CALLICPEC WRITING WORKSHOP

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CALLI/CPEC WRITING WORKSHOP

• In collaboration with DJUHSD
• 9/30/06

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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?

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• --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
• --Id like to learn more about
• --One thing I did not know was.
• --The information was valuable because..

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• --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.

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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

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• 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?

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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

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• 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

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PORTFOLIO ASSESSMENT

• A method of showcasing ones 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

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Journaling (Teachers 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

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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

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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

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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.

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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

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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?

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• 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?

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• 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

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• Remember that informal writing activities
  strengthen the ability to complete formal writing
  activities
• Look for
• CLARITY
• COHESION
• CORRECTNESS (Larry Lewin)

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• Computer game reviews (probability?)
• Essays (compare contrast, cause effect,
  analogy, classification, process analysis, etc.)
• Letters of complaint or inquiry
• Summaries
• Personal reflections

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CONTENT AREA KEY PHRASES

• Anticipate
• Describe.
• Compare.
• Associate.
• Analyze.
• Apply.
• Argue for or against it.(Richardson, Morgan and
  Fleener)

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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 lifetravel, home building, etc.

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• What I know, and what I want to know
  (Blasingame and Bushman, pg 87) (KWL chart)
• Students write a topic paper and get feedback
  from their peers to get feedback and ideas from
  them
• Teachers have a list of questions the peers will
  ask to guide them.
• Proper internet search techniques need to be
  taught.

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• Sources need to be documented
• The write-up will be less formal than a research
  paper and can be in the narrative (I) format.
• What I know, what I want to know and what I
  learned.

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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

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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.

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