Session 6
(1 minute)
Welcome the participants to this Being a Writer professional learning session.
Explain that Section 3, “Assessment,” has eight sessions. Read the slide aloud and indicate that this is Session 6 of the section.
If you are planning to facilitate multiple sessions on the same day, tell the participants that there will be a short break after each session.
Session 4, Grading Practices
Session 8, Skill Practice and Assessment

3. Learning Goals
Reflect on the Writing Performance Task Preparation Guide unit instruction.
Analyze student work and identify areas of strength and support.
Learning Goals
(2–3 minutes)
Read the slide aloud.
Explain that during this session, participants will be working to understand the goals and purposes of the Writing Performance Task Preparation Guide units, and they will have discussions with their grade-level teams about when to teach them.

4. Consider This…
“In the standards, writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and reading assessments will occur.”
— Calkins, Pathways to the Common Core (2006)
How did this come to life for your students when engaging in the Writing Performance Task Preparation Guide unit?
Consider This…
(2–3 minutes)
Have the participants read the quote and then discuss the question: How did this come to life for your students when engaging in the Writing Performance Task Preparation Guide unit?

5. Looking at Student Work
Use your student work samples and the corresponding state writing rubric to answer the following:
What progress has this student made? What can this student do?
What additional instruction is necessary? Where might you provide support?
Looking at Student Work
(15–20 minutes)
Ask participants to work with a grade-level partner to review one of the student work samples. They should work together to consider the questions on the slide.
If time allows, have the participants share with the group what they learned from the student work and what their next steps might be.

6. Discussion What did you notice about the students’ performance?
What in the unit do you think supported their progress?
What might you continue to think about?
Discussion
(10–15 minutes)
Allow time for partners to discuss these questions.
Scan the room; when partners have had enough time to discuss, signal for the group’s attention.
Facilitate a whole-group discussion using the questions on the slide and evidence from the student writing samples.

7. What are your questions? What are your next steps?
End of Session
(2–3 minutes)
Allow time for questions.
This is the end of Session 6. Allow the participants to take a short (5–7 minute) break before continuing to Session 7. If you are facilitating these sessions over multiple meetings, announce the date and time of the next scheduled session and let the participants know what they will need to bring with them to the next session.