Transcript
FINAL PRESENTATION
Needs Analysis~ A Performance Problem in Writing
University of Colorado at Denver~ Mae Guerra
GAP ANALYSIS
The ideal state at Place would be that students would be proficient at writing essays that demonstrated proper sentence structure, correct punctuation, and capitalization. The actual state at this school is that students do not consistently demonstrate these skills based on CSAP scores.
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LEARNING PROBLEM
Place Middle School 7th grade students are failing to meet the requirements of the Colorado Model Content Standards in writing.
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MULTIPLE CAUSES
1. Students lack organizational skills in writing
2. Basic grammar skills are below grade level
3. Teachers are asked to teach at grade level with curriculum that does not support learner’s needs in grammar and punctuation
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RECOMMENDATION
The need is to improve student achievement in the area of writing and improve test scores. The recommended action is to teach students the six traits of writing model and how to use it in their writing.
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LEARNING GOALS
To increase learner achievement in writing by meeting Colorado Model Content Standards and by scoring proficient on the Denver Public School’s Post-Benchmark Assessment.
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LEARNING OBJECTIVES
1. Given a PowerPoint lesson over the six traits of writing, the learner will list all six traits of quality writing.
2. Given a PowerPoint lesson over the six traits of writing, the learner will identify 3 qualities of good writing from each of the six traits.
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INSTRUCTIONAL APPROACH
A learner led interactive PowerPoint lesson over the six traits of writing intended to help students gain a broad understanding of what is working well and what needs to be improved in their writing.
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ASSESSMENT OF ACTIVITY
• Learners will complete a quiz that covers the learning objectives.
• When completed the student will give the quiz back to the instructor.
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DELIVERY SYSTEM
The teacher will guide the class through an interactive PowerPoint presentation as the students interact with the slides.
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MEDIA NEEDS
Students will need a computer with the downloaded lesson over the six traits of writing on their desktops.
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THE SIX TRAITS OF WRITING
CLICK ON THE TRAIT
Conventions
VoiceSentenceFluency
Ideas & Content Organizati
onWord
Choice
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• Ideas paint pictures in a reader’s mind
• Informational text becomes reader-friendly
• Ideas demonstrate clarity, focus, sense of purpose
• Does it make sense?• Is the writing easy to
follow? • Are transitions
smooth and appropriate?
• Is the conclusion satisfying?
isualize rganize nterpretraftlaborate
• Is there enthusiasm and expressiveness?• Are you knowledgeable about the topic? • Does the piece hold the reader’s
attention?• Does the text just repeat common
knowledge?
• Use striking words
• Eliminate tired words
• Words are specific
• Find the word that is ‘just right’
• Sounds soothing to the ear• A variety of sentence length and
structure• Smooth transitions support fluency• Punctuate. Periods are a good thing!• Sentences are constructed in a way
that helps make meaning clear
• Correct use of capitalization, punctuation and spelling
• Maintain verb tense and subject verb agreement throughout composition
• Use adverbs, appositives, clauses and phrases correctly
• Use homophones and other vocabulary correctly
WHY IS WRITING IMPORTANT?
“If people cannot write well, they cannot think well, and if they cannot think well, others will do their thinking for them.”
George Orwell
SELF QUIZ QUESTIONS
1. List all six traits.
2. Identify 3 qualities of good writing from each of the six traits.
Directions: On the last page found in your packet, answer the above questions and turn into your teacher.
For more information over the six traits click the buttons below:
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ANSWERS TO QUESTION #1
1. Conventions
2. Voice
3. Sentence Fluency
4. Ideas
5. Organization
6. Word Choice
ANSWERS TO QUESTION #21. Conventions –correct use of capitalization, spelling
and verb tense
2. Voice – knowledgeable about the topic, holds readers attention, contains enthusiasm
3. Sentence Fluency –variety of sentence length, transitions support fluency, punctuate
4. Ideas –reader friendly, demonstrates focus and purpose
5. Organization – makes sense, easy to follow, conclusion is satisfying
6. Word Choice – specific words are used, striking words or phrases
LINKS ABOUT THE SIX TRAITS:
1. http://senior.billings.k12.mt.us/6traits/
2. http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/stlinksstudents.htm
3. http://www.geocities.com/ljacoby_2000/6traits.html
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LEARNING PROBLEM
Place Middle School students score below grade level in the following writing standards:
Standard 2: Students write and speak for a variety of purposes and audiences.
Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
(CO Dept. of Education, 2005-2006)
GAP ANALYSIS AND LOCAL DATA
In 2005-2006, Place Middle School was rated "Low" by the Colorado Department of Education for the middle school level. The Colorado Student Assessment Program (CSAP) tests students' skills in reading, writing and mathematics in grades 3 through 10 and in science in grades 5, 8 and 10. On the CSAP 26% of 7th grade Place Middle School students scored at or above proficient level on the writing portion of the CSAP assessment. The Federal No Child Left Behind states that Place Middle School did not make adequate yearly progress in 2005-2006 and the state Department of Education identified this school as "in need of improvement, Year 2" for 2006-2007. (CO Dept. of Education, 2005-2006)
MULTIPLE CAUSES
Other factors that contribute to the lack of student success on test scores consist of the inconsistency of staff, student mobility, students arriving late to class, lack of parent support, large class size and low staff morale.
DETERMINED NEED
Another recommendation is to design a curriculum that addresses writing deficiencies through the use of graphic organizers, Daily Oral Language practice sessions, grammar lessons, Pearson Knowledge Technologies’ WriteToLearn online instructional learning tool and the use of the 6 traits of writing model.
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