Multi-modal Writing Portrait

In Glogpedia

by Huffone
Last updated 5 years ago

Discipline:
Language Arts
Subject:
Writing
Grade:
8

Toggle fullscreen Print glog
Multi-modal Writing Portrait

.

.

.

Learn toWrite&Writeto Learn!

Your text here

Common Core State Standards Initiative. (2014). Key shifts in English language arts. Retrieved from http://www.corestandards.org/ other-resources/key-shifts-in- english-language-arts/Perin, D. (2007). Best practices for teaching writing to adolescents. In S. Graham, C.A. MacArthur & J. Fitzgerald (Eds), Best practices in writing instruction (pp. 242-262). New York: The Guilford Press.

DifferentiationChoice--My students always have at least some degree of choice in their writing, which helps with motivation and differentiation. Modified Assignments--writing prompts and graphic organizers can be simplified for struggling students, or tasks can be made more complex for students who need more of a challenge. In my ideal classroom, I would like to offer more tiered assignments more often. Time & Assistance--students who need it are given extra time and assistance, either from me or a classroom aide during the class period or in after school study hall. In my ideal classroom, I would have a more consistent classroom aide. She is employed by the local Indian tribe and not the school, and I never know when she will be in class. I never plan on her assistance, but when she is there she is helpful.I also wish we had a more structured or mandatory after school study hall program. At this point, it is optional, and it is sometimes difficult to get students who need help to attend.

Your text here

Current Writing InstructionMy current writing instruction includes units based on narrative, expository, and argumentative genres. Many writing assignments are based on literary texts students are reading or have read. Instruction includes Six Trait Writing elements and the requirements of the Common Core State Standards.Students use laptop computers and compose and share using Google Docs. They use the comment feature to do some of their peer editing. Students peer edit each other's work using checklists. Rubrics are used to grade final products. There have been three different ELA teachers in the grades above and below me in the last three years, resulting in weaker communication and collaboration among staff. Teachers are mostly doing their own thing and there is little alignment from one grade to the next. Most writing is done in ELA classes, although the social studies teachers do some writing for state required classroom based assessments.

Multi-modal Writing Portrait

Grade 8Language Arts

Suzann KeithEDU 743

Hover & scroll down

to read more!

Google Classroom

My New MantraWrite more and grade less! Students need practice writing, but I don't need practice grading!

Hover & scroll down

to read more!

EssayTagger.com

References

Watch a Teaching Channel video about Peer Conferencing here.

Hover & scroll down

to read more!

The CCSS has had a large impact on my teaching. The expectations set forth in the standards are higher than those currently in place at my school. We have a lot of work to do to raise the writing level of our students across the district, beginning in the elementary school, if we are going to be successful on the upcoming Smarter Balanced tests. The CCSS shift to argumentative rather than persuasive writing will be the largest change for our district. Our state test at 7th and 10th grade currently requires a persuasive essay where students are allowed to make up evidence in response to a prompt. Students do not write in response to a text; rather, they express their opinions and write persuasively using invented facts, quotes or other "evidence" to make their points. The Smarter Balanced test and the writing called for in the CCSS has a heavy emphasis on writing that is grounded in textual evidence (Common Core State Standards Initiative, 2014). This shift will definitely require a revamping of our current approach to teaching the persuasive/argumentative genre.

ExampleAfter reading Night by Elie Wiesel, students wrote literary analysis essays that included embedded quotations.

Common Core State Standards

Writing Instruction GoalsMore Models--include more annotated models in my writing instruction. The use of models has been shown to have an effect size of 0.25 (Perin, 2007, p. 256). Peer Editing--increase peer editing instruction and models. The use of peer assistance has been shown to have an effect size of 0.75 (Perin, 2007, p. 250). Digital Rubrics--use a service like EssayTagger.com to grade papers and keep detailed records of individual student and class progress.Learning Management System--use Google Classroom and/or Schoology to manage content and increase digital writing, including online discussions, peer editing, blogs, and collaborative writing.Communication & Collaboration--teachers would have time to disucss and plan writing instruction, develop and utilize common rubrics, and align curriculum from grade to grade. Writing across the Curriculum--content area teachers would take a substantial role in the teaching and assigning of writing, and they would value writing to learn as an integral part of their curriculum instead of an add on. Writing to learn has been shown to have an effect size of 0.25 (Perin, 2007, p. 257).

to read more!

Hover & scroll down

Aug. 22,2014

SBAC here we come! Spring 2015!

Hover & scroll down

to read more!

The CCSS has had a large impact on my teaching. The expectations set forth in the standards are higher than those currently in place at my school. We have a lot of work to do to raise the writing level of our students across the district, beginning in the elementary school, if we are going to be successful on the upcoming Smarter Balanced tests. The CCSS shift to argumentative rather than persuasive writing will be the largest change for our district. Our state test at 7th and 10th grade currently requires a persuasive essay where students are allowed to make up evidence in response to a prompt. Students do not write in response to a text; rather, they express their opinions and write persuasively using invented facts, quotes or other "evidence" to make their points. The Smarter Balanced test and the writing called for in the CCSS has a heavy emphasis on writing that is grounded in textual evidence (Common Core State Standards Initiative, 2014). This shift will definitely require a revamping of our current approach to teaching the persuasive/argumentative genre.


Comments

    There are no comments for this Glog.