Upham Writers at Work

Update on Writing at Upham, Spring 2014

Agenda● Guiding questions and goals● Process & Actions in 2014-2015● Student Writing Samples: Then & Now● Next Steps in 2015-2016

What did we hope to learn this year?• How can the 2014 MCAS inform our teaching &

learning about writing?

• What can we do in response?

• What can parents do to support their children’s learning?

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District Support• Collaborative Team:

• Jeff Dees, Principal• Dean Blase, Assistant Superintendent• Rachel McGregor, Department Head of Literacy• Karen Archambault, Instructional Data Coordinator• Chelsea Bailow, Professional Development Coordinator• Kate Briggs, Literacy Specialist• Upham Teachers

• Used Data Wise Improvement Process to guide inquiry

• Developed Plan with teachers to improve writing

• Implemented “Lucy Calkins” Writing Curriculum

From “The Data Wise Improvement Process” Harvard Education Letter Jan/Feb 2006

● Implemented new research-based writing curriculum ● 40-60 minutes of writing 4-5 times a week● Developed writing goals for each teacher ● Intensive curriculum process with literacy specialist● Team scoring and calibration sessions informed

instruction● Produced writing models for students

Culture of Writing at Upham

What has this meant for Upham teachers?

● Build writing stamina● Use mentor texts to understand quality writing● Recognize revision and editing needs through student checklists● Set goals based on personal reflection & teacher feedback

What has this meant for Upham students?

Culture of Writing at Upham

Where we Were:MCAS 2014 ELA Grade 4 Writing Prompt

You are finally old enough to baby-sit, and your first job is this afternoon! You will be spending the entire afternoon with a one-year-old. When you open the door you realize that instead of watching a one-year-old child, you will be watching a one-year-old elephant. Give enough details to show readers what your afternoon is like baby-sitting the elephant.

MCAS Writing Prompt (Spring 2014):

MCAS Rubric (Level 4):

Where we Were:MCAS 2014 ELA Grade 4 Writing Prompt

● Richly developed and carefully organized composition with engaging introduction, which immediately draws the reader into the story.

● Plot development.● The writer’s conclusion finishes with the clever comment.● Voice of the writer is apparent.● Effective description of the elephant (i.e. “with ears too big for her head”).● The writer uses effective word choice describing that the job is not easy.● Effective dialogue between the sitter and family when they arrive home.

Sample from MCAS (Received 12 points in Topic Development)

From 2nd paragraph:

Did I forget to mention Mr. and Mrs. (last name) own a zoo? “An elephant , you want me to baby-sit and elephant?!” I yelled over the loud trumpeting of Bala, who was new here from Africa. She was a little gray thing with ears to big for her head and a few little hairs on her body but all I could see at the moment was a gray lump wriggling around and trumpeting loudly. “I’ll pay you twenty an hour!” said Mrs. (last name) as she tried to calm Bala. “I’ll do it.”

Where we Were:MCAS 2014 ELA Grade 4 Writing Prompt

From 2nd paragraph:

One of the hard things to baby-sit a elephant is that it is hard. You have to clean the poop that is big and steanky. You need to buy lots of food because you need to feed it. It takes lots of food to make fule. The last reason it is hard is that you may lose your stuff. The elephant could eat your stuff and you would not like that.

Average Sample from Upham(Received 6 points in Topic Development)

Where we Were:MCAS 2014 ELA Grade 4 Writing Prompt

Beep beep beep went my alarm clock. My mom slide into the room with a slick smile smack dab on her face. She looked like she did something wrong, like a villain who just blew up a building but knowbody knew. She said “Okay honey you are baby-sitting a one-year-old, who’s name is Tulip.” ‘That’s a funny name’ I thought. “So, let’s get up and Adam” my mom said with a chuckle as she slide out of my room then downstairs. I made my bed went into the closet. I tried to make myself not look like one of those kids who just wants money and has nothing to do with babysitting. I put my white shirt on and a black scarf. I had blue jeans on and a pink necklace to make everything more interesting.

Where we Are: Spring 2015

I let the elephant in because it was my job to protect it. I had everything set up for a little boy. I had goldfish, pretzels and juice. I had to change plans and fast. So I zoomed down stairs I found a tennis ball and zoomed back up. I started playing fetch. I threw the ball and the elephant didn’t chase it. So I had to run and get it. I tried one more time but he didn’t move he was being very annoying.

Where we Are: Spring 2015

Key Takeaways: Spring 2015

● Students write more frequently every week● Students understand a range of writing genres ● Students can read & respond to prompts● Teachers collaborate to plan, teach, and assess student writing● Rubrics define K-5 “Learning Progressions”

Going Forward 2015-2016

● Teachers will continue to refine understanding of Lucy Calkins● Coaches will focus on teacher skills in conferring with students ● Students will advance along the Calkins Learning Progression● Entire school will continue this year’s work (more time writing,

understanding and responding to prompts, student choice of topics)

What can you do? Summer Writing

● Begin a writing journal that you add to every day● Send postcards and letters to your friends, family and

teachers● Create poems about your summer adventures● Take up a cause & write persuasively● Be inspired by a photo● Develop a video ● Write and draw a comic strip● Produce a newsletter for your family or neighborhood● Put younger children in charge of the grocery list, or

ask them to write a menu for dinner