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Oregon Writing Framework

Oregon Writing Framework. Susan Davis Lenski Portland State University sjlenski@pdx.edu. Oregon Writing Framework. OAKS Writing Subtest, 2009-2010 4 th grade 44% 7 th grade 50% 10 th grade 53% Met or exceeded grade-level goals. OWF: Goals 1, 4, 5.

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Oregon Writing Framework

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  1. Oregon Writing Framework Susan Davis Lenski Portland State University sjlenski@pdx.edu

  2. Oregon Writing Framework OAKS Writing Subtest, 2009-2010 4th grade 44% 7th grade 50% 10th grade 53% Met or exceeded grade-level goals.

  3. OWF: Goals 1, 4, 5 • Producing: Developing writing fluency. • Handwriting, keyboarding, spelling, vocabulary use, language use • Assessment: CMB Writing • (number of words written, words in sequence correct) 4. Writing to learn Use writing to think and learn, respond to reading, research and build knowledge 5. Writing routinely 60 minutes of writing in secondary schools across subject areas

  4. Informal Writing • Builds writing fluency • Not formally graded • Response to reading • Journal writing • Writing to learn “Writing is the mind traveling—destination unknown.”

  5. 3-minute prompt writing As I got up from my chair, I turned around and noticed all the smoke in the room …

  6. Assessing Productivity Record the number of words you wrote. In the elementary grades, the OWF recommends that teachers record the total number of words written. In secondary, the OWF suggests using Correct Word Sequence.

  7. Measuring “Productivity” • Curriculum-Based Measurement (CBM) • Correct Word Sequence for 3-minute writing • Students will be given a writing prompt. After 3 minutes, they draw a line under the sentence they had just finished. Then students complete the piece of writing.

  8. Caveat • Don’t worry if you don’t understand this perfectly. You will be trained in schools before having to use this assessment. • The OWF recommends longer times for writing and subtracting incorrect sequences from correct sequences.

  9. To score for Correct Word Sequence look at only the portion of text above the line. Look at each successive pair of words. Count as a word sequence the joining of two words together that are spelled correctly and are grammatically correct. Words in each sequence must also make sense within the context of the sentence. Use a caret to mark correct word sequences. (See handout.)

  10. Try this one. I was outside when a spasce ship landed. I jumped so hight of the swing I hit my head on the bar. Out of the space ship came a puppy dog he looked around and, said “Where am I”.

  11. How’d you do? Look at the official scoring. How close were you? Do you think this measure provides teachers with useful information? Why or why not? Do you think this could be a measure that tutors could use?

  12. For Tutoring Plan Do you think this could be a useful assessment? What kinds of instruction or activities in the tutoring plan could build writing productivity?

  13. OWF: Goal 2 Adapting written communication to audience, task, purpose, and discipline, and apply the conventions associated with different writing genres (CCSS). Argument Informational/explanatory Narrative Assessment: primary trait, holistic rubric, analytic rubric

  14. Genre Writing • Teach organizational patterns of writing along with papers using more than one genre (narrative, expository, persuasive) • Six traits/rubrics • “Business writing” • Writing process is condensed

  15. Putting it Together Dear Dr. Lenski, Scratch Wisconsin off your list of places to visit! The weather is bad. There are lots of tornadoes and lots of snow. If you camp near a lake, the loons will keep you awake all night. If you catch a big fish, he might pull you into the water. If you go to a hockey game, you might get hit by a puck. If you buy a souvenir and drop it, it’s gone. I think you should stay home this summer. Troy, 2nd grade

  16. 6-trait Writing Assessment Sample student writing

  17. Making helpful comments Look at the piece and determine what you would suggest this writer work on next. Write a personal and positive comment. Write one comment scaffolding the content or structure. Make 1-3 suggestions for the student to focus on at the sentence, usage level. Could a tutor help with this?

  18. taylor mali the the impotence of proofreading http://www.youtube.com/watch?v=OonDPGwAyfQ

  19. Conventions Look at conventions rubric Look at CCSS list of Language expectations What do you think could be in a tutoring plan?

  20. OWF: Goal 3 • Using the writing process • Plan, organize, write, edit, revise (recursive) • Assessment: Portfolio • (Should have examples of all kinds of writing, not just using the process approach)

  21. Process Writing (Writing Workshop) • Develops skills and abilities • Some teacher directed and some student selected topics • Process through publication (sharing) • Teacher provides instruction on writing. • Format follows content!

  22. Kindergarten (September) My dog had puppies.

  23. First grade (September)

  24. Tutoring Plan Is there any way a tutor could help with this kind of writing?

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