Writing Required on Assessments

1. Writing Required on Assessments Writing on command means you are given the format (prompt) The writer mustfollow an expected format since the person scoring the writing expects to find certain things within the writing structure. The most common types of writing prompts on standardized tests are: • Expository: inform, tell steps, explain, examples, reasons • Narrative: fictional or personal story • Persuasive: convince with evidence • Descriptive: use vivid detail to “paint a picture” in the reader’s head Packet p1

2. Writing Required on Assessments Students need to understand the vocabulary used in the writing prompts to ensure that they answer the questions correctly. Spend time teaching this list of key words and use them on your classroom assessments to help your students feel comfortable with them. Packet p1

3. When Should We Use the 4 Writing Method? • Constructed Response items and paragraph-writing in all subject areas (abbreviated version.) • Performance Events and 5-paragraph essay writing in all subject areas (full version). How Does 4 Help Students on the MAP? • The Four Square writing method explicitly teaches students to plan and organize their writing around a central idea. • Students learn to use transition words between paragraphs. • Also, they practice using precise & vivid details in their writing. Packet p2

4. Abbreviated Version for Constructed Response Items What goes in each of the squares for a constructed response item? 4 + D MajorDetail #2: MajorDetail #1: • SupportingDetail: • __________________ • SupportingDetail: • __________________ Central Idea: Summary Statement: ________________________________________________________________________________________ MajorDetail #3: • SupportingDetail: • __________________ Packet p3

5. Transition Words Transition Words MajorDetail #1: MajorDetail #2: 4+ D + T +V • SupportingDetails: • __________________ • _______________ • __________________ • _______________ • __________________ • _______________ • SupportingDetail: • __________________ • _______________ • __________________ • _______________ • __________________ • _______________ Central Idea: Transition Words Summary Statement: __________________________________________________________________________________________________________________________________________________________ MajorDetail #1: • SupportingDetails: • __________________ • _______________ • __________________ • _______________ • __________________ • _______________ * = Precise and/or vivid language Packet p6

6. In a performance event or essay, it is important to use complex sentences with transition statements within and between paragraphs. Students need to practice using transitions. Using Transitions Second Another reason Another example Also As well as Too In addition Additionally One reason First For example One example To begin To start Third Another reason Another example Also As well as Too In addition Additionally Finally In short As one can see So you can see Hence Therefore Packet p7

7. Precise & Vivid Language • Another requirement in good writing is the use of precise and vivid language. Too often, our students are vague and do not describe the contents of their answers well enough for a grader to accurately determine their meaning. • Precise language includes using nouns instead of pronouns, and specific examples instead of generalities. • Vivid language uses words that give the reader a clear mental image of what the writer is describing. Packet p7

8. Expository (Explanation) Narrative Reason 1 Reason 2 Before event During event • ___________ • ________________ • _______________ • _______________ • _______________ • ___________ • ________________ • _______________ • _______________ • _______________ • ___________ • ________________ • _______________ • _______________ • _______________ • ___________ • ________________ • _______________ • _______________ • _______________ Item(s) to be explained. 5 Ws: Who, what, where, when, why? Reason 3 After event • ___________ • ________________ • _______________ • _______________ • _______________ • ___________ • ________________ • _______________ • _______________ • _______________ ________________________________________________________________________________ ________________________________________________________________________________ Wrap-up Wrap-up Different Types of Writing See packet page 11 for ideas to use these types of writing in art, business, FACS, math, music, and physical education. Packet p10

9. Persuasive Compare/Contrast Advantage 1 Advantage 2 1 way they’re same or different 2nd way they’re same or different • ___________ • ________________ • _______________ • _______________ • _______________ • ___________ • ________________ • _______________ • _______________ • _______________ • ___________ • ________________ • _______________ • _______________ • _______________ • ___________ • ________________ • _______________ • _______________ • _______________ Idea of which you want to convince the reader. Two or more things to compare/contrast. Advantage 3 3rd way they’re same or different • ___________ • ________________ • _______________ • _______________ • _______________ • ___________ • ________________ • _______________ • _______________ • _______________ ________________________________________________________________________________ ________________________________________________________________________________ Wrap-up Wrap-up Different Types of Writing See packet page 11 for ideas to use these types of writing in art, business, FACS, math, music, and physical education. Packet p10

10. Assignments to Practice Writing in Your Classroom Try other writing assignments that tax you less and give students the opportunity to display their knowledge of content material in a creative and interesting way. Examples on handout: Even though these are not traditional, formal writing assignments, be sure to emphasize the organization of the writing so that student writing is organized, uses details to support and develop ideas, is aimed at the appropriate audience, uses vivid and precise language, and uses transitions effectively. Packet p12

11. Four Square method for Math & Science Problems. QIdentify the Question that needs to be answered. P/H What Process (math operation) must be used or what is your Hypothesis to be tested? Process or Hypothesis Information I Collect data needed to solve the problem or test the hypothesis & put it in the Information box Question C Write the number sentence needed to compute the answer for the problem; put it in the Compute box Compute Solution S Place the answer, along with any other necessary information in the the Solution box Packet p13

12. Four Square method for Math & Science Problems. Problem: Susan has 10 cousins and 12 friends. Today she baked 144 cookies. Since she was trying to lose weight, she did not eat any. Neither did she keep any for a midnight snack. She decided to give all the cookies away; she wanted each of her friends to have the same amount. How many cookies will each friend get? Analyze & Solve, then………………Communicate the Process I will use division to solve the problem because you can use division to make equal parts. I used the number 144 because Susan wants to give all the cookies away. I used the number 12 because she will give cookies to her friends, but not her cousins. P: I: 144, 12 Q: How many cookies will each friend get? Susan wants to give the same amount of cookies to each friend. S: 12 cookies each C: 144 12 =___ Number sentence: 144  12 = ____. Answer: 12 Susan can give each of her friends 12 cookies. Packet p13