1. ON-DEMAND Overview Elementary and Middle
Developed by
Cindy Bradley, District Writing Specialist
Synthia Shelby, District Literacy Resource Teacher
Jefferson County Public Schools

2. What do you already know about On Demand Writing?

3. What is the on-demand writing assessment?
It’s a timed test that assesses a student’s skills and knowledge about writing
The on-demand assessment has two separate components:
1. On Demand Writing - students write a complete piece of writing based on a direct prompt
2. Multiple Choice - students answer 12 multiple choice questions related to revision and editing skills
Core Content for Assessment 4.1 lists the revision and editing skills that may appear on the multiple choice section of the test.

4. Two Types of ODWs
Situational Prompt – 45 Minutes You will be given a situation and asked to respond in a well-developed writing Passage Prompt – 90 Minutes You will be asked to read a passage and respond to a specific prompt about that passage in a well-developed writing

5. These prompts may concern any content area… the on-demand writing is designed to assess your ability to think clearly and reflect your thinking in clear and effective writing… it is NOT a test of your content knowledge.

6. Every prompt has two parts: situation and writing task
What else about ODW?
Every prompt has two parts: situation and writing task
The prompt dictates the form, audience, and purpose; students have to read both parts carefully to identify these critical elements
There are three possible general purposes: to inform, to persuade, or to narrate an event for a purpose. Some examples of form include letter and speech.
Some students mistakenly think that choosing a familiar form is more important than choosing a familiar topic.

8. Thesis Statement – What is it?
3:11

9. Identifying audience/purpose/form in a prompt—How do mnemonic devices help?
WWF – What’s the purpose?
Who’s the audience?
Form?
SPAM – Situation, Purpose, Audience, Mode
FAT- P–
I’m writing a ______ (form) to ______ (audience) about _________ (topic) to _______ (purpose).
In your pre-writing, identify the “SPAM.”
Pneumonic devices are tricks for remembering. Key letters of the device (which could be an acronym, a word, a phrase, or a sentence) correspond with the first letter of whatever you have to remember. For example, to remember the names of the lines on a music staff—EGBDF--you can recall the sentence “Every Good Boy Does Fine”. The three pneumonic devices above may help students remember to look for important information they must look for in a prompt.

10. Sample Prompts – inform, persuade, and narrate
Situation: Teachers are frustrated with students who forget or refuse to do their homework. The principal has decided that students who don’t get their homework done will have to attend Saturday school.
Writing Task: Write an editorial to the school newspaper supporting or opposing this new policy.
Prompt #2
Situation: National Safety Week is coming. The school newspaper is publishing articles about safety.
Writing Task: Write an article about a time that you (or someone you know) did something that was dangerous or unsafe. Be sure to explain the safety lesson learned as a result of the experience.
Prompt #3
Situation: In the spring, elementary and middle school students will be taking the CATS tests. As someone who has had experience taking these tests before, you know some tips for doing well on the CATS test.
Writing Task: Write a letter to a fourth-grade class explaining to the students what they can do in order to be more successful on the test.
Provide participants with a hard copy of the prompts above and pneumonic devices on the previous slide. Refer to the activity on the next slide to give teachers an opportunity to try out each of the pneumonic devices.

11. A closer look at purpose – which words convey the purpose?
Students need to know that prompts may use different words to convey the purpose.
To inform: tell, explain
To persuade: convince, give your opinion, take a stand,
choose one and tell why
To narrate an event: tell about a time,
relate an incident/experience

12. Pacing – what if students used the full writing time? 90 min.
20 – 30 minutes
Read BOTH prompts; choose the prompt you know more about.
Identify the purpose/audience/form (mnemonic device)
Prewrite; use organizer to plan ideas (web, Write to the Point, etc.)
30 minutes
Draft; write piece
Reread, revise, and edit
This slide should spur conversation about the amount of time needed for thinking and planning BEFORE students begin to draft. For many students the amount of time allocated for drafting, revising, and rewriting may be more than they will use, but discuss the importance of students learning how to use the prewriting time to think before writing.

13. Pacing – what if students used the full writing time? 45 min.
15-20 minutes
Read the prompt.
Identify the purpose/audience/form (mnemonic device)
Prewrite; use organizer to plan ideas (web, Write to the Point, etc.)
Draft; write piece
10-15 minutes
Reread, revise, and edit
This slide should spur conversation about the amount of time needed for thinking and planning BEFORE students begin to draft. For many students the amount of time allocated for drafting, revising, and rewriting may be more than they will use, but discuss the importance of students learning how to use the prewriting time to think before writing.

14. What must students learn to write well?
HOW TO:
focus on the topic and purpose
be aware of their audience’s needs
develop ideas with details that fit the purpose
apply the characteristics of the genre
organize ideas and details
use transitions to connect ideas and details to guide the reader
write complete sentences and vary sentence structures
apply correct grammar and usage
use specific words
capitalize, punctuate, and spell
use prewriting to plan writing
evaluate their own writing

15. What do students learn to respond to the prompt?
HOW TO:
read the prompt to identify key elements
prewrite, revise, and edit independently
pace themselves in the writing process
write for a sustained period of time
Point out the implications for the importance of focusing on teaching writing rather than simply practicing on demand prompts. Research says repeatedly that the best way to teach writing is to allow students choice in writing and to write authentic pieces for real audiences. Teach daily. Practice occasionally. What does “occasionally” mean? It might mean doing an on demand at the end of each writing unit to see how the students apply the skills they learned while generating a piece over several weeks to a piece written in a timed session. It could mean focusing on elements of the on demand prompt a bell ringers/sponges or homework. It could mean having students analyze samples of writing based on an on-demand prompt.