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KCAS and Writing On-Demand Sandra Hogue, Elementary Literacy Team

I attended the following session in January during a SBIC meeting. A couple of our 5 th grade teachers also attended a similar session at another time. I then debriefed on the session with 4 th and 5 th grade teachers. We discussed learning from the session and ideas for implementation.

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KCAS and Writing On-Demand Sandra Hogue, Elementary Literacy Team

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  1. I attended the following session in January during a SBIC meeting. A couple of our 5th grade teachers also attended a similar session at another time. I then debriefed on the session with 4th and 5th grade teachers. We discussed learning from the session and ideas for implementation. Nicole Feld, Literacy Resource

  2. KCAS and Writing On-DemandSandra Hogue,Elementary Literacy Team Demonstrating Writing Skill in Testing Situations

  3. Designed to Assess Students’ Writing Skills

  4. KPREP Writing Parts One and Two Stand-Alone Prompt • Student choice between two prompts • Opinion (W.1) and Narrative (W.3) • 30 minutes • Prompt determines purpose, audience, and format Passage-Based Prompt • ONE mandatory prompt • Informative/Explanatory (W.2) • 90 minutes • Text-dependent • Prompt determines purpose, audience, and format

  5. JCPS GENERATED SUPPORT DOCUMENTS

  6. JCPS Unit to Support Guided Practice

  7. Recommendations for Application: Guide students through each experience in the stand-alone prompt section of the unit before simulating a testing situation, allowing students 30 minutes to craft a piece based on an unfamiliar prompt. Utilize the KDE writing rubric to analyze student work and adjust instruction accordingly. Repeat the simulation at least once more, prior to KPREP. Continue to teach authentic writing.

  8. Recommendations for Application: B. Guide students through each experience in the passage-based on-demand section before simulating a testing situation, allowing students 90 minutes to craft a piece based on an unfamiliar prompt. Utilize the KDE writing rubric to analyze student work and adjust instruction accordingly. Repeat the simulation at least once more, prior to KPREP. Continue to teach authentic writing.

  9. Recommendations for Application: C. Guide students through experiences in the stand-alone prompt section of the unit periodically throughout the semester before simulating a testing situation, allowing students 30 minutes to craft a piece based on an unfamiliar prompt. Utilize the KDE writing rubric to analyze student work and adjust instruction accordingly. Repeat the simulation at least once more, prior to KPREP. Continue to teach authentic writing.

  10. Recommendations for Application: D. Guide students through experiences in the passage-based on-demand section periodically throughout the semester before simulating a testing situation, allowing students 90 minutes to craft a piece based on an unfamiliar prompt. Utilize the KDE writing rubric to analyze student work and adjust instruction accordingly. Repeat the simulation at least once more, prior to KPREP. Continue to teach authentic writing.

  11. Performance Tasks Provides snapshots of student performance in three simulations throughout the year Recommended for use next year

  12. H E L P F U L T I P S F O R T E A C H E R S

  13. Writing On-Demand • TEACH WRITERS ALL YEAR! The guided practice unit and performance tasks will not provide enough support for students to develop as writers. Therefore, demonstrating proficiency in the testing scenario is impossible. • Writing to Learn and About Reading and Other Content • Writing to Demonstrate Learning • Writing for Publication

  14. Write-to-the-Point A Closer Look at Stand-Alone Prompts • 30 minutes • Student choice of MODE - opinion or narrative (real or imagined) • Purpose, audience and format provided • JCPS Recommends: 1) Reading the prompts for purposes, audiences and forms, 2) Selecting the best-fit prompt, 3) Brief write-to-the point planning, 4) CAREFULLY using the lead, supporting and closing paragraphs frame to craft a piece in the testing booklet, 5) Rereading for clarity (errors, word choice, etc.)

  15. A Closer Look at Passage-Based Prompts • 90 minutes • One prompt – NO choice • MODE – Informative/Explanatory • Purpose, audience and format provided • JCPS Recommends: 1) Reading the prompt for purpose, audience and form, 2) Reading and coding text, 3) Write-to-the-point planning, 4) Carefully using the lead, supporting and closing paragraphs frame to craft a piece in the testing booklet, 5) Rereading for clarity (errors, word choice, etc.)

  16. Current State Scoring Rubric DRAFT

  17. Pending Decisions / Info from KDE • Final decisions about testing time • Scoring rubric • Student sample responses for released items Things to Know • Student responses will be scored as drafts, not polished pieces. • Students will plan and create in the testing booklet.

  18. About Language Testing at Grade 4 • Language Mechanics • 30 multiple choice questions • 30 minutes • Format unknown • The Literacy Team is developing flashbacks using SBGP passages to support review of language standards, including vocabulary. They are designed to be used as review after best-practice instruction in the context of authentic reading and writing has been provided. They will be available later this week.

  19. We are scheduling professional development sessions to support implementation of the unit. Principals will be notified of dates this week. PD Sessions

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