December 5 Follow-Up Virtual Meeting
NWP mini-units and CRWP materials: https://sites.google.com/site/1516nwpcrwp/
Cover Sheet
This page accompanies samples of student work. Most important to us is the back, which is written by the Lead Teacher to let us know the overall results of your scoring and your assessment of the mini-units and support materials.
This page accompanies samples of student work. Most important to us is the back, which is written by the Lead Teacher to let us know the overall results of your scoring and your assessment of the mini-units and support materials.
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Reporting Forms
You do NOT need to fill in the Fall column again. If you prefer, you may use the fall form that you have already filled out and just add the results of the new On-Demand Assessment in the second column.
You may report by teacher OR by school.
Choice of reporting forms:
Using Sources Form
or
Grade-Level Forms
You do NOT need to fill in the Fall column again. If you prefer, you may use the fall form that you have already filled out and just add the results of the new On-Demand Assessment in the second column.
You may report by teacher OR by school.
Choice of reporting forms:
Using Sources Form
or
Grade-Level Forms
| using_sources_tool_reporting_form.docx |
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| 11-12thodwritingscoreform_mid_year.docx |
Thank you! We hope you will continue engaging students in opinion/argument writing by having them do a more independent piece during the spring semester (student-selected topic, student-selected texts, etc.), but the period of the grant is over. No further reporting is required, but we invite you to stay in contact. We would be excited to see additional student work!
Please mail cover sheet, student samples, and Mid-Year Reporting Forms by January 10, 2016, to Jean Wolph, Kentucky Writing Project, College of Education & Human Development 105, University of Louisville, Louisville, KY 40292.
Please mail cover sheet, student samples, and Mid-Year Reporting Forms by January 10, 2016, to Jean Wolph, Kentucky Writing Project, College of Education & Human Development 105, University of Louisville, Louisville, KY 40292.
October 23 Follow-Up Meeting
In response to work submitted in September, we are sharing several resources. Most can be used with teachers during analysis of student writing OR as lessons in the classroom--ideally embedded in a mini-unit OR taught as part of a revision lesson (during which students would turn to their own writing to make changes inspired by the examination of student models).
In response to work submitted in September, we are sharing several resources. Most can be used with teachers during analysis of student writing OR as lessons in the classroom--ideally embedded in a mini-unit OR taught as part of a revision lesson (during which students would turn to their own writing to make changes inspired by the examination of student models).
New Mini Units: Primary (Introducing BECAUSE); Intermediate+ (Burrowing Owl, Claim/Evidence); MS/HS (Same Sex Classrooms, Counter and Logical Reasoning).
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Tools for Lifting the Quality of Student Writing (Can be added to an existing mini-unit)
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| what_is_a_claim.pptx |
Student Work and Tools for Analysis
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Next Steps Planners by Jennifer Bernhard
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Preview of 6-12 mini-units on NWP website
| opening_the_door_to_argument_overview_of_nwp_mini-units.pptx |
Information on RSPDI On-Demand Baselines (August 2015) and Mid-Year Assessments (Dec or early Jan)
Students in participating classrooms will be asked to respond to an on-demand opinion/argument prompt twice in the fall semester.
In schools where there are participating teachers of different content areas in a single grade level, this does NOT mean the on-demand is given in each classroom.
For example, if the Grade 7 SS, science, and ELA teachers teachers share students, they do not EACH need to give the baseline and mid-year on-demand prompts. That would mean each student would be taking 3 baselines and mid-years. Instead, the on-demand should be given in just ONE classroom. They should decide who will do that. We prefer that the entire group, however, work together to analyze the set of student responses. They may use the rubric of their choice, including the NWP Using Source Material tool, KWP grade-level-specific rubrics (developed by Jennifer Bernhard), the LDC argument rubric for 6-12, KDE on-demand rubric, or a school rubric (please provide to us).
If the school chooses Sugary Drinks, it is fine just to give that "cold" without teaching from the accompanying PowerPoint. It has an article and a video, which will save some time and will help ensure that we aren't accidentally testing students' reading abilities instead of their writing abilities. We intend to post a few more options before August on www.kentuckywritingproject.com, in the RSPDI "On-demand Resources" tab.
If the teachers choose Concussions or one of the other NWP on-demands, they will probably want to select 2-3 texts from the collections rather than use so many. They can still have students read one day and write the next.
In Primary, we are fine with an early writing sample (opinion--which can be an "I like" in K/1) as opposed to an on-demand. If the school WANTS to do on-demand in primary, Jean Wolph (jean.wolph@louisville.edu) will forward materials that were developed by Sandra Hogue, LWP Co-director, for JCPS. In either case, we would want teachers to analyze the samples together.
If there are any questions or issues to troubleshoot, please contact jean.wolph@louisville.edu.
REPORTING FORMS FOR SEPTEMBER 12 MEETING (Sources Tool OR Grade Level Rubric)
SEE ALSO THE EMAIL SENT SEPTEMBER 4 for other options.
| using_sources_tool_reporting_form.docx |
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| 11-12thodwritingscoreformfinal.docx |
Materials for RSPDI Richmond Follow-Up
| opinions_because.pptx |
| should_we_worry_about_the_burrowing_owl_without_student_samples.pptx |
| should_boys_and_girls_be_in_separate_classrooms.pptx |
| paraphrase.docx |
| counter_student_work_analysis.docx |
| claimevidencereasoninganalysis_recording_tool.pdf |
Planning Tools created by Jennifer Bernhard
| argumentnextstepsplanningtoolkgarten.pdf |
| argumentnextstepsplanningtoolgr1.pdf |
| argumentnextstepsplanningtoolgr2.pdf |
| argumentnextstepsplanningtoolgr3.pdf |
| argumentnextstepsplanningtoolgr4.pdf |
| argumentnextstepsplanningtoolgr5.pdf |
| argumentnextstepsplanningtool6-8.pdf |
| argumentnextstepsplanningtool9-10.pdf |
| argumentnextstepsplanningtool11-12.pdf |
Student Work and Additional Resources:
Bullying Opinion Unit & Samples:
A possible mid-year plan
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| mid-year_baseline_student_growth_plan_food_choices.docx |
| why_students_hate_school_lunches.docx |
| 5th_grade_opinion_writing_rubric_kwp.pdf |
iPads in Schools
| high_3rd_grade.pdf |
| high-_third.pdf |
| middle_3rd.pdf |
| low_third.pdf |
Cats Vs. Dogs, 5th Grade:
| baseline_scoring_rationale.docx |
| baseline_writing_prompt_and_articles.docx |
| rspdi_2015_fall_follow-up_on_demand_report.docx |
| 5th_grade_opinion_writing_rubric_kwp.pdf |
| michelle_obama_food_in_schools.docx |
Watermelon Seed, two schools' first grade samples:
| high_.pdf |
| middle.pdf |
| low.pdf |
| high_1st_grade.pdf |
| middle-_1st.pdf |
| low-1st_grade.pdf |
