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Matching Instruction to Need

Matching Instruction to Need. Diagnostic Interventions Based on Results from the UBSCT, DWA, and Criterion-Referenced Testing. “If you think you can, you can. And if you think you can’t you’re right.”. Henry Ford. Improved Student Outcomes: Matching Instruction to Need. Levels A-C. FEW

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Matching Instruction to Need

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  1. Matching Instruction to Need Diagnostic Interventions Based on Results from the UBSCT, DWA, and Criterion-Referenced Testing

  2. “If you think you can, you can. And if you think you can’t you’re right.” Henry Ford

  3. Improved Student Outcomes: Matching Instruction to Need Levels A-C FEW Intensive Interventions Levels C-G SOME Supplemental Targeted Intervention ALL Meet Performance Indicators

  4. DWA Changes This Year • 5th and 8th graders will be tested • On-line testing and scoring • Assessment used to be announced

  5. UBSCT Reports • Reported by Individual Student • 1.2 Direct Writing Prompt Total Score • Total Possible 60 • Ideas 10 points • Organization 10 points • Voice 10 points • Word Choice 10 points • Sentence Fluency 10 points • Conventions 10 points

  6. DWA Reports • Reported by Teacher/ Class • 30 point total • Ideas and Content 5 points • Organization 5 points • Voice 5 points • Word Choice 5 points • Conventions 5 points

  7. DWA Achievement Levels

  8. Criterion-Referenced Tests See handouts for Step Up Scoring Guides and Rubrics (3rd tab in binder)

  9. Six Traits vs SUTW • See handout (1st tab in binder)

  10. Decision Making using the DWA and UBSCT • See handout (“Interventions Based on Results from Writing Assessments)

  11. USOE 5-Point Rubric- • ( Found in 3rd tab of binder) • See 5-Point USOE Definition One-Pager • Other rubrics—see handouts • Create your own using the 6 Trait Principles • www.rubistar.com

  12. Northwest Regional Educational Laboratory Rubric • See handout (2nd tab in binder)

  13. 6+1 Trait Writing Scoring Continuum WOW! Exceeds Expectations 5 Strong • Shows control and skill in this trait; many strengths present • On balance, the strengths outweigh the weaknesses; a small amount of revision is needed 4 Effective • Strengths and need for revision are about equal; about half-way home 3 Developing 2 Emerging • Need for revision outweighs strengths; isolated moments hint at what the writer has in mind 1 Not Yet • A bare beginning; writer not yet showing any control

  14. Writing Next Report/ SUTW • The Alliance for Excellent Education released the Writing Next report in October 2006. • The report identified 11 Elements of Success for effective writing instruction in middle and high school grades.

  15. 1 Writing Strategies • Involves teaching students strategies for: • planning, • revising, and • editing

  16. 2 Summarization • Involves explicitly and systematically teaching students how to summarize text

  17. 3 Collaborative Writing • Involves students working together to: • plan, • draft, • revise, and • edit their compositions

  18. 4 Specific Product Goal • Involves assigning students specific, reachable goals for the writing they are to complete

  19. 5 Word Processing • Involves using computers and word processors as instructional supports for writing assignments

  20. 6 Sentence Combining • Involves teaching students to construct more complex, sophisticated sentences

  21. 7 Pre-writing and Planning • Involves engaging students in activities designed to help them generate or organize ideas for their compositions • Informal Outlines • Organization folders • Templates for Organization • Modeling

  22. 8 Inquiry Activities • Involves engaging students in analyzing immediate, concrete data to help them develop ideas and content for a particular task • Investigation • Reading • Discussion

  23. 9 Process Approach Writing • Involves interweaving a number of activities—stressing extended writing opportunities, writing for authentic audiences, personalized instruction—in a workshop environment

  24. 10 Study of Models • Involves providing students with opportunities to read, analyze, and emulate models of good writing

  25. And lastly…11 Writing for Content Learning • Involves using writing as a tool for learning content material—i.e.teach writing in math, science, history

  26. “ The most noteworthy thing about gardeners is that they are always optimistic, always enterprising, and never satisfied. They always look forward to doing something better than they ever done before” teachers Poet, Novelist—Vita Sackville West

  27. Teaching Persuasive Writing at the Elementary and Secondary Level • Lots of materials are available via the internet • www.readinglady.com • www.nwrel.org • www.rubistar.com • www.middleweb.com • www.worksheetplace.com • www.abcteach.com • www.canteach.ca • www.teach-nology.com • www.2scholastic.com • www.readwritethink.com

  28. Other Materials: • CUPS Writing Strategy • 4th Tab in Binder • Graphic Organizers and Templates for Persuasive Writing---remember to print these on white paper and color code with Step Up’s colors • 5th Tab in Binder • Secondary Persuasive Writing Prompts • “Blowing Away the State Writing Assessments” • Writing Prompts/ Journal Topics

  29. Teaching Persuasive Writing Using the SUTW Strategies • A Persuasive Essay Lesson presented by Rebecca Becker, a resource teacher at Canyon View High School Unit. • Make and Take

  30. Your “Ticket Out the Door”----What’s your plan? • How will you apply this information to your class? Thanks for your participation! ksedgwick@weber.k12.ut.usrbecker@weber.k12.ut.us

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