Reading & Writing Across the Continuum Week 5 Agenda Entry Activity Writing Assessment Breaks at...

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Reading & Writing Across the Continuum Week 5 Agenda Entry Activity Writing Assessment Breaks at about 5:15 and 6:30 Next assignment Exit Activity (participation evaluation)

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Page 1: Reading & Writing Across the Continuum Week 5 Agenda Entry Activity Writing Assessment Breaks at about 5:15 and 6:30 Next assignment Exit Activity.

Reading & Writing Across the ContinuumWeek 5

Agenda

Entry Activity Writing Assessment Breaks at about 5:15 and 6:30 Next assignment Exit Activity (participation

evaluation)

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Reading & Writing Across the Continuum

Writing: Beginning with Assessment

Steve Isaacson, Ph.D.Portland State University

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Critical Questions1. How is the purpose of writing relevant

to writing assessment?2. How do I assess the process of writing?3. What are six traits to keep in mind

when evaluating the writing product?4. How can text structure be used to

evaluate organization?5. How would I evaluate the writing of

young emergent writers?6. How can I monitor the student’s

progress in writing?

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A Note about StandardsState assessments of writing are

aligned to state standards.In October 2010, Oregon adopted

the Common Core State Standards (CCSS) for English Language Arts.

Prior to national common core standards, states had different standards for English language arts.

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Standards (continued)

Howell, Kopczynski, & Nolden (2002) collected information, on writing standards across 49 of the 50 states.

Great variation in writing traits assessed.

Great variation in required writing modes.

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Standards (continued)

CCSS Standards for Writing At all grade levels:• Text types and purposes• Production and distribution of writing• Research to build and present

knowledge• Range of writing

www.ode.state.or.us/teachlearn/real/newspaper/newspaper_section.aspx?subjectcd=ELA

http://www.ode.state.or.us/teachlearn/real/newspaper/newspaper_section.aspx?subjectcd=ELA
http://www.ode.state.or.us/teachlearn/real/newspaper/newspaper_section.aspx?subjectcd=ELA
http://www.ode.state.or.us/teachlearn/real/newspaper/newspaper_section.aspx?subjectcd=ELA
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Standards (continued)

Text types and purposes• opinion pieces • informative/explanatory texts • narratives

Production and distribution • writing process: planning,

revising, editing, rewriting • use of technology

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Standards (continued)

Research to build and present knowledge

• information from multiple print and digital sources

• from literary or informational texts

Range of writing• over short and long time frames• range of tasks, purposes, and

audiences

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I. Three purposes for assessment

EvaluationPlanning instructionMonitoring progress

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II. A conceptual model for writing and writing assessment

PurposeProcess

WRITING

Product

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A. Purpose

The purpose for writing dictates the kind of composition that will be produced.

 Purpose: Product:

To tell a story Narrative

To describe Descriptive paragraph

To explain Factual report (expository)

To communicate thoughts and feelings with a friend

Letter

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B. Process

Phase: Issue:

Planning (prewriting)

No planningStream-of-consciousness writingLack of strategies

Drafting (writing) Poor sentence writingFine motor challengesPoor knowledge of conventions

Revising (rewriting)

No revisingFocus only on superficial factorsPoor metacognition

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C. ProductComponent

Unskilled Writer Skilled Writer

Ideas and Content

Unfocused; reader cannot readily identify the topic or purpose of composition.Provides insufficient detail or elaboration.Includes irrelevant information.Some details are inaccurate or questionable.

Clearly stated ideas are expressed and developed.Contains important information and interesting examples.All sentences relate to topic or main idea.Factual information is accurate/credible.

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C. ProductComponent

Unskilled Writer

Skilled Writer

Organiza-tion

Written in a stream-of-consciousness fashion. Sequence not always logical.Does not follow a text structure.

Has a clear beginning, middle, and ending.Events or ideas are logically sequenced; related ideas fit together. Contains all elements of appropriate text structure.Uses linking words/phrases.

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C. ProductComponent

Unskilled Writer

Skilled Writer

Voice Written in a perfunctory, let’s-get-it-done fashion. Contains inconsistencies.Borrows/uses common ideas. Overly chatty or informal tone.

Writes with thoughtfulness and intention.Stays consistent with theme or point of view.Expresses own beliefs; writing reflects originality. Demonstrates objectivity or emotion appropriate to purpose for writing.

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C. ProductComponent

Unskilled Writer

Skilled Writer

Word Choice

Uses common words or colloquialisms that do not give precise meaning.Uses pronouns with unclear referents.Overuses favorite words repetitiously.

Uses varied, mature words appropriate for purpose, topic, and audience.Clear referents for words such as it, that, and they. Uses varied and interesting verbs and adjectives.

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C. ProductComponent

Unskilled Writer Skilled Writer

Sentence Fluency

Uses incomplete, awkward, or ungrammatical sentences. Writes in simple subject-verb or subject-verb-object sentences.Sentences are disjointed, and do not flow from the ones preceding them.

Writes complete, well-formed sentences. Varies sentence length, structures, and patterns. Flows with good cohesion from sentence to sentence and overall.

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C. ProductComponent

Unskilled Writer

Skilled Writer

Conventions

Spells many words incorrectly.Inconsistent use of punctuation and capitalization.Errs in use of verb inflections and/or choice of pronouns.Writes illegibly.Shows no regard for appearance.

Spells adequately; spelling does not interfere with communication. Uses correct punctuation.Uses correct verb endings and pronouns.Writes legibly.Gives attention to spacing and margins in final draft.

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Ideas & Content

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Ideas & Content

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Ideas & Content

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Ideas & Content/Organization

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Organization

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Organization

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Organization

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Voice

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Voice

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Voice

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Word Choice

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Word Choice

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Sentence Fluency

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Conventions

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PRACTICE ACTIVITYPAGE 4

By each objective, write the letter that indicates which of the six traits will be the focus of instruction.

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Assessing a Student’s Writing

Rating scalee.g., Oregon State Writing Assessment

www.ode.state.or.us/search/page/?id=32

(Scroll down to bottom of page)

http://www.ode.state.or.us/search/page/?id=32
http://www.ode.state.or.us/search/page/?id=32
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Assessing a Student’s Writing

Testing materialswww.ode.state.or.us/search/page/?id=523

• Preparing Students• Sample Prompts• Scoring Process• Scored Tests and “Anchor Papers”

http://www.ode.state.or.us/search/page/?id=523
http://www.ode.state.or.us/search/page/?id=523
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Assessing a Student’s WritingOregon State Writing Assessment

• Requires extensive instruction and practice

• Doesn’t show small improvements in writing

• Doesn’t say what to teach tomorrow.

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Assessing a Student’s WritingSimple Writing Assessment

Checklist

Simple questions on each of the six primary traitsTypical issues for students who struggle

S = SatisfactoryN = Needs work

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Assessing a Student’s Writing

Practice Activity 2page 8

Writing sample5th grade boy

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Genre-specific Assessments

Why?Example qualitative p.

9Example quantitative p. 10

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Monitoring Student PerformanceConsider what is developmentally

appropriate:

Emergent writing Beginning productivity

Content and organization Conventions

Polishing sentences and word choice

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Emergent WritingLanguage Level

1 Alphabetical (letters only)

2 Word (any recognizable word)

3 Word group (any 2-word phrase)

4 Sentence (any simple sentence)

5 Punctuated story (of 2 or more sentences)

6 Paragraphed story (two themes)

Message Quality

1 Concept of sign (uses/invents letters)

2 Concept that message is conveyed

3 Message is copied

4 Repetitive use of a sentence pattern

5 Attempts to record

6 Successful compositions

Directionality

1 No evidence of dir. knowledge

2 Part of directional pattern

3 Reversal of directional pattern

4 Correct dir. pattern

5 Correct dir. pattern & spaces

6 Extensive text without any difficulties

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Emergent Writing

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Practice Activity 3

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Practice Activity 3

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Beginning ProductivityMethod: Count the total number of

words written for each of three or more compositions (baseline). Compare composition length with those of good writers at the same age or grade level.

Objectives: After prewriting discussion with the teacher or peers, the student will write an original narrative composition of 45 words or more.

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Beginning ProductivityCriteria vary according to age, mode of composition (narrative vs. expository), and setting conditions. Rough guideline for elementary (adapted from Deno, Mirkin, & Wesson, 1984; Parker & Tindal, 1989):

If total number of words is less than 20, aim for doubling it by the end of the school year.

If the number of words is between 25 and 30, aim for a 50% increase.

If the number of words is between 35 and 45, aim for a 25% increase.

If the number of words is greater than 50, choose another objective.

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Content & OrganizationAnalytical scoring guidesSpecific to the genre/mode you are

teaching.Example: Personal narrative

scoring guidePersonal Narrative Name:

Scoring GuideTopic:  IDEAS & CONTENT Is the story about the author as a character, not an observer? 0 10-No1-Yes Does the narrative tell a story that is focused on one central event?----------0 1

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Content & OrganizationUsing the analytical scoring guide to

monitor:

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Conventions

Correct word sequences (CWS) – two adjacent, correctly spelled words that are grammatically acceptable within the context of the phrase (Videen, Deno, & Marston, 1982). Capitalization and punctuation also can be considered within the sequence.

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Conventions1. Place a caret (^) over every CWS between

the two words that form the sequence.2. Place a large dot between the two words

that form an incorrect sequence.

 Example:

• my^dog • chast • the^ball^.

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Practice Activity 4

The ball high in the aire. 

We could see jupiter in the tellescop it is the largest

plant

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Practice Activity 4

^The^ball•high^in^the•aire.• 

We could see jupiter in the tellescop it is the largest

plant

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Practice Activity 4

 ^We^could^see•jupiter•in

^the• tellescop•it•is^the^large

st•plant•

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ConventionsFor planning instruction:

Also make note of strengths and weaknesses (example page 19)

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Sentence FluencyCount the number of sentences in each category to assess which the student uses most frequently.

Fragment Running and playing.Nina and Fred too.

Level 1 I like Christmas.I like candy.I like my new toys.I like my new books.

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Sentence FluencyLevel 2 I have a new toy. (S–V–O)

It is big. (S–Vbe–Adj)

It came in the mail. (S–V–PP)

Level 3 First expansions Our baby sister sleeps all the

time.To go faster, we pushed it.Jennifer likes strawberry and Seth likes chocolate.

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Sentence FluencyLevel 4

The man wants to live where there is no pollution.

Since John was late, we had to start without him.

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Word ChoiceMake note of any words used

repetitiously. Make note of any mature or unusual words used appropriately.

Over-used Words New, Mature Words good fascinating goes


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