Writing Workshop Writing Pathways Unit 1 Narrative

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Writing WorkshopWriting PathwaysUnit 1 Narrative

• By Pam Burnett

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Goals for Today

• Writing Pathways contents
• Scoring writing using the new rubric
• Unit 1 Narrative Lessons/Cliff Notes
• Begin creating a cliff note lesson yourself
• Know that this is a resource for you

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Assessment System

• Clarity of system allows students who are
  accustomed to cranking out writing to now
  realize, This is what I need to do to get
  better.
• Learning Progressions
• Rubric
• Checklist
• Exemplar Student Writing
• Teacher Annotated Exemplar

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Learning Progressions

• true ladder of clear steps that students can take
  to help make their writing meet the expectations
  of the CCSS
• Describes development from Pre-K to 6th grade

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Rubrics

• Divided into 3 parts Structure, Development,
  Language Conventions
• Holistically scored 1-4
• Half point scoring if needed
• Mini version of rubric

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Checklists

• self-assessment and goal-setting system for
  students
• Translate goals into action plans
• Aids in accelerating student achievement and
  differentiating instruction
• Used at beg/middle/end of each unit in lesson
  plans
• Good to have students assess their on-demand
  prompt with this
• Can modify to show only few things if too
  overwhelming for some/supporting those with IEPs
• Can remove grade from top if desired

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Writing Exemplars

• Two student exemplars per grade level
• One teacher annotated exemplar-same topic from
  K-6th
• Should use these to show students as mentor texts

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Sum it up

• Bring the assessment system to learners so they
  self-assess, set goals, and come to see the
  checklists and benchmark texts as tools to keep
  alongside them as they work so they have a
  deliberate purpose and direction.

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The Norming Meetingusing our rubric

• Step 1 Assess one childs writing using the
  rubric and exemplar text, working as a group
• Step 2 Score other pieces of writing
  individually, then come to a consensus as a group
• Step 3 Assess your own students writing
  individually.
• Step 4 Record scores on a data
• sheet

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Lets Try It Together
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• My first time in disney world
• Once when I 3 years old my mommy and daddy told
  my brother
• and I they are going to take us to a surpise. We
  would not stop buging them about where we were
  going my brother was upset cause he they were
  taking us to the boy scout campout to be eaten
  by the bears he was 7 what did he know. When we
  got there it was disney world. I was so excited I
  could not believe it. We brought are Ant and
  grandparents. My Ant and brother were acting sour
  mostly everywhere we went. Everywhere we went I
  was so excited I was mostly jumping 2 feet off
  the ground. We saw different charters like mickey
  and minnie. When we left my Ant and brother were
  crying they were finally Happy at the end.

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Harvesting Information to Differentiate
Instruction

• Dont do the on-demands for compliance
  reasons-USE THE DATA
• Put your scores on a class sheet/keep a notebook
• Group students according to like needs when
  conferring with small groups/individuals
• Just-right books/just-right writingduring
  conferring

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Narrative Book 1

• Writing workshop mini lesson, writing/conferring,
  share
• Read lesson 1 and compare to Cliff Notes

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Create Your Own Cliff Notes Lesson

• Grade 5 -WIS-Lessons 7 and 10
• Grade 4- Lessons 7 and 9
• Grade 3 WES- Lessons 3 and 4
• Upload your lesson on the Edmodo

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Next Months Meeting

• Bring your management notebook or method of
  record keeping. We will learn and get ideas from
  each other.
• Conferring The Heart of Your Writers Workshop