1 / 43

6 1 Traits of Writing

major
Download Presentation

6 1 Traits of Writing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. 1

    2. 6 + 1 Traits of Writing Barb Shafer AEA267 bshafer@aea267.k12.ia.us 2

    3. Are You a “Trait Master”? Take the “quiz” & rate your level of mastery Consult rubric – does this fit? Be ready to share out your current level of “trait mastery” 3

    4. Outcomes for Session #1: Understand the background, purpose & rationale of the 6+1 Traits of Writing Assessment Develop an understanding of the traits and the trait rubric Assess sample papers for the trait of IDEAS Begin to develop a plan for teaching students how to assess sample papers for IDEAS 4

    5. Writing today is not a frill for the few, but an essential skill for many. The National Commission on Writing in America’s Schools and Colleges 5 More the 90% of midcareer professionals recently cited to the “need to write effectively” as a skill of “great importance” in their day-to-day work. What most students cannot do is write well. Findings indicate that most students have mastered writing basics, but few are able to create precise, engaging, coherent prose. We’ll look at more writing research during each session.More the 90% of midcareer professionals recently cited to the “need to write effectively” as a skill of “great importance” in their day-to-day work. What most students cannot do is write well. Findings indicate that most students have mastered writing basics, but few are able to create precise, engaging, coherent prose. We’ll look at more writing research during each session.

    6. What does good writing look like?? 6 Just go to next slideJust go to next slide

    7. 7 Picture links are hyperlinked to word documents Click to get to discussion questionsPicture links are hyperlinked to word documents Click to get to discussion questions

    8. What does good writing look like?? 8

    9. Who Invented the 6-Traits? 9 Some people think that there is an all-knowing “god” of writing, who decides what makes good writing and what makes bad writing when in truth…..Some people think that there is an all-knowing “god” of writing, who decides what makes good writing and what makes bad writing when in truth…..

    10. No one… Research by Paul Diederich (1974), Donald Murray (1982) and Alan Purves (1992) helped identify six traits that intelligent, educated people notice when they examine student writing… 10 Diederich, 50+ writers, editors, attorneys, etc… read essays and ranked them into three groups, then asked them reasons why they ranked them as they did…Almost identical qualities…. Others replicated the study, and came up with similar results. (Note that those 50 people were professors of Law, Medicine,Psychology, Social Sciences etc…not educators) These early studies led others to try and replicate the results. (Research and those conclusions “hold water” when others try to replicate the study and find similar if not the same results) Diederich, 50+ writers, editors, attorneys, etc… read essays and ranked them into three groups, then asked them reasons why they ranked them as they did…Almost identical qualities…. Others replicated the study, and came up with similar results. (Note that those 50 people were professors of Law, Medicine,Psychology, Social Sciences etc…not educators) These early studies led others to try and replicate the results. (Research and those conclusions “hold water” when others try to replicate the study and find similar if not the same results)

    11. Beaverton: The First Six-Trait Rubric 1983 17 Member Team (Vicki Spandel, Carol Meyer) Repeated the Study by Diederich, similar results Developed the Traits we know today 11 Beaverton, Oregon, home of the Northwest Regional Laboratory, groups of teachers gave “names” to the traits and developed the rubrics. They were not the inventors of the traits, rather Beaverton teachers along with Vicki Spandel and Northwest Regional Laboratory (NWRL). This created a common language and a common assessment. Beaverton, Oregon, home of the Northwest Regional Laboratory, groups of teachers gave “names” to the traits and developed the rubrics. They were not the inventors of the traits, rather Beaverton teachers along with Vicki Spandel and Northwest Regional Laboratory (NWRL). This created a common language and a common assessment.

    12. 6+1 Traits: 12 Point out handout that briefly describes the 7 traitsPoint out handout that briefly describes the 7 traits

    13. Two Groups of Traits 13 Revision- taking the idea & moving it along – create meaning (add details, move things around, cut chunks, reword phrases, listen to the voice and its authenticity, work until ideas are clear) MOST STUDENTS DON’T KNOW HOW TO REVISE – THEY LOOK TO SIMPLE ANSWERS AND QUICK FIXES – AN ACTIVITY FROM A WORKSHEET – revision is not an isolated skills – need to create a new way of looking at the moving pieces and parts in writing and see them as a subset of a greater whole. THESE COMPONENTS OF WRITING ARE THE TRAITS – they are individually definable, but highly interrelated Students cringe when we ask them to revise – they don’t know how to break the task down & are overwhelmed Editing – cleaning up for company – clean up the clutter, straighten & dust – we want our ideas to shine so others can appreciate them – we have to put our house in order – it’s the last thing we do before company arrivesRevision- taking the idea & moving it along – create meaning (add details, move things around, cut chunks, reword phrases, listen to the voice and its authenticity, work until ideas are clear) MOST STUDENTS DON’T KNOW HOW TO REVISE – THEY LOOK TO SIMPLE ANSWERS AND QUICK FIXES – AN ACTIVITY FROM A WORKSHEET – revision is not an isolated skills – need to create a new way of looking at the moving pieces and parts in writing and see them as a subset of a greater whole. THESE COMPONENTS OF WRITING ARE THE TRAITS – they are individually definable, but highly interrelated Students cringe when we ask them to revise – they don’t know how to break the task down & are overwhelmed Editing – cleaning up for company – clean up the clutter, straighten & dust – we want our ideas to shine so others can appreciate them – we have to put our house in order – it’s the last thing we do before company arrives

    14. Two Groups of Traits 14 Editing – purpose is to make the text accessible to the reader through the use of a set of rules & conventions as set forth in an appropriate style manual Important to use these 2 terms correctly when teaching & assessing the traits – just this simple differentiation will help enormously in your communication about writing – students with understand what you want them to doEditing – purpose is to make the text accessible to the reader through the use of a set of rules & conventions as set forth in an appropriate style manual Important to use these 2 terms correctly when teaching & assessing the traits – just this simple differentiation will help enormously in your communication about writing – students with understand what you want them to do

    15. “Re-vision is re-seeing the topic so the writer can discover meaning. Editing is making the meaning clear so a reading can understand meaning.” -Donald Murray 15

    16. Writing and the Vision… Ten Reasons to Include the 6 Traits… 16 So…..why should we be teaching the 6 Traits, especially in classes that are not typical “writing” classes? So…..why should we be teaching the 6 Traits, especially in classes that are not typical “writing” classes?

    17. #1: Consistent Language 17 Do you recall as a student wondering what on earth it was the teacher wanted? It seemed that each school year brought with it the challenge of finding the magic button to push. My third grad teacher liked l-o-n-g pieces of writings, regardless of what we actually wrote, so we filled pages, whether we had something to say or not. Length for its own sake was her “vision of success.” My fourth grade teacher did not care a white about length; penmanship was the target to hit. Mine was good, so I sailed through that year effortlessly (and mindlessly), while my friend Gary spent hours inscribing, “I will write neatly”. In fifth grade, the teacher wouldn’t allow anyone but herself to touch her desk; she valued neatness and organization above all things. My penmanship had improved, and I had the straightest margins in town. It was a whiz-bang year. Then, in sixth grade, the roof caved in that was the year we had to think. None of use had seen this lightning bolt coming, so we were unprepared. We floundered. And that, of course, was only the beginning. The traits will provide the same language/expectations throughout the district. When everyone, including the students are speaking the same language, everyone knows what to expect. When a science teacher is looking for good organization, a social studies teacher etc…they are all looking at the same criteria. Do you recall as a student wondering what on earth it was the teacher wanted? It seemed that each school year brought with it the challenge of finding the magic button to push. My third grad teacher liked l-o-n-g pieces of writings, regardless of what we actually wrote, so we filled pages, whether we had something to say or not. Length for its own sake was her “vision of success.” My fourth grade teacher did not care a white about length; penmanship was the target to hit. Mine was good, so I sailed through that year effortlessly (and mindlessly), while my friend Gary spent hours inscribing, “I will write neatly”. In fifth grade, the teacher wouldn’t allow anyone but herself to touch her desk; she valued neatness and organization above all things. My penmanship had improved, and I had the straightest margins in town. It was a whiz-bang year. Then, in sixth grade, the roof caved in that was the year we had to think. None of use had seen this lightning bolt coming, so we were unprepared. We floundered. And that, of course, was only the beginning. The traits will provide the same language/expectations throughout the district. When everyone, including the students are speaking the same language, everyone knows what to expect. When a science teacher is looking for good organization, a social studies teacher etc…they are all looking at the same criteria.

    18. #2: Consistent, Honest Assessment 18 How many times have you graded tests or homework that has a writing or essay portion and you know what you were looking for, but your students didn’t and you didn’t know how to communicate what you wanted to them. Also, how many times have you started grading papers and when you get to the bottom, you find that you graded the first ones different from the last ones? The Traits will give you a “tool” in which be more consistent. Although it is not the silver bullet, and there is still room for some subjectivity. SEINFIELD quote hereHow many times have you graded tests or homework that has a writing or essay portion and you know what you were looking for, but your students didn’t and you didn’t know how to communicate what you wanted to them. Also, how many times have you started grading papers and when you get to the bottom, you find that you graded the first ones different from the last ones? The Traits will give you a “tool” in which be more consistent. Although it is not the silver bullet, and there is still room for some subjectivity. SEINFIELD quote here

    19. #3: Manageable Steps 19 The traits break the whole writing into manageable pieces. Not only for you the teacher, but also for the students. It gives you the tools to ask students to work on one piece of writing at a time. For Example, your organization is weak, here’s how you can improve it. Then after that is dealt with, the student can move on to Word choice for example, and then look at the next trait, etc. It allows students to focus on one thing at a time to improve upon without feeling so overwhelmed. Writing is not a linear process. The traits help us identify what needs work, letting us break down the steps in the process – revision and editing – so we can teach students what makes writing work effectively.The traits break the whole writing into manageable pieces. Not only for you the teacher, but also for the students. It gives you the tools to ask students to work on one piece of writing at a time. For Example, your organization is weak, here’s how you can improve it. Then after that is dealt with, the student can move on to Word choice for example, and then look at the next trait, etc. It allows students to focus on one thing at a time to improve upon without feeling so overwhelmed. Writing is not a linear process. The traits help us identify what needs work, letting us break down the steps in the process – revision and editing – so we can teach students what makes writing work effectively.

    20. G O L F AN A L O G Y 20 One of the best examples of good teaching I have ever encountered was with a golf professional. On my first lesson, he said, “Here’s a bucket of balls…hit ‘em” A few minutes later he wandered back and quietly said, “keep hitting them, only this time keep your head down, eye on the ball.” By the next bucket of balls he had introduced one more skill for the day…no more. Before a few weeks were out, he had quietly attended to my feet, grip, shoulder level, and follow through. A few years later I realized with a start that every single one of my problems was visible on that first lesson. If I had attended to all of them that first day. I would probably have missed the ball entirely and resigned in disgust from every playing golf again. Donald Graves “Writing: Teacher and Children at Work”One of the best examples of good teaching I have ever encountered was with a golf professional. On my first lesson, he said, “Here’s a bucket of balls…hit ‘em” A few minutes later he wandered back and quietly said, “keep hitting them, only this time keep your head down, eye on the ball.” By the next bucket of balls he had introduced one more skill for the day…no more. Before a few weeks were out, he had quietly attended to my feet, grip, shoulder level, and follow through. A few years later I realized with a start that every single one of my problems was visible on that first lesson. If I had attended to all of them that first day. I would probably have missed the ball entirely and resigned in disgust from every playing golf again. Donald Graves “Writing: Teacher and Children at Work”

    21. #4: Supports the Writing Process 21 Do not give up the tried and true instructional strategies. Each and every one will be strengthen by your use and your students’ use of writers’ vocabulary- six trait languages. Trait-based instruction enhances a process-based approach to writing instruction, it does not replace it. A shared vocabulary turns us all into writing teachers and coaches and enriches our understanding of how writing works. Writing process is flexible – not linear. Help students learn the tools that unlock the mysteries of revision & editing so they take ownership of the writing process. Revision DOES NOT come after writing, but IS writing. The writing process is a means to an end and not an end in itself.Do not give up the tried and true instructional strategies. Each and every one will be strengthen by your use and your students’ use of writers’ vocabulary- six trait languages. Trait-based instruction enhances a process-based approach to writing instruction, it does not replace it. A shared vocabulary turns us all into writing teachers and coaches and enriches our understanding of how writing works. Writing process is flexible – not linear. Help students learn the tools that unlock the mysteries of revision & editing so they take ownership of the writing process. Revision DOES NOT come after writing, but IS writing. The writing process is a means to an end and not an end in itself.

    22. #5: Purposeful Revision and Editing Others’ Point of View Use the scoring guides to assess their own writing Use scoring guides to assess other’s writing 22 A good writing rubric should be just like the picture. Look at it one way, and it’s a tool for assessment. Look at it another, and it becomes a guide to revision- adding detail, focusing on one main message, rewriting a lead or conclusion, or adjusting voice and working to meet the needs of an audience. When students use a scoring guide to assess their own and others’ writing, they also learn the secrets of good revision and editing. A good writing rubric should be just like the picture. Look at it one way, and it’s a tool for assessment. Look at it another, and it becomes a guide to revision- adding detail, focusing on one main message, rewriting a lead or conclusion, or adjusting voice and working to meet the needs of an audience. When students use a scoring guide to assess their own and others’ writing, they also learn the secrets of good revision and editing.

    23. #6: Empowering Students 23 When we make students partners in the assessment process, they learn to assess their own work as a natural part of revision. This makes them much less dependent on us to give them a specific blueprint for revision. Writing is mostly problem-solving. You cannot get better at it if someone else is always solving your problems for you. Student use rubrics to guide the way they view their own writing; talk about writing as a group, focusing on strengths and problems, and use literature models of what to do or not do. They learn to become independent problem solvers. When we make students partners in the assessment process, they learn to assess their own work as a natural part of revision. This makes them much less dependent on us to give them a specific blueprint for revision. Writing is mostly problem-solving. You cannot get better at it if someone else is always solving your problems for you. Student use rubrics to guide the way they view their own writing; talk about writing as a group, focusing on strengths and problems, and use literature models of what to do or not do. They learn to become independent problem solvers.

    24. #7: Promoting Student Motivation (Encouraging Thinking Skills) Hard work does not turn students away, but busy work destroys them. (Wasserstein, 1995) 24 Students learn best when students are challenged, actively engaged, and asked to be self-reflective… their opinions about the quality of writing are frequently, actively sought. It is emotionally draining and disempowering to be on the other end of the critique all the time. If feels good to have your opinion valued. Students learn best when students are challenged, actively engaged, and asked to be self-reflective… their opinions about the quality of writing are frequently, actively sought. It is emotionally draining and disempowering to be on the other end of the critique all the time. If feels good to have your opinion valued.

    25. Promoting Student Motivation (Encouraging Thinking Skills) Motivation Clear articulate the criteria for success Model the skills needed to be successful Help students see success as a valuable aspect of their personalities 25 Many students simply do not like to write, are afraid to write, or feel that they have nothing important to say. These three factors are essential to motivation…. (Clear articulation) there will be immediate feedback if students are taught to understand the criteria within the rubric and use the criteria to assess their own work. (Modeling) is key! You are modeling writing success each and every time you write or read with your students, share your writing, or share and discuss writing samples that show what to do or not do. (Success) You must experience success. Many of our students never experienced the joy of that moment when you hear your own voice or see how much your writing has touched someone. Many students simply do not like to write, are afraid to write, or feel that they have nothing important to say. These three factors are essential to motivation…. (Clear articulation) there will be immediate feedback if students are taught to understand the criteria within the rubric and use the criteria to assess their own work. (Modeling) is key! You are modeling writing success each and every time you write or read with your students, share your writing, or share and discuss writing samples that show what to do or not do. (Success) You must experience success. Many of our students never experienced the joy of that moment when you hear your own voice or see how much your writing has touched someone.

    26. 26 For Example: Rocky…. In his first two years of school he rarely wrote more than a line or two. Negative comments and multiple corrections taught Rocky an important lesson: Keep it short, Get in and Get out; that way, they can’t hurt you too much. When he had an opportunity to serve as an assistance to Harry, the school custodian, it was an enormous boost to Rocky’s spirit. In addition, Rocky encountered a teacher who could see beyond his conventional problems, and encouraged him to express his voice on paper. Not surprisingly, he choose a topic most important to him at the time, his friend Harry. For Example: Rocky…. In his first two years of school he rarely wrote more than a line or two. Negative comments and multiple corrections taught Rocky an important lesson: Keep it short, Get in and Get out; that way, they can’t hurt you too much. When he had an opportunity to serve as an assistance to Harry, the school custodian, it was an enormous boost to Rocky’s spirit. In addition, Rocky encountered a teacher who could see beyond his conventional problems, and encouraged him to express his voice on paper. Not surprisingly, he choose a topic most important to him at the time, his friend Harry.

    27. Rocky’s Paper on Harry Harry is one that made me stop fighting help me focos and do my work. Ever sense I’ve been friends with Harry I’ve got all A & B on my reportcards. He’s brought me to his camp, brought me fishing, let me sleep over his house I think hes the best friend a kid could have. He brought me to eat a resteront in Wiscasset. He bouht me an carereokey isn’t that so nice. Harry and I play the gutar together my gutar is alatrek his I have know idea. Harry plays the greatest singer there is. I help Harry at lunch time he let’s me help him dump tray. The day Harry and I stop being friends is the day I die, and that’s along time from now. from Rocky Grade 4 27 Rocky’s paper contain a number of conventional errors, His teacher, however, chose to focus on other features: “Your ideas are so clear in this piece. I can tell from your paper what a special friend Harry is. And you voice in this last paragraph really shines.” That night Rocky went home and told his mother, “I can write.”Rocky’s paper contain a number of conventional errors, His teacher, however, chose to focus on other features: “Your ideas are so clear in this piece. I can tell from your paper what a special friend Harry is. And you voice in this last paragraph really shines.” That night Rocky went home and told his mother, “I can write.”

    28. #8: Linking Reading and Writing 28 When we teach our students to read not just for meaning but also to discover clues about the writer’s craft, we make every reading venture a lesson in how to write. We must write like readers--- We have much to learn from Gary Paulsen or Sandra Cisneros, they too must consider their audience. They use the exact same skills that we ask our students to consider. When we teach our students to read not just for meaning but also to discover clues about the writer’s craft, we make every reading venture a lesson in how to write. We must write like readers--- We have much to learn from Gary Paulsen or Sandra Cisneros, they too must consider their audience. They use the exact same skills that we ask our students to consider.

    29. #9: Six-Trait Writing is Real Helping students become better writers isn’t about getting a high grade or passing a test…. It is about students becoming strong and confident writers in any context for any purpose. 29 All writers (not just those in K-12) need strong, clear ideas, good organization, and compelling voice to make writing successful. The traits is not just about success in grade school or high school or college, or improving scores on state tests. It is about students becoming strong and confident writers in any context for any purpose. The College Board’s National Commission Writing issued a report in 2003 (The Neglected “R”, The Need for a Writing Revolution), that cites several critical writing skills students need to work successfully in a 21st century environment: First-rate organization, ability to generate convincing and elaborate text, the use of rich, evocative and compelling language, knowledge of mechanics of grammar and punctuation and a voice and feel for the audience. Sound familiar??? This same report points out that many Americans “would not be able to hold their positions if they were not excellence writers. Think about it….. Writing has helped transform the world, Revolutions have been started by it, Oppression has been toppled by it. No one writes for no one to read (Mem Fox) All writers (not just those in K-12) need strong, clear ideas, good organization, and compelling voice to make writing successful. The traits is not just about success in grade school or high school or college, or improving scores on state tests. It is about students becoming strong and confident writers in any context for any purpose. The College Board’s National Commission Writing issued a report in 2003 (The Neglected “R”, The Need for a Writing Revolution), that cites several critical writing skills students need to work successfully in a 21st century environment: First-rate organization, ability to generate convincing and elaborate text, the use of rich, evocative and compelling language, knowledge of mechanics of grammar and punctuation and a voice and feel for the audience. Sound familiar??? This same report points out that many Americans “would not be able to hold their positions if they were not excellence writers. Think about it….. Writing has helped transform the world, Revolutions have been started by it, Oppression has been toppled by it. No one writes for no one to read (Mem Fox)

    30. #10: Trait Rubrics: A Time Saver 6-Trait with Rubrics…. 30 On average, a teacher spends (Press Enter) 8 minutes per paper grading it. That means for that an average classroom, a teacher will spend (Press Enter) 18 hours per assignment grading papers! (Press Enter) With the rubrics and the traits, ((Press Enter) a teacher will spend 2 minutes per paper. Rubrics can save time because they act as a kind of shorthand between you and the student. You don’t need to say everything, the rubric say some things for you. Then you can add a personal comment that give your students what they hunger for most: Your own words about how the writing has touched you. As a group, list all of the writing you do over the course of a week. For how many purposes did you write? How many different forms did the writing take? Use your discoveries as a base for discussing the importance of writing in the 21st century. How does this information influence your vision of success for the classroom? On average, a teacher spends (Press Enter) 8 minutes per paper grading it. That means for that an average classroom, a teacher will spend (Press Enter) 18 hours per assignment grading papers! (Press Enter) With the rubrics and the traits, ((Press Enter) a teacher will spend 2 minutes per paper. Rubrics can save time because they act as a kind of shorthand between you and the student. You don’t need to say everything, the rubric say some things for you. Then you can add a personal comment that give your students what they hunger for most: Your own words about how the writing has touched you. As a group, list all of the writing you do over the course of a week. For how many purposes did you write? How many different forms did the writing take? Use your discoveries as a base for discussing the importance of writing in the 21st century. How does this information influence your vision of success for the classroom?

    31. 31 Ideas are the heart of the message, what do you think are the qualities of a strong paper in the area of Ideas? GO THROUGH IDEAS HANDOUT PACKETIdeas are the heart of the message, what do you think are the qualities of a strong paper in the area of Ideas? GO THROUGH IDEAS HANDOUT PACKET

    32. What does it look like in the classroom??? 32 I usually spring-board off a reading piece, pointing out a technique or trait that the author used. Sometimes I read aloud one of the books mentioned as an example of the trait, then read student writing samples before having my students write. Another approach is to have students do a Quick Write, read student writing samples or a book to illustrate a trait, and have the students revise their piece for that trait. I also follow a set of steps for each trait: • Discuss the rubric for one trait • Read a picture book using that trait • Have students score student writing samples using the rubric, and explain why they decided to give that score • Have students do a Quick Write with a focus on that trait I usually spring-board off a reading piece, pointing out a technique or trait that the author used. Sometimes I read aloud one of the books mentioned as an example of the trait, then read student writing samples before having my students write. Another approach is to have students do a Quick Write, read student writing samples or a book to illustrate a trait, and have the students revise their piece for that trait. I also follow a set of steps for each trait: • Discuss the rubric for one trait • Read a picture book using that trait • Have students score student writing samples using the rubric, and explain why they decided to give that score • Have students do a Quick Write with a focus on that trait

    33. IDEAS: Showing vs. Telling 33 Go to next PPGo to next PP

    34. My grandmother was a very brave little girl. (p. 142-Donald Murray , Write to Learn, Holt, Rinehart and Winston, 1989) 34

    35. One day when my grandmother was a little girl she and her friends cut across a pasture on the way home from school. When a bull charged them she turned, got her friends behind her, pulled out her long sewing scissors from her school bag, and stuck them up the nostrils of the bull. He didn’t bother them anymore. (p. 142) 35 Ideas are fresh & original. The writing includes good, juicy details. WELL-CHOSEN DETAILS THT ELABORATE ON THE MAIN IDEA – (expanding ideas)Ideas are fresh & original. The writing includes good, juicy details. WELL-CHOSEN DETAILS THT ELABORATE ON THE MAIN IDEA – (expanding ideas)

    36. Jane dressed in an unusual way. 36

    37. 37

    38. Discuss… How the author helped you to “see” the picture. What specifically did the author do? (what kind of words did the author use?) 38

    39. Pick one…show us! The room was a mess. She was a kind person. He a temper. The situation was frightening. He felt depressed. The storm was violent. The dog looked dangerous. She was a good problem-solver. 39

    40. Ideas: The Book of Bad Ideas By Laura Huliska-Beith, 2000 40

    41. Time to score some papers… 41

    42. Scoring Practice: “My Teddy Bear – watch DVD, record “In my life so far” - score with partner – report out “I may be quiet but I listen very loud” - score with partner – report out “Wicked Queen” - score with partner – report out “I Can Fly” - score with partner – report out 42 After they watch “My Teddy Bear” scoring – DVD 1 vides 2 –ideas roundtable assessment (4:26) have them record this on their paper implementation log Be ready to share your reasons for your score Discuss innerrater reliability – within oneAfter they watch “My Teddy Bear” scoring – DVD 1 vides 2 –ideas roundtable assessment (4:26) have them record this on their paper implementation log Be ready to share your reasons for your score Discuss innerrater reliability – within one

    43. Session #1 “Tips on Traits” How can one scoring guide address writing across such a span of grades? Which traits should be taught at what grade levels? 43 #1: 3 – 11th grade (ideas is ideas no matter what grade – items on rubric stay consistent) Anchor papers at each grade level – What a 1, 3, or 5 looks like in 3rd grade, 4th, etc. That a good paper has the same embedded qualities no matter what the age of the writer. If a 3rd grader meets the criteria for a 5 – give them a 5. #2: All of the traits, all the grades, all the time. Think big. We are teaching students to think and behave like writers – not trying to give them isolated little bits of information about writing that never add up to a whole. Can’t teach one trait without considering its relationship in a given piece of writing to all the other traits and to the intended purpose of the writing itself. #1: 3 – 11th grade (ideas is ideas no matter what grade – items on rubric stay consistent) Anchor papers at each grade level – What a 1, 3, or 5 looks like in 3rd grade, 4th, etc. That a good paper has the same embedded qualities no matter what the age of the writer. If a 3rd grader meets the criteria for a 5 – give them a 5. #2: All of the traits, all the grades, all the time. Think big. We are teaching students to think and behave like writers – not trying to give them isolated little bits of information about writing that never add up to a whole. Can’t teach one trait without considering its relationship in a given piece of writing to all the other traits and to the intended purpose of the writing itself.

    44. Assignments Due Before Session #2: Fisher Book: Discussion Board: Implementation Log: Afternoon Survey: 44

More Related