1. CALLI/CPEC WRITING WORKSHOP In collaboration with DJUHSD 9/30/06 In collaboration with DJUHSD 9/30/06

2. Quick Write  Write two paragraphs about the content you are teaching right now Possible questions: --What topic does the author write about or describe the basic concept we are learning --What information do I want to share? --What would I like to know more about?  Write two paragraphs about the content you are teaching right now Possible questions: --What topic does the author write about or describe the basic concept we are learning --What information do I want to share? --What would I like to know more about?

3. --What information did I learn? --What was interesting about the book (or what I learned)? --Where could I go to learn more information? --One interesting thing I learned was… --I’d like to learn more about… --One thing I did not know was…. --The information was valuable because.. --What information did I learn? --What was interesting about the book (or what I learned)? --Where could I go to learn more information? --One interesting thing I learned was… --I’d like to learn more about… --One thing I did not know was…. --The information was valuable because..

4. --One question I would like to ask the author, scientist, mathematician is… --From the photos and illustrations I learned….  Look to see how many transition and academic words you used  Check the readability level of your writing. --One question I would like to ask the author, scientist, mathematician is… --From the photos and illustrations I learned….  Look to see how many transition and academic words you used  Check the readability level of your writing.

5. Student Writing Assessment  ELD standards: Writing Conventions, Cluster 1: B Identify basic vocabulary, mechanics and sentence structures in a piece of writing EI Use clauses, phrases, and mechanics of writing with consistent variations in grammatical forms  ELD standards: Writing Conventions, Cluster 1: B Identify basic vocabulary, mechanics and sentence structures in a piece of writing EI Use clauses, phrases, and mechanics of writing with consistent variations in grammatical forms

6. I Use sentences wit consistent variations in grammatical forms. EA Create coherent paragraphs through effective transitions A Create coherent paragraphs through effective transitions and parallel constructions  What level is student A? B? I Use sentences wit consistent variations in grammatical forms. EA Create coherent paragraphs through effective transitions A Create coherent paragraphs through effective transitions and parallel constructions  What level is student A? B?

7. ASSESSMENT: “Assessment is authentic when we directly examine student performance on worthy intellectual tasks” Grant Wiggins Paper and pencil assessments only recall what was learned and what they are able to plug in and out of context “Assessment is authentic when we directly examine student performance on worthy intellectual tasks” Grant Wiggins Paper and pencil assessments only recall what was learned and what they are able to plug in and out of context

8. Authentic, or performance based assessment requires that students actually perform the task by demonstrating the acquired (not learned) knowledge. It enhances validity and reliability It promotes engagement with the content area It also requires use of higher order thinking skills (evaluation and synthesis) and metacognitive thinking Writing and portfolio assessment are tools for authentic assessment Authentic, or performance based assessment requires that students actually perform the task by demonstrating the acquired (not learned) knowledge. It enhances validity and reliability It promotes engagement with the content area It also requires use of higher order thinking skills (evaluation and synthesis) and metacognitive thinking Writing and portfolio assessment are tools for authentic assessment

9. PORTFOLIO ASSESSMENT A method of showcasing one’s work-- who uses portfolios in the “real” world? Demonstrates how and what students are doing, what they can do and how well they can do it They show process as well as product, show growth over time, create collection of work, are useful to review work They provide evidence (for parents and administration of student performance A method of showcasing one’s work-- who uses portfolios in the “real” world? Demonstrates how and what students are doing, what they can do and how well they can do it They show process as well as product, show growth over time, create collection of work, are useful to review work They provide evidence (for parents and administration of student performance

10. Journaling (Teacher’s Handbook, CLI Shrum and Glisan  Dialogue Journals --Write to teacher or friend to clarify information from instruction  Notebook writing --record info re math concepts or science experiments  Dialogue Journals --Write to teacher or friend to clarify information from instruction  Notebook writing --record info re math concepts or science experiments

11. More on Journals  Learning logs to discuss and process information from class --Write what one does and does not understand re the instruction --clarify concepts info for oneself or another  Learning logs to discuss and process information from class --Write what one does and does not understand re the instruction --clarify concepts info for oneself or another

12. Response Journals  Respond openly to any content related topic --respond to feelings regarding use of experimentation (animals) or other information --respond to people who say they can read but brag about not being able to understand math  Respond openly to any content related topic --respond to feelings regarding use of experimentation (animals) or other information --respond to people who say they can read but brag about not being able to understand math

13. TASK LEVELS (Shrum & Glisan)  Beginner can do paragraph completion, cloze passages, filling out forms  Intermediate can combine sentence elements, write descriptions of visuals, write dialog journals  Grade level can write journals, short compositions and essays with more advanced writing research reports, using peer editing, etc.  Beginner can do paragraph completion, cloze passages, filling out forms  Intermediate can combine sentence elements, write descriptions of visuals, write dialog journals  Grade level can write journals, short compositions and essays with more advanced writing research reports, using peer editing, etc.

14. Purpose for Writing:  Function: What is the problem we are responding to? What type of writing will we use, persuasive, memo, report, etc.  Context: Did the writer address the problem, issue, response…  Accuracy: Grammatical context  See writing rubric  Function: What is the problem we are responding to? What type of writing will we use, persuasive, memo, report, etc.  Context: Did the writer address the problem, issue, response…  Accuracy: Grammatical context  See writing rubric

15. Design a Writing Activity  Select a unit you are studying and design a writing assessment for it--a process orientated writing task.  Make sure the assessment has clearly articulated goals  What goals will represent students’ knowledge of the subject matter?  Select a unit you are studying and design a writing assessment for it--a process orientated writing task.  Make sure the assessment has clearly articulated goals  What goals will represent students’ knowledge of the subject matter?

16.  How will you differentiate this assessment for special populations?  Will this assessment be a group or individual project?  What kind of assistance will you give the students (graphic organizers, research information, notes, etc.?  How will you assess the work? What kind of rubric will you give them? How will you define what is important, relevant and acceptable?  How will you differentiate this assessment for special populations?  Will this assessment be a group or individual project?  What kind of assistance will you give the students (graphic organizers, research information, notes, etc.?  How will you assess the work? What kind of rubric will you give them? How will you define what is important, relevant and acceptable?

17.  How will you build your students’ confidence in their ability to successfully complete this assignment? Create opportunities for them to succeed.  Will you look for content as well as the writing process?  If so, carefully delineate what you expect for content and what you expect in word choice organization usage and mechanics (grammar).  Remember that informal writing activities strengthen the ability to complete formal writing activities  How will you build your students’ confidence in their ability to successfully complete this assignment? Create opportunities for them to succeed.  Will you look for content as well as the writing process?  If so, carefully delineate what you expect for content and what you expect in word choice organization usage and mechanics (grammar).  Remember that informal writing activities strengthen the ability to complete formal writing activities

18.  Look for: CLARITY COHESION CORRECTNESS (Larry Lewin)  Remember that informal writing activities strengthen the ability to complete formal writing activities  Look for: CLARITY COHESION CORRECTNESS (Larry Lewin)

21.  Computer game reviews (probability?)  Essays (compare & contrast, cause & effect, analogy, classification, process analysis, etc.)  Letters of complaint or inquiry  Summaries  Personal reflections  Computer game reviews (probability?)  Essays (compare & contrast, cause & effect, analogy, classification, process analysis, etc.)  Letters of complaint or inquiry  Summaries  Personal reflections

22. CONTENT AREA KEY PHRASES:  Anticipate……  Describe….  Compare….  Associate:….  Analyze….  Apply….  Argue for or against it….(Richardson, Morgan and Fleener)  Anticipate……  Describe….  Compare….  Associate:….  Analyze….  Apply….  Argue for or against it….(Richardson, Morgan and Fleener)

23. I-SEARCH PAPER  Extends research to what the student is interested in. For example, give a topic in genetics, the student may want to research how genetics has affected their physical traits. (A side investigation.) Application of a math theory in real life…travel, home building, etc.

24.  “What I know, and what I want to know… (Blasingame and Bushman, pg 87) (KWL chart) 1.Students write a topic paper and get feedback from their peers to get feedback and ideas from them 2.Teachers have a list of questions the peers will ask to guide them. 3.Proper internet search techniques need to be taught.  “What I know, and what I want to know… (Blasingame and Bushman, pg 87) (KWL chart) 1.Students write a topic paper and get feedback from their peers to get feedback and ideas from them 2.Teachers have a list of questions the peers will ask to guide them. 3.Proper internet search techniques need to be taught.

25. 4.Sources need to be documented 5.The write-up will be less formal than a research paper and can be in the narrative (“I) format. 6.What I know, what I want to know and what I learned. 4.Sources need to be documented 5.The write-up will be less formal than a research paper and can be in the narrative (“I) format. 6.What I know, what I want to know and what I learned.

26. GIVE STUDENTS A CHANCE TO:  Make a contribution, share what they know, be respected  Speak up, provide their opinions, critique others, be honest  Entertain, get attention, act clever, get others to laugh  Make a contribution, share what they know, be respected  Speak up, provide their opinions, critique others, be honest  Entertain, get attention, act clever, get others to laugh

27. STUDENTS NEED TO:  Identify the topic  Demonstrate their interest/prior knowledge, ability to relate to the topic  Demonstrate, to the best of their ability, proper grammar and writing conventions.  Identify the topic  Demonstrate their interest/prior knowledge, ability to relate to the topic  Demonstrate, to the best of their ability, proper grammar and writing conventions.

28. MORE LATER……