The Language of Language Arts

1. The Language of Language Arts AEPA test-prep project Arizona State University & Diné College Spring 2012

2. I. RUBRICS • Checklist rubrics • Scoring scale rubrics (ex: AEPA) • Descriptive rubrics (ex: Six traits) • Holistic scoring guides • Structured observation guides

3. AEPA writing rubric • Scoring scale • Scoring criteria: • Purpose • Subject matter knowledge • Support • Rationale

4. AEPA writing rubric • Purpose: demonstrate depth of understanding of the content area through an ability to apply knowledge and skills rather than merely recite factual information.

5. AEPA writing rubric • “4” response: reflects thorough knowledge and understanding. • Purpose is fully achieved. • Substantial, accurate, and appropriate application of subject matter knowledge. • Supporting evidence is adequate. • Reflects comprehensive understanding.

6. Six traits writing rubric • Ideas/content • Organization • Voice • Word choice • Sentence fluency • Conventions

7. Six traits writing rubric • Ideas/content: “This trait addresses the writer’s theme [or purpose] along with supporting details… Ideas should be clear, complete, and well-developed. One clear focus should be apparent… Details should be thorough, balanced, and suited to audience and purpose.”

8. Six traits writing rubric • Organization: “A well thought-out order of ideas should be apparent... with a consciously planned opening and closing, each paragraph specific to one central idea, and transitions that tie the details together.”

9. Six traits writing rubric • Conventions: “This trait addresses the mechanics of writing, spelling, capitalization, punctuation, and paragraph breaks.” • http://www.azed.gov/standards-development-assessment/six-traits/

10. II. CONVENTIONS

11. III. STRATEGIES Language Arts – The Content of Writing

12. Genre • Expository: writing to inform • Persuasive: writing to present an opinion or convince an audience • Functional: writing for a practical purpose • Narrative: writing to tell a story • A personal narrative or memoir is a true form of narrative • Fiction is a form of narrative that is not true

13. Genre – common usage In school settings, the lower grades tend to use the word non-fiction to describe expository texts.

14. Genre Can you match the writing product with its genre?

15. Creating a piece of writing • Genre: What kind of writing is it? • Purpose: Why am I writing it? • Audience: Who will read it and what do they expect or what?

16. III. STRATEGIES, cont. Writing Instruction – Applying the Content of Language Arts to Student Writing

17. Ideas and content • Narrow the topic to something specific, focused, and appropriate for the length of the given assignment • Use important, interesting details (select the strongest examples and information) • Present ideas clearly (the writer anticipates and answers the reader’s questions)

18. Organization • Follow conventions of organization for a given genre • Works of non-fiction and essays have a clear introduction and conclusion • Works of fiction go in chronological order • Order ideas in a logical and effective manner • Place supporting appropriately to develop ideas • Write a beginning or introduction is clear and grabs the reader’s interest • Write a conclusion or ending provides a sense of closure

19. Word choice • Use words correctly • Use specific (rather than vague or general words and phrases) • Use language that is appropriate for your audience • Use powerful action verbs • Use language that is natural and not overdone • Be precise in choosing words that convey your meaning – find the right word! • Avoid repetition, slang, and clichés

20. Sentence fluency • Write a variety of sentences • Begin sentences with a variety of words • Use a variety of sentence length • Vary syntax (word order) and structure • Use effective transitions that are appropriate for the genre you are writing • Use sentences that have a natural cadence and phrasing

21. Voice • Write with a sense of audience – tailor your writing to the people who will be reading it • Tailor your writing tone and style to the form (e.g. research paper, memoir, editorial) or genre in which you are writing • Convey an appropriate sense of distance (more or less formal depending on the genre and audience) • Show that you are interested in what your writing (show emotion, opinion, or interest about the story or information being presented) • Find ways to let your own personality and voice shine through – your writing doesn’t just sound like everyone else • Write in an original or creative manner

22. Mechanics & conventions • Use correct punctuation, spelling, and grammar • Reinforce good organization with good paragraphing (paragraphs have unity and are focused on a clear topic)

23. III. STRATEGIES, cont. Writing Instruction – Applying the Writing Process Approach

24. Step 1: Pre-writing • Purpose: to generate, develop, and organize ideas for writing. • Process: there are many strategies for the Pre-Writing stage of the writing process. • Brainstorming • Lists • Webs or semantic maps • Genre-specific graphic organizers

25. Pre-writing for upper grades • Outlining • Strategies for conducting and organizing research: • Paraphrasing and citing • Selecting sources and evaluating them for quality and bias • Developing research questions and organizing collected research (e.g. notecards)

28. Step 2: Drafting • Purpose: to generate, develop, and organize ideas for writing. • Process: there are many strategies for the Pre-Writing stage of the writing process. • Brainstorming • Lists • Webs or semantic maps • Genre-specific graphic organizers

29. Step 3: Revising Purpose: to make substantive changes to the first draft in order to increase the effectiveness of a piece, both in terms of its content (what it says) and language (how it says it). Process: • Teach “cutting and pasting” to rearrange sections, delete confusing or repetitive sections, or add ideas. • Model revision with a focus on audience (“What else would my audience want to know? Would anything be confusing for my reader?”)

31. Step 4: Editing Purpose: to ensure that rules of writing mechanics are followed in the piece (the specific rules vary depending on grade level and what content has been taught). Process: • Show students how to use a checklist to identify errors in a written piece. • Teach structures for peer editing and feedback. • Provide extensive practice editing both in context and out of context.

33. Step 5: Publishing Purpose: to share best work with an audience. Process: • Teach how to copy work in best handwriting. • Provide opportunities to publish in a variety of formats, including digital formats such as PowerPoint. • Provide authentic contexts for sharing and celebrating writing.

34. Step 5: Publishing Purpose: to share best work with an audience. Process: • Teach how to copy work in best handwriting. • Provide opportunities to publish in a variety of formats, including digital formats such as PowerPoint. • Provide authentic contexts for sharing and celebrating writing.

35. Formats for writing instruction: gradual release of responsibility Explicitly Taught Shared Guided Modeled Independent

36. Lessons in writing do many things • Helps students become confident in the writing process • Help students understand and gain confidence with writing in a variety of genres • Both help with the specific project at hand and build writing skills that students will take with them over time

37. Common writing lesson format • Mini-lesson (10-15 min.): Teacher presents a specific step, technique or strategy by • Guided Practice (5-10 min): Students apply the mini-lesson to their writing in a guided setting • Modeling writing (and thinking aloud while writing) • Using a mentor text (text by another author that student can study learn a specific writing technique) • Using student exemplars/ works in progress to teach or model a specific objective • Independent Practice (15 + minutes) students write with the lesson objective in mind and share their progress at the end of independent practice.

38. Finding a focus to improve student writing • The genre you are writing. For example, persuasive texts require different sorts of transitions than information reports • The 6-traits rubric. For example, students needs strategies for revising to make sure they use a variety of sentence beginnings • Mentor texts. For example, students can learn how to use powerful sensory details that help their audience visualize by studying the text “Fireflies” by lie Brinkloe. • Examining student writing. For example, you assess the personal narrative your class wrote and notice that many students are confused about how to begin new paragraphs.

39. A planning template