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Student Writing Template

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Entry One: Promoting Literacy Development Through Writing                      EMC/LRLA

1. Instructional Context (length = 1 page)
■ Age and grade level of the student

■ What are the relevant and important characteristics of this student? Why have I selected
  him/her? (A brief sketch that will help assessors see this child)




■ What are the specific needs and abilities of this student that influenced my planning for this
    instructional sequence?
-strengths/abilities




-needs




-challenges




■ What are the relevant features of my teaching context that influenced my selection of this
  period of instruction?




2. Assessment/Analysis of Student Writing Ability (length = 2 pages)
• What pattern of behaviors does this student exhibit toward written literacy-related activities?
strengths



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Entry One: Promoting Literacy Development Through Writing                      EMC/LRLA


interests


Needs


preferences


Discuss how you involved the student in responding through writing during these activities (e.g.,
book reading, discussions, journals, etc.).




    • Describe the student's reading and writing ability at the outset of the three-week to three-
       month instructional period.
    What are this student's specific strengths as a reader and as a writer?




    What are this student's specific weaknesses as a reader and as a writer?



    • What assessment(s) did you use to help you determine this student's reading and writing
       ability? (Assessments could include formative or summative assessment(s).)
        -in the beginning


        -as we progressed through the sequence


        -at the conclusion


    • How did you use the information gained about this student from assessment(s) to guide
       student writing growth and development and to help the student construct meaning from
       print? (What did you know, when did you know it, and what did you do with the
       information?)




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Entry One: Promoting Literacy Development Through Writing                      EMC/LRLA




    • How did you ensure fairness, equity, and access for this student? How did you
       accommodate this student's individual learning needs and adjust instruction for this
       individual student? Cite specific examples.
    -What are this child’s learning needs that I must attend to specially?




    -How did I adjust the lessons in consideration of those needs?




3. Planning and Instruction One (focus on the first work sample)-2 pages
-What was the specific long-term writing goal for this student? Why is it appropriate?




-How does that goal reflect the developmental needs of this student at this time? Why is it
appropriate?




-What state, local, national goal is reflected in this goal? Why is it appropriate?




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Entry One: Promoting Literacy Development Through Writing                     EMC/LRLA

-What was the short-term goal of instruction that resulted in this writing sample? Why is it
appropriate?




Describe the instruction designed to meet the long-term goal?




Describe the instruction designed to meet the short-term goal?




How did you tailor your instruction to meet the specific needs of this student?



What kinds of instructional strategies and resources did you use in teaching in this assignment?




Describe the specific assignment that generated this work sample.




Why did you use this assignment with this student? (Why does it make sense for this child?)




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Entry One: Promoting Literacy Development Through Writing                   EMC/LRLA



How did this assignment reflect your short-term goal? (How does doing this assignment help a
student achieve the goal I set?)




How did this assignment reflect your long-term goal? (What role does this assignment play in
getting a student to the long-term goal?)




What did you want to learn from this assignment? (about this student? and others? about my
teaching and what works and what doesn’t? about what else I need to learn?)




4. Description and Analysis of Student Work Sample One
Analyze how this student’s weaknesses were strengthened? Cite specific places (evidence) in the
sample that show this.(What is shown here? Where are the places that I see real change? How
did this happen?)




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Entry One: Promoting Literacy Development Through Writing                  EMC/LRLA




What feedback did you provide the student about his writing ability and ability to construct
meaning from print? (Might help to show this as written comment or to record specifics of a
conversation. What went on between T. and s. that helped them understand together the nature of
the learning and to refocus on the next goals and how they will work together to achieve them?)




What did you learn about this student’s writing progress through this assignment?(What do I
know now that you didn’t know before? New learning for me? Questions? Ah-hahs? Connections
to my teaching? Ideas about where to go next?)




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Entry One: Promoting Literacy Development Through Writing                    EMC/LRLA




5. Planning and Instruction Two (using information from the first assignment to inform
next part of instruction in the sequence)
How did you use the information you learned from the first sample to plan instruction to further
student’s growth as a writer?




How did you use the knowledge to set new goals for the student? What goals did you set? (Be
sure there is a connection between these.)




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Entry One: Promoting Literacy Development Through Writing                    EMC/LRLA




How did they guide the student to grow as a writer and to make a connection between reading
and writing (explain what this connection is!)?




How did you adjust your instruction so you could meet this student’s needs? (Specifics!)




Describe the instruction you planned to help student meet these new goals.




Tell what the specific assignment was for work sample #2.




Talk about how the instruction plan and the assignment will meet the new writing goals.




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Entry One: Promoting Literacy Development Through Writing                     EMC/LRLA




Talk about the instructional resources/strategies you used in this assignment. Why did you
choose these. ( How do they make sense for this student?)




6. Description and Analysis of Work Sample Two (2 pages)
Were the strategies you used effective in meeting the needs of this student?( how do I know?
What evidence in the sample can I cite?)




How well were the goals for this lesson met for this student? (Evidence that this is true goes
here.)




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Entry One: Promoting Literacy Development Through Writing                 EMC/LRLA




How did you help the student make a connection between reading and writing? (Tell what you
did and how the connection took place. Be specific and give important examples.) What
strategies did you use to help the student make meaning from print? Cite examples from the
writing sample. EVIDENCE!




What feedback did you give the student? How did that feedback help the student continue to
develop as writer? How did that feedback help the student continue to make meaning from print?
(Describe and analyze)




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Entry One: Promoting Literacy Development Through Writing                    EMC/LRLA




How did this student grow over the entire instructional sequence? Cite the evidence in sample
two. (What do I know that this child can do now that he could not do before? Where do I see
this?)




7. Reflection 2pages
How well were the instructional goals met? Was the instructional design successful in getting
the student to grow as a writer and become more successful in constructing meaning from print?
Give evidence that this is true. (Look at the work and talk about what the student shows in these
samples that leads you to this conclusion. What’s changed and how does that change
demonstrate success?




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Entry One: Promoting Literacy Development Through Writing                 EMC/LRLA




Would you do anything differently if you were to teach this again? What and why?




How will what you did influence future teaching?




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