BUILDING A WRITING COMMUNITY

Learning Experience 1

BUILDING PROGRAMS FOR SUCCESS

Primary, Junior, Intermediate, Senior...

Hmmmm not so different...

Primary Writing Assessment

  • See what students know; begin with a diagnostic
  • Analyze mentor texts; writing exemplars
  • Co-create learning goals and success criteria
  • Shared language between students and teacher: co-created criteria can be used for conferencing; peer feedback; self-assessment
  • Explicit teaching of the skill: modeled and shared writing
  • Guided writing based on student need
  • Use the Achievement Chart as a guide; modify and adapt using student-friendly language; consider the purpose of the writing task.
  • Consider Assessment For, As, and Of Learning

JUNIOR WRITING ASSESSMENT

  • Use the Achievement Chart as a guide for assessment and planning of instruction: Knowledge and Understanding- of the forms of writing; Thinking- strategies to help guide writing; Communication- word choice; Application- writing skills in context.
  • Conferencing as a 'check in' along the way
  • Develop peer and self- assessment; helping students to develop metacognitive awareness by using co-created success criteria checklist.
  • Consider Assessment For, As, and Of Learning

Intermediate/Senior Assessment

  • Use the Achievement Chart as a guide
  • co-create success criteria checklist; a reference for feedback from the teacher, by peers, and for self-assessment
  • Technology plays a part in the Assessment/Planning/Instructional Cycle: Google Draftback for teacher and self-assessment; Google forms for self-reflection
  • implementation of the key instructional strategies to encourage a Gradual Release of Responsibility model of instruction and assessment
  • Consider Assessment For, As, and Of Learning

CLASS AND STUDENT PROFILES

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LINKING INSTRUCTION TO STUDENT INTERESTS

Why do we need to think about Student Interests?

  • guides topic choice in our writing programs
  • guides inquiry
  • gives students the chance to "Be The Expert"
  • guides us in our choice of mentor texts
  • allows us to build off of students' prior knowledge and experiences
  • student engagement
  • makes writing relevant, personal; students have an emotional connection to their writing
  • we can connect with our students
  • guides us in our planning i.e. choosing familiar topics for modeled and shared writing

Planning Next Steps

What would we reconsider? What could we do next?

Develop student self-assessment skills; help our students to develop metacognitive awareness of their learning. How?

  • be more purposeful; self-assessment is an essential part of the plan
  • students are an active part of creating learning goals and success criteria
  • explicitly teach students how to self-assess; follow a Gradual Release of Responsibility Model when teaching students how to self-assess and then act on what they learn from this reflection


Time for TALK

  • During all stages of the Writing Process
  • Think/Pair Share
  • Placemat Activity
  • Peer Conferencing
  • Small group shared writing
  • Questions- large and small group


Assessment Tools

  • purposeful thought into creating a writing conference form
  • comparable strategies and tools being used by the teacher when modelling, and by students in shared and independent writing
  • student exemplars that can be revisited throughout the writing process

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THANK YOU FOR THE THOUGHT-PROVOKING DISCUSSION IN LEARNING EXPERIENCE 1