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The Thrills and Chills

The Thrills and Chills. of the. Alabama Direct Assessments of Writing. Introduction and Credit. This PowerPoint was created by Kanetra Germany at the Alabama State Department.

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The Thrills and Chills

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  1. The Thrills and Chills of the Alabama Direct Assessments of Writing

  2. Introduction and Credit This PowerPoint was created by Kanetra Germany at the Alabama State Department. Mrs. Curlee, curriculum specialist, at Montview Elementary School added in slides 3 and slides 31-35 specifically tailored to her school.

  3. Montview’s Writing Scores 2008-2009 Score Breakdown (5th Grade) Level I 4% Level II 32% Level III 57% Level IV 7% 62% benchmark 2006 58% benchmark 2007 52% benchmark 2008 64% benchmark 2009

  4. Overview • In late February, Alabama fifth, seventh, and tenth graders participate in the Alabama Direct Assessments of Writing (ADAW). • This criterion-referenced assessment measures levels of writing achievement ranging from Level I- Does not meet standards to Level IV-Exceeds standards. • Administration time for fifth grade is fifty minutes, while administration time for seventh and tenth grades is sixty minutes. Gravity

  5. Overview • The focus of the assessment is first-draft writing rather than a finished product. • The emphasis is placed on holistic writing • using meaningful, precise vocabulary vs. spelling • maintaining author control vs. capitalization • displaying an organizational plan vs. occasional run-on sentences Adrenaline

  6. Narrative Writing Grades 5, 7, and 10 Descriptive Writing Grades 5 and 7 Expository Writing Grades 5, 7, and 10 Persuasive Writing Grades 7 and 10 Assessed Modes of Writing Whiplash

  7. Narrative Writing • Meaningful narrative writing relates a clear sequence of events (fictional or non-fictional) that occurs over time. • Purpose • Audience • Setting • Characters • Plot • Conflict • Climax • Resolution Free Fall

  8. Descriptive Writing • Descriptive writing is the clear depiction of people, places, objects, or eventsusing appropriate details. • An effective description will contain sufficient and varied elaboration of details. • Sensory details describe what the writer sees, hears, smells, touches, and tastes.

  9. Descriptive Writing • When describing an object, concentrate on physical appearance. • When describing a person, focus on behavior, movement, and physical appearance. • When describing a place, concentrate on people and surroundings. • Use exact vivid words. • Employ figurative language to create vivid word pictures. Z-Force

  10. Expository Writing • Expository writing is defined as presenting reasons, explanations, or steps in a process. • Logical order / sequencing of events • Main idea • Supporting details • Conclusion • Transitional words Catapult

  11. Persuasive Writing • Persuasive writing is defined as presenting reasons and examples to influence action or thought. • Use strong persuasive words. • Use appropriate transitional words. • Use logical order. • End with a strong summary statement. Loops

  12. Grade 5 Test-Answer Document Grade 5 has a blue band.Notice the logo. Pre-ID Label Placement Barcode number Lithocode number

  13. Grade 7 Test-Answer Document Grade 7 has a brown band. Notice the logo. Pre-ID Label Placement Barcode Number Lithocode Number

  14. Grade 10 Test-Answer Document Grade 10 has an orange Notice band. the logo. Pre-ID Label Placement Barcode Number Lithocode Number

  15. Explanation of Scoring • Each paper is scored independently by two readers on a 4-point scale that ranges from a low of one to a high of four. • The scores of the two readers are added to yield an overall score ranging from two to eight. • A score of 0 is not rated. • Papers that are not rated are considered Level I papers. Turns

  16. Explanation of Scoring • If the scores of the readers differ by more than one point, the score is resolved by a master reader. • The paper’s score is the master reader’s score doubled. Potential Energy

  17. Reporting of Scores • Level IV (7-8 points): This writing is thorough with a strong sense of audience and purpose and is precise, consistent, and elaborated with details that are clear and coherent. • Level III (5-6 points): This writing indicates a good understanding of the writing task and is sufficiently developed with a sense of audience, purpose, and author control. • Level II (3-4 points): This writing reflects some understanding of the writing task but more author involvement than author control. • Level I (0 or 2 points): This writing shows little understanding of the writing task. A score of 0 is not rated. • Not rated: To receive this score, papers may be blank, insufficient, off topic/off mode, illegible, incomprehensible, in a foreign language, copied verbatim from the prompt, or refusal to write.

  18. Group Holistic Scores • The group reports provide the number and percent of students scoring at the various levels of achievement for each mode of writing as well as the mean for each mode. • The Mean Raw Score across modes shows the average for all students’ responses across the three or four modes of writing.

  19. Group Analytic Scores • Keep in mind that the analytic score is not a part of the overall holistic score.

  20. Individual Student Report • The Individual Student Report provides a score and an explanation of the student’s performance on both the Focused Holistic Rubric and the Alabama Analytic Rubric.

  21. Annotated Student Response Packets • An Annotated Packet provides critical commentary on sample student responses in each mode and each achievement level. Incline

  22. Annotated Student Response Packets Accessing the Packets: • Go to www.alsde.edu. • Locate “Sections” in the left, blue margin. • Scroll and click “Student Assessment.” • Locate “Publications” in the left, blue margin. • Scroll and click “Annotated Packets 2006-2007.” Corkscrew

  23. Annotated Student Response Packets • There are three categories of information provided in the Annotated Packets. • Overview • Rubrics • Annotated Student Responses

  24. Annotated Student Response Packet: Overview • An overview of the Alabama Direct Assessments of Writing includes background information on the assessment, training of readers, explanation and reporting of scores, sample reports, and an interpretation of the scores. Loops

  25. Annotated Student Response Packet: Rubrics • The Focused Holistic Rubric and the Alabama Analytic Rubric are included for Level I (Does not meet standards) through Level IV (Exceeds standards). • The Focused Holistic Rubric explains the four areas of concentration: purpose, content, audience, and organization/clarity.

  26. Annotated Student Response Packet: Rubrics • The Alabama Analytic Rubric focuses on writing mechanics, sentence formation, and grammar and usage. Keep in mind that students’ overall scores are based on the Focused Holistic Rubric.

  27. Annotated Student Responses • The Annotated Packets provide a definition of each mode assessed, the prompt, and sample student responses. There are several annotated student responses provided for each level of achievement. Kinetic Energy

  28. Sample Annotated Student Response Lithocode number Matching Lithocode number

  29. Free Fall Tips • Writing is a process that cannot be learned overnight. • Each LEA should have a writing program in place that begins in kindergarten. • ALL students must be assessed on the same day.

  30. Free Fall Tips • Encourage mock assessments for all grades throughout the year. • Remember, this assessment is just a “snap shot” of a student’s writing ability. • Make sure that a student has only one completed test/answer document. Every test/answer document sent to the vendor will be scored.

  31. Montview Writing Plan • Have high expectations! Grades K-5 * 3 writing benchmarks yearly * 50 minutes • Every teacher will have a writing benchmark 3-ringed binder that contains their 4 mock writing assessments and scoring rubrics for the year. Organize by student name please! • Every child will have a yellow writing folder for instructional purposes. Each classroom/grade level will differ based on each teacher’s instruction (this folder (not each student’s contents) will be provided for each child by Mrs. Curlee). Mrs. Curlee will provide each teacher with a hard copy of appropriate grade level rubrics, writing information, transitional words, writing activities, etc for the folders. • Display writing in the hallways (should be changed out monthly at least). • Each grade level is responsible for teaching the writing content from the Alabama Course of Study between each writing benchmark test. • Each grade level will receive copies of information from the Huntsville City Schools Writing Curriculum and from the state department that should be used as a ‘resource’ in correlation with Scott Foresman in order to appropriately teach writing throughout the year. If everyone uses the SAME writing instructional formats from K-4th grade, the 5th grade teachers will have an easier time teaching writing to their students. Also, strugglers can benefit each year from the repetition. • All teachers, k-5, are REQUIRED to teach the writing and language section of their COURSE OF STUDY focusing on the mode of writing timeline throughout the year. The course of study connects with the next year. Our students do not need instructional gaps in their writing. 8. All 3 writing benchmark assessments will be assessed using a rubric that correlates with the 5th grade Alabama Writing Assessment provided by the Huntsville City School’s K-5 writing curriculum.

  32. Montview’s Writing Plan Benchmark Test Pacing Grades K-4 October 29th Benchmark #1 results grid due January 28th Benchmark #2 results grid due May 13th Benchmark #3 results grid due

  33. Montview’s Writing Plan Instructional Pacing for Grades K-4 (K-4:Teach all 3 modes of writing by using the writing and language section of your COURSE OF STUDY) August, September, October Descriptive Writing November, December, January Narrative Writing February, March, April, May Expository Writing *ARMT Prep & Assessment Expository writing will help with open ended responses in ARMT reading

  34. Montview’s Writing Plan Benchmark Test Pacing Grade 5 5th Grade will develop their own pacing for 2010-2011

  35. Montview’s Writing Plan Montview’s writing plan contains 3 parts for each grade level K-5: 1. Course of Study (Writing / English) 2. Instructional Pacing of the 3 modes 3. Benchmark Test Dates Along with Montview’s plan of instructional writing mode pacing and benchmark dates, teachers will use the scoring rubrics, graphic organizers, and other resources provided by the Huntsville City School’s writing plan for instructional purposes. Mrs. Curlee will be providing each teacher with this information in your “writing packets.” Teachers will also teach the Writing/English section of the Alabama Course of Study between each writing benchmark focusing on the school-wide determined mode for that time frame. Each grade level will see the same rubrics, graphic organizers, and other resources from one year to the next. This will help strugglers and will help develop a school-wide uniformed writing plan K-5 focused on the Alabama Course of Study and the 5th Grade Writing Assessment requirements.

  36. Kindergarten Course of Study: Writing and Language 8. Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. Examples: graphic organizers, storyboards, peer group discussions Drafting by stringing letters together to express thought Revising group or modeled story Using approximate spelling while editing Publishing through reading or displaying work Using basic punctuation Examples: period, question mark, exclamation point 9. Print upper- and lower-case letters using proper formation, spacing, and letter-line placement. Using correct hand position when holding writing instrument

  37. Kindergarten Instructional Pacing August, September, October Teach COS objectives 8 & 9 (Pre-writing & letter writing) with descriptive writing November, December, January Teach COS objectives 8 & 9 (Pre-writing & letter writing) with narrative writing February, March, April, May Teach COS objectives 8 & 9 (Pre-writing & letter writing) with expository writing

  38. Kindergarten Benchmark Test Dates Benchmark #1 (2 assessments) Purpose: (1) to assess instruction on COS 9 Print alphabet in capital letters ANDPrint alphabet in lowercase letters (2) Graphic Organizer Purpose: to assess COS 8 (pre-writing) Brain storming and drawing for descriptive writing

  39. Kindergarten Benchmark Test Pacing Benchmark #2 (2 assessments) (1) Purpose: to assess instruction on COS 9 Print alphabet in capital letters ANDPrint alphabet in lowercase letters (the students who have mastered this can begin taking the assessment for printing words in lowercase letters or printing complete sentences; these assessments will be available for kindergartners who are ready!) (2) Graphic Organizer Purpose: to assess COS 8 (pre-writing) Brain storming and drawing for narrative writing April 23rd Benchmark #3(2 assessments) (1) Purpose: to assess instruction on COS 9Print alphabet in capital letters AND Print alphabet in lowercase letters (the students who have mastered this can begin taking the assessment for printing words in lowercase letters or printing complete sentences; these assessments will be available for kindergartners who are ready!) (2) Graphic Organizer Purpose: to assess COS 8 (pre-writing) Brain storming and drawing for expositorywriting

  40. First Grade Course of Study: Writing and Language 8. Use complete sentences to address a topic or tell a story. Using graphic organizers to outline content Rereading to make revisions Editing for spelling, punctuation, and capitalization Publishing final draft Using descriptive, narrative, and expository modes of writing Writing simple poems addressing a topic 9. Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I. Using question marks at the end of asking sentences 10. Use a word that names a person, place, thing, or animal as the subject of a sentence. Using verbs to show action Using adjectives to describe Identifying singular and plural nouns 11. Exhibit proper letter formation, spacing, and letter-line placement in words and sentences.

  41. First Grade Instructional Pacing August, September, October Teach COS objectives 8, 9, 10 (writing complete sentences) & COS 11 (proper letter writing in words and sentences) with descriptive writing November, December, January Teach COS objectives 8, 9, 10 (writing complete sentences) & COS 11 (proper letter writing in words and sentences) with narrative writing February, March, April Teach COS objectives 8, 9, 10 (writing complete sentences) & COS 11 (proper letter writing in words and sentences) with expository writing

  42. First Grade Benchmark Test Dates Benchmark #2 Purpose: to assess instruction on COS 11 Print 5 words in lowercase letters Purpose: to assess instruction on COS 8, 9, 10, complete sentences Write 2 complete sentences for a descriptive paragraph

  43. 1st grade benchmark test dates continued Benchmark #2 Purpose: to assess instruction on COS 11 Print 10 words in lowercase letters Purpose: to assess instruction on COS 8, 9, 10, complete sentences Write 5 complete sentences for a narrative paragraph Benchmark #3 Purpose: to assess instruction on COS 11 Print 15 words in lowercase letters Purpose: to assess instruction on COS 8, 9, 10, complete sentences Write 5 complete sentences for an expository paragraph

  44. Second Grade Course of Study: Writing and Language 8. Organize sentences into a paragraph to address a topic or tell a story. Sorting information using graphic organizers Generating a topic sentence and a concluding sentence in a paragraph Drafting a written piece, including an introductory paragraph and a concluding paragraph Editing for spelling, punctuation, capitalization, and sentence variety Publishing final draft Using descriptive, narrative, and expository modes of writing Writing free verse poetry to express ideas 9. Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression. Using abbreviations, apostrophes in contractions, and apostrophes in possessives in writing Using commas in writing Examples: dates, friendly letter greetings, physical address, items in a series Using exclamation points at the end of sentences to show emotion in writing 10. Use concrete nouns and action verbs in written communication. Examples: concrete nouns—teacher, beach, desk, dog action verbs—run, eat Describing nouns using adjectives in writing Substituting nouns with pronouns in writing Using singular and plural nouns in writing 11. Write words and sentences legibly with proper spacing in manuscript. Forming upper- and lower-case letters in cursive

  45. Second Grade Instructional Pacing August, September, October Teach COS objectives 8, 9, 10 (organizing sentences into paragraphs& essays) & COS 11 (proper letter writing in words and sentences) with descriptive writing November, December, January Teach COS objectives 8, 9, 10 (organizing sentences into paragraphs & essays) & COS 11 (proper letter writing in words and sentences) with narrative writing February, March, April, May Teach COS objectives 8, 9, 10 (organizing sentences into paragraphs & essays) & COS 11 (proper letter writing in words and sentences) with expository writing

  46. Second Grade Benchmark Test Dates Benchmark #1 Purpose: to assess instruction on COS 8, 9, 10, 11 organizing sentences into paragraphs and essays Write at least 3 paragraphs for a descriptive essay Benchmark #2 Purpose: to assess instruction on COS 8, 9, 10, 11 organizing sentences into paragraphs and essays Write at least 3 paragraphs for a narrative essay Benchmark #3 Purpose: to assess instruction on COS 8, 9, 10, 11 organizing sentences into paragraphs and essays Write at least 3 paragraphs for an expository essay

  47. 3rd and 4th Grade Writing Plan View the print out of the 3rd grade or 4th grade Writing/Language C.O.S. that you have been given

  48. Third Grade Instructional Pacing August, September, October Teach COS objectives 9, 10, 11 (organizing paragraphs into essays) with descriptive writing November, December, January Teach COS objectives 9, 10, 11 (organizing paragraphs into essays) with narrative writing February, March, April, May Teach COS objectives 9, 10, 11 (organizing paragraphs into essays) with expository writing

  49. Fourth Grade Instructional Pacing August, September, October Teach COS objectives 8, 9, 10 (organizing paragraphs into essays) with descriptive writing November, December, January Teach COS objectives 8, 9, 10 (organizing paragraphs into essays) with narrative writing February, March, April, May Teach COS objectives 8, 9, 10 (organizing paragraphs into essays) with expository writing

  50. Third and Fourth Grade Benchmark Test Dates Benchmark #1 Writing Assessment Purpose: to assess instruction on: COS 9, 10, 11 (3rd grade) or 8, 9, 10 (4th grade); turning paragraphs into essays Write at least 3 paragraphs for a descriptive essay Benchmark #2 Writing Assessment Purpose: to assess instruction on: COS 9, 10, 11 (3rd grade) or 8, 9, 10 (4th grade); turning paragraphs into essays Write at least 3 paragraphs for a narrative essay Benchmark #3 Writing Assessment Purpose: to assess instruction on: COS 9, 10, 11 (3rd grade) or 8, 9, 10 (4th grade); turning paragraphs into essays Write at least 3 paragraphs for an expository essay

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