1. CTE Literacy Support Session 3 Using Templates for Scaffolding Student Writing Feedback and evaluation of student writing

2. Section Objective: Topic: Teacher and Student Writing templates Do: Create writing tasks using Task Templates Select or create templates for student writing tasks Level of Thinking: Applying

3. Using Teacher Writing Task Templates to produce quality writing assignments

4. Take a look at your Argumentation and Informational/Explanatory Template Tasks

5. Using Student Writing Templates to produce quality writing assignments

6. Using Student Writing/Reading Templates

7. Create a Close Read Lesson Identify complex text Identify the focus question or core understanding Write text dependent questions Create a writing task using one of the LDC Templates Choose a student writing template to use for writing task

8. Time to work!! Take 30 minutes to get going on this We will do the final section after a break Create the actual assignment related to the article using two templates – the task template (to provide student instructions) critical reading template for students to use for their writing (one of the eight choices)

9. Section objective: Topic: Feedback and evaluation Do: Discuss grading rubrics and editing checklists LOT: Understanding

10. Feedback is critical!

11. Students must know in advance how they will be assessed! Provide the students with a rubric prior to giving the assignment.

12. 2 Rubrics for your use – Please edit to meet your needs

13. The 2 tools are very similar YOUR TASK: Take a look at both and highlight the text in the first column that is not identical in both evaluation tools

14. Let’s look at the criteria being evaluated: Comprehension and meaning Does the writing: Demonstrate that the student understands both the clearly explained concepts as well as those inferred?

15. Let’s look at the criteria being evaluated: Development and Elaboration Does the writing: Introduce topic or claim clearly and explicitly? Develop claim and counterclaim (argumentative) or develop the topic (explanatory) sufficiently? Provide reasoning (for argumentative) Develop the writing in a clear and coherent way that is appropriate to task, purpose, and audience

16. Let’s look at the criteria being evaluated: Organization and Focus Does the writing: Include a clear introduction that frames the topic clearly and provides information about what it to follow Flow well; sentences “make sense,” connections, and distinctions are made Include a distinct conclusion, and reflects information covered in the writing Have formatting appropriate for the task, and visuals included if needed to enhance writing

17. Let’s look at the criteria being evaluated: Language and Clarity Does the writing: Use vocabulary that is precise and domain-specific Use a tone that is formal and objective and appropriate for the audience and task Use appropriate transitions (linking words) to make sentences flow and concepts connect

18. Let’s look at the criteria being evaluated: Conventions Does the writing: Demonstrate a general command of grammar Have few spelling and punctuation errors Include citations of evidence

19. The writing process is time consuming If students are not provided with constructive feedback that time is not well spent Best case scenario – Students are given the opportunity to revise and resubmit writing

20. Peer Feedback Asking students to “peer edit” will not work without specific expectations, guidelines, and procedures – but if provided, it is a great first step in the revision process!

21. Take a look at the Editing Checklist

22. Literacy lesson checklist

23. Time to work!! Using the form sent to you in a Google Drive folder, take the remaining time to use your complex text to create a literacy integration assignment. Certificates will be issued when we have the completed assignment turned in to the Google Drive. If you do not finish today, be sure to send Ann or Judy an email saying that you’re done!

24. For ADE Credit Contact Ann or Judy to come watch you in action! We need to see you two times – both lessons must include reading or writing