Data for Student Success November 2009 Lansing “It is about focusing on building a culture of quality data through professional development and web based.
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Data for Student Success November 2009
Lansing“It is about focusing on building a culture of quality data
through professional development and web based dynamic inquiries for school improvement.”
Introduction to the Grant
• Federal Title II Part D of the NCLB Act of 2001 Enhancing Education through Technology Grant awarded through CEPI
Norms
Participate fully
Actively listen
Seek application
Press for clarification
Honor time agreements and confidentiality
Silence cell phones
Keep side bars to a minimum and on topic
A Statement from the Michigan Reading Association, Co-Signed by the Michigan Council of Teachers of English, the Michigan Department of Education, the Michigan State University Literacy Achievement Research Center, and the National Writing Project of Michigan
The Michigan Reading Association strongly discourages districts, schools, and teachers from reducing attention to writing in light of the changes in MEAP administration.
“Under-developed literacy skills are the number one reason why students are retained, assigned to special education, given long-term remedial services and why they fail to graduate from high school.”
Ferrandino and Tirozzi: presidents of NAESP and NASSP
Activity Objectives
• This activity is designed to deepen the understanding of the writing process.
• This activity begins the discovery process of finding topics.
• This activity explores the role of the teacher in the demonstration of writing.
Quick Writes
• Foundational to a writing program– NOT the program
• Allows for exploration of the writing process
• Allows the writer to uncover topics and ideas
• Develops fluency as a writer
• NOT an “assessment” writing prompt
Quick Write
What stories do your hands tell?
Trace around your hand and fill it in with memories that are connected to your hands.
Don Graves & Penny Kittle – My Quick Writes for Inside Writing
• Writer’s role – Read the quick write–Writer reads aloud
• Listener’s role – Listen for the stories the writer has to tell–What is the writer trying to say?
Quick Write
Chores
Make a list – use phrases, words, of the chores you had to do…
Don Graves & Penny Kittle – My Quick Writes for Inside Writing
• Look through the list and find one or two
• Talk with another partner at your table about the one you chose
–Partners role – Listen for the gist, essence, or spark of the story
• Writer’s role – Read the quick write–Writer reads aloud
• Listener’s role – Listen for the stories the writer has to tell–What is the writer trying to say?
Quick Write
• Take a line from one of your quick writes and begin a new piece from the line.
• Take a look at your quick writes and change the form…if you wrote a narrative try a poem or essay.
• Take a look at your quick write and write from a different point of view.
Using Quick Writes
What makes quick writes a tool or strategy for the writing process?
How does this scaffold the writer?
Linking to Process
• Writing Process–What did you do as a writer?
• Conditions for Learning–What conditions were set for
you as a writer?
Quick Writes for Instruction
• What is a writing demonstration?
• What are the ways this form of instruction can be used?
Quick Writes for Instruction
• Video clip of a high school writing demonstration using a quick write
• What is the teacher’s role in this demonstration?
Examining Student Writing
• Based on the demonstration what should the writers know and be able to do?
• Take a minute and talk at your table make a list of concepts/skills
Examining Student Writing
• Read the students quick writes.
• What can these writers do?
• What are the writers’ strengths?
Examining Student Writing
• Read the poems.
• What do these writers know and what are they are able to do as a writer of poetry?
Writer’s Craft – Looking Deeper
• Using the poem “Bike Ride”
• What are the strategies the writer uses?
Classroom Application
• Why examine the writing to this level?
• What information does this provide for the teacher?–So what?
Data Driven Instruction
The Teaching and Learning Cycle ©1999 by Richard C. Owen Publishers, Inc. All rights reserved. Do not duplicate without publisher’s permission.
Examining Student Work
• Examining student work is about teachers looking at individual student demonstration of learning – evaluating, determining instructional needs, planning for instruction, teaching to the objective determined as the next step in student learning– Student oral responses– Student writing– Student test results – answers to questions, multiple
choice, short answers– Student performance
Examining Student Work
• Examining student work– Neutral, observable data– Challenges assumptions– Helps build common understanding of
knowledge and skills students need– Leads to discussions of work quality
• What are we considering proficient?
– Supports a culture of improvement
What Do Our Students Know And What Are They Able To Do?
• What do our students know as writers?
• What is the next instructional need to develop the writer?– Based on student work, what is their next step in
learning to develop as a writer?
• Focus must be on the developing the writer not the writing.
Writing Analysis
• How do we gather the data we need for instruction?
• What are the minimum expectations for writers at grade levels?
• What should the writers in the classroom know and be able to do?
Activity Objectives
• This activity develops understandings of quality writing at grade levels.
• This activity helps deepen teachers’ understandings of the minimum content expectations at their grade level.
• This activity begins to develop the continuum of quality writing across grade levels.
Writing Expectations
• What does a student need to know and be able to do to develop as a writer and produce quality writing in kindergarten?
–Use the rubric and GLCE document and generate a list at your table.
Kindergarten Writing
• Compare the writing sample to the list generated.
• What does this student know? What is this student able to do as a writer?
Writing Expectations
• What does a student need to know and be able to do to develop as a writer and produce quality writing in 7th grade?
–Use the rubric and GLCE document and generate a list at your table.
7th Grade Writing
• Compare the writing sample to the list generated.
• What does this student know? What is this student able to do as a writer?
MME Writing
• What does a student need to know and be able to do to develop as a writer and produce quality writing in 11th grade? –Use the persuasive rubric and
HSCE document and generate a list at your table.
11th Grade Writing
• Compare the writing sample to the list generated.
• What does this student know? What is this student able to do as a writer?
Common Writing Threads
• Lay all the writing samples side-by-side.
• What are the common threads that run through all the samples? What can the writers do?
• What needs to occur in the classroom so that this quality of writing occurs?
• Are we teaching writing or assigning writing?
• Writing is the litmus paper of thought …the very CENTER OF SCHOOLING
Ted Sizer Writing aids in cognitive development to such an extent that the upper reaches of Bloom’s taxonomy could not be reached without the use of some form of writing .
Kurt and Farris 1990
Evaluation of Student Writing
• Student responses are the data needed to inform classroom instruction.–Confirms what students can do as
writers.
–Provides the next learning objective to develop the writer.
Instruction
• Schmoker cites in Results Now
–Instruction itself has the largest influence on achievement.
–The two things that matter most: What is being taught and how well.
Writing Expectations
• Using your GLCE and HSCE document, what are the expectations for writers?– GLCE – Writing Genre – beginning at 3nd grade –
W.GN.03.01– GLCE – Reading Genre – beginning at 2nd grade –
R.NT.02.03– HSCE – Writing – CE 1.14, CE 1.3.1, Standard 1.5– HSCE – Reading – CE 3.1.1, CE 3.1.2, CE 3.1.3
Reading Writing Connection
• This activity builds understandings of the reading/writing connection.
• This activity builds understandings of techniques authors use to support the writer as a reader.
• This activity provides a demonstration of using guided reading to support the writer.
• “Most fiction moves forward on the energy that comes from a scene in which one person does something to another person and that person responds.”
Donald M. Murray
“Character drives plot…”
“The characters contain the crucial human link, the element of human destiny, for the reader to identify with.”
Ralph Fletcher, What A Writer Needs
Using Mentor Texts
• What instruction will need to occur for students in character development to support them as writers?
• What resource can be used?
• Fold your paper into 3 columns
• Head the columns - – Wendell Sophie How writer shows
character
• Record author’s words and technique used
• Read the first two pages, what do you know about Wendell?
• What do you know about Sophie?
• What technique did the writer use?
• Read the next four pages.
• What do you now know about Wendell? Sophie?
• What techniques did the writer use?
• How has the author made the conflict believable?
• Read the next two pages.
• Why would the author use the parents here?
• What do you notice about Sophie?
• What would be the author’s purpose?
• Read the next eight pages.
• How does the author show not tell?
• Why does the author use a reoccurring detail?
• Read the next six pages.
• What do you now know about Sophie?
• What change has occurred? –Why would the author create
this change?
• Read to the end of the story.
• What have you learned about Wendell? Sophie?
• How did the author reveal this?
Guided Reading/Writing Connection
What have you learned today as a reader about developing character that you can use as a writer?
Guided Practice As A Writer
• Learn as a reader, use as a writer
• An invitation to practice what we learned as readers to apply to our writing
Guided Practice – Quick Write
• Take a minute and think about a conversation you had with your spouse, son or daughter, or friend….
• Write
“ Students should concentrate not just on what the authors are saying but, more important, how they are saying it.
Ralph Fletcher
“Teachers might take time to help students abstract the various techniques being used: humor, rhyme, myth/truth, question/answer, diagrams, interview, fantasy.”
Ralph Fletcher
“Most writing-craft skills can be applied across all genres. These skills include: description using strong verbs and adjectival vocabulary of attributes; literary devices; specificity; alliteration; contrast; embedded definitions; clues to provide for reader inference; repetition; beginning and ending techniques; supporting details; organization schema, including text structure; sentence variation; and voice techniques.”
Marcia S. Freeman
Writing-Craft Skills Across Genres
What writing-craft skills are evidenced in the ACT writing sample?
Read and discuss at your tables.
• What evidence did you find of…– Description using strong verbs?– Appeal?– Literary devices?– Inference?– Specificity?– Alliteration?– Sentence variation?– Repetition?– Organization schema?
“If we could institute only one change to make students more college ready, it should be to increase the amount and quality of writing students are expected to produce.”
David Conley
author of College Knowledge
Application
•What do teachers, grade level teams and schools need to know and be able to do as a result of this writing module?
•Think about what you will need to put in place to support them at the
–ISD level
–District level
–Building level
Data for Student SuccessKey Contact Information
• General – www.data4ss.org– contact@data4ss.org
• Mary Gehrig, Assistant Superintendent, Calhoun ISD– gehrigm@calhounisd.org
• Mike Oswalt, Assistant Superintendent, Calhoun ISD– oswaltm@calhounisd.org
• Becky Rocho, Assistant Superintendent, Calhoun ISD– rochob@calhounisd.org
• Maureen Slamer – Data 4SS PD Director, Calhoun ISD– slamerm@calhounisd.org
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