Transcript CALLI/CPEC WRITING WORKSHOP In collaboration with DJUHSD 9/30/06 Quick Write  Write two paragraphs about the content you are teaching right now Possible questions: --What topic does the.

CALLI/CPEC WRITING
WORKSHOP
In collaboration with DJUHSD
9/30/06
Quick 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?
--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.
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
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 is authentic when we
directly examine student performance
on worthy intellectual tasks” Grant
Wiggins
Paper 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 reliability
It promotes engagement with the content
area
It also requires use of higher order thinking
skills (evaluation and synthesis) and
metacognitive thinking
Writing and portfolio assessment are tools for
authentic assessment
PORTFOLIO ASSESSMENT
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 it
They show process as well as product,
show growth over time, create
collection of work, are useful to review
work
They provide evidence (for parents and
administration of student performance
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
More 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
Response 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
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.
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
Design 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?
 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
 Remember that informal writing
activities strengthen the ability to
complete formal writing activities
 Look for:
CLARITY
COHESION
CORRECTNESS (Larry Lewin)
 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:
 Anticipate……
 Describe….
 Compare….
 Associate:….
 Analyze….
 Apply….
 Argue for or against it….(Richardson,
Morgan and Fleener)
I-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.
 “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 documented
5. 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:
 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:
 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……