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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
I
T
I
N
G
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!