Strategic Writing and Instruction for Teachers (SWIFT)

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Strategic Writing and Instruction for Teachers
(SWIFT)

• Writing Your Way to Wisdom

DAY TWO
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Day Two Agenda
800 Welcome 815 Persuasive Writing Blog
Debate 845 MME Persuasive Writing Why is it So
Important? 950 BREAK 1010 Michigan Electronic
Library 1030 MEAP Writing - Constructed
Response - Writing from Knowledge and
Experience (Revision Rummy/Go Edit) 1130
LUNCH 1200 National Writing Project -30 Ideas
for Teaching Writing 130 Journal
Reflection 200 Oakland University Project

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What strategies have you tried?
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The Other BIG GAMEModule 5 State Testing
The Role of Persuasive Writing
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Top 10 Writing Wrongs in Secondary Education

• Students are not doing enough writing.
• Writing is sometimes assigned rather than
  taught.
• Below-grade-level writers are asked to write less
  than others instead of more than others.
• English language learners are often shortchanged
  as well.
• Grammar instruction is ineffective or ignored.
• Students are not given enough timed writing
  instruction or practice .
• Some teachers have little or no knowledge of
  district and state writing standards.
• Writing topics are often mandated with little
  thought about the prior knowledge and interests
  of the students.
• Teachers are doing too much work. Student are
  not doing enough work.
• Teachers need help assessing student writing.

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The GREAT DEBATE

• Your mixer card identifies the number of Writing
  Wrong you will DEBATE
• Each participant will have a debate partner (DO
  NOT DISCLOSE)
• The mixer card without a dot is the PRO, mixer
  card with dot is the CON
• The DEBATE will be blogged on our Swiftpens blog

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Blogging The GREAT DEBATE

• www.swiftpens.com

Debate Template in Notebook to Use with Students
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STATE ASSESSMENTSModule FIVE
The Other BIG GAME
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Combined English/Writing Scale Score
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Scoring the Writing Test

• Two trained readers
• Rating from 1(low) to 6 (high)
• Sum of those ratings is a students Writing Test
  sub score 2-12.
• A difference of more than one point evaluated
  by a third scorer.
• Note After training all readers are required
  to pass a qualifying test rating selected
  essays.

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The ACT Writing TestPrompt Format

• The Writing Test consists of one writing prompt
  that briefly states an issue and describes two
  points of view on that issue.
• Students are asked to write in response to a
  question about their position on the issue
  described in the writing prompt.
• In doing so, students may adopt one or the other
  of the perspectives described in the prompt, or
  they may present a different point of view on the
  issue.

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• Students essay scores are not affected by the
  point of view they take on the issue.
• Prompts are designed to be appropriate for
  response in a 30-minute timed test and to reflect
  students interests and experiences.

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How can we help our students improve?

• Model how to analyze the prompt

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ACT Writing Prompts Deconstructing the Prompt

• Critical Attributes of ACT Writing Prompt
• Issue
• Two Positions
• Question

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(No Transcript)
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Critical Attributes of ACT Writing Prompt

• Issue
• Dress code
• Two Positions
• Support a dress code
• Do not support a dress code
• Question
• In your opinion, should high schools adopt a
  dress code for students?

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Your Turn

• Using the Sample ACT Essay Prompt assess the
  critical attributes of the following prompt.
• Some cities have ordinances that limit the number
  of pets a city resident can own. Often, the
  maximum number of pets allowed is limited to
  three or four. Some people support the limit
  because they feel it protects them against having
  a neighborhood overrun with animals that could
  potentially become a public nuisance. Other
  people oppose the limit because they feel it
  infringes upon their rights as private citizens.
  In your opinion, should city governments be
  allowed to limit the number of pets a resident
  can own?

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Lets take a look

• ACT Rubrics

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Persuasive Writing Rubrics

• ACT 6 Point Analytic Rubric
• Used with Students in the Classroom
• ACT 6 Point Holistic Rubric
• Used by ACT scorers

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ACT 6 Point Holistic Rubric
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Scoring The Persuasive Essay

• Holistic vs. Analytic Rubric

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Understand the Rubric

• What are the differences between a 4 and a 5?
• What are the differences between a 3 and a 4?

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Scoring Rubric 5 and 4
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Scoring 4 and 3
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Sample Scoring

• Looking at the Whole
• Holistic Scoring
• Looking at the Parts
• Analytic Scoring
• DO NOT AVERAGE THE SCORES

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Scoring Anchor Sets

• ACT Persuasive Writing Rubric
• Step 1 Review Prompt/Critical Attributes
• Step 2 Read paper, looking for the Critical
  Attributes of a 3 to 4 Paper
• Step 3 Check off for the Big 4 (Position,
  Complexity, Organization, and Language)
• Step 4 Give it a Holistic Score

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Discussion

• After reading and scoring the anchor set, discuss
  with a partner the reasoning for your scores.

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Scored Anchor Sets and Explanations

• With your partner, review the scoring explanation
  for the anchor sets.
• Notice the comments/reasons
• Notice the range of anchor papers (Scores 1-6)

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Persuasive Essay IPOD Graphic Organizer
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Additional Graphic Organizers (2)

• Introduction
• Position
• Support
• Counter-Argument
• Body
• Development of ideas
• Conclusion

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Technology Weighs In

• Technology advances instruction and learning for
  teachers and students in the area of writing.

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Learning Express Library

• www.mel.org

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MEAP Web Resources

• Michigan Educational Assessment Program (MEAP)
  assesses students in grades 3-9 based on Michigan
  Curriculum Framework.MEAP Home
  PageResourcesOakland ISD - MEAP Genre Study
  ProgramMDE - Released ItemsMEAP Social
  Studies Information

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MEAP - Constructed Response

• Constructed Response questions are open-ended,
  short answer questions that measure
  application-level cognitive skills as well as
  content knowledge. 
• These questions provide students with the
  opportunity to generate and weave ideas into a
  short response. 
• The student supplies a response in the form of a
  few sentences, a graphic organizer, or a simple
  drawing/diagram with explanation

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Scoring Constructed Response

• Practice Scoring Science
• Grade 8 Fall 2007
• Read Sample Prompt and Review Score Elements
• Score Papers

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MEAP Writing from Knowledge and Experience

• Create a Meaningful (Narrative) Response to a
  Prompt
• Rubric
• Writing from Knowledge and Experience

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Revision Rummy and Go Edit

• Activity Using a Writing from Knowledge and
  Experience Anchor Paper, play the game Revision
  Rummy.

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National Writing Project Module 6

• 30 Ideas for Teaching Writing
• Participants work with a partner
• Share a Great Idea using Technology
• Power Point
• Upload a podcast or video clip that aligns with
  your great idea

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• 30 Ideas for Teaching Writing
• http//www.writingproject.org/cs/nwpp/print/nwpr/9
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30 Ideas for Teaching Writing

• Blogging Activity
• http//visitmyclass.com/blogs/swift/archive/catego
  ry/7281.aspx
• Your Post needs to include
• Number and Name of Strategy
• Names
• Summary
• Strategies of Implementation
• Bonus Link a podcast or video that illustrates
  your strategy in use

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Journal Reflection

• Participants reflect and capture their thoughts
  in writing
• How will you embed these strategies for
  assessment in your content area?