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HOW MEAP RELEASED ANCHOR SETS CAN HELP US IMPROVE WRITING
The following information was obtained from analyzing the MDE MEAP 2007 anchor sets for
Writing from Knowledge and Experience. Members of the Macomb Regional Literacy Training
Center Management Team spent time analyzing MEAP anchor papers that scored fours and
fives for grades 3 to 8. Not only did they surface some very important information for students
and teachers about what kind of writing will score fours and fives, but they also shared how
much they enjoyed the experience. They felt it would be one they would like to share with
colleagues. I thought about it and was reminded how similar it was to the protocol that was
used when we did the Profiles project. The only difference is the source of the papers. I know
the grade-level groups worked with the papers in different ways. To enhance the process I will
suggest that the actual Profile Protocol be used.
PROFILE PROTOCOL (PROCESS FOR A NALYZING WRITING)
After determining the number of words, sentences and paragraphs for the papers, engage in
the following protocol to surface the attributes of the papers.
Begin with the papers that are scored four. Copy enough for each member of the grade-level
group to have their own copy. Make a copy of the prompt that the students used to write the
papers. Each member reads the same 3 or 4 papers. They read the papers looking for the
attributes (what makes them good pieces of writing). They make margin notes indicating the
where they see vivid verbs, details, snapshots, flashbacks, etc. They also note where they hear
sentences presenting interesting rhythms and flow. They make comments about genre and
organization. In short, they are looking for all the ways students had effectively responded to
the prompt.
After the members of the team have completed their analysis of the papers, they rank them
from what they consider most effective to less effective. The discussion consists of each
member lobbying for his/her favorite pointing out the attributes that have been found and the
rationale for the choice. This protocol encourages members to dig very deep into each paper
and the discussion surfaces even more attributes. The groups come to consensus on the
ranking of the papers. All papers are used to generate a list of attributes of papers written at
that grade level that scored that score.
This same process can be used for papers that have scored a five at that grade level. Members
follow the same procedure for the fives that was used to analyze and rank papers scored at the
level of four. Comparison of papers that scored four and papers that scored five of numbers of
words, sentences and paragraphs, as well as, the list of attributes will reveal the specific
differences between four and five.
USING MDE MEAP RELEASE ANCHOR SETS WITH STUDENTS
1. Models of Writing
Students can benefit from just having an opportunity to read what students have
written to score fours, or fives or especially sixes. One activity is to distribute the papers
to students and have them look at the papers that scored one higher than the score
they received. Ask them to analyze each and determine what they need to do to their
paper to make it qualify for the higher score.
2. Analyze the Papers for Comment Code attributes.
Give the students different color highlighters and a set of anchor sets at their grade
level. Ask them to highlight certain attributes. For example, one of the most difficult
skill is writing with relevant details. Ask the students to highlight every relevant detail
they have found with one color and a regular detail with another color. You could then
have them tell how the regular detail could be made relevant to the story.
3. Rewriting Anchor Papers Either Up or Down
This is an interesting activity that I learned from Gretchen Bernabei. Give students a
paper written at the four and five level (at their grade level) and ask them to write it
down to one score lower or you can give them the rubric and ask them to write it “down
the rubric levels” from a four or five to a one. You can also give them an anchor paper
scored at a lower level and have them write it up a level. A group activity could be to
take a paper that scored one and write it up to a four or five.
4. Use the same Profile Protocol described above for teachers with students.
5. Use the Anchor Papers to prepare students to develop the skills for MEAP Peer Editing.
Project one of the anchor papers for all students to view. Ask the questions that are
posed for the construction response in this portion of the MEAP assessment.
I want to thank the literacy team members for their work. I hope you will take advantage of
this very valuable resource that could provide teachers and students information to improve
writing.
Dr. Elaine Weber, Director of Macomb Regional Literacy Training Center
THE RESULTS OF THE MEAP 2007 ANCHOR PAPER ANALYSIS
GRADE THREE
Analysis of Anchor Papers that Scored a Four
1. Average number of words 140
2. Average number of sentences 15
3. Average number of paragraphs 2
The following attributes were observed:
1. Title for the writing 6. Variety of sentences (length and
2. Interesting opening (statement kind)
including theme) 7. Logical sequence of events
3. Transition words (moves piece along 8. Metaphor
- so, then, first, next, one time) 9. Problem and solution
4. Dialogue 10. Relevant details
5. Closing 11. Simile
12. Vivid verbs
Analysis of Anchor Papers that Scored a Five
1. Average number of words 145
2. Average number of sentences 14
3. Average number of paragraphs 2
The following attributes were observed:
4. Title for the writing 11. Metaphor
5. Interesting opening (statement 12. Problem and solution
including theme) 13. Relevant details
6. Transition words (moves piece along 14. Simile
- so, then, first, next, one time) 15. Vivid verbs
7. Dialogue 16. Complex sentences
8. Closing 17. Voice
9. Variety of sentences (length and 18. Thought shot
kind) 19. “Book language”
10. Logical sequence of events
RD
THANKS TO THE FOLLOWING EDUCATORS FOR PREPARING THE 3 GRADE DATA :
rd
Nicole Provo,3 Grade Teacher, Fitzgerald Schools
Sharon Charnesky Fraser Public Schools
Shirley Starman,Van Dyke Schools
GRADE FOUR
Analysis of Anchor Papers that Scored a Four
1. Average number of words 233
2. Average number of sentences 15
3. Average number of paragraphs 2
The following attributes were observed:
1. Paragraphs 11. Specificity
2. Complex sentences 12. Dialogue
3. Foreshadowing 13. Effective ending
4. Compelling opening 14. Shrink a Century
5. Engaged the reader 15. Thought shot
6. Cause and effect 16. Description
7. Biography 17. Cause and effect
8. Precise words 18. Snapshot
9. Adverbs and adjectives 19. Flashback
10. Voice
Analysis of Anchor Papers that Scored a Five
1. Average number of words 312
2. Average number of sentences 26
3. Average number of paragraphs 3
The following attributes were observed:
1. Paragraphs 16. Description
2. Complex sentences 17. Cause and effect
3. Foreshadowing 18. Snapshot
4. Compelling opening 19. Flashback
5. Engaged the reader 20. Simile
6. Cause and effect 21. Show not Tell
7. Biography 22. Varying Sentences
8. Precise words 23. Transitional words
9. Adverbs and adjectives 24. Sentence fluency (rhythm)
10. Voice 25. Word choice
11. Specificity 26. Engaging lead
12. Dialogue 27. Metaphor
13. Effective ending 28. Circular closing
14. Shrink a Century 29. Personification
15. Thought shot
RD
THANKS TO THE FOLLOWING EDUCATORS FOR PREPARING THE 4TH GRADE DATA :
Clare Baxter, Literacy Coach, Roseville Schools, cbaxter@roseville.k122.mi.us
Kathy Ming, Literacy Consultant, Utica Community Schools, kathleen.ming@uticak12.org
Mary Lou Paye, Literacy Coach, Roseville Schools, mpaye@roseville, k12.mi.us
Melissa Labadie, Literacy Consultant, Utica Community Schools, melissa.labadie@uticak12.org
GRADE FIVE
Analysis of Anchor Papers that Scored a Four
1. Average number of words 244
2. Average number of sentences 20
3. Average number of paragraphs 4-6
The following attributes were observed:
1. Paragraphs 8. transitions
2. good hooks 9. specific nouns
3. dialogue 10. Repetition of the theme
4. snapshots 11. Exploded moment
5. thoughtshots 12. Behind the scenes detail
6. vivid verbs 13. voice
7. complex sentences 14. shrink a century
Analysis of Anchor Papers that Scored a Five
1. Average number of words 333
2. Average number of sentences 27
3. Average number of paragraphs 4
The following attributes were observed:
1. Paragraphs 12. Behind the scenes detail
2. good hooks 13. voice
3. dialogue 14. shrink a century
4. snapshots 15. Dialogue in the closing
5. thoughtshots 16. Simile
6. vivid verbs 17. Show not tell
7. complex sentences 18. Theme in focus
8. transitions 19. Circular closing
9. specific nouns 20. Metaphor
10. Repetition of the theme 21. Voice
11. Exploded moment 22. Compelling lead (snapshot)
RD
THANKS TO THE FOLLOWING EDUCATORS FOR PREPARING THE 5TH GRADE DATA :
Amber White, North Branch Area Schools, awhite@nbbroncos.net
Durga Miranda, Firzgerald Schools, durmir@fps.fitz.k12.mi.us
Carol Karlstad, Firzgerald Schools, carkar@fps.fitz.k12.mi.us
GRADE SIX
Analysis of Anchor Papers that Scored a Four
1. Average number of words 296
2. Average number of sentences 25
3. Average number of paragraphs 5.5
The following attributes were observed:
1. Opening with dialogue 10. Voice
2. Specific nouns 11. Specificity
3. Internal thoughts 12. Dialogue
4. Compelling opening 13. Effective ending with a life’s lesson
5. Personification 14. Shrink a Century
6. Shrink a century 15. Relevant details
7. Created hyphenated word adjective 16. Concrete comparison
(snotty-popular) 17. Background for the story
8. Precise words 18. Snapshot
9. Show not tell
Analysis of Anchor Papers that Scored a Five
1. Average number of words 422
2. Average number of sentences 36
3. Average number of paragraphs 8
The following attributes were observed:
1. Opening with dialogue 16. Concrete comparison
2. Specific nouns 17. Background for the story
3. Internal thoughts 18. Snapshot
4. Compelling opening 19. Metaphor
5. Personification 20. Internal dialogue
6. Shrink a century 21. Control with sentence length
7. Created hyphenated word 22. Figure of speech personification
adjective (snotty-popular) 23. Specific time
8. Precise words 24. Foreshadowing
9. Show not tell 25. Time transition
10. Voice 26. Idiom
11. Specificity 27. Thought shot
12. Dialogue 28. Experiment with genre
13. Effective ending with a life’s 29. Poetic language
lesson 30. Relevant examples
14. Shrink a Century 31. Lesson-learned closing
15. Relevant details
RD
THANKS TO THE FOLLOWING EDUCATORS FOR PREPARING THE 6TH GRADE DATA :
Sara Taylor, Lapeer Community Schools, staylor@lapeerschools.org
Elaine Gantos-O’Brien, Literacy Consultant, Utica Community Schools, Elaine.gantos -obrien@uticak12.org
Roberta Rickett, Lapeer Community Schools, rrickett53@yahoo.com
GRADE SEVEN
Analysis of Anchor Papers that Scored a Four
1. Average number of words 275
2. Average number of sentences 28
3. Average number of paragraphs 5
The following attributes were observed:
1. Opening with quotation 12. Used prompt as hoot
2. Dialogue 13. Specific noun
3. Sentence variations 14. Summary statement at the closing
4. Use of short sentence to control story 15. Imagery
5. Thoughtshots 16. Self reflection
6. Snapshots 17. Foreshadowing
7. Relevant details 18. Universal connection
8. Good story sequence 19. Voice
9. Stays on topic 20. Pulled emotions of reader
10. Effective examples 21. Interesting word choice
11. Universal statement
Analysis of Anchor Papers that Scored a five
1. Average number of words 332
2. Average number of sentences 20.6
3. Average number of paragraphs 5.6
The following attributes were observed:
1. Opening with quotation 17. Foreshadowing
2. Dialogue 18. Universal connection
3. Sentence variations 19. Voice
4. Use of short sentence to control story 20. Pulled emotions of reader
5. Thoughtshots 15. Interesting word choice
6. Snapshots 16. Time transitions
7. Relevant details 17. Examples
8. Good story sequence 18. Shrink a century
9. Stays on topic 19. juicy word
10. Effective examples 20. Explode a moment
11. Universal statement 21. Footnote
12. Used prompt as hoot 22. Authentic connection (real world)
13. Specific noun 23. Specific details
14. Summary statement at the closing 24. Builds suspense
15. Imagery 25. Empathy
16. Self reflection 26. Talks directly to reader
RD
THANKS TO THE FOLLOWING EDUCATORS FOR PREPARING THE 7TH GRADE DATA :
Linda Clinton, East Detroit Public Schools, lclinton@eds.misd.net
Amber Henness, Est Detroit Public Schools, ahenness@eds.misd.net
Rebecca Schmidt, Colin Powell Academy, Detroit/Harper Woods, Schmidt-detroit@yahoo.com
GRADE EIGHT
Analysis of Anchor Papers that Scored a Four
1. Average number of words 283 (140 to 401)
2. Average number of sentences 12 -13
3. Average number of paragraphs 4-5
The following attributes were observed:
1. Relevant details 8. Creative delivery
2. Good examples 9. Transitional words
3. Dialogue 10. Personal experiences
4. Word Choice 11. Thesis statement
5. Accurate historical facts and events 12. Dialogue moves reader through text
6. Interesting introduction 13. Concluding statements
7. Voice 14. Circular ending
Analysis of Anchor Papers that Scored a Four
1. Average number of words 366
2. Average number of sentences 37
3. Average number of paragraphs 8.8
The following attributes were observed:
1. Relevant details 13. Concluding statements
2. Good examples 14. Circular ending
3. 3.Dialogue 15. Voice
4. Word Choice 16. Use dialogue to tell the story
5. Accurate historical facts and events 17. Foreshadowing
6. Interesting introduction 18. Internal dialogue
7. Voice 19. Show not tell
8. Creative delivery 20. Poetic language
9. Transitional words 21. Slogan for closing
10. Personal experiences 22. Experimenting with myth genre
11. Thesis statement 23. precise word choice
12. Dialogue moves reader through text 24. snapshots
RD
THANKS TO THE FOLLOWING EDUCATORS FOR PREPARING THE 7TH GRADE DATA :
Debbie Parrish, Fraser Public Schools
Victoria Les, St. Clair RESA, vles@sccresa.org
Karla Mrtinek, East Detroit Public Schools, kmartinek@eds.misd.net
