1. K-5 Writing Units of Study
Part 2:
K-5 Writing Units of Study
January 29, 2015
Presentation Link:
While you wait for the session to begin, review Chapters 1 and 2 of Writing Pathways.

2. Housekeeping Reminders
Breaks
Restrooms
Vending Machines
Lunch (11:30 AM – 12:45 PM)
Cell Phone Use

3. Writing Workshop Model
Fall Session Recap
Research
Writing Process
Writing Workshop Model
The Minilesson
Conferencing
Units of Study

4. The Writing Process Rehearsal Drafting Revising Further Revision
K - 2
3 - 5
Rehearsal
Drafting
Revising
Further Revision
Editing
Publishing
Celebrating
Rehearsal/Prewriting
Revision

5. Workshop Model
Need: notebook, partner
writing

6. Something helpful I can share with other teachers about minilessons…

7. Assessment System and Tools
(Learning Progressions, Rubrics, and Norming)
Conferencing and Practice
Needs Assessment

8. Assessment Comparisons

9. Comparison Activity Focus on Units of Study opinion writing.
Clarify differences in persuasive and opinion/argumentative writing in relation to learning progressions.
Compare state rubrics to learning progressions for a deeper understanding about teaching the writing process in the Units of Study.

10. Start with a Review Purpose Persuasive Opinion Argumentative
Focuses on convincing the reader to agree with the author
Takes a stand on a topic and supports opinion with facts, definitions, and details
Used to support claims in an analysis of a topic with facts, evidence, and reasons used to develop claims and opposing claims
Key Words and Phrases from Common Core
Not mentioned in the Common Core State Standards
K-5
Support point of view
Reasons and
information
Facts and details
Concluding statement or section
6-12
Support claims
Analysis of substantive topics or texts
Valid reasoning
Relevant and sufficient evidence
Claims
Counterclaims
Formal style
Objective tone
Source: WriteSteps

11. Side by Side Exercise
Work with table partners to compare the state writing rubric (7 pt. extended response) and learning progression chart.
Record your observations on the Venn Diagram and prepare to share out as a whole group.
TABLE MATERIALS
K-2 teachers use RED labeled folder with Grade 3 state rubric, graphic organizer and learning progression chart (your laminated copy or from your kit brought today).
3-5 teachers use BLUE labeled folder with Grade 5 state rubric, graphic organizer, and learning progression chart (your laminated copy or from your kit brought today).
Table copies of “Writing Process Learning Progression, K-5” are also available as reference.
Table Folders with Handouts

12. Side by Side Review Learning Progressions Georgia Milestones Rubrics
Table Folders with Handouts

13. The Assessment System….
will help you look at a piece of writing and see ways that piece of writing is
a step ahead from yesterday’s work—and a step toward tomorrow’s work.
Writing Learning Progression (PreK-6)
On-Demand Performance Assessments
Assessment Rubrics
Checklists (for use by students and teachers)
Exemplar Writing Samples Per Level
Exemplar Writing Samples Across Levels
Alternate and Additional Assessment Tools
Writing Pathways (Chapter 1)

14. Assessment Tools Norming Meetings
Step 1

15. “…doing this work in the company of each other is an illuminating experience and provides wells that you and your colleagues draw upon when you teach.”
Writing Pathways (chapter 3, page 29)

16. Payoffs
Developing a school culture using learning progressions, benchmark pieces, and rubrics helps teachers form close-knit grade-specific cohorts to work with each other and their students to accelerate progress.
Conducting norming work together helps create a plan for scoring student work that informs teaching and promote consistency of scoring.
Writing Pathways (chapter 3, page 31)

17. General Norming Guidelines
Become familiar with rubric(s) before norming begins.
Set aside two-period block of time for first meeting.
Understand protocol for how meeting will run.
Collect and bring recent on-demand writing pieces that match writing of norming meetings.
Make sure collection reflects varied levels of student work.
Choose pieces that keep everyone engaged.
Make sure pieces are kept anonymous (white out students’ names).
Writing Pathways (chapter 3)

18. On-Demand Assessments
Give as pre-assessments at start of year (and each unit) and again at end of unit (eventually end of year) to collect baseline data and calibrate teaching.
Provide crystal clear demonstration of what students learn to do without assistance.
Show effectiveness of teaching.
Writing Pathways (chapter 2)

19. Norming: Series of Steps
Green Handout

20. Norming Activity Time
You will work in groups to complete “two rounds” and “steps 1 and 2” of the norming protocol for the Units of Study.
Designate an “observer” from the group to watch the process of discussing EVIDENCE, take notes, and report out.
As a table group, decide which sample paper in the folder to use first.
Use copies of the OPINION rubric in the folder.
Now, talk as a table and score for Round 1/Step

21. Rubrics and Student Samples
Folder Handouts

22. Today’s Practice: Step 1
Observer’s Role:
RECORD

23. What did you hear from the group related to evidence?
Observer’s Role
What did you hear
from the group
related to evidence?

24. Norming Meetings (cont.)
Step 2

25. More Practice: Step 2 Same Rubric – Different Student Sample

26. “An important goal in a process like this is for the group to align itself. If after doing this work with five papers of different levels, the group finds that it can come to a consensus, the group can consider itself normed, and people can now score papers individually.”
Writing Pathways, (Chapter 3, pp )

27. Begins in the norming meeting with two benefits:
Leads to faster scoring which increases teacher confidence
Allows for conversations with colleagues about any new issues.

28. Complete the Norming Community (Writing Pathways, Chapter 3, pp. 30-31)

29. Gallery Walk Activity

30. Gallery Walk “Pre Lunch” Prep
By GRADE BANDS (K-2 and 3-5), find a “table partner” for this activity.
Use either of the student writing samples from the norming rounds and the learning progression chart to identify 2-3 “glows and grows” in the sample.
Then write these on post-it notes and place on the appropriate WALL CHARTS for the GALLARY WALK after lunch.

31. Gallery Walk
If you have not added your “glows and grows” to the charts, please do so before
we begin at 12:45 PM.bn at 12:45 PM.

32. Conferencing

33. “The point of a writing conference is to help students become better writers. By ‘better writers’ I mean writers who can use the strategies, techniques, and ways of thinking about writing that we teach them in today’s conferences on their own later when they work on future pieces.”
by Carl Anderson, Conversations with Student Writers
Salmon Handout

34. Architecture of a Conference
Research
Decide
Teach
Link
also in minilesson

35. Individual Conference Video
“Crafting a Scene by Describing Character Actions”

36. What did you notice about his conference with the student?

37. Conferencing Tool
Pink Table Handout

40. Another Conferencing VideoU A L I N D V U A L

41. Conferencing Recap Research Decide Teach Link
Observe, interview, and read student’s writing.
Determine what student has done and is trying to do.
Pursue more than one line of questioning to obtain info.
Gets to the “what” and “how.”
Teach toward growth and independence.
Start by naming a writing strength.
Decide on a teaching method.
Teach and coach, adjusting support.
Name what the writer has done.
Repeat the teaching point.
Remember: Writer leaves wanting to write.

42. Part Two: Conferring Scenarios
Now, it’s your turn. With your gallery walk partner and “glows and grows,” practice your individual conferencing skills.
Helpful Kit Resource:
If…Then…Curriculum
Part Two: Conferring Scenarios

43. Conferencing Video S M A L G R O U P S M A L G R O U P

44. Be sure to . . .
Go back
and replicate
with your colleagues.

45. CLOSURE:
Next Steps…

46. What is my vision?
What do I want writing to look like in my classroom? How will I know if I am successful? How will I know writing is improving?

47. Closing Activity
Blue Handout

48. Where do we go from here?

49. Resource: More LP Video Clips
Using a Learning Progression to Help Students Work Towards Clear Goals as they Lift the Level of Their Information Writing (K-2)
Using a Learning Progression to Support Self-Assessment and Writing about Themes in Literature: Small Group Work (3-5)
Using a Learning Progression to Help Students Lift the Level of their Summaries of Information Texts (3-5)