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CURRICULUM PLANNING AND DEVELOPMENT DIVISION

CONTINUOUS ASSESSMENT COMPONENT OF SEA

English Language Arts - Writing

WORKSHOP OUTCOMES

Enhanced understanding of :

• Continuous Assessment Component (CAC).

• Relationship between CAC and SEA.

• New approach to ELA in the SEA.

• Writing across the curriculum.

• Types of writing to be assessed.

• Methods of and instruments for assessment.

• Support for implementation.

At this Workshop

We will engage in activities which :

• involve writing expository, narrative and reflective texts.

• demonstrate the stages of the writing process.

• produce a variety of writing forms.

• build assessment literacy.

• Model some effective teaching strategies

CAC

Presenting Greater

Opportunities For Success

English Language Arts - Writing

Value Outcomes for our children

MOE - VALUE OUTCOMES

• Academically balanced students

• Healthy and growing normally

• Emotionally mature and happy

• Well adjusted socially and culturally

• Able to fulfil their full potential

MOE STRATEGIC PLAN 2012-2015

Traditional approach to

writing : • Focus on Creative Writing.

• Limited use of process approach

Students have the opportunity to write

about different learning experiences

through-

• exposition

• narration

• description

• reflection

Expanding our writing genres.

What are the changes ?

Focused attention on:

• Expository writing.

• Narrative-Descriptive writing.

• Reflective writing.

EXPOSITORY WRITING

• Types

• Elements

• Formal tone

• Organization

NARRATIVE-DESCRIPTIVE

• Elements of a story

• Use of the imagination.

• Literal and figurative language. Use of senses.

• Point of view

• Style

REFLECTIVE WRITING

Emotions and feelings, imagination, personal

responses, beliefs, viewpoints.

• Journals, blogs, diary entries

• Visualizing an event / a procedure

• Writing about learning and new learning or areas of confusion

• Analysing of event or idea, thinking in-depth

• Making connections

• Gaining insights

A Process approach to writing

WRITING

STAGES

PRE-WRITING

DURING WRITING

POST WRITING

Changes to the SEA Writing Component

2012

Creative Writing.

Story, Essay, Letter.

2013

Narrative- Descriptive.

W

R

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T

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Content Objectives- Writing

• Plan, draft and revise informative, imaginative and reflective texts

• Edit writing using agreed criteria

• Use language effectively

• Use a variety of sentence types

• Use vocabulary to express meaning clearly

• Use technical vocabulary appropriately

• Demonstrate control over text structures

Content Objectives- Writing

• Demonstrate control of language conventions

• Express clearly, a point of view

• Reflect on ideas and opinions expressed in texts

• Reflect on learning as it occurs including points of understanding or confusion

• Demonstrate creative and critical thinking when drafting informative, imaginative and reflective texts

Writing across the curriculum

An integrated approach

What is writing across the

curriculum?

• Writing in every subject as the curriculum is enacted

• Creating pieces in every subject– e.g. poems, songs, narratives, instructions, reports

Advantages

• Encourages writing as a tool for learning.

• Promotes writing in a non-threatening

environment.

• Encourages a love of writing.

• Facilitates a range of pieces in a variety of

genres.

An integrated approach

INITIAL STUDY

Std 4

Science

Mathematics

Citizenship and

Character Ed.

Drama and

Dance

Physical

Education

English

Language

Arts

(Writing)

NOT FOR ASSESSMENT

Writing across the curriculum

ELA Skills Systematic preparation/planning.

Logical structure

Language choice

Constructing titles

Science, Agricultural Science, Character Ed.

Instructions Explanations Reports

Writing across the curriculum

ELA Skills

Vocabulary

Categorisation

Word Association

Word Identification by Function

Mathematics

Words as Concepts.

Writing across the curriculum

ELA Skills Systematic preparation/planning.

Logical structure

Language choice

Constructing titles

VAPA- MUSIC

Instructions Explanations Description of process

Songs Poems

Writing across the curriculum

ELA Skills

Systematic preparation/planning.

Logical structure

Language choice

Constructing titles

Sequencing

Transitions

Figurative language

ELA Narrative-

poems, stories

Description of process

Explanation- of process

Directions &

Instructions Reports

Section E -

Teacher Resources: lesson plans, suggested outline for Standard 4 and 5, strategies for developing writing skill

in the different writing genres

Section A - a rationale for the revision of the writing component of the SEA:

Cross curricular thematic approach, a process approach to writing and use of rubrics

Section D explores the benefits of Reflective

Writing

Sections B and C - Expository and Narrative-Descriptive writing:

1. guidelines to develop writing skills

2. annotated samples demonstrating a process approach to writing

3. tools -graphic organisers and checklists

4. rubrics for both teachers and students

ELA MANUAL

ASSESSMENT FRAMEWORK-

CAC-ELA WRITING

YEAR WRITING GENRE MODES OF

ASSESSMENT

WRITING

FORM

Standard 5 Narrative-

Descriptive

Portfolio of student

writing

2013

Final assessment

Stories

Story

Standard 4 Expository Portfolio of student

writing

Final assessment

2014

Reports &

Instructions &

Report

Students’ writing assessment

will focus on STANDARD 5 STANDARD 4

(INITIAL STUDY)

Narrative-Descriptive Genre Expository Genre

• Portfolio of writing across the year

• Sample assessments

• Final writing assessment in Term 3

on a date determined by the MOE

The scores from both (Portfolio and

Final assessment) will be combined

and added to students’ SEA score.

• Portfolio of writing across the year

• Sample assessments

• Final writing assessment in Term 3

on date determined by the MOE

CAC ELA: WRITING ASSESSMENTS

YEAR SAMPLE

ASSESSMENTS

TWO (2)

FINAL

ASSESSMENT

ONE (1)

WRITING

PORTFOLIO

FIVE (5)

STANDARD 5

TERM 1: Mid-

November

(Feedback)

TERM 2: End-

January

(Feedback)

TERM 3: Mid-March

Mark will be

moderated internally

and will contribute to

students’ final SEA

scores

Evidence of

students’ continuous

writing throughout

the year

Mark will be allotted

for process and

products

STANDARD 4

TERM 1: Mid-

November

(Feedback)

TERM 2: End-

January

(Feedback)

TERM 3: Mid-March

Mark will be

moderated internally

and communicated

to students and

parents

Evidence of

students’ continuous

writing throughout

the year

Mark will be allotted

for process and

products

SAMPLE ASSESSMENTS

(2) To be done in school, scored by teacher

and feedback provided to students in a

timely manner

SCORES FROM SAMPLE

ASSESSMENT WILL NOT CONTRIBUTE

TO THE FINAL SEA SCORE

ASSESSMENT-WRITING PORTFOLIO

Note-Five (05) written pieces from each

student’s portfolio will be scored and added

to CAC Writing score (2013&2014)

Term 1 to be scored and added (2 written pieces)

Term 2 to be scored and added (2 written pieces)

Term 3 to be scored and added (1 written piece)

COMPONENTS OF THE

PORTFOLIO

All written pieces including 5 Best pieces scored by

teacher

2 Sample Assessments

PORTFOLIO

NOTE

The present Std. 4 (2012-2013) will engage in Expository Writing during Std. 4 and Narrative Descriptive writing when they move

to Std. 5 (2013-2014)

The five(5) selected portfolio pieces for the year group 2012-2014, can be taken from the pieces collected over the two years

(Expository & Narrative Descriptive)

The final assessment in 2014, will be on Expository writing

ASSESSMENT

Collaborative writing

Cross –curricular samples

At various stages of the writing

process

Independently completed writing

WRITING

ASSESSMENT

INSTRUMENTS / METHODS

PORTFOLIO

RUBRICS

CHECKLISTS

Reflection Not to be assessed!

How are you supported?

• Provision of resources.

• Advice from MOE team.

• Monitoring and moderation.

Support for implementation of CAC

1. Instructional monitoring and supporting:

• Internal monitoring by administrators, School Supervisors, Curriculum Officers, DERE officers, SSSD officers and others

• Focus on sample assessments in accordance with the schedule as well as the quality of the products

• Provide feedback to teachers and reports to DERE and CPDD on the extent of curriculum delivery

• Observe readiness for final assessments

Quality Control

• Portfolio of student writing

• Internal supervision by HODs/Senior Teachers

• Monitoring by CPDD, DERE, SS, SSSD

• Monitoring by the CXC

Thank you!