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Write to the Top

Essential Tools for

Assessment Success with Kresta Byington

Session Download Packet

Kresta Byington

Principal, Chauncey Davis Elementary

Phone: (360) 875-5615

[email protected]

Write to the Top – Essential Tools for Assessment Success

Write to the Top –

Essential Tools for

Assessment Success

Session Tools

1. Recommended Minutes of Instruction

2. Crunch the Numbers

a. Teacher A Schedule – to calculate a week’s worth of instructional minutes

& compare to ASCD’s recommendations

b. Teacher B Schedule - to calculate a week’s worth of instructional minutes


c. Teacher C Schedule - to calculate a week’s worth of instructional minutes


3. Principal Self-Assessment

4. Writing Idea Swap – Teacher Self-Assessment

5. Writing Program Evaluation Questions – Determining Needs Checklist

6. Talking Back to Books

7. Off to the Races

8. Response Writing Checklist

9. 3-2-1 Summarization Activity

ASCD Author Joyce Mcleod's RecommendedMinutes of Instruction

ASCD Author Joyce Mcleod's Recommended Minutes of Instruction

Content

Area

Primary Grades

(1-3)

Upper Elementary

(4-6) (7-8 self contained)

Daily Weekly Daily Weekly

Reading 90 minutes 450 minutes 60 minutes 300 minutes

Writing &

Grammar 60 minutes 300 minutes 60 minutes 300 minutes

Math 60 minutes 300 minutes 60 minutes 300 minutes

Science 30 minutes 150 minutes 40 minutes 200 minutes

Social

Studies 30 minutes 150 minutes 40 minutes 200 minutes

Totals 270 minutes 1350 minutes 260 minutes 1300 minutes

Permission to use this material granted by Joyce Mcleod, co-author of Key Elements of Classroom Management. New York: ASCD, 2010. Web. 24 Feb. 2014.

ASCD Author Joyce Mcleod's Recommended Minutes of Instruction

WriteSteps understands that the process of learning to write and the ability to write using

conventions of standard English grammar are important. WriteSteps has developed daily

lesson plans that allow for adequate time to teach quality writing skills while being

conscious that teachers also need time to teach isolated grammar and language skills.

WriteSteps Recommended Minutes of Writing Instruction

K-1 – 50 minutes 3 X’s a week

2-5 – 50 minutes 4 X’s a week

By not consuming the entire 300 weekly minutes of writing and grammar instruction, the

classroom teacher can be assured there will be time to focus on grammar and language

skills.

Until we can manage TIME,

we can manage nothing else.

Peter F. Drucker (1954)


Teacher A – 1st Grade

Monday Tuesday Wednesday Thursday Friday

Morning Meeting

& Calendar

8:20 – 8:40

ART

8:20 – 9:10

Morning Meeting

& Calendar

8:20 – 8:40

Morning Meeting

& Calendar

8:20 – 8:40

Morning Meeting

& Calendar

8:20 – 8:40

Whole Group Math

8:45 – 9:15

Whole Group Math

9:10 – 9:40

GYM

8:45 – 9:35

Whole Group Math

8:45 – 9:05

Whole Group Math

8:45 – 9:05

Math Centers

9:20 – 9:50

Independent/

Small Group Math

9:45 – 10:15

Phonics Dance

9:40 – 10:00

Independent/

Small Group Math

9:10 – 10:00

Math Centers

9:10 – 10:00

Phonics Dance

Word Work

10:00 – 10:20

Phonics Dance

Word Work

10:20 – 10:40

Reading Activity

Big Book Poetry

10:05 – 10:35

Music

10:10 – 10:40

Phonics Dance

Word Work

10:10 – 10:30

Read Aloud &

Comprehension

Strategies

10:25 – 10:55

Read Aloud &

Comprehension

Strategies

10:45 – 11:15

Listen to Reading

10:40-11:00

Library

10:45 – 11:15

Listen to Reading

10:40 – 11:10

Reading Groups

11:00 – 11:50

Book Boxes

Read to Self &

Read to a Partner

11:20 – 11:50

Reading Groups

11:00 – 11:50

Book Boxes

Read to Self &

Read to a Partner

11:20 – 11:50

Read Aloud &

Comprehension

Strategies

11:15 – 11:50

Lunch & Recess 12:00 – 12:40

Bathroom Break 12:40 – 12:55

Music

1:00 – 1:30

Letter of the Week

1:00 – 1:20

Whole Group Math

1:00 – 1:30

Letter of the

Week

1:00 – 1:20

GYM

1:00 – 1:40

Writing

Workshop

1:35 – 2:10

Computer Lab

1:25 – 1:55

Math Centers

1:35 – 2:05

3rd /4th grade

reading buddies

1:05 – 1:45

Spelling Test

1:50 – 2:20

Science/Social

Studies Lesson

2:15-3:00

Writing Workshop

2:00 – 2:35 Science or

Social Studies Lab

2:10-2:50

Writing Workshop

1:50 – 2:25

Community

Building/

Peace Making

2:25 – 3:00 Afternoon Meeting

2:40 – 3:00

Science/Social

Studies Lesson

2:30 – 3:00

Directions: Calculate how much time is spent on each subject for the week. Record your answers below:

Math: _____________________ Science: _______________ Social Studies: ______________

Reading/Phonics/Spelling: __________________Writing w/Instruction & Grammar: __________________


Teacher B – 4th Grade

Week of ________________________________


Journal Write

8:20 – 8:40 Library

8:20 – 9:00

Journal Write

8:20 – 8:40

Journal Write

8:20 – 8:40

Daily Language

Review

8:20 – 8:40

Daily Language Review

8:40 – 9:00

Daily Language

Review

8:40 – 9:00

Daily Language

Review

8:40 – 9:00 Spelling Test

8:45 – 9:25

Score Together D5- Spelling and Word

Work

9:05-9:30

D5- Spelling and Word

Work

9:05-9:30 Computer Lab

9:05 – 9:55

D5- Spelling and

Word Work

9:05-9:30

D5 –Work on Writing

9:35-10:00

D5 –Work on Writing

9:35-10:00

D5 – Work on

Writing

9:35 – 10:00

D5 – Work on

Writing

9:35 – 10:00

D5- Shared Reading

10:05-10:30

D5- Shared Reading

10:05-10:30

D5- Whole Group

Reading

10:00-10:30

D5 – Whole Group

Reading

10:05 – 10:30

D5 – Shared

Reading

10:05 – 10:30

D5- Reading

Comprehension

10:35-11:00

D5- Reading

Comprehension

10:35-11:00

D5- Reading

Comprehension

10:35-11:00

D5 – Reading

Comprehension

10:35 – 11:00

D5 – Read to Self

& Poetry Boxes

10:35 – 11:25 D5 – Read to Self

11:05-11:25

D5 – Fluency Stories

11:05 – 11:25

D5 – Read to Self

11:05-11:25

D5 – Fluency Stories

11:05 – 11:25

Lunch 11:30 – 12:05

Recess 12:05 – 12:20 Math

12:25 – 1:15

Math

12:25 – 1:15

Math

12:25 – 1:15

Math

12:25 – 1:45

Math

12:25 – 1:15

Brain Gym

1:15 – 1:30

iPod math games

1:15 – 1:30

Brain Gym

1:25 – 1:45 PTO

Assembly

1:50 – 2:30

iPod math games

1:20 -1:45

Science

1:35-2:25

Social Studies

1:50-2:40

Science

1:50-2:40

Science

1:50 – 2:40

Specials 2:45 – 3:30 PE/Music/Art Directions: Calculate how much time is spent on each subject for the week. Record your answers below:

Math:________________ Science & Social Studies:_____________ Reading/Phonics:_________________

Spelling/Grammar: _____________ Writing:______________


Teacher C – 2nd Grade


Writer’s

Workshop

8:30 – 9: 15

Grammar Warm-Up

8:30 – 8:50

Morning Work

8:30-8:45

Mad Minutes

Morning Work

8:30 – 9:00

National Geographic

Grammar Warm-Up

8:30 – 8:50

Music

9:25 – 9:55

Writers Workshop

8:55-9:35

Writers Workshop

8:50-9:30 *D5 – Listen to

Reading

ipod centers

9:05 – 9:35

Writer’s Workshop

8:30 – 9:10

Editing Practice

9:35 – 9:55

*D5 Spelling (Test)

9:15 – 9:45

Grammar

Warm-Up

10:00 – 10:20

*D5- Shared Reading

9:50-10:20

*D5- Read to Self

10:00-10:30

*D5 – Shared Reading

9:40 – 10:10

*D5 – Book Clubs

9:50 – 10:20

*D5- Reading

Comprehension

10:30-11:00

*D5- Reading

Comprehension

10:25-10:55

*D5- Reading

Comprehension

10:35-11:05

*D5 – Reading

Comprehension

10:15 – 10:45

*D5 – Reading

Comprehension

10:25 – 10:55

*D5- Reading

Comprehension

11:00-11:30

*D5- Book Clubs

11:00 – 11:30

*D5 – Spelling and

Word Work

11:05 – 11:30

ART

10:50 –11:30

*D5 – Read to Self

11:00 – 11:30

*D5 - represents Daily 5 Reading Workshop

Lunch & Recess 11:40-12:20

Bathroom Break 12:20 – 12:30 Math

12:35-1:35

Math

12:35-1:35

Math

12:35-1:35

Math

12:35 – 1:35

Math

12:35 – 1:35

*D5 – Read to Self

1:40 – 2:00

Science

1:40 – 2:40 Science Lab

1:40 – 2: 10 Social Studies

1:40 – 2:40 Social Studies

1:40 – 2:10 *D5 – Spelling and

Word Work

2:05 – 2:20

Library

2:45 – 3:20

Social Studies

2:15-2:45

Writer’s Workshop

2:45 – 3: 30

Writing

Author Share

2:15 – 2:45

Science

2:25 – 3:25 PE

2:50 – 3:20

PE

2:50 – 3:20

Directions: Calculate how much time is spent on each subject for the week. Record your answers below:

Math:_____________________ Science: _______________ Social Studies:______________

Reading/Phonics/Spelling:______________ Writing w/Instruction & Grammar:____________________


Principals Self Assessment Checklist

Take a few minutes to fill out the Self Assessment Checklist below. Reflect on

your answers. This will determine the procedures that need to be put in place

or reinforced.

By being pro-active and making careful preparations, you begin to create a

well-managed, successful atmosphere for writing.

Statements to consider at the beginning of the school

year and as the year progresses

Ac

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So

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Ne

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s to

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Common Core readiness

Our school is 100% Common Core compliant with the

writing standards.

Our teachers have copies of their writing Common Core

standards.

Instruction

Our students are writing enough in school (K-1 at least

3 days a week, 2-5 at least 4 days and each writing

time is at least 45 minutes or more).

We use common language for writing across all grades.

Our curriculum spirals in and throughout the grades.

Our teachers model their own writing in front of

students.

High, medium and low anonymous student writing

samples are shown and discussed with students.

Teachers require students to revise (make sound better)


and edit (make look better). Core Standards W.2.5, W.3.5, W.4.5, W.5.5

Conferencing is happening while students write.

Differentiated instruction occurs during conferencing.

Students have opportunities to write on topics of their

own choice.

Teachers maintain high expectations.

Teachers present writing instruction before students

begin their writing assignment.

Students are given the opportunity to write for real-life

purposes and audiences.

Classroom Management

Students keep their writing in some type of Writer’s

Notebook.

Student writing is published by the teacher or the

student, periodically.

Core Standards W.K.6, W.1.6, W.2.6, W.3.6, W.4.6, W.5.6

Some published writing is displayed.

Writing Across the Curriculum

Teachers point out examples of writing craft when

reading and studying texts across all core subjects.

Writing is done in all subject areas.

At times students write using facts from texts to back

up their opinions or central ideas.

Core Standards W.4.9, W.5.9

Responsibilities of Administration

I create an environment that supports teachers and the

teaching of writing.


I do walk throughs during writing instruction.

I check the frequency of student writing in their

notebooks.

I provide time at staff meetings for discussion about

the teaching writing.

I ask students about their writing.

The district has demonstrated a dedication to

professional development for all teachers in the area of

writing.

I have demonstrated a dedication to high-quality

professional development for all teachers in the area of

writing.

Teacher Training

Our teachers have opportunities to discuss the

strengths and weaknesses in actual student writing

samples.

Our teachers have opportunities to score writing at

grade level meetings.

Teachers are given time to share with colleagues ideas

about writing instruction.

Home/School Connection

Our students are writing out of school.

Our parents know how we are teaching writing in our

classrooms.

Our parents have had the opportunity to see a rubric

and understand how we use it for grading.

Our parents know our policy about sending student

writing home.


Writing Idea Swap

Keep the sharing of ideas related to teaching writing fresh! Use this document to facilitate team, staff or learning community discussions.

Possible uses:

Informal quick sharing- Pose a few questions at a faculty or team meeting. Teachers share their ideas with the group.

Formal approach - Form groups based on the topic areas. Teachers join the group for which they have the most ideas. Groups put together a simple presentation (poster board, packet, video, power point, etc.) of their suggestions. On a sharing day, all teachers rotate through stations and visit each group’s display to gather new ideas and insights.

Classroom Management Issues

1. How can I effectively control the noise level during writing time?

2. How do I stop students from lining up at my desk to read their writing?

3. How do I address the range of ability levels in my room?

4. What do students do when they are done writing?

5. How do I make it possible to conduct individual or small group writing conferences?

Material Management Issues

1. How should I organize the papers and handouts related to writing?

2. What kind of paper should students use (i.e.-blank, notebook, etc.)?

3. What writing resources are appropriate for use during daily writing (or independent practice)?


Writing Content & Ideas

1. How can I provide an appropriate mix of prompt writing and free choice writing?

2. What if students write about the same topic over and over again?

Motivation/Interest Level

1. What do I do with reluctant writers?

2. How do I handle a student who doesn’t know what to write about?

Writing Process-Planning

1. Should my students always plan their writing first before they write?

2. How should they plan their writing?

3. Do I check the plan before they begin writing?

4. What if their writing doesn’t match their plan?

Writing Process-Writing

1. Do I spell words for students when they ask how to spell something?

2. How do I lead students toward being independent writers?

Writing Process-Editing

1. How much editing should I expect from my students?

2. Do my students have to edit every piece they write?

3. What if they read over their writing and say it is perfect?

4. How do I teach my students to edit their own writing?


Writing Process-Revising

1. How much revising should I expect from my students?

2. Should students revise every piece they write?

3. How do I teach my students to revise their own writing?

Writing Process-Conferencing

1. What is the difference between conferencing and correcting?

2. When and with whom do I conference?

3. How many students do I conference with in a day?

4. How do I keep track of which students I have conferenced with and what my teaching points were?

5. How many pieces do I conference with a student on?

6. Do I pick the piece that they are to conference with me on?

7. How do I choose the teaching points?

8. Is it appropriate to conference on pieces that are unfinished, not edited, and/or not revised?

Writing Process-Publishing

1. How do I handle publishing: how often, who, etc.?

2. Does all of their work get published?

3. How does a piece get published?


Writing Process-Sharing

1. What is sharing, and why do it?

2. Who should share?

3. What does a student share?

4. What does the rest of the class do?

Assessment

1. How do I check to see if students understood the lesson?

2. When do I assess their writing?

3. How many pieces do I assess?

4. What do I do with the assessment information?

5. What do I do if I need more writing grades?


Writing Program Evaluation Questions

Determining Needs

Questions to Consider Yes No Other

1 Is your school currently using a writing program?

2 Is the writing program a purchased school-wide

curriculum?

3 Is the writing program a district-teacher designed

curriculum?

4 Is the writing program aligned with the CCSS?

5 Are teachers and/or other staff members

effectively trained to use the designated writing

curriculum?

6 Are expected outcomes being achieved?

7 What’s working with the program or materials

currently being used?

8 What’s not working with the program or materials

currently being used?

GRADE 3

REAL NARRATIVE: Talking Back to Books UNIT 2: DAY 20 OF 25

Refer to what the author said to help you support your ideas and conclusions.

Talking Back to Books

The letter printed in the corner of some of the boxes indicates the text type with which

this prompt will work best. If there is no letter, the prompt can be used with articles,

readings, videos, and audio recordings of all genres.

What type of text is this?

How do you know?

How did the text features help you understand the

information?

Describe an event,

drawing on specific details

in the text.

N

Why did the author write this? Purpose?

Identify 3 or more

examples of precise

language. Explain how they

strengthen the writing.

Describe a setting,

drawing on specific details

in the text.

N

Describe a character,

drawing on specific

details (thoughts, words,

or actions) in the text. N

Reflect on the author’s

position. What is your

position and how does it

compare? O

What will logically happen next? What clues support your thinking? N

Paraphrase the main idea of this selection.

How is this selection

organized? cause/effect,

compare/contrast,

chronological, opinion/proof

This connects to: another book?

an event in my life? something going on in the

world?

The writing is effective

for … (What audience?)

What was the author’s intended theme for this selection? Cite evidence from the text. N

From the text, I learned that… (Cite the text.)

GRADE 3

REAL NARRATIVE: Talking Back to Books UNIT 2: DAY 21 OF 25

Off to the RACES How to Write a Response

to a text, video, or audio presentation

Restate

the question or

prompt.

Read the prompt.

Identify and underline verbs that give the

directions: compare, discuss, elaborate, etc.

Rewrite the prompt as a statement. (Cross off the

question word.)

Answer

the question.

Answer the question or state your opinion.

Usually R and A can be included in the same

sentence.

Cite

evidence.

Find reasons, facts, details, and evidence in the

writing or presentation to support the A.

Try to include 3 pieces of evidence.

Explain

your answer.

Explain how you arrived at your answer.

You might use a personal experience (tell a “one

time” story or a connection (text to self, text, or

world).

Elaborate, extend, or build on your answer.

Sum

it up.

Include a short recounting of your answer and

evidence.

Add a statement about what stood out to you,

what you want to be sure your reader remembers.

GRADE 3

Checklist UNIT 2 DAY 23 OF 25

Name: ________________________________

Response Writing Checklist

Items to Include Included

1. the title of the text in your response

Remember to underline it.

2. the question or prompt in your response

If it is a question remove the question word

and turn it into a statement.

3. support for your response: evidence and

examples from the text

In addition you can sometimes support your

response by making connections (text, self,

world).

4. transition words to help organize your

response

5. strong voice

Make your writing interesting for your

audience.

6. strong word choice

7. a conclusion

What stood out to you? What do you want a reader

to know or remember?

8. correct capitalization, punctuation,

spelling, and grammar


Name: ___________________ Date: ___________________

3-2-1 Summarization Activity

3 things that you learned

2 things that really stuck out

1 lingering question

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