Writing Workshop Writing Pathways Unit 1 Narrative

1. Writing WorkshopWriting PathwaysUnit 1 Narrative By Pam Burnett

2. 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

3. 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

4. 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

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

6. 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

7. 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

8. 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.

9. The Norming Meetingusing our rubric • Step 1: Assess one child’s 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

10. Let’s Try It Together

11. 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.

12. Harvesting Information to Differentiate Instruction • Don’t 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 writing—during conferring

13. Narrative Book 1 • Writing workshop: mini lesson, writing/conferring, share • Read lesson 1 and compare to Cliff Notes

14. 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

15. Next Month’s Meeting • Bring your management notebook or method of record keeping. We will learn and get ideas from each other. • Conferring: The Heart of Your Writer’s Workshop