Integrating Best Practice into Effective Writing Instruction Troy Hicks and Rita Maddox Mid-Michigan Consortium Conference April 11, 2005.

Integrating Best PracticeIntegrating Best Practice into Effective Writing into Effective Writing InstructionInstruction

Troy Hicks and Rita MaddoxTroy Hicks and Rita Maddox

Mid-Michigan Consortium Mid-Michigan Consortium ConferenceConference

April 11, 2005April 11, 2005

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Red Cedar Writing Red Cedar Writing ProjectProject

K-16 Teachers of WritingK-16 Teachers of Writing K-12 StudentsK-12 Students

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What Does Best Practice What Does Best Practice Look Like in ELA Look Like in ELA Classrooms?Classrooms?

Please review the Please review the two handouts:two handouts: Zemelman et al.’s Zemelman et al.’s

Best Practices in Best Practices in Reading and WritingReading and Writing

CELACELA’s (National ’s (National Research Center on Research Center on English Learning English Learning and Achievement) and Achievement) Uncommonly Uncommonly Successful ELA Successful ELA ProgramsPrograms

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What does Best Practice What does Best Practice look like in ELA classrooms?look like in ELA classrooms?

Seven Best Practice Structures (from Seven Best Practice Structures (from a.m. session)a.m. session)

Reading-As-Thinking Reading-As-Thinking Representing-to-LearnRepresenting-to-Learn Small Group Activities Small Group Activities Classroom workshop Classroom workshop Authentic Expression Authentic Expression Reflective Assessment Reflective Assessment Integrative Units Integrative Units

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ELA Best Practice ELA Best Practice at Your Grade Levelat Your Grade Level

• Please read the articles.Please read the articles.• Discuss content and connection of Discuss content and connection of

articles to one another and Best articles to one another and Best Practice information from morning Practice information from morning sessionsession

• Based on your reading and Based on your reading and discussion, create a graphic discussion, create a graphic representation of Best Practice at representation of Best Practice at your grade level your grade level

• Be prepared to present your thinking Be prepared to present your thinking to the large group.to the large group.

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CELACELA Learning from Different Learning from Different Lesson TypesLesson Types

Students learn skills and knowledge in Students learn skills and knowledge in multiple lesson typesmultiple lesson types Separated – direct instruction through a Separated – direct instruction through a

distinct lessondistinct lesson A mini-lesson on using prepositional phrasesA mini-lesson on using prepositional phrases

Simulated – examining concept within the Simulated – examining concept within the context of the lessoncontext of the lesson Looking for prepositional phrases in a textLooking for prepositional phrases in a text

Integrated – teaching a direct skill and Integrated – teaching a direct skill and integrating it immediately with the lessonintegrating it immediately with the lesson Inviting students to mimic the author’s Inviting students to mimic the author’s

technique of using prepositional phrasestechnique of using prepositional phrases

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ELA Instructional ELA Instructional Implications from the MEAP Implications from the MEAP OfficeOffice

Teachers integrate test preparation into Teachers integrate test preparation into instruction instruction (CELA)(CELA) Guidelines from Guidelines from MEAP OfficeMEAP Office

1.1. Provide direct instruction and modeling in Provide direct instruction and modeling in literacy processes and strategies.literacy processes and strategies.

2.2. Provide opportunities for students to read Provide opportunities for students to read silently and listen for extended periods of time.silently and listen for extended periods of time.

3.3. Allow students to read, listen to, and create Allow students to read, listen to, and create texts in a variety of genres (short stories, texts in a variety of genres (short stories, essays, drama, speeches, newspaper articles, essays, drama, speeches, newspaper articles, biographies, graphs, technical writing, etc.) in biographies, graphs, technical writing, etc.) in all content areas.all content areas.

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ELA Instructional ELA Instructional Implications from the MEAP Implications from the MEAP OfficeOffice

4. Provide daily opportunities for writing 4. Provide daily opportunities for writing done in support of reading, i.e., done in support of reading, i.e., literature response logs and writing in literature response logs and writing in which students reflect on and evaluate which students reflect on and evaluate their personal growth as authors.their personal growth as authors.

5. Encourage students to read, listen to 5. Encourage students to read, listen to and discuss a variety of selections that and discuss a variety of selections that present different perspectives on the present different perspectives on the same theme, issue, question, or same theme, issue, question, or problem.problem.

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ELA Instructional ELA Instructional Implications from the MEAP Implications from the MEAP OfficeOffice

6. Invite students to connect, synthesize, 6. Invite students to connect, synthesize, compare, and summarize ideas and compare, and summarize ideas and information from more than one text.information from more than one text.

7. Help students to generate focus 7. Help students to generate focus questions based on a theme studied in questions based on a theme studied in class and provide many opportunities for class and provide many opportunities for them to discuss and write about the focus them to discuss and write about the focus questions.questions.

8. Ask students to take a stand on issues 8. Ask students to take a stand on issues related to the focus questions and to related to the focus questions and to articulate their position in a written or articulate their position in a written or oral presentationoral presentation

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CELACELA – – Classrooms that Foster Classrooms that Foster Cognitive CollaborationCognitive Collaboration

““School is the place where kids come School is the place where kids come to watch adults do lots of work.”to watch adults do lots of work.” We want to encourage students to do We want to encourage students to do

the thinking in authentic literacy the thinking in authentic literacy experiencesexperiences Writing about topics they have some degree Writing about topics they have some degree

of freedom in choosingof freedom in choosing Getting appropriate and timely response to Getting appropriate and timely response to

their own writingtheir own writing Offering response to peers’ writing that is Offering response to peers’ writing that is

valuedvalued

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BreakBreak

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Bringing Our Brains Bringing Our Brains TogetherTogether

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Revising and EditingRevising and Editing in Context in Context

Beginning in the fall of 2005, Beginning in the fall of 2005, the 3-8 MEAP test will include a the 3-8 MEAP test will include a section called section called Revising and Revising and Editing in ContextEditing in Context Multiple choice questions about Multiple choice questions about

grammar/mechanicsgrammar/mechanics Peer response section (using Peer response section (using

revision to show thinking)revision to show thinking)

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WritingWritingGLCE-Genre, Process, Personal Style, Grammar and Usage, SpellingGLCE-Genre, Process, Personal Style, Grammar and Usage, Spelling

Writing from Knowledge and Experience to a prompt Writing from Knowledge and Experience to a prompt related to appropriate grade level knowledge related to appropriate grade level knowledge and experienceand experience

1 Paper scored holistically 1 Paper scored holistically with commentswith comments6 point rubric6 point rubric(x2=12 possible points)(x2=12 possible points)

35-40 minutes35-40 minutesTwo page limitTwo page limitNo resourcesNo resourcesScored as first draft writingScored as first draft writing

Revising and Editing in Context-a writing selection appropriate to grade Revising and Editing in Context-a writing selection appropriate to grade levellevel

10 Multiple Choice items in 10 Multiple Choice items in response to writing selectionresponse to writing selectionShort Constructed Short Constructed Response to writing Response to writing selection,selection,scored holistically with scored holistically with commentscomments4 point rubric4 point rubric(x2=8 possible points)(x2=8 possible points)

35-45 minutes35-45 minutesRevising (based on use and Revising (based on use and understanding of rubric)understanding of rubric)Editing (based on use and Editing (based on use and understanding of GLCE related understanding of GLCE related to grammar, usage, mechanics, to grammar, usage, mechanics, spelling)spelling)

ReadingReadingGLCE-Word Study, Narrative Text, Informational Text, Comprehension/Critical StandardsGLCE-Word Study, Narrative Text, Informational Text, Comprehension/Critical Standards

(Reading Selections 1 and 2 connected)(Reading Selections 1 and 2 connected)Reading Selection 1Reading Selection 1Reading Selection 2Reading Selection 2

5-10 Multiple Choice items 5-10 Multiple Choice items based on Reading Selection 1based on Reading Selection 15-10 Multiple Choice items 5-10 Multiple Choice items based on Reading Selection 2based on Reading Selection 25-10 Cross text Multiple Choice 5-10 Cross text Multiple Choice items based on Reading items based on Reading Selections 1 and 2Selections 1 and 2Writing Response to reading Writing Response to reading connecting the selectionsconnecting the selectionsPaper scored holistically with Paper scored holistically with commentscomments6 point rubric6 point rubric(6 possible points)(6 possible points)

Multiple Choice items based Multiple Choice items based on GLCEon GLCEThematic statement or Thematic statement or direct question or scenario direct question or scenario promptprompt

Two to Four Additional Independent TextsTwo to Four Additional Independent Texts 5-10 Multiple Choice items for 5-10 Multiple Choice items for each texteach text

Multiple Choice items based Multiple Choice items based on GLCEon GLCE

Reading Genre from GLCE up to and including the grade level being assessedReading Genre from GLCE up to and including the grade level being assessed

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Preparing to “Take the Preparing to “Take the Test”Test”

Please look at your GLCEPlease look at your GLCE Identify GLCE that relate to Identify GLCE that relate to

revising, editing and peer revising, editing and peer respondingresponding

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During the testDuring the test

As you take the grade level test, As you take the grade level test, note (in the margins or with note (in the margins or with sticky notes):sticky notes):1.1.What cognitive tasks you are What cognitive tasks you are

engaging in (student brain)?engaging in (student brain)?

2.2.What GLCE are being assessed and What GLCE are being assessed and to what degree you teach these to what degree you teach these already (teacher brain)?already (teacher brain)?

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Discuss at Grade LevelDiscuss at Grade Level

1.1. What cognitive tasks did you What cognitive tasks did you engage in (student brain)?engage in (student brain)?

2.2. What GLCE were assessed and to What GLCE were assessed and to what degree you teach these what degree you teach these already (teacher brain)?already (teacher brain)?

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Revising and Editing-Revising and Editing-discuss at grade leveldiscuss at grade level

Backward MappingBackward Mapping What GLCE do you think were What GLCE do you think were

assessed?assessed? What would be difficult for What would be difficult for

students?students?

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Revising and Editing-Revising and Editing-discuss at grade leveldiscuss at grade level

What are the limitations of the What are the limitations of the test itself?test itself? Can it effectively capture a social Can it effectively capture a social

interaction?interaction?

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Revising and Editing-Revising and Editing-discuss at grade leveldiscuss at grade level

What are the instructional What are the instructional implications for your findings?implications for your findings?

Please be prepared to share. . .Please be prepared to share. . .

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The RubricThe RubricHolistic Scorepoint DescriptionsHolistic Scorepoint DescriptionsHere is an explanation of what readers think about as they score your Here is an explanation of what readers think about as they score your

writing.writing. The written response demonstrates the ability to reflect critically on The written response demonstrates the ability to reflect critically on

a provided piece of writing. Ideas are supported by specific examples a provided piece of writing. Ideas are supported by specific examples or details from the provided piece. Organization and form enhance or details from the provided piece. Organization and form enhance the central ideas and move the reader through the text. The voice the central ideas and move the reader through the text. The voice and tone are authentic and compelling. There may be surface and tone are authentic and compelling. There may be surface feature errors, but they do not interfere with meaning.feature errors, but they do not interfere with meaning.

The written response demonstrates the ability to reflect on a The written response demonstrates the ability to reflect on a provided piece of writing. Ideas are somewhat supported by provided piece of writing. Ideas are somewhat supported by examples or details from the provided piece. Organization and form examples or details from the provided piece. Organization and form are appropriate and present the ideas coherently. The voice and are appropriate and present the ideas coherently. The voice and tone support the ideas conveyed. Surface feature errors may be tone support the ideas conveyed. Surface feature errors may be noticeable.noticeable.

The written response demonstrates limited ability to reflect on a The written response demonstrates limited ability to reflect on a provided piece of writing. Ideas are supported with limited details provided piece of writing. Ideas are supported with limited details and examples from the provided piece. The voice and tone may be and examples from the provided piece. The voice and tone may be inappropriate or uneven. Surface feature errors may make the inappropriate or uneven. Surface feature errors may make the writing awkward to read. writing awkward to read.

The written response demonstrates the attempt to reflect on a The written response demonstrates the attempt to reflect on a provided piece of writing. Ideas may be presented as generalizations provided piece of writing. Ideas may be presented as generalizations about the writing sample. There is little discernible shape or about the writing sample. There is little discernible shape or direction. There is little control over voice and tone. Surface direction. There is little control over voice and tone. Surface feature errors may make the writing difficult to read.feature errors may make the writing difficult to read.

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The RubricThe Rubric

Condition codes for unratable papers:Condition codes for unratable papers:AA Copies and/or revises student sample, Copies and/or revises student sample, making no making no connection to the question asked. connection to the question asked. BB Insufficient, Off-topic, IllegibleInsufficient, Off-topic, IllegibleCC Written in a language other than EnglishWritten in a language other than EnglishDD Blank/refused to respondBlank/refused to respondEE Summarizes the student sample, making no Summarizes the student sample, making no connection toconnection to the question asked.the question asked.

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The RubricThe Rubric

Update on the 4-Point RubricUpdate on the 4-Point Rubric Based on HS Based on HS Reporting and ReflectingReporting and Reflecting

from one’s own writingfrom one’s own writing Attempting to measure cognitive tasks Attempting to measure cognitive tasks

:: Peer response ability through revisionPeer response ability through revision Using the qualities of effective Using the qualities of effective

introductions, conclusions, transitions, introductions, conclusions, transitions, details and examplesdetails and examples

How well do you think the test How well do you think the test measures these attributes?measures these attributes?

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Connecting To Best Connecting To Best PracticePractice

Connect concepts of Connect concepts of Best PracticeBest Practice from from the morning to the idea of peer the morning to the idea of peer revisionrevision Identify key GLCE that you teach/do not Identify key GLCE that you teach/do not

teach currently that are on the testteach currently that are on the test What What readingreading GLCE are covered as well? GLCE are covered as well?

Return to graphic representations and Return to graphic representations and add additional ideas based on taking add additional ideas based on taking the testthe test

Report out before breakReport out before break

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Looking Looking at Multiple Choice Itemsat Multiple Choice Items

Map these to GLCEMap these to GLCE Review Cognitive Domain and Review Cognitive Domain and

GLCE keyGLCE key What did you notice?What did you notice?

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Break…Break…

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Think about. . .Think about. . .

The GLCE you observed would The GLCE you observed would be challenging to studentsbe challenging to students

Instructional implications as Instructional implications as you review these resourcesyou review these resources

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Instructional Instructional Implications-Implications-ResourcesResources

http://www.marcopolo-education.orhttp://www.marcopolo-education.org/home.aspxg/home.aspx

Marco PoloMarco Polo http://www.readwritethink.org/indehttp://www.readwritethink.org/inde

x.aspx.asp

Read/Write/ThinkRead/Write/Think

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Instructional Instructional Implications-Implications-ResourcesResources

http://www.writingfix.com/http://www.writingfix.com/

Writing FixWriting Fix http://webster.commnet.edu/grammhttp://webster.commnet.edu/gramm

ar/index.htmar/index.htm

Guide to Grammar and WritingGuide to Grammar and Writing

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Instructional Instructional Implications-Implications-ResourcesResources

http://www.educationworld.com/indhttp://www.educationworld.com/index.shtmlex.shtml

Education WorldEducation World http://webster.commnet.edu/grammhttp://webster.commnet.edu/gramm

ar/powerpoint.htmar/powerpoint.htm

PowerPoint presentationsPowerPoint presentations

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Instructional Instructional Implications-Implications-ResourcesResources

http://www.misd.net/Languageart/phttp://www.misd.net/Languageart/profiles.htmrofiles.htm

Macomb ISD Profiles ProjectMacomb ISD Profiles Project http://www.michigan.gov/mde/0,16http://www.michigan.gov/mde/0,16

07,7-140-22709_31168---,00.html07,7-140-22709_31168---,00.html

MEAP Resources, including MEAP Resources, including Released ItemsReleased Items

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Using the resources. . .Using the resources. . .

Select the resource(s) that best Select the resource(s) that best connect to challenging GLCE connect to challenging GLCE you noticed earlieryou noticed earlier

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Time to Write!Time to Write!

Now, we will go through the Now, we will go through the writing process and invite you to writing process and invite you to respond to a MEAP-like promptrespond to a MEAP-like prompt 44thth Grade 2003 Released Prompt Grade 2003 Released Prompt How People Show They Care for How People Show They Care for

OthersOthers Writing to a six point rubricWriting to a six point rubric

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Peer Writing ResponsePeer Writing Response

Peer Peer response response modelmodel MAPSMAPS 4 Steps4 Steps

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MAPS MAPS to Writingto Writing• MModeode

• Persuasive essay, research paper, narrativePersuasive essay, research paper, narrative• What are the particular “rules” for this What are the particular “rules” for this

mode?mode?

• AAudienceudience• Teacher, classmates, parentsTeacher, classmates, parents

• PPurposeurpose• Persuade, inform, summarize, describePersuade, inform, summarize, describe

• SSituationituation• What you bring to the writing taskWhat you bring to the writing task• Specific requirements for the writing taskSpecific requirements for the writing task

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Scaffolding Writing Scaffolding Writing InstructionInstruction

Now, we will Now, we will look at a sample look at a sample student paper student paper and read it, and read it, keeping the keeping the MAPS of this MAPS of this particular particular assignment in assignment in mind.mind.

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Peer Response GroupsPeer Response Groups

Now that we have looked at a sample Now that we have looked at a sample paper and thought about how to respond paper and thought about how to respond to it, we will try the process in a groupto it, we will try the process in a group

Four StepsFour Steps Author identifies focus areas/questionsAuthor identifies focus areas/questions Author reads while responders listen Author reads while responders listen

attentively and take notesattentively and take notes Responders discuss while author takes Responders discuss while author takes

notesnotes Author joins in the conversationAuthor joins in the conversation

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Peer Response GroupsPeer Response Groups

Debrief response group experience Debrief response group experience How could you use this in How could you use this in

classroom practice?classroom practice?

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Next steps. . .Next steps. . .

Identify area of need (from Identify area of need (from GLCE review)GLCE review)

Develop or select a brief lesson Develop or select a brief lesson related to that needrelated to that need

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Lesson Instruction Plan

Learning targets and outcome(s) of lesson:

Alignment with GLCE:

Instructional strategies to be used:

Research supporting strategies:

Method(s) for differentiating instruction:

Resources needed:

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Reflection and planningReflection and planning

Review Review Best PracticeBest Practice representation representation with your grade level groupwith your grade level group

What have you learned?What have you learned? How will you use your learning to How will you use your learning to

improve student learning?improve student learning? Write answers to the two questions Write answers to the two questions

on sticky notes.on sticky notes. Find two individuals with whom you Find two individuals with whom you

can share your thinking.can share your thinking. When finished, post sticky notes on When finished, post sticky notes on

white board. white board.

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Contact informationContact information

Troy Hicks, Red Cedar Writing Troy Hicks, Red Cedar Writing ProjectProject

[email protected]@msu.edu Rita Maddox, Language Arts Rita Maddox, Language Arts

ConsultantConsultant

[email protected]@edzone.net