1. NETA Power Point Slides to accompany: Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd.

2. Chapter Eleven Assessment and Conventions of Writing 2 Copyright © 2013 Nelson Education Ltd.

3. OVERVIEW Assessing Writing Abilities -purposes, traits, strategies, tools Teaching Spelling -development, strategies Teaching Grammar, Punctuation and Capitalization (Conventions) -grammar, punctuation, capitalization 3 Copyright © 2013 Nelson Education Ltd.

4. 4 ASSESSING WRITING ABILITIES

5. Let’s begin with Eileen’s anecdote Pages 396 and 397 introduce us to Eileen Loughlin How would you describe her writing program? How do her youngsters view writing? What is her approach to assessment? Copyright © 2013 Nelson Education Ltd. 5

6. Get into Grade Groups Sit with classmates who are teaching the same grade Discuss what you think the components of good writing are Share with the group as a whole Copyright © 2013 Nelson Education Ltd. 6

7. Writing Traits Writing is generally analyzed using the following descriptors; content, organization, sentence structure, vocabulary and conventions The trademarked 6 + 1 Writing Traits program innovates on this categories slightly and further distinguishes between categories Copyright © 2013 Nelson Education Ltd. 7

8. Writing Traits Content Has clarity, focus and sense of purpose Is interesting, imaginative and thoughtful Has relevant and specific supporting details Organization Has an effective introduction and conclusion Is logically sequenced which adds to comprehension Demonstrates appropriate use of transitions Effective Use of Language Varies sentence structure and length Uses accurate and appropriate words Uses figurative language successfully Use smooth, natural flow of text and/or dialogue 8 Copyright © 2013 Nelson Education Ltd.

9. Writing Traits Voice Engages the reader’s attention and interest Is convincing and sincere Evokes reader response through the tone which is appropriate for the audience Conventions Uses commonly spelled words correctly and shows evidence of a problem-solving approach to spell unfamiliar words Uses punctuation, capitalization and grammar to clearly convey meaning to intended audience 9 Copyright © 2013 Nelson Education Ltd.

10. In your grade groups… Have a look at the corresponding writing sample Identify two strengths, one need and one instructional response to teach what the child needs to continue developing as a writer Each table can share with the whole group Copyright © 2013 Nelson Education Ltd. 10

11. What has been valued? Spelling has been given a tremendous importance in writing programs This has often been in the form of a weekly spelling test Let’s have a go and see what this feels like… What are the limitations to this approach? Let’s revisit pages 431-434 in our text Copyright © 2013 Nelson Education Ltd. 11

12. Copyright © 2013 Nelson Education Ltd. 12 TEACHING SPELLING

13. Spelling Development Pages 420 to 426 outline the stages of spelling development You can have a look at the writing sample you have and determine the stage of spelling development Support your opinion with a rationale as the stages are not clear cut Copyright © 2013 Nelson Education Ltd. 13

14. Spelling Development Pre-phonetic Spelling mark making stage letters/figures strung together letters do not correspond to sounds OPSPS for “eagle” Semi-phonetic Spelling represents sounds with letters abbreviated spelling using initial and/or final consonants e for “eagle” 14 Copyright © 2013 Nelson Education Ltd.

15. Spelling Development Phonetic Spelling spell words as they sound all phonemes in words are represented EGL for “eagle” Transitional Spelling visual memory of spelling patterns apparent conventions exhibited (e.g., vowels in syllables and e-marker) EGUL for “eagle” Conventional Spelling develops over the years (not all words are correct) 4th grade conventional spelling does not look like 10th grade conventional spelling 15 Copyright © 2013 Nelson Education Ltd.

16. Spelling Strategies Direct teaching Word lists Self-corrected pre-test Study procedure Mastery test 16 Copyright © 2013 Nelson Education Ltd.

17. Purposes for Assessment Provides information to parents and caregivers about learner's progress Provides information to school districts and provincial governments about learner’s writing abilities. Uses a range of assessment strategies to develop a fuller understanding of writer’s abilities and needs. 17 Copyright © 2013 Nelson Education Ltd.

18. Purposes for Assessment Inextricably linked to instruction Focussed on improving learner’s writing abilities Mostly conducted informally Conducted in order to respond to learners needs Provides feedback about what learners are doing well and what they need to work on to become better writers 18 Copyright © 2013 Nelson Education Ltd.

19. Writing Assessment Strategies Observations Anecdotal records Checklists Conferences Learner self-assessments Writing portfolios Profiles 19 Copyright © 2013 Nelson Education Ltd.

20. What does the assessment actually measure? How time efficient/manageable is it to use? What will I specifically learn about the students by using it? How will it help inform my instruction? How can it be used for grading and/or reporting purposes? Copyright © 2013 Nelson Education Ltd. 20

21. Writing Assessment Tools: Holistic Assessments Records what learners are doing well rather than what they fail to do A variety of tools for recording holistic assessment have been established (e.g. a rubric) Teacher assesses sense of audience, purposes, voice, organization of ideas, context of the writing etc. 21 Copyright © 2013 Nelson Education Ltd.

22. Writing Assessment Tools: Analytic Scales Provides more specific information than holistic scoring assessments Breaks down writing into parts that are the focus of the assessment Criteria are broken down and specified Conducted at certain times of the year (e.g., beginning, end) 22 Copyright © 2013 Nelson Education Ltd.

23. 23 TEACHING GRAMMAR, PUNCTUATION, AND CAPITALIZATION (CONVENTIONS)

24. Grammar Instruction How do support children in learning about the English language? How do we build understanding about parts of speech? How do we teach writing techniques that good writers use? Copyright © 2013 Nelson Education Ltd. 24

25. Purpose Make intuitive knowledge about the English language explicit. Provide labels for symbols, words within sentences, parts of sentences, and types of sentences so that students are able to talk about language throughout the writing process. Develops awareness of writing techniques good writers use. 25 Copyright © 2013 Nelson Education Ltd.

26. Approaches Teaching conventions in isolation from writing is ineffective. Creating teaching units and providing worksheets on conventions have little effect on children’s writing. Effective instruction connects conventions with reading and writing activities and teaches it as part of the editing process of composition in brief lessons (mini-lessons organized around students’ needs) when necessary. Identifying topics for mini-lessons in two ways: 1) Identifying concepts by assessing students’ writing and noting what types of convention errors they are making. 2) Choosing topics from lists of skills they are expected to learn at their grade level. 26 Copyright © 2013 Nelson Education Ltd.

27. SUMMARY Writing assessment and instruction are linked and need to be purposeful, responsive to student’s writing, varied and systematic. Effective spelling instruction considers and is responsive to student’s spelling development, is strategic and is connected to and helps improve students writing. Effective convention instruction is focussed on improving students writing rather than getting students to demonstrate an isolated understanding and use of specific conventions. 27 Copyright © 2013 Nelson Education Ltd.