AFL Writing Study Group

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					AFL Writing Study Group
Tracy Mercredi & Maureen Taylor Monday, February 10, 2008

Agenda
• • • • • • • Forms of Writing Understanding Prompts Deconstructing Prompts Writing Prompts - RAFTS Writing Process Rubrics Game

TYPES OF WRITING
• 1/2 students in a classroom will be required to write in an expository format (to explain ideas or give information) • 1/2 required to write in a narrative format (to tell a story or relate an incident). • Ministry of Education will assign envelopes containing expository and/or narrative prompts to classrooms.

Expository Writing
• In expository writing, the purpose is to explain something by supplying facts and details. • Exposition explains things (e.g., how to do something; how something works; or, how to get from one place to another). • This writing also answers the questions of who, what, when, where, why and how, but organizes the facts and details logically and clearly so the audience understands what is being explained.

Narrative Writing
• In narrative writing, the purpose is to tell a story about something that has happened to the writer or to someone else. It often focuses on a memorable or important event. • When students gather ideas for the story, they usually consider who was involved, what happened, where, when and why it happened, and how they thought and felt.

Students will be required to write multi-paragraph compositions.
What does that look like in grade 5?

Gr. 5 Textual Cues and Conventions
• Choose forms appropriate to purpose and audience. • Write clear and focused paragraphs with ideas in an effective sequence. • Develop topic with facts, details, examples, and explanations. • Clarify and support ideas with sufficient evidence and details. • Organize ideas in ways that clarify and shape understanding. • Use transitional expressions to link ideas. • Defend opinions with supporting details and reasons. • Write multi-paragraph compositions with clear introductions, sufficient supporting details to support point of view, and logical conclusions. • Paraphrase and summarize information sources and cite author, title, and dates of sources.

In the provincial writing assessment, students will be given a prompt or task that asks them to consider these writing variables:

Role Audience Form of writing, and Topic

Student must be able to read a prompt or writing assignment and determine: • • • • his/her role as the writer who the audience is what the format of the assignment should be the specific topic on which he/she must focus

What does the R.A.F.T.S. prompt look like?
You are a ROLE. Write a FORM to an AUDIENCE, STRONG VERB about a TOPIC.
You are a teacher in the year 2050 who has traveled back in time to the year 2008. Write a speech for a group of principals, describing the education system in 2050.

How do we teach our students to understand and deconstruct prompts?
• Model strategies • Provide graphic organizers

You can provide students with the RAFT variables

or you can ask students to deconstruct RAFTS.

You are a teacher in the year 2050. Travel back in time to 2008 and explain to a group of principals how education has changed.
ROLE
AUDIENCE FORMAT

TOPIC
STRONG VERB

LET’S PRACTICE DECONSTRUCTING PROMPTS
1
EXPOSITORY OR NARRATIVE

2

3

4

ROLE AUDIENCE FORMAT TOPIC STRONG VERB

EXAMPLE PROMPT 1

You are an advice columnist. Claire, a grade 5 student has written a letter asking for help with a cyber bully. Reply with your own letter offering advice to Claire.

EXAMPLE PROMPT 2

We are finishing up our unit on Plant Structures and Functions. You have just taken a walk through a park with a horticulturist. Write a journal entry reliving your walk and what you learned about the local flowers and trees.

PROMPT 3

You are a school custodian at your retirement supper. Write a poem recalling the childhood triumphs and defeats you have witnessed on the job.

EXAMPLE PROMPT 4

Your great-great grandparent immigrated to Canada from France. Write a speech you are to give at a school assembly identifying the ways in which the French culture has contributed to the richness of Canada, and the ways in which it has maintained a distinct culture within Canada.

How do we teach our students to understand and deconstruct prompts?
• • • • Model strategies Provide graphic organizers Have fun with them Provide choices

• Have students write their own prompts

WRITING PROMPTS R.A.F.T.S.
YOU ARE A ________________________.
ROLE

WRITE A __________________________
FORM

The Provincial Writing Assessment will use the verb
“narrate” or “tell” or “explain”

TO _______________________________,
AUDIENCE

__________________________________
STRONG VERB (“ing”)

ABOUT A _________________________.
TOPIC

Grade 5 Sample Expository Essay Prompt
Have you ever been curious about other people’s lives? Did they win a medal, save a life, write a book, invent something, or become rich and famous? We are often interested in and sometimes surprised by the accomplishments of others. You are a Grade Five student. Write an essay to your teacher identifying an individual who has accomplished something that you found surprising or interesting, one of her/his accomplishments, and an explanation of how (s)he achieved it.

Grade 5 Sample Narrative Essay Prompt
Have you ever woken up feeling like something is going to go wrong? Have you then spent the rest of the day looking over your shoulder, expecting something bad to happen? Then, when something bad finally does happen, do you say, “I knew I shouldn’t have gotten out of bed today?” You are a Grade Five student. Narrate the story of a day that you should have stayed in bed to one of your friends.

Grade 8 Sample Expository Essay Prompt How do actors appear to fly in movies? How do you build a working engine? How do you set up a campsite? Play a sport? Play a musical instrument? Write a letter or story? Prepare a favourite food? Organize or decorate your room? In life it is important to be able explain to someone else how things work, how to do something, or how to prepare something. You are a teacher. Write an expository essay, explaining to a Grade 8 classroom how something works or how a process is performed.

Grade 8 Sample Narrative Essay Prompt
An unknown relative has left you an extremely large sum of money in her will. There are no strings attached. This is a turning point in your life. You are a Grade 8 student. Write a narrative essay to your parents/guardians telling how all your lives will change. How will you feel? What will you do?

Grade 11 Sample Expository Essay Prompt
Canadians have long illustrated a commitment to making the world a better place. For example, they have contributed to charities, community services, environmental cleanups, and international peacekeeping for over fifty years. You are a high school graduate. Explain to a local service club what contribution(s) you and your friends could make to bettering the world

Grade 11 Sample Narrative Essay Prompt
“Diamonds! There are real diamonds there!” insisted your friend. “You have to come with me.” With these words you and your friend decided to try your luck finding a job in the new diamond industry in Saskatchewan. The possibilities are very broad. You could work in a mine, design jewellery, market drill bits, or feed a crew. Who knew that your support for your friend’s ambitious plans was going to pay off? You have graduated from high school. Narrate the story (in narrative essay form) to your family about how you found a job, and a future, in the diamond industry.

Where are we on our agenda?
• • • • • • • Forms of Writing Understanding Prompts Deconstructing Prompts Writing Prompts - RAFTS Writing Process Rubrics Game

The Writing Process
• • • • Prewriting Drafting Revising Presenting, Publishing, Sharing

Prewriting
• Considering, Planning, and Rehearsing • Thinking and muddling phase • “Consider audience, purpose, point of view and form” – deconstruct the RAFT • Before writing strategies

Drafting
• Generating Drafts • Getting ideas down • Exploring and shaping • Apply during writing strategies

Revising
• Taking another look • Editing for:
– Ideas – Organization – Sentence fluency and punctuation – Word choice and usage – Capitalization and spelling

Presenting, Publishing, Sharing
• Sharing the composition with the intended audience.

Making Connections
• At your table group take turns finishing the following sentence stems: This reminds me of… I experienced this once… I can relate to this because…

Assessment
• Holistic rubric
– “Use general qualitative descriptors to assign a level of performance across multiple criteria as a whole”

• Analytic rubric
– “Provide meaningful diagnostic information”

Holistic Writing Process Rubric
Excellent The writing or the pre-writing, drafting, and revision phases show evidence that the student made proficient use of before, and during writing strategies. Average The writing or the pre-writing, drafting, and revision phases show evidence that the student made adequate use of before, and during writing strategies. Poor The writing or the pre-writing, drafting, and revision phases show evidence that the student made insufficient use of before, and during writing strategies.

Analytic Writing Process Rubric

Holistic Writing Product Rubric
Excellent The writing is insightful or thoughtful and effective. It is engaging, possibly well crafted, fully developed, and appropriate to purpose, audience, and writing prompt. The student demonstrates effective control of the elements of writing. Planning is evident as the paper comes together as a secure whole or seems complete. The few errors in mechanics are likely the result of risk-taking and do not impede communication. Average The writing is straightforward, understandable and clear but may be rudimentary. It is understandable and somewhat engaging, adequately/unevenly developed, appropriate to purpose and writing prompt, but may show only basic/limited awareness of audience. The student demonstrates fair or barely acceptable control over the elements of writing. Planning identifies main ideas or shows an awareness of purpose. Errors in mechanics are noticeable and may impede readability and/or understanding. Poor The writing is unfocused and limited or unclear. It may be difficult to understand

and follow. It demonstrates uncertain/minimal control over the basic elements of writing
relative to purpose and the writing prompt. The subject may be off topic. Less than adequate planning results in inconsistent development. Frequent mechanical/ structural errors impede readability.

Analytic Writing Product Rubric

Key Terms for Rubrics
Insightful: contains clear and subtle perceptions about a subject Thoughtful: the subject is carefully thought out or considered Straightforward: presents the subject in a direct and clear manner Rudimentary: the subject is presented in a simple manner, lacking in refinement

General: the subject is presented in a broad manner, with little supporting detail
Relevant: the content consistently bears reference to the topic Well-crafted: the writing is clearly, carefully, and effectively planned and written Fully Developed: all key ideas have been included to make the main and subsequent points

Where Do We Go From Here?
• Pre-assessment Writing Activity 2 and 3 • • • • Rafts Writing Process Evaluation - Rubrics Checklists

Are you ready to place your bet?
You need: • a partner • a piece of paper to keep track of your answers and money EVERYONE HAS $10.00 TO START

Place your bet before you move on to the next question.

TRUE
True or False The goal of the Saskatchewan Assessment for Learning Program is to raise the level of learning and achievement for all students in the province.

Grades 5,8, and 11
What grades are involved in this provincial writing assessment?

Expository and Narrative What two types of writing will your Language Arts class be asked to write?
Hint: ½ will write one and ½ will write the other.

1. Prewriting (Before) 2. Drafting (During) 3. Revising and Polishing (After) 4. Presenting/Sharing/Publishing


What are the four phases of the writing process?

expository
Would these strong verbs belong in an expository or narrative prompt?
• • • • • • • • Advise Analyze Announce Compare Direct Distill Explore Extrapolate • • • • • • • • • Extrapolate Inform Inquire Instruct Investigate Justify Rationalize Report Teach

The Teacher Handbook provides background to the provincial writing assessment and procedures with which to administer it.

What document provides background to the provincial writing assessment and procedures with which to administer it?

b. April 14-30, 2008
Student assessment must be done: a. March 14-30, 2008 b. April 14-30, 2008 a. c. May 14-30, 2008

TRUE
True or False The recommended time for the written portion of the assessment is three hours. Teachers may allow extra time for those students who need it.

FALSE -The Student Questionnaire may be completed before or after the assessment.
True or False The Student Questionnaire must be completed before the assessment.

TRUE
True or False Teachers, inschool administrators, and school divisions may use the writing assessment results when planning for improvements to student achievement in writing.

FALSE - When evaluating student
booklets, teachers should not make marks in the Student Writing Booklets.

True or False

When evaluating student booklets, teachers may record marks in the Student Writing Booklets.

TRUE
True or False The package that teachers receive to use with their classes will include: • Numbered student envelopes for all students in the class, each envelope containing:
• Student Writing Booklet A or B • Student Questionnaire

• Teacher Handbook • Teacher Questionnaire • FORM D(W) – Classroom Summary of Participation Teacher Checklist

YES - FORM D(W) is to be completed by the classroom teacher to indicate any modifications or adaptations that were made for students in that particular classroom.

Can teachers modify or adapt the writing assessment?

That’s it – add up your cash.

You may email Maureen or Tracy for a copy of the PowerPoint.


				
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