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Writing Assessments

Writing Assessments. Ingredients for a Good Introduction. Choose a “ hook ”: dialogue, thought, question, feeling, or sound effect. Set purpose for action or writing (thesis) with 3 reasons or examples to be explained in the body paragraphs . Teacher: Writing prompt includes:

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Writing Assessments

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  1. Writing Assessments Ingredients for a Good Introduction Choose a “hook”: dialogue, thought, question, feeling, or sound effect. Set purpose for action or writing (thesis) with 3 reasons or examples to be explained in the body paragraphs. Teacher: Writing prompt includes: 1. Context (specify the knowledge the student will be using to respond) 2. Specification of Reasoning (what type of reasoning/problem-solving is required?; use DOK question stems here) 3. Point the Way(the criteria on which the reader will judge the response; mini-rubric) Use a scoring guide(generic/6 Trait) Teach the scoring guide to the students Students: Teach them what good writinglooks like (6 traits of good writing) Teach them to use the scoring guide(s) Graphic Organizers: help with organization Ingredients for A Good Conclusion • Memory of a main event • Main character’s feelings • Main character’s hopes/wishes • A decision/defining action

  2. ^ Revision Techniques Types of Titles Summary Title: gives the reader the most information & is commonly used in expository writing, like a newspaper article. Preview Title: tells the subject, but doesn’t give specific details--can create curiosity--many introduce the main character and/or highlight the setting of the conflict. Teasing Title: leaves the reader guessing and is commonly used for fiction; sometimes uses a pun. Symbolic Title: words must be carefully chosen to have more meaning than the reader first realizes. • Carets Insert new word, phrase, or line • arrows allow the writer to connect with empty spaces on the page—in the margins or on the back • asterisks*good for inserting chunks • spider legs staples strips of paper to the draft at appropriate parts • post-its use post-its to add material • tapetape additions to text • cut & tape insert new chunks or reorder • colors certain sections as a way to organize the order of the text • circlecircle what you’ll keep or what you’ll delete Ways to use it in my class: Ways to use it in my class:

  3. Editing Steps in the Writing Process 1. Prewriting (Brainstorming/ rehearsing) 2. Drafting (write for the first time) 3. Revising (add, take out, change words around) 4. Editing (check spelling, punctuation, etc.) 5. Conferencing (with teacher or other students) 6. Publishing (put in its neatest form & share) • Mechanics • ____ Did I end each sentence with the correct punctuation? • ____ Did I use commas and semicolons correctly? • ____ Did I capitalize all proper nouns? • ____ Did I begin each sentence or direct quotation with a capital letter? • ____ Did I use quotation marks to show the beginning and end of another’s exact words? • Usage • ____ When I read my essay aloud, it made sense. • Grammar • ____ Do the subjects and verbs in my sentences agree? • ____ Did I use complete sentences? • ____ Did I indent the first line of each paragraph? • ____ Did I use adjectives and adverbs correctly in comparisons? • ____ Did I use any double negatives? If so, did I correct them? • Spelling • ____ Did I check the spelling of the names of people and places? • ____ Did I use the correct form of words that sound alike but have different spellings and meanings? • ____ Did I check the spelling of words I am not sure of, especially troublesome words like their and there?

  4. 1 2 3 Scribe for Prewriting Solution Setting 4 5 6 Problem Ending Characters 6 Traits of Good Writing Each student on the team rolls the cube until one student is selected as scribe. The scribe records the student responses on a graphic organizer (see next page). Each student in turn rolls the cube and gives a complete, appropriate response to the part he/she rolls. If the student rolls what has already been completed, she/he can roll again. Team members rotate and roll until the graphic organizer is complete. The scribe posts the graphic organizer at the writing table. Each student composes her/his own story using information from the organizer and adding her/his own details. Team Story 1. Organization: enhances the central theme; order, structure, or presentation is compelling & moves the reader through the text 2. Content & Ideas: paper is clear & focused; holds readers’ attention 3. Word Choice: words convey intended message in a precise, interesting, & natural way; words are powerful & engaging 4. Fluency: writing has an easy flow, rhythm, & cadence; sentences structure is varied 5. Voice: writer speaks directly to the audience (knows purpose for writing and has respect for the audience) 6. Conventions: spelling, punctuation, capitalization, grammar, paragraphing mistakes do not distract from overall readability Characters Setting Title Problem Ending Solution

  5. ACE Protocol (for short answer questions) ? Students learn to answer questions more fully by “ACE”ing them. • Answerthe question. • Citetextual evidence. • Expandyour answer. Math Application of ACE • Analyze the problem • Calculate the answer • Explain how you got the answer. Ways to use it in my class:

  6. Sandwich Chart Inverted Triangle Ways to use it in my class: Ways to use it in my class:

  7. Power 1 Power 1 • Power 1: Focus (main idea, topic, theme, thesis) • Power 2: Support (supporting ideas, major ideas, details) • Power 3: Elaboration Power 1 Writing About What Power Writing 3________________________________ 3________________________________ 3________________________________ 3________________________________ 3 ________________________________ 3 ________________________________ 3________________________________ 3 ________________________________ 3 ________________________________ Power 2 Power 2 Power 2 Power 1 Pwr 2 Ways to use it in my class: Power 3 Power 1 Power 2 Power 2 Power 2 Power 3 Power 3 Power 3 Power 3 Power 3 Power 3

  8. Transition • Major Detail • Minor Detail • *Vivid/Precise • Minor Detail • *Vivid/Precise • Minor Detail • *Vivid/Precise • Transition • Major Detail • Minor Detail • *Vivid/Precise • Minor Detail • *Vivid/Precise • Minor Detail • *Vivid/Precise • Major Detail • Minor Detail • Major Detail • Minor Detail Restate the Question Central Idea • Major Detail • Minor Detail Wrap-up sentence (with feeling) Transition Wrap-up paragraph • Transition • Major Detail • Minor Detail • *Vivid/Precise • Minor Detail • *Vivid/Precise • Minor Detail • *Vivid/Precise Constructed Response/Paragraph Transitions 4 Writing 4 Writing Extended Essay One reason First For example For instance One example To begin To start Second Another reason Another example Also As well as Too In addition Additionally Besides Next Moreover Central Idea Consequently On the whole Undoubtedly Obviously Unquestionably Thus Finally In short As one can see Hence Therefore Third Another reason Another example Also As well as Too In addition Additionally Besides Next Moreover

  9. Persuasive Expository (Explanation) Reason 1 Reason 2 Advantage 1 Advantage 2 • ___________ • ________________ • ______________________ • ______________________ • ______________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ 4 Writing 4 Writing Item(s) to be explained. Idea of which you want to convince the reader. Reason 3 Advantage 3 ________________________________________________________________________________________________ ________________________________________________________________________________________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ Wrap-up Wrap-up Compare/Contrast Narrative Before event During event 1 way they’re same or different 2nd way they’re same or different • ___________ • ________________ • ______________________ • ______________________ • ______________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ 5 W’s: Who, what, where, when, why? Two or more things to compare/contrast. 3rd way they’re same or different After event ________________________________________________________________________________________________ ________________________________________________________________________________________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ • ___________ • ________________ • ______________________ • ______________________ • ______________________ Wrap-up Wrap-up

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