Transcript Pearson Learning - Welcome to ISFIS | Isfis.net

For More Information
ISFIS Webinar
May 5, 2014
WritetoLearn®
Susie Olesen
641-745-5284
[email protected]
[email protected]
or
Margaret Buckton
515-251-5970 x 1
515-201-3755 cell
[email protected]
Webinar Protocols
• PPT is available on ISFIS webinar site. Email
[email protected] for a copy if you need help
finding it
• Use the chat or question pane
– To express your thinking anytime or as we pose questions
(chat is confidential unless you select chat to all)
– To ask questions or provide examples of how things might
work in your school
– To let us know you are still there
– To let us know of technical difficulties
• We will get back to you soon if we don’t answer your
question during the webinar
2
Agenda
• Data on writing in American schools
• Writing to Read meta-analysis of writing
practices that enhance student’s reading
• Some information from the Iowa Core
• Research findings about the teaching of writing?
• Can we do it all without help?
• WritetoLearn® Demo: from student and teacher view
• The Effectiveness of WritetoLearn®
• Pricing
• Wrap Up and Questions
Please jot answers.
1. Is reading comprehension at the level we want
it to be?
2. Are students receiving the kind of instruction they
need to become proficient writers?
3. Are students writing enough in both language arts
and across the curriculum?
4. Are students receiving sufficient feedback to become
proficient writers?
5. Does our staff have the energy, capacity and time to
respond to all the writing assignments needed for
students to become proficient writers?
(Launch the poll)
Data on Writing
Performance
• 70% of students in grades 4–12 are low-achieving
writers (Persky et al., 2003).
• 73% of 8th and 12th graders on 2011 NAEP
performed below proficient on writing. (NAEP
2011)
• Nearly 1/3 of high school graduates are not ready
for college-level English composition courses
(ACT, 2005).
More Data on
Writing Performance
• About half of private employers and more than
60% of state government employers say writing
skills impact promotion decisions (National
Commission on Writing, 2004, 2005).
• “Poorly written applications are likely to doom
candidates’ chances for employment” (National
Commission on Writing, 2005, p. 4).
• Writing remediation costs American businesses
as much as $3.1 billion annually (National
Commission on Writing, 2004).
Given this sobering data, do you
think we’re putting enough focus on
writing in Iowa schools?
Writing to Read
Carnegie Corporation of New York
Meta-Analysis
http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf
WRITING PRACTICES THAT
ENHANCE STUDENTS’ READING
Have students write about
the texts they read
• Respond to a Text in Writing
(Writing Personal Reactions,
Analyzing and Interpreting the
Text)
• Write Summaries of a Text
• Write Notes About a Text
• Answer Questions About a Text in
Writing, or Create and Answer
Written Questions About a Text
Teach students the writing skills and
processes that go into creating text
• Teach the Process of Writing, Text Structures
for Writing, Paragraph or Sentence
Construction Skills (Improves Reading
Comprehension)
• Teach Spelling and Sentence Construction
Skills (Improves Reading Fluency)
• Teach Spelling Skills (Improves Word
Reading Skills)
Increase how much students write
Students’ reading
comprehension is
improved by having
them increase how
often they produce
their own texts.
Doug Reeves, “High Performance in High
Poverty Schools: 90/90/90 and Beyond”
Grade 4 and Grade 11-12
WHAT DOES THE CORE SAY ABOUT
WRITING? LOOK AT THESE
PROGRESSIONS. . .
Text Type and Purposes
Grades 4 and 11
W.4.2. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
– Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g.,
headings), illustrations, and multimedia when useful to
aiding comprehension.
– Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to
the topic.
– Link ideas within categories of information using words
and phrases (e.g., another, for example, also, because).
– Use precise language and domain-specific vocabulary to
inform about or explain the topic.
– Provide a concluding statement or section related to the
information or explanation presented.
W.11-12 Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and
analysis of content.
• Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
• Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
• Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
• Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
• Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
• Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
Production and
Distribution of Writing
Grades 4 and 11
Grade 4
• W.4.4. Produce clear and coherent writing in
which the development and organization are
appropriate to task, purpose, and audience.
• W.4.5. With guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, and editing.
• W.4.6. With some guidance and support from
adults, use technology, including the Internet, to
produce and publish writing as well as to
interact and collaborate with others;
demonstrate sufficient command of keyboarding
skills to type a minimum of one page in a single
sitting.
Grade 11-12
• W.11-12.4. Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
• W.11-12.5. Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what
is most significant for a specific purpose and
audience.
• W.11-12.6. Use technology, including the Internet,
to produce, publish, and update individual or
shared writing products in response to ongoing
feedback, including new arguments or information.
Research to Build and Present
Knowledge
Grades 4 and 11
Grade 4:
• W.4.7. Conduct short research projects that
build knowledge through investigation of
different aspects of a topic.
• W.4.8. Recall relevant information from
experiences or gather relevant information from
print and digital sources; take notes and
categorize information, and provide a list of
sources.
• W.4.9. Draw evidence from literary or
informational texts to support analysis, reflection,
and research.
Grades 11-12
• W.11-12.7. Conduct short as well as more sustained
research projects to answer a question (including a
self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
• W.11-12.8. Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the strengths and
limitations of each source in terms of the task,
purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and
following a standard format for citation.
• W.11-12.9.Draw evidence from literary or
informational texts to support analysis, reflection, and
research.
Range of Writing
Grades 4 and 11
Grades 4
• W.4.10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline-specific tasks, purposes, and
audiences.
Grades 11-12
• W.12.10 Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter time
frames (a single sitting or a day or two)
for a range of tasks, purposes, and
audiences.
So what will need to happen to
meet these writing standards
and ensure kids are college and
career ready upon graduation?
In General
• Explicit instruction by teachers in writing
focused on the grade level standards
• More writing by students
• More feedback on writing to students
• Serious analysis of student writing by teachers
and then instructional response to what they
see in the data (formative assessment), so
students become proficient writers.
Evidence-based practices for teaching
writing include (Johns Hopkins):
•
•
•
•
•
•
•
•
•
•
Teaching strategies for planning, revising, and editing
Having students write summaries of texts
Permitting students to write collaboratively with peers
Setting goals for student writing
Allowing students to use a word processor
Teaching sentence combining skills
Using the process writing approach
Having students participate in inquiry activities for writing
Involving students in prewriting activities
Providing models of good writing
http://education.jhu.edu/PD/newhorizons/Better/articles/Winter2011.html
So here’s the reality of teaching
writing. We talked to a teacher the
other day. She…
• teaches 7 of 8 periods
• coaches speech and drama each night after
school, sometimes before school, and in the
evenings. (You remember play practice, right?)
• says the Core demands more writing and she
agrees students should write more
• NEEDS HELP!
Pearson Learning
• Summary Writing to develop reading
comprehension and writing skills
• Vocabulary exercises to expand word
knowledge
• Essay Writing prompts to build writing skills
• Tools galore to support writing instruction
• Training and Support
Scoring for Essays
• Overall holistic essay score
• Scores and feedback on six traits
– ideas,
– organization,
– conventions,
– sentence fluency,
– word choice, and
– voice
• Feedback on spelling, grammar, and repeated
information
Scoring for Summaries
Section-by-section coverage and feedback on
• appropriate length,
• unimportant and redundant content,
• and copying from text, along with
revision hints
More…
• Over 1000 reading passages to read and
summarize from Pearson (cross curricular)
• Four-trait scoring and some translation for
English learners
• Automated scoring that saves teachers time in
scoring and provides students with immediate
feedback
• Adjustable scoring parameters and the ability to
turn support tools on or off based on student
needs
• Alignment to Common Core State Standards with
activities that develop key college and career
readiness skill
Students….
• write more
• increase reading skills
• enhance vocabulary
acquisition
• use technology to write
• expand writing skills
• engage in cross-curricular writing with
consistent feedback
Teachers….
• have more tools to teach reading and writing
• use well-written, cross-curricular prompts with
supporting reading materials
• become the recipients of the students’ best efforts and
focus on the important personalized human insights and
comments that bring students to a higher level of writing
performance
• use reports to drive instruction
• have flexibility to hone in on areas of focus or concern
• can have a life!
DEMO
So instead of this. . .
Teachers Using WritetoLearn®
Could WritetoLearn® help you with
these issues?
1. Is reading comprehension at the level we want it
to be?
2. Are students receiving the kind of instruction
they need to become proficient writers?
3. Are students writing enough in both language
arts and across the curriculum?
4. Are students receiving sufficient feedback to
become proficient writers?
5. Does our staff have the energy, capacity and
time to respond to all the writing assignments
needed for students to become proficient
writers?
Most effective teaching strategies
for reading and writing
Best strategies for teaching reading
and writing from RN and WN…
• Teaching students strategies for planning,
revising, and editing their compositions (Writing
Next, effect size .82)
• Explicitly and systematically teaching students
how to summarize texts (Writing Next, effect size
.82)
• Direct, explicit comprehension instruction
(Reading Next)
• Effective instructional principles embedded in
content (Reading Next)
Study on WTL Summary Writing
(Caccamise, Snyder, Allen, DeHart, E. Kintsch, Wl, Kintsch, and Oliver)
• 2 year study with U of Colorado in 9 Colorado districts
with 2,851 students in grades 5-9
• Two groups: Write to Learn summary writing or
traditional summarization instruction from teacher
• WTL groups summarized 5-6 different texts throughout
the year
• Tested on both summary writing and reading
comprehension
• Write to Learn group superior in both
• Highly dependent on number of texts summarized and
amount on time spent using WTL
• Students using WTL spent twice as much time writing
Study on WriteToLearn Essay Writing
• Iredell-Statesville, NC School District, Troutman
MS, January 2009
• 85 students used WTL, 80 did not
• Of the students who used WTL, percentage that
performed at the proficient level or above went
from 67% in previous year to over 95% in 2009
• Control group remained relative stable from year
to year with 70% attaining proficient or above
Benefits Reported in
Iredell Statesville Study:
• Increase in sentence fluency
• Increase in length of written response
• Increase in judged quality of the writing
product adding details, organization, and style
• Immediate feedback, allowing students to
make instant revisions, instead of waiting
weeks for graded drafts
• Greater interest/motivation in writing process
Results in Cherokee County, Georgia,
6th Grade
Proven Results
Dean Rusk Middle School
Cherokee County School District;
Canton, GA
Teacher Perspective
7th Grade
English Language Arts Teacher
www.mrjpence.com
[email protected]
Mr. Jeff Pence
Student: How do I get to Carnegie Hall?
Teacher: Practice, practice, practice.
Benefits of WritetoLearn:
• gives students the opportunity to practice writing. The only way to
learn to write is to practice with informative feedback. The same goes
for reading; the two are inseparable. Learn to read and you learn to
write, learn to write and you learn to read.
• is time efficient. WTL allows teachers to assign many more writing
and reading comprehension assignments to students without
additional grading time.
• helps to focus teaching. By observing students and using the Teacher
Reports, teachers can discover both individual and class strengths and
weaknesses to help guide teaching.
• is flexible and easy to use. Teachers use tools to set scoring
thresholds, manage and evaluate student progress easily and adjust
the class roster and make assignments.
• tutors students to improve subject knowledge as well as reading
comprehension, word knowledge and writing skills by providing
detailed feedback on content.
• allows students to tackle more difficult reading assignments by
boosting their understanding and performance through automated
evaluation.
What have you seen today that you
are most excited about?
• Type in the chat or question pane. . . .
Pricing
Professional Development is $1,000 per onsite training
site (typically, per building or overall if the staff is small
and everyone trains together) plus the following individual
student or seat (shared) annual license rates:
Standard
19.95
195.00
ISFIS Subscriber Rate
17.95
179.50
Skills Iowa/Volume
16.95
169.50
Write to Learn Webinars
• Superintendents, principals, curriculum directors,
teachers
• Recording will be posted on ISFIS public site and
emailed to participants (OK to shared link and
PPT with anyone in your district)
• http://www.isfis.net/WritetoLearn
• Contact Susie Olesen for a demo or with
questions
For More Information
Susie Olesen
641-745-5284
[email protected] or
[email protected]
Margaret Buckton
515-251-5970 x 1
[email protected]
What questions do
you have today?
Text excerpt for summary writing…
More from the Text
Student Progress
Hint: Population Density
More Info for Student
Summary Attempt
Great Essay Writers
ESSAY WRITING
Writing a Good Descriptive Essay
Main Page for Essay Writing
Still on the Main Page for Essay Writing
Tips (on right side of page)
Support for Repeated Content
Teacher’s Home Page
Class Scoreboard for Population
Summary
Overview of Population Summary
Cont’d Overview of Pop. Summary
Progress
Cont’d Progress
Assign Class Activities
Possible Writing Lessons, Essays
Grade 9
Possible Writing Lessons, Summary
Grade 11