Longview School District Writing Plan

Transcription

1 Longview School District Writing Plan Essential Learning Grade 6 Assessment Teacher Resources Notes 1. Writes Clearly and Effectively Ideas Chooses variety of topics and themes Uses narrow/manageable topic Writes with focus and purpose Elaborates with relevant details Organization Uses organizational framework: essay, report, letter, summary paragraph, bibliography Includes introduction, body, conclusion (3-5 paragraphs for essays, letter, and/or reports) Starts with a bang Includes at least three details Includes effective conclusion Uses thoughtful transitions Applies sequencing is logical order of importance Voice Senses the person behind words Communicates own perspective; is honest and personal Reflects commitment to topic Demonstrates originality, liveliness, excitement Screams to be read aloud Word Choice Uses figurative language - Simile, metaphor, personification, alliteration Uses strong specific verbs Uses adjectives that create a clear and accurate picture Uses thesaurus for variety and exact meaning Six Trait Analytical Assessment from NWREL WASL Scoring Guide Other rubrics when appropriate: Student developed Teacher developed Anita Archer Mode rubrics Portfolio including student assessment to support work Anita Archer Tap the Deck Series Write Source 2000 Northwest Regional Lab Colleagues/Building Support English Text OSPI Developed Material -Released WASL Prompts, Explanation Sheet Proof Reading Symbol Chart University of Kansas Teaching Strategies Student Anchor Papers

2 Essential Learning Grade 6 Assessment Teacher Resources Notes Sentence Fluency Writes a complete sentence (subject/predicate) Uses a variety of sentence structures and lengths - Simple - Complex - Compound Writes no two sentences that start with the same word Conventions Uses 600 most used words Uses capitalization of proper nouns Uses comma rules (in a series, compound sentences) Uses parts of speech (verbs, nouns, adjectives) Uses subject, verb agreement Uses paragraphing - Main idea - Topic sentences - Supporting details Uses spell check and dictionary independently as needed Uses consistent verb tense 2. Addresses Audience, Purpose, Form Narrative Writing (to provide interest or entertain) Includes descriptive detail Organizes in chronological order/sequence Uses first or third person narration Expository (explains why or informs about something) Writes a paragraph - One giving directions

3 Essential Learning Grade 6 Assessment Teacher Resources Notes - One comparing/contrasting - One stating facts Writes a minimum of 3-5 related paragraphs with introduction, body, and conclusion Cites sources when appropriate Persuasive (persuade or convince) Chooses a position States reason for position Considers other point of view Cites sources when appropriate 3. Understands and Uses Steps of the Writing Process Prewrites Organizes and plans research Uses various formats - Web, frame, chart, list Drafts Writes with a focus on meaning, audience, purpose, and form Revises Completes four acts of revision rearranges, adds, deletes, substitutes (to improve clarity) Uses specific revision strategies - No two sentences start with the same word, eliminate generic words (good, nice, cool, etc.), active verbs, sentence count, check transitions Rewrites independently, one-on-one, or in small group Process Rubric - Evidence of revision - Effective participation in partner and/or group revision - All steps of the writing process are represented - Evidence of selfrevision (own writing) - Evidence of distinction between revising and editing Anita Archer P Prepare O Organize W Write E Revision/Edit R Rewrite Guided practice of revision using overhead of student papers

4 Essential Learning Grade 6 Assessment Teacher Resources Notes Edits Proofreads test Uses spell check when available or dictionary Publishes Shares work Produces a quality product - Typed - Written if necessary 4. Analyzes and Evaluates Writing Knows when to revise Scores own paper or someone else s using appropriate rubric Identifies ways to improve writing and/or specific skills

5 Longview School District Writing Plan Essential Learning Grade 7 Assessment Teacher Resources Notes 1. Writes clearly and effectively Ideas Includes relevant, telling, quality details Uses narrow and manageable topic Anticipates reader s questions Expresses clear focus throughout Writes from experience or knowledge Cites sources correctly Organization Uses organizational framework: essay, report, letter, summary paragraph, bibliography Includes introduction, body, conclusion (3-5 paragraphs for essays, letter, and/or reports) Starts with a bang Includes at least three details Includes effective conclusion Uses thoughtful transitions Applies sequencing is logical order of importance Voice Senses the person behind the words Communicates honestly and personally Reflects commitment to the topic Demonstrates originality, liveliness, excitement Screams to be read aloud Writes in both first and third person Word Choice Uses expanders/elaboration Uses figurative language simile, metaphor, personification, alliteration Six Trait Analytical Assessment from NWREL WASL Scoring Guide Other rubrics when appropriate: - Student developed - Teacher developed - Anita Archer - Mode rubrics Portfolio including student assessment to support work Anita Archer Stack the Deck Series Write Source 2000 Northwest Regional Lab OSPI Developed Material Released WASL Prompts, Explanation Sheet Colleagues/Building Support English Text University of Kansas Teaching Strategies Proof Reading Symbol Chart Student Anchor Papers

6 Essential Learning Grade 7 Assessment Teacher Resources Notes Uses adverbs, active/passive verbs, conjunctions, clauses, and phrases Uses precise words (specific and accurate) Creates a picture in your mind Shows, doesn t tell Sentence Fluency Writes simple/complex sentences in multiple paragraphs Writes perfect sentences (clean structure) - No run-ons/fragments Uses variety of structures and lengths Writes no two sentences that start with the same word Writes with cadence (flow) Conventions Uses 700 most used words Uses commas in a series, dates, places, letter, appositives, clauses Uses introductory clause Uses appositives Uses correct capitalization and punctuation Uses subject/verb agreement; pronoun antecedent Uses consistent verb tense Writes complete sentences Uses spell check or dictionary 2. Addresses audience, purpose, and form Persuasive letter, essay (at least three paragraphs) - Audience editor, principal, teacher, students, parents Expository essay, letter, report (research based) - Audience teacher, classmates, principal, parents

7 Essential Learning Grade 7 Assessment Teacher Resources Notes Summary paragraphs - Audience teacher, classmates Reflective pieces - Multiple paragraphs - Journals - Audience self, teacher Informal/formal writing Descriptive writing part of all modes 3. Understands and uses the steps of the writing process Prewrites Organizes and plans research Uses various formats - Web, frame, chart, list Drafts Writes with a focus on meaning, audience, purpose, and form Revises Completes four acts of revision rearranges, adds, deletes, substitutes (to improve clarity) Uses specific revision strategies - No two sentences start with the same word, eliminate generic words (good, nice, cool, etc.), active verbs, sentence count, check transitions Rewrites independently, one-on-one, or in small group Edits Proofreads test Uses spell check when available or dictionary Process Rubric - Evidence of revision - Effective participation in partner and/or group revision - All steps of the writing process are represented - Evidence of selfrevision (own writing) - Evidence of distinction between revising and editing Anita Archer P Prepare O Organize W Write E Revision/Edit R Rewrite Guided practice of revision using overhead of student papers

8 Essential Learning Grade 7 Assessment Teacher Resources Notes Publishes Shares work Produces quality product - Typed - Written if necessary 4. Analyzes and Evaluates Writing Reflects on writing Scores own paper or someone else s using appropriate rubric Identifies ways to improve writing and/or specific skills Identifies reasons for revision Teacher assesses student evaluation

9 Longview School District Writing Plan Essential Learnings Grade 8 Assessment Teacher Resources Notes 1. Writes clearly and effectively Ideas Chooses topic independently Writes with focus and purpose Elaborates to enhance ideas (by using wellchosen, supporting details which may include description, examples, anecdotes, reasons, and/or facts) Synthesizes and analyzes information Cites sources Organization Selects and communicates in an effective organizational structure (e.g., chronological, procedural/process, spatial, order of importance, main ideas/supporting detail) Uses transitional words, phrases, and sentences Uses expository explanations (3-5 paragraphs minimum) Uses narrative writing (3-5 paragraphs minimum) Uses persuasive elements (3-5 paragraphs minimum) Voice Maintains an individual, authoritative voice Word Choice Selects persuasive, informational/technical, and descriptive languages Uses figurative language appropriately alliteration, simile, metaphor, personification Uses thesaurus for variety and exact meaning Six Trait Analytical Assessment from NWREL WASL Scoring Guide Other rubrics when appropriate: - Student developed - Teacher developed - Anita Archer - Mode rubrics Portfolio including student assessment to support work Anita Archer Cut the Deck Series Write Source 2000 Sentence Opening Sheet Cut the Deck Northwest Regional Lab Colleagues/Building Support English Text Literature Series OSPI Developed Material Released WASL Prompts, Explanation Sheet Proof Reading Symbol Chart University of Kansas - Sentence Fluency Strategy Computer Programs - Mavis Beacon Typing Student Anchor Papers

10 Essential Learnings Grade 8 Assessment Teacher Resources Notes Sentence Fluency Uses simple/complex sentences in multiple paragraphs Writes perfect sentences (clean structure) - No run-ons/fragments Uses variety of structures and lengths Writes no two sentences that start with the same word Writes with cadence (flow) Conventions Follows the rules of standard English for usage, spelling of commonly used words, capitalization, and punctuation Uses complete sentences Uses paragraphs Uses spell check or dictionary 2. Addresses audience, purpose, and form Anticipates readers questions in persuasive writing Establishes subject and purpose of writing in a thesis statement Writes in a variety of forms (letter, essay, research, poetry, memo, et al.) Writes in a variety of modes (persuasive, expository, etc.) 3. Understands and uses the steps of the writing process Prewrites Organizes and plans research Process Rubric - Evidence of revision - Effective participation in partner and/or group revision - All steps of the writing process are represented Anita Archer P Prepare O Organize W Write E Revision/Edit R Rewrite

11 Essential Learnings Grade 8 Assessment Teacher Resources Notes - Evidence of selfrevision Uses various formats - Web, frame, chart, list (own writing) - Evidence of distinction between revising and Guided practice of revision using overhead of student papers Drafts Writes with a focus on meaning, audience, purpose, and form editing Revises Completes four acts of revision rearranges, adds, deletes, substitutes (to improve clarity) Uses specific revision strategies - No two sentences start with the same word, eliminate generic words (good, nice, cool, etc.), active verbs, sentence count, check transitions Rewrites independently, one-on-one, or in small group Edits Proofreads test Uses spell check when available or dictionary Publishes Shares work Produces quality work - Typed - Written if necessary 4. Analyzes and Evaluates Writing Submits work for review, accepts feedback, and revises accordingly Self-reflects through journals, learning logs, et al. Evaluates his/her writing and the writing of others Submits samples of student work (e.g., portfolios)