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Writing like a STAAR

Writing like a STAAR. The best intervention is good instruction!. Prompt. Assign vs. Instruct?. Searching for “the answer”. The Answer………. Best Practices. Writing Process Strategies Mentor Text Modeling the Writing Process Increase Writing Frequency and Duration

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Writing like a STAAR

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  1. Writing like a STAAR The best intervention is good instruction!

  2. Prompt

  3. Assign vs. Instruct?

  4. Searching for “the answer”

  5. The Answer……….

  6. Best Practices • Writing Process Strategies • Mentor Text • Modeling the Writing Process • Increase Writing Frequency and Duration • Setting Goals and Using Rubrics • Collaborative Writing • Grammar in Context • Writing Across the Content Areas • Word Processing Programs

  7. Instruction • Author’s Purpose • Thesis (Central Idea/Controlling Idea) • Organization • Sentence Variety • Transitional Words and Phrases • Word Choice • Figurative Language • Tone • Sensory Language • Introduction and Conclusion • Grammar and Conventions

  8. Summer School The best intervention is good instruction

  9. BOOT CAMP

  10. Summer School Intervention Recommendations • Genre based • Informed bythe philosophy of Writing Workshop (writing process) • Based on 4 day week • 2 hours of daily writing instruction

  11. Day 1 • Genre Immersion • Students select topic • Prewrite • Teacher models drafting • Students draft DURING WRITING TIME (after the mini-lesson) teacher is moving about the room and conducting mini-conferences with each students every day.

  12. Day 2 • Revision mini-lesson(s) • Students share their drafts with peers • Students Revise • Students share their revised essays with peers DURING WRITING TIME (after the mini-lesson) teacher is moving about the room and conducting mini-conferences with each students every day.

  13. Day 3 • Continue revision mini-lesson(s) • Students Revise • Students share their revised essays with peers • Editing mini-lesson(s) • Students to share their revised and edited drafts with peers • Final revisions and edits. Publish DURING WRITING TIME (after the mini-lesson) teacher is moving about the room and conducting mini-conferences with each students every day.

  14. Day 4 • Share with authentic audience • Mini-assessment

  15. Resources

  16. Planning for 2012-2013 • Questions to think about • Amount of time in schedule • Teacher proficiency • Teacher confidence • Administrative support • Vertical alignment • Common vocabulary • Relationships

  17. Professional Development

  18. How were the phase-in cut scores determined?

  19. Phase I Raw ScoresLevel II—Satisfactory http://www.tea.state.tx.us/student.assessment/staar/

  20. Recommended Raw ScoresLevel II--Satisfactory http://www.tea.state.tx.us/student.assessment/staar/

  21. Planning for 2012-2013 • Questions to think about • Amount of time in schedule • Teacher proficiency • Teacher confidence • Administrative support • Vertical alignment • Common vocabulary • Relationships

  22. Professional Development

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