Writing to Learn: Instructional Strategies for Nonfiction Writing Presented by: Center for Performance Assessment www.MakingStandardsWork.com (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Presented by the Center for Performance Assessment (800) 844-6599 www.MakingStandardsWork.com Optimal Learning Environment Welcome! ☺ Complete engagement and respect Electronic devices in silent mode Materials Agenda Putting the Puzzle Together What to teach Meet individual student needs Monitor learning – Provide feedback How to teach it © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-1 Nonfiction Writing Where Are You Now? Developing Expertise Getting Comfortable Experimenting Learning I know a few strategies for NF writing but have little experience using them I use some strategies for NF writing and get mixed results I use several different strategies for NF writing and get good results I use many strategies for NF writing and get excellent results Today’s Objectives Review the rationale for using more nonfiction writing as a strategy Practice specific nonfiction writing strategies Create plans for using the strategies immediately in the classroom Consider ways to track student achievement data related to the use of the strategies © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-2 Instructional Strategies Knowing Doing Applying Monitoring Why Write? Writing can activate background knowledge Writing can increase engagement, especially when used in conjunction with talking/sharing activities Students can feel more in control of their learning when using writing regularly Math, Science, Social Studies, M.C Tests “I Don’t Have the Time for More Writing” Hypothesis “If we spend more time on effective assessment, we won’t have time to cover all the curriculum and our test scores will decline.” Writing Assessment Time and Results © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-3 Is the Hypothesis True? Math, Science, Social Studies, M.C Tests “As time devoted to writing increases, test scores increase.” Source: NASSP Bulletin, Dec 2000, “Standards Are Not Enough” Writing Assessment Time and Results More Writing Increases Test Scores 3rd Grade English Correlation Math = 88 History = 87 Science = 86 5th Grade Writing Correlation Math = 77 History = 75 Science = 85 8th Grade Writing Correlation Math = 83 History = 79 Science = 86 Virginia Department of Education, 1998 Simply Stated Writing enhances content area learning! © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-4 Students Need to Improve Writing! 80% of 4th and 8th graders taking the 2002 National Assessment of Educational Progress writing test scored in the basic range The Reading-Writing Connection Using strategies like journal writing, learning logs, entrance/exit slips, looping, cinquains, and KWL assists students in learning reading through writing Why Write? Writing, more than any other subject, can lead to personal breakthroughs in learning Writing is a highly complex act that demands the analysis and synthesis of many levels of thinking Writing develops initiative In reading, everything is provided In writing, the learner must supply everything © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-5 Why Write? Writing develops courage At no point is the learner more vulnerable than in writing Writing can contribute to reading from the first day of school Writing contributes strongly to reading comprehension as children grow older The ability to revise writing for greater power and economy is one of the higher forms of reading Why Write? Writing contributes to a sense of connection and personal efficacy by participation in society Writing, particularly with evaluation, editing, revision, and rewriting, will improve the ability of a student to communicate and succeed on state and local writing assessments Reason to Write, D Reeves Quick Write: Your Response Think about the information presented Write for minutes, silently and nonstop, about what you’re thinking We’ll debrief as a whole group after minutes © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-6 Engaging Processing Demonstrating Understanding Knowing the Strategies: Engaging Entrance slips Quick writes Prediction/hypothesis paragraphs KWL writing Doing: Let’s Try It! © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-7 KWL: Volcanoes What I Know about Them What I Want to Learn about Them or What I Wonder (Later) What I Learned about Them Prediction Paragraphs and KWL: Debriefing Predicting/hypothesizing activities can result in percentile gains as high as 28 points What benefits you see of these two activities? How could you use prediction paragraphs and KWL writing? What activities could be done AFTER these to extend the learning? © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-8 Applying: How Will I Use This? Entrance slips Quick writes Prediction/hypothesis paragraphs KWL writing Knowing the Strategies: Processing Summary paragraphs Double-entry journals Cubing Doing: Let’s Try It! Summary paragraph Debriefing © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-9 SECONDARY HOLISTIC SCORING GUIDE Reprinted from the Write to Know Series, Advanced Learning Press, with permission Demonstrates essential understanding(s) about the content and gives supporting details that go beyond the predictable Maintains a consistent point of view Uses an organizational structure that fits the purpose of the writing task Constructs inviting introductions and satisfying conclusions Consistently uses paragraph breaks that reinforce organization and meaning Uses effective transitions and pacing that moves the reader easily through the text Demonstrates understanding of vocabulary related to content Uses fresh and lively expressions that at times include figurative language or slang Demonstrates strong audience awareness; there is a sense of a person and a purpose behind the words Consistently employs an appropriate voice or tone Brings topic to life through conviction, excitement, or humour; there is a strong interaction with the reader Demonstrates stylistic control The sentence structure strengthens the meaning of the text and draws attention to key ideas Correct grammar and usage contribute to clarity and style Little editing is needed Demonstrates essential understanding(s) about the content Supporting details and ideas may at times be too general or out of balance with the main idea, but maintains a consistent point of view Uses an organizational structure that fits the purpose of the writing task Creates clear introductions and conclusions Employs paragraph breaks that generally reinforce organization and meaning Uses adequate transitions Pacing may be inconsistent Demonstrates understanding of vocabulary related to content Uses words in an interesting, precise, and natural way appropriate to audience and purpose Demonstrates audience awareness; there is a sense of a person and purpose behind the words Employs an appropriate voice or tone most of the time Demonstrates reasonable control of standard writing conventions Some syntax, spelling, capitalization, and punctuation errors occur, but not interfere with meaning © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-16 Attempts to address the main idea, but does not demonstrate essential understanding(s) about the content Made an attempt to organize the text, but the overall structure may be inconsistent or not appropriate for the writing task May use an introduction or conclusion Sequence of ideas may not be effectively presented Attempts to use content vocabulary words, but does not apply them appropriately Words used are generally imprecise and at times may not be appropriate to audience and purpose Demonstrates limited audience awareness; there is little sense of a person and purpose behind the words Uses a voice that is overly informal or impersonal and flat There is little sense of “writing to be read.” Demonstrates limited control of standard conventions The sentence structure may be mechanical rather than fluid Frequent errors in syntax, spelling, capitalization, and punctuation detract from meaning Ideas are unclear and lack a central link to essential understanding(s) Organizational structure is not appropriate for the purpose Weak beginning and/or conclusion No logical sequence of ideas Words are limited, monotonous, and/or misused Only the most general kind of message is communicated Shows no audience awareness; it is hard to sense a person and purpose behind the words Little control of standard conventions Errors in syntax, spelling, capitalization, and punctuation obscure meaning, making it difficult for the reader to focus on the message © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-17 Flow Chart Typical Day for Me as a Teacher or Administrator Double Cell Diagram © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-18 Persuasive Essays Problem Evidence Arguments Solution Example from science: Problem (stated in introduction paragraph)—Global warming Evidence (first body paragraph)—Melting of polar ice caps, rise in temperature of ocean water, rise in sea level, decrease in ozone layer Arguments (second body paragraph)—Argue for action to stop global warming Must stop reliance on fossil fuels and stop this trend because animals, crops, and humans will be affected Rising water will flood coastal areas Hotter, dryer weather will make growing crops harder Animals and humans will suffer physically Solution (last paragraph)—The solution is for citizens to put pressure on elected officials to change Everyone should write letters to their Congressmen and women and to the President himself © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-19 Applying: How Will I Use This? Ideas for using the Helping Hand: With whom could I collaborate to use this? How could I use this with students? If not appropriate for my classes, how can I share this information? Ideas for using ABC lists: What have my students done already that is similar to this? How might this apply to current or future content I’m teaching? How could I introduce this tool to my students? Ideas for using flow charts: What have my students done already that is similar to this? How might this apply to current or future content I’m teaching? How could I introduce this tool to my students? Ideas for using double-cell diagrams: What have my students done already that is similar to this? How might this apply to current or future content I’m teaching? How could I introduce this tool to my students? Ideas for persuasive essays using the PEAS organizer: What topics that we are currently studying might lend themselves to persuasive writing? Doing: Drafting Strategies z Teach someone else z Assume a persona or take a perspective RAFT Role-Audience-Form-Topic R Zookeeper A Visitors to the zoo F Brochure Kindergarten teacher Kindergarten students Lecture Household pet Family that owns the pet Local citizens Letter Biologist © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Presentation at local government meeting T “All About Our Mammals” “Mammals You See in Everyday Life” Taking care of the animal properly An endangered mammal Writing to Learn: Instructional Strategies support docs Page S-20 RAFT Writing: Mammals RAFT Role-Audience-Form-Topic R A © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 F T Writing to Learn: Instructional Strategies support docs Page S-21 Revision/Editing Strategies Self-revision A Cut apart your paragraphs Read each one as its own unit Look for detail, transitions between sentences, etc You can also this with a peer and have him/her redo the paper in the correct order, using the cut-outs See if it matches the writer’s original version B Take the original and write another version, from another perspective/point of view For example, if you wrote a paper about the dangers of global warming and what we need to to stop it, write a second draft that is the total opposite This paper would claim that global warming is not serious, that we not need to take serious actions to stem it, etc Then read both versions to a partner or a small group and ask them which is more effective Even if you stick with the original version, you may find things from the second version to weave into the first, or ways of wording ideas, etc Peer Revision Conferences: Pair students up or allow them to choose their own partners as they get more comfortable with the strategy The writer begins the conference by saying what he feels he needs help with in the revision process For ex., is the flow of events smooth if it’s a process essay? Are the arguments convincing if it’s a persuasive essay? The writer READS THE PAPER ALOUD to the partner This is very important In this way, the listener focuses on the message and not surface features like neatness, spelling, etc As the writer reads aloud, the listener records these things, which she later explains aloud to the writer: -Something that really stood out to me or caught my attention -A sincere question I have about the content of the writing -A suggestion directly related to the area the writer targeted Basically, I’ve told my students to remember this framework as “strengthquestion-suggestion.” Self-editing A Read your paper aloud to yourself, from end to beginning, one sentence at a time This breaks up the flow of the writing and helps you focus on one sentence at a time, as a complete unit It will help you find fragments and run-ons B Circle words which may be misspelled Put a question mark out in the margin of any line that you think may have a sentence or idea that is not as clear as it could be After doing these two things, work with a partner to check the spelling of all words you circled and to reword sentences/ideas as needed © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-22 Peer-editing Partners swap papers and complete the following tasks A Circle every end mark or put them in an circle them This helps the writer check for fragments and run-ons B Circle every word that may be misspelled It’s the writer’s job to find out C Draw a square around every form of the verb to be and all passive voice verbs The writer needs to make these more specific and active D Put a check mark in the margin of any line that contains a good example, image, word, or phrase—something that really catches the reader’s attention Explain this to the writer E Put a question mark in the margin of any line that has something unclear Explain this to the writer F Underline any “tired” or overused words and suggest alternates above them Teacher editing Students should learn the appropriate proofreading/copyediting symbols long before a draft is submitted for the final step prior to publishing See http://www.ccc.commnet.edu/writing/symbols.htm for a good basic set that is appropriate even for elementary students After students go through self- and peer-revision and editing processes, the teacher should be the final editor and a strict copyediting Then the papers are returned to the students for them to make final changes before submitting the draft for publication © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-23 RAFT Role-Audience-Form-Topic R A F T Research See http://www.angelfire.com/ok2/metu/multigenre.html for a teacher’s lesson plans and student examples of multigenre research writing There is a chapter from a book on multigenre research online at http://www.heinemanndrama.com/shared/onlineresources/E00785/chapter1.pdf © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-24 ARRIVE: My Personal Action Plan Assess What I need to preassess regarding student writing in my classroom: When I will this: Collaboration possibilities: Research What resources (other than materials provided today) I need to consult: Where the resources are and when I will this: Collaboration possibilities: Collaboration possibilities: Reflect Strategies (based on today) that I will enact: Innovate When I will this: Verify How I will postassess: When I will this: Evaluate (To be completed (To be completed later) later) Why I will or will not Next steps: add this strategy to my repertoire: © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Collaboration possibilities: Writing to Learn: Instructional Strategies support docs Page S-25 Center for Performance Assessment Online Resource Center consulting | professional development | publishing Online You Will Find: Answers to FAQ in Education, Articles, Books, Newsletters, and much, MUCH more! For additional resources please visit MakingStandardsWork.com Focus on Achievement (CPA's Newsletter) September 2005: Volume 7- No (PDF) Featuring: Recipe for Success: Putting it All Together; Questions from the Real World with Lynn Howard; ARRIVE: A Reflection Journal by Dr Amy Whited and Patricia Trujillo; Norfolk Wins Broad Prize; and more February 2005: Volume - No (PDF) Featuring: Special Ed Practices Good for All Students; Questions from the Real World with Dr Craig Drennon; Beyond the Numbers by Dr Stephen White; Center for Performance Assessment releases first volumes in Write to Know series; and more November 2004: Volume - No (PDF) Featuring: Effective Changes at Real Schools; Questions from the Real World with Dr Angela Peery, Four Books by Dr Douglas B Reeves Now Available as Audio CDs; Standards-Based Checklists Offer Convenience, Economy; and more September 2004: Volume - No (PDF) Featuring: Keys for Transformational Schools; Introducing 101 More Questions & Answers about Standards, Assessment, and Accountability; Second edition of Accountability in Action released; Questions from the Real World with Lisa Carbón, and more February 2004: Volume - No (PDF) Featuring: Taking Data Analysis to the Next Level, Best Practices at Sevier School District, Accountability for Learning, Questions from the Real World with Peg Portscheller, and more November 2003: Volume - No (PDF) Featuring: The Data Quandary—Year-to-Year or Cohort?, Best Practices at Whittier Union, Assessing Educational Leaders, Questions from the Real World with Donna Anderson-Davis, and more September 2003: Volume - No (PDF) Featuring: Data Without Tears—Accountability As a Treasure Hunt, Best Practices at Foust Elementary, NSDC recognizes Learning Connection Online, Questions from the Real World with Stephen White, and more February 2003 : Volume - No (PDF) Featuring: The Leadership-Learning Connection: The Role of System Leadership, Best Practices, New Books from Larry Ainsworth, FAQ with Elaine Robbins Harris, and more November 2002 : Volume - No (PDF) Featuring: The Leadership-Learning Connection: Leadership in the Classroom, Best Practices, FAQ with Stacy Scott, and more September 2002 : Volume - No (PDF) Featuring: The Leadership-Learning Connection: Leadership in the School, Getting Parents Involved in Student Writing, Best Practices, FAQ with Tony Flach, and more March 2002 : Volume - No (PDF) Featuring: Putting It All Together - Part 4: Focused District Leadership: The Key to Unlocking Student Achievement, Best Practices, FAQ with Craig Ross, and more January 2002 : Volume - No (PDF) Featuring: Putting It All Together - Part 3: School Leadership: Time, Focus, Collaboration, and Risk, Best Practices, FAQ with Nan Woodson, and more November 2001 : Volume - No (PDF) Featuring: Putting It All Together - Part 2: The Key to Improved Student Achievement, Best Practices, FAQ with Nan Woodson, and more MakingStandardsWork.com Resources Page E-Mail Newsletters December 2005 Featuring: Best Practices at Millennium Middle School; Questions and Answers from the Real World — How frequently should benchmark assessments should be given?; "The 90/90/90 Schools: A Case Study" from Accountability in Action; Denver Area Seminars October 2005 Featuring: Best Practices at Hazelwood School District; Questions and Answers from the Real World — Involving Community Members in Task Forces?; Norfolk Wins Broad Award; Denver Area Seminars; How to Work Smarter, not Harder March 2005 Featuring: Best Practices Update at Wright Elementary and Elkhart Community Schools; Douglas Reeves Keynote in Salem, MA; Questions and Answers from the Real World — Are All Lower Grade Reading/Writing Standards Actually Power Standards?; Participate in New Research Study — "Raising Leaders"; Time Saving Tip for Keeping Up with Research February 2005 Featuring: Best Practices at Nogales High School; Questions and Answers from the Real World — Don't All These Assessments Waste Too Much Time?; Write to Know Series; Special Certification Training/Douglas Reeves Keynote Presentation in Salem, MA January 2005 Featuring: Best Practices at Pleasant Valley Elementary; Questions and Answers from the Real World — What Lesson Plan Format Is Best?; Staff Developers Day with Dr Douglas Reeves; Antecedents of Excellence December 2004 Featuring: Phi Delta Kappan and Educational Leadership Print Articles by Douglas B Reeves, Ph.D.; Effective Changes at Real Schools; Questions and Answers from the Real World — Students Change Each Year; Why Create Pacing Guides?; Excerpt from "Unwrapping" the Standards—The Step-by-Step Process November 2004 Featuring: Best Practices at Lawson Elementary; Excerpt from Beyond the Numbers: Making Data Work for Teachers and School Leaders; Questions and Answers from the Real World — How Can You Do Collaborative Scoring Between Disciplines?; Making Standards Work and Others Now Available as CD Audio Books October 2004 Featuring: Best Practices at DuPage 88; Audio clip from The Leadership-Learning Connection; Seminars Scheduled, Certification Training Dates Open; Q & A from the Real World — Should Zeros Be Assigned for Missed Work?; Center Introduces Standards-Based Observation Pads September 2004 Featuring: Best Practices at Crete-Monee; Excerpt from Accountability for Learning; Seminars Scheduled, Certification Training Dates Open; Q & A from the Real World — Should Students Be Held to a One-Size-Fits-All Rubric?; Center Now Offering "Making Student Achievement Work" Posters August 2004 Featuring: Best Practices at Village Academy; Excerpt from Power Standards; Seminars Scheduled, Certification Training Dates Open; Q & A from the Real World — How Should We Set Up Our Disaggregated Data for Review?; Olympic Gold or a Standards Bar: Why Standards Make Success Possible for All Students July, 2004 Featuring: Why We Hate Standards; Excerpt from Making Standards Work; New Seminars Scheduled, Certification Training Dates Added; Q & A from the Real World — Holding Students Accountable When They Don't Do the Work June, 2004 Featuring: Best Practices at Gainesville City Schools; Excerpt from Five Easy Steps to a Balanced Math Program; New Seminars Scheduled, Q & A from the Real World — Is Teaching to the Test Wrong? May, 2004 Featuring: Best Practices at Rubidoux High School (CA); Excerpt from 101 More Questions & Answers about Standards, Assessment, and Accountability; New Seminars Scheduled, Q & A from the Real World April, 2004 Featuring: Best Practices in Wayne Township (IN); The White Way to Raise Student Achievement; Accountability in Action, an Excerpt; Q & A from the Real World March, 2004 Featuring: Wayne Township Receives Magna Award; Best Practices at Upland Unified (CA); The Missing Link in Staff Development; Accountability for Learning, an Excerpt; Q & A from the Real World February, 2004 Featuring: Best Practices at Elkhart Community Schools (IN); Peg Portscheller on No Child Left Behind, Why, What, and How; 101 More Questions About Standards, Assessment, and Accountability; Doug Reeves and Anne Fenske Available at Conferences; Center-Hosted Seminars in April; Q & A from the Real World January, 2004 Featuring: Best Practices in Orange County (CA); Center Reps Available at Conferences; Using Assessments to Improve Student Learning; Center-Hosted Seminars in April; Q & A from the Real World December, 2003 Featuring: Center Moving to New Quarters; Best Practices at Princeton City Schools; Report from the Field—Data Walls, A Success Story; Giving Children a Reason to Write; Q & A from the Real World November, 2003 Featuring: Center Moving to New Quarters; Best Practices at Wright Elementary; Standards vs Norms—the Difference; Q & A from the Real World Resources MakingStandardsWork.com Page Articles – Accountability – Accountability at a Crossroads (LNK) Dr Douglas Reeves, February 2005, Virginia Journal of Education The 90/90/90 Schools: A Case Study (PDF) Dr Douglas Reeves, from Accountability in Action, 2nd edition Book Review: Holistic Accountability by Dr Douglas Reeves (PDF) Reviewed by Cecilia M Di Bella, Ed.D., October 2002, School Business Affairs Reprinted by permission of the Association of School Business Officials Accountability-Based Reforms Should Lead to Better Teaching and Learning - Period (LNK) Dr Douglas Reeves, March/April 2002; Harvard Education Letter Clear Answers to Common-sense Questions about Accountability (LNK) Dr Douglas Reeves, March/April 2000; Thrust for Educational Leadership How some MPS schools win an 'A' for achievement (LNK) Alan J Borsuk, February 14, 1999; Milwaukee Journal Sentinel Accountability Is More Than Test Scores (LNK) Dr Douglas Reeves, 1998 – Assessment – Book Review: 101 More Questions & Answers about Standards, Assessment, and Accountability by Dr Douglas Reeves (LNK) Reviewed by Ronald S Thomas, February 2005, The School Administrator Evaluating Administrators (LNK) Dr Douglas Reeves, April 2004, Educational Leadership Book Review: The Leader's Guide to Standards by Dr Douglas Reeves (LNK) Reviewed by Tom Narak, April 2004, The School Administrator Straw Men and Performance Assessment (LNK) Dr Douglas Reeves, 1998 Defending Performance Assessments Without Being Defensive (LNK) Dr Douglas Reeves, June 1997; The School Administrator – Classroom (Instruction) – The Case Against the Zero (PDF) Dr Douglas Reeves, December 2004, Phi Delta Kappan "If I Said Something Wrong, I Was Afraid." Dr Douglas Reeves, December 2004/January 2005; Educational Leadership Ideas for Improving High School Reading and Academic Success (PDF) Research Abstract - Dr Douglas Reeves, February 2002 Making Standards Work (LNK) Rebecca Jones, September 2000; American School Board Journal Finishing the Race (LNK) Dr Douglas Reeves, May/June 2000; Educational Leadership Putting Cooperative Learning to the Test (LNK) Laurel Shaper Walters, May/June 2000; Harvard Education Letter Holding Principals Accountable (LNK) Dr Douglas Reeves, October 1998; The School Administrator – School Improvement – Beating the Odds (PDF) John O Simpson, January 2003; American School Board Journal No Child Left Behind: New Federal Education Reform (PDF) Dr Michael White, Winter 2002; Ohio School Psychologist Three Keys to Professional Development (LNK) Dr Douglas Reeves, February 2000; California Curriculum News Report Responding to the Rhetoric of the Radical Right (LNK) Dr Douglas Reeves, March 1998; The School Administrator – Standards – Point Counterpoint: Take Back the Standards (PDF - 6MB download) (Word doc - 50KB download) Dr Douglas Reeves and Ron Brandt, January/February 2003; Leadership Galileo's Dilemma: The Illusion of Scientific Certainty in Educational Research (PDF) Dr Douglas Reeves, May 8, 2002; Education Week Standards Make A Difference: The Influence of Standards on Classroom Assessment (LNK) Dr Douglas Reeves, January 2001; NASSP Bulletin MakingStandardsWork.com Resources Page FEEDBACK FOR FACILITATOR SEMINAR TITLE: LOCATION & DATE: FACILITATOR: Your feedback is very important It fosters continuous improvement for me and for this work Feel free to make additional comments on the back of this page What was the most helpful thing you learned as a result of this session? What would have helped you learn more effectively/efficiently? What questions you still have about the discussion? What else would you like the presenter to know about this session? Please visit our web site at www.MakingStandardsWork.com for more information about: ¾ The Center for Performance Assessment ¾ Center seminars, institutes, and conferences ¾ Scheduling staff development for my school district, conference, or convention ¾ Catalog of books and videos ¾ Performance assessments linked to my state’s standards SCHOOL DISTRICT: NAME: CIRCLE PROPER TITLE: MR MS MRS DR TELEPHONE: E-MAIL : SCHOOL WEB SITE: SCHOOL NAME/ ORGANIZATION: JOB TITLE: BUSINESS ADDRESS: CITY, STATE, ZIP: FAX #: Center for Performance Assessment Facilitator Feedback p of Burning Questions, Challenges, and Success Stories… [...]... 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-18 Writing to Learn: Instructional Strategies for Nonfiction Writing (Seminar 2) Notes about the Agenda and Logistics Notes about Materials Learning Objectives z Review the rationale for using more nonfiction writing as a strategy... Practice specific nonfiction writing strategies z Create plans for using the strategies immediately in the classroom z Consider ways to track student achievement data related to the use of the strategies Strategies z Knowing z Doing z Applying z Monitoring © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support... Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-13 A Helping Hand for Writing a Composition © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-14 Middle School Common Writing. .. time to complete the short evaluation form that we reviewed at the beginning of this seminar Center for Performance Assessment (800) 844-6599 www.MakingStandardsWork.com © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-17 Center for Performance Assessment (800) 844-6599 www.MakingStandardsWork.com... Analyze Argue for/ against © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-10 Processing Strategies: Debriefing What thought processes did you go through? What writing processes did you go through? How could writing in these types of non-threatening situations increase learning?... paragraphs Double-entry journals Cubing Knowing the Strategies: Demonstrating Understanding Shared expectations among faculty Define “essay” Prewriting strategies Revision strategies Editing strategies © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-11 The Academic Essay Definition... have 1 minute of preparation time © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-13 Doing: Drafting Strategies Teach someone else Assume a persona or take a perspective Role Zookeeper Audience Visitors to the zoo Form Brochure Topic “All About Our Mammals” Kindergarten Kindergarten... Page S-1 Rationale: Why Write? Information Personal Connections Quick Write: Your Response Write silently and nonstop for 2 minutes in reaction to the information presented Then we’ll debrief © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies support docs Page S-2 Strategies for Engaging z Entrance slips z... Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Non-Examples Writing to Learn: Instructional Strategies support docs Page S-11 Definition of Essay: ABC List A N B O C P D Q E R F S G T H U I V J W K X L Y M Z © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies. .. student performance data © 2006 by Center for Performance Assessment All rights reserved Copy only with permission (800) 844-6599 Writing to Learn: Instructional Strategies for Nonfiction Writing Page P-16 Monitoring: Did It Work? Collaboratively Individually Assess Research Reflect Innovate Verify Evaluate Evaluation and Feedback Your ideas and reflections are important to us Please take time to complete