CALLI/CPEC WRITING WORKSHOP

CALLI/CPEC WRITING WORKSHOP

In collaboration with DJUHSD 9/30/06

In collaboration with DJUHSD 9/30/06

Quick WriteQuick Write Write two paragraphs about the

content you are teaching right now Possible questions:--What topic does the author write about or describe the basic concept we are learning--What information do I want to share?--What would I like to know more about?

Write two paragraphs about the content you are teaching right now Possible questions:--What topic does the author write about or describe the basic concept we are learning--What information do I want to share?--What would I like to know more about?

--What information did I learn?--What was interesting about the book (or what I learned)?--Where could I go to learn more information?--One interesting thing I learned was…--I’d like to learn more about…--One thing I did not know was….--The information was valuable because..

--What information did I learn?--What was interesting about the book (or what I learned)?--Where could I go to learn more information?--One interesting thing I learned was…--I’d like to learn more about…--One thing I did not know was….--The information was valuable because..

--One question I would like to ask the author, scientist, mathematician is…--From the photos and illustrations I learned….

Look to see how many transition and academic words you used

Check the readability level of your writing.

--One question I would like to ask the author, scientist, mathematician is…--From the photos and illustrations I learned….

Look to see how many transition and academic words you used

Check the readability level of your writing.

Student Writing Assessment

Student Writing Assessment

ELD standards: Writing Conventions, Cluster 1:

B Identify basic vocabulary, mechanics and sentence structures in a piece of writing

EI Use clauses, phrases, and mechanics of writing with consistent variations in grammatical forms

ELD standards: Writing Conventions, Cluster 1:

B Identify basic vocabulary, mechanics and sentence structures in a piece of writing

EI Use clauses, phrases, and mechanics of writing with consistent variations in grammatical forms

I Use sentences wit consistent variations in grammatical forms.

EA Create coherent paragraphs through effective transitions

A Create coherent paragraphs through effective transitions and parallel constructions

What level is student A? B?

I Use sentences wit consistent variations in grammatical forms.

EA Create coherent paragraphs through effective transitions

A Create coherent paragraphs through effective transitions and parallel constructions

What level is student A? B?

ASSESSMENT:ASSESSMENT:

“Assessment is authentic when we directly examine student performance on worthy intellectual tasks” Grant WigginsPaper and pencil assessments only recall what was learned and what they are able to plug in and out of context

“Assessment is authentic when we directly examine student performance on worthy intellectual tasks” Grant WigginsPaper and pencil assessments only recall what was learned and what they are able to plug in and out of context

Authentic, or performance based assessment requires that students actually perform the task by demonstrating the acquired (not learned) knowledge.It enhances validity and reliabilityIt promotes engagement with the content areaIt also requires use of higher order thinking skills (evaluation and synthesis) and metacognitive thinkingWriting and portfolio assessment are tools for authentic assessment

Authentic, or performance based assessment requires that students actually perform the task by demonstrating the acquired (not learned) knowledge.It enhances validity and reliabilityIt promotes engagement with the content areaIt also requires use of higher order thinking skills (evaluation and synthesis) and metacognitive thinkingWriting and portfolio assessment are tools for authentic assessment

PORTFOLIO ASSESSMENTPORTFOLIO ASSESSMENTA method of showcasing one’s work--who uses portfolios in the “real” world?Demonstrates how and what students are doing, what they can do and how well they can do itThey show process as well as product, show growth over time, create collection of work, are useful to review workThey provide evidence (for parents and administration of student performance

A method of showcasing one’s work--who uses portfolios in the “real” world?Demonstrates how and what students are doing, what they can do and how well they can do itThey show process as well as product, show growth over time, create collection of work, are useful to review workThey provide evidence (for parents and administration of student performance

Journaling (Teacher’s Handbook, CLI Shrum and

Glisan

Journaling (Teacher’s Handbook, CLI Shrum and

Glisan Dialogue Journals

--Write to teacher or friend to clarify information from instruction

Notebook writing--record info re math concepts or science experiments

Dialogue Journals--Write to teacher or friend to clarify information from instruction

Notebook writing--record info re math concepts or science experiments

More on JournalsMore on Journals

Learning logs to discuss and process information from class--Write what one does and does not understand re the instruction--clarify concepts info for oneself or another

Learning logs to discuss and process information from class--Write what one does and does not understand re the instruction--clarify concepts info for oneself or another

Response JournalsResponse Journals

Respond openly to any content related topic--respond to feelings regarding use of experimentation (animals) or other information--respond to people who say they can read but brag about not being able to understand math

Respond openly to any content related topic--respond to feelings regarding use of experimentation (animals) or other information--respond to people who say they can read but brag about not being able to understand math

TASK LEVELS (Shrum & Glisan)

TASK LEVELS (Shrum & Glisan)

Beginner can do paragraph completion, cloze passages, filling out forms

Intermediate can combine sentence elements, write descriptions of visuals, write dialog journals

Grade level can write journals, short compositions and essays with more advanced writing research reports, using peer editing, etc.

Beginner can do paragraph completion, cloze passages, filling out forms

Intermediate can combine sentence elements, write descriptions of visuals, write dialog journals

Grade level can write journals, short compositions and essays with more advanced writing research reports, using peer editing, etc.

Purpose for Writing:Purpose for Writing:

Function: What is the problem we are responding to? What type of writing will we use, persuasive, memo, report, etc.

Context: Did the writer address the problem, issue, response…

Accuracy: Grammatical context See writing rubric

Function: What is the problem we are responding to? What type of writing will we use, persuasive, memo, report, etc.

Context: Did the writer address the problem, issue, response…

Accuracy: Grammatical context See writing rubric

Design a Writing ActivityDesign a Writing Activity

Select a unit you are studying and design a writing assessment for it--a process orientated writing task.

Make sure the assessment has clearly articulated goals

What goals will represent students’ knowledge of the subject matter?

Select a unit you are studying and design a writing assessment for it--a process orientated writing task.

Make sure the assessment has clearly articulated goals

What goals will represent students’ knowledge of the subject matter?

How will you differentiate this assessment for special populations?

Will this assessment be a group or individual project?

What kind of assistance will you give the students (graphic organizers, research information, notes, etc.?

How will you assess the work? What kind of rubric will you give them? How will you define what is important, relevant and acceptable?

How will you differentiate this assessment for special populations?

Will this assessment be a group or individual project?

What kind of assistance will you give the students (graphic organizers, research information, notes, etc.?

How will you assess the work? What kind of rubric will you give them? How will you define what is important, relevant and acceptable?

How will you build your students’ confidence in their ability to successfully complete this assignment? Create opportunities for them to succeed.

Will you look for content as well as the writing process?

If so, carefully delineate what you expect for content and what you expect in word choice organization usage and mechanics (grammar).

Remember that informal writing activities strengthen the ability to complete formal writing activities

How will you build your students’ confidence in their ability to successfully complete this assignment? Create opportunities for them to succeed.

Will you look for content as well as the writing process?

If so, carefully delineate what you expect for content and what you expect in word choice organization usage and mechanics (grammar).

Remember that informal writing activities strengthen the ability to complete formal writing activities

Remember that informal writing activities strengthen the ability to complete formal writing activities

Look for:CLARITYCOHESIONCORRECTNESS (Larry

Lewin)

Remember that informal writing activities strengthen the ability to complete formal writing activities

Look for:CLARITYCOHESIONCORRECTNESS (Larry

Lewin)

Computer game reviews (probability?)

Essays (compare & contrast, cause & effect, analogy, classification, process analysis, etc.)

Letters of complaint or inquiry Summaries Personal reflections

Computer game reviews (probability?)

Essays (compare & contrast, cause & effect, analogy, classification, process analysis, etc.)

Letters of complaint or inquiry Summaries Personal reflections

CONTENT AREA KEY PHRASES:

CONTENT AREA KEY PHRASES:

Anticipate…… Describe…. Compare…. Associate:…. Analyze…. Apply…. Argue for or against it….

(Richardson, Morgan and Fleener)

Anticipate…… Describe…. Compare…. Associate:…. Analyze…. Apply…. Argue for or against it….

(Richardson, Morgan and Fleener)

I-SEARCH PAPERI-SEARCH PAPER

Extends research to what the student is interested in. For example, give a topic in genetics, the student may want to research how genetics has affected their physical traits. (A side investigation.) Application of a math theory in real life…travel, home building, etc.

Extends research to what the student is interested in. For example, give a topic in genetics, the student may want to research how genetics has affected their physical traits. (A side investigation.) Application of a math theory in real life…travel, home building, etc.

“What I know, and what I want to know… (Blasingame and Bushman, pg 87) (KWL chart)

1. Students write a topic paper and get feedback from their peers to get feedback and ideas from them

2. Teachers have a list of questions the peers will ask to guide them.

3. Proper internet search techniques need to be taught.

“What I know, and what I want to know… (Blasingame and Bushman, pg 87) (KWL chart)

1. Students write a topic paper and get feedback from their peers to get feedback and ideas from them

2. Teachers have a list of questions the peers will ask to guide them.

3. Proper internet search techniques need to be taught.

4. Sources need to be documented5. The write-up will be less formal

than a research paper and can be in the narrative (“I) format.

6. What I know, what I want to know and what I learned.

4. Sources need to be documented5. The write-up will be less formal

than a research paper and can be in the narrative (“I) format.

6. What I know, what I want to know and what I learned.

GIVE STUDENTS A CHANCE TO:

GIVE STUDENTS A CHANCE TO:

Make a contribution, share what they know, be respected

Speak up, provide their opinions, critique others, be honest

Entertain, get attention, act clever, get others to laugh

Make a contribution, share what they know, be respected

Speak up, provide their opinions, critique others, be honest

Entertain, get attention, act clever, get others to laugh

STUDENTS NEED TO:STUDENTS NEED TO:

Identify the topic Demonstrate their interest/prior

knowledge, ability to relate to the topic

Demonstrate, to the best of their ability, proper grammar and writing conventions.

Identify the topic Demonstrate their interest/prior

knowledge, ability to relate to the topic

Demonstrate, to the best of their ability, proper grammar and writing conventions.

MORE LATER……MORE LATER……