Fluency Handwriting Fluency/Legibility MLPP K-3, 4-5 Timed writing or Quickwrite (write or draw) Handwriting Writing Tracker Fluency Rubric Transfer of ideas to print Pre- and Post- Extended Writing Writing is even, consistent, Content is coherent number of words Writing is sustained coherence even-ness consistency Focus Rubric for Focus MLPP K-3, 4-5 Writing (Rubrics) Writing Rubrics Graham Recommendations (Analytic/Holistic) Coalesce around one idea Content M-STEP/SBAC Monitor Progress in Students’ Purpose Organization Writing (Toward Stay on Topic Elaborate with details Style and Voice Grade/Content Standards; SAT - Writing in Response to Elaborate Ideas Elaborate with examples Reading Conventions Classroom, Schoolwide; Elaborate with Reading (Comprehension, Central Curriculum-Based Measures) - Cause and Effect Ideas/Details, Interpretation, Text Purposes for Writing (Modes of Teacher Feedback - Comparison Evidence) Discourse) Self-Assessment - Problem Solution Analysis (Analytical Task; Author’s To persuade, argue, state an Use of Evidence, Reasoning, - Chronology opinion (inform) Elements, Features; Support for - Description To inform/explain (describe) Claims; Focus/Relevancy) SBAC Brief Writing Rubric To tell a story (narrate, Writing (Command of Language, Focus and Detail Precise Central Claim, Idea describe) Form Revision/Editing Progression/ Organization, Style Organization Genre sentence combining and Tone, Sentence Variety, Word Transitions Other Organization snapshots Choice, Conventions Note taking Word Choice Craft thought shots Summary writing Sentence Variation Adapted from Units of Study for Teaching Writing, shrink a century Generating/Answering Grade by Grade: A Yearlong Workshop Curriculum, explode a moment Grades K-8 Questions in Writing author’s craft: metaphors, Analytic Writing How Writing Instruction, Interventions, and analogies, personification, Assessment Can Improve Student Outcomes etc. WHY? Writing is integrative, as it encourages students to establish relationships between selected ideas and organize the ideas into a coherent whole. Writing provides a tool to help students learn and more fully comprehend ideas presented in class and their textbooks. On average, students experience about a in learning when they write about information presented in science, social studies, math, and other content classes. Comprehension scores increase by when students write about the text they are reading in these same classes. Steven Graham (2015) , An early foundation in writing offers students a valuable tool for learning, communication, and self-expression. S. Graham (2012)
Fluency Handwriting Transfer of ideas to print Handwriting Fluency/Legibility Writing Tracker Pre- and Post- Extended Writing number of words coherence even-ness consistency MLPP K-3, 4-5 Timed writing or Quickwrite (write or draw) Fluency Rubric Writing is even, consistent, Content is coherent Writing is sustained Focus Purpose Stay on Topic Elaborate Ideas Rubric for Focus Coalesce around one idea Elaborate with details Elaborate with examples Elaborate with - Cause and Effect - Comparison - Problem Solution - Chronology - Description MLPP K-3, 4-5 Writing (Rubrics) Content Organization Style and Voice Conventions Purposes for Writing (Modes of Discourse) To persuade, argue, state an opinion (inform) To inform/explain (describe) To tell a story (narrate, describe) Other Note taking Summary writing Generating/Answering Questions in Writing Analytic Writing How Writing Instruction, Interventions, and Assessment Can Improve Student Outcomes Writing Rubrics (Analytic/Holistic) M-STEP/SBAC SAT - Writing in Response to Reading Reading (Comprehension, Central Ideas/Details, Interpretation, Text Evidence) Analysis (Analytical Task; Author’s Use of Evidence, Reasoning, Elements, Features; Support for Claims; Focus/Relevancy) Writing (Command of Language, Precise Central Claim, Idea Progression/ Organization, Style and Tone, Sentence Variety, Word Choice, Conventions Adapted from Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8 Graham Recommendations Monitor Progress in Students’ Writing (Toward Grade/Content Standards; Classroom, Schoolwide; Curriculum-Based Measures) Teacher Feedback Self-Assessment SBAC Brief Writing Rubric Focus and Detail Organization Transitions Word Choice Sentence Variation Form Genre Organization Craft Revision/Editing sentence combining snapshots thought shots shrink a century explode a moment author’s craft: metaphors, analogies, personification, etc. WHY? Writing is integrative, as it encourages students to establish relationships between selected ideas and organize the ideas into a coherent whole. Writing provides a tool to help students learn and more fully comprehend ideas presented in class and their textbooks. On average, students experience about a in learning when they write about information presented in science, social studies, math, and other content classes. Comprehension scores increase by when students write about the text they are reading in these same classes. Steven Graham (2015) An early foundation in writing offers students a valuable tool for learning, communication, and self-expression. , S. Graham (2012)