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Writing (Process (General Components (Draft (Activities (Storyboard-…

- - - - Definition
        
        Unique to the genre chosen, reviewing content and referring back to prewrite planning and notes from annotated sources
        
        Creation of a rough draft that will be ready for revisions, writer organizes and develops ideas into sentences and paragraphs
      - Activities
        
        Chart/organizer- focus on logical connections between ideas
        
        Storyboard- visualize the sequence of events
        
        Free writing from the storyboard that is created
        
        Word processing
    - - Definition
        
        Gathering ideas and information pertaining to the writer's understanding of the prompt and how they might respond
        
        Brainstorming ideas
      - Activities
        
        Thinking ,understand prompt, purpose, background information, brainstorming, gather research or knowledge
    - - Definition
        
        Making changes to a writing product based on whether or not you addressed audience/purpose/genre.
      - Activities
        
        Peer revision, using revision checklists/criteria/guiding questions (did I meet my purpose for writing? Would this make sense to my audience?), adding/subtracting/clarifying/changing organization
    - - Definition
        
        Publicly sharing/displaying yourl final writing product
      - Activities
        
        Submission to formal outlets such as magazines, newspapers, agencies, etc.
        
        In a classroom- hanging on the wall or bulletin board, read out louds, gallery walks, and peer sharing
        
        Posting to a website or blog
    - - Definition
        
        Organizing the ideas and information in preparation for the drafting stage, sequencing ideas
      - Activities
        
        Outline, flow chart/graphic organizer, conferencing
    - - Definintion
        
        Reviewing and changing errors related to mechanical aspects of writing
      - Activities
        
        Looking carefully at what is written, fixing mechanical errors [spelling, punctuation, grammar]
  - - - Provide information on Total words written (TTW), Words correctly spelled (WCS), Correct word sequences(CWS)
      - Examine student progress towards goals specific to spelling and sentence construction
- - - - Positive reinforcement and specific feedback
  - - - Sentence Structure, punctuation, and grammar
      - Assessment
        
        Informally, or formally through specific criteria of observations and writing sample analysis. Can be used to assess the following three variables: word fluency, variety of sentence styles, and sentence complexity.
        
        W-CBM provides educators with an idea of the present levels of the student's writing proficiency and can be used to assess sentence writing skills
    - - "Spelling development requires an understanding of sound-symbol correspondence, spelling conventions and patterns, and a memory for regularly and irregularly spelled words" (Olinghouse pg.4 2010)
      - Assessment
        
        Spelling is complex and integrates linguistic knowledge sources, and students correct and incorrect spelling can help provide information about their individualized development and therefore tailor instruction.
        
        S-CBM is a tool for screening and progress monitoring of spelling.
        
        Collecting spelling samples
        
        Primary Spelling Inventory analyzed using a Qualitative Spelling Checklist which includes questions that guide alongside the five stages of spelling development.
    - - The goal of handwriting instruction is to develop fluency and automaticity, an important component in writing development
      - Very important for assessment purposes to model proper handwriting skills and collect numerous handwriting samples from the students
    - - "Word choice conveys a writer's intention and consideration of purpose, genre, and audience of the writing" (Olinghouse pg. 5, 2010)
    - - Assessment
        
        Assess based on, holistic scoring which scores based on an overall impression in comparison to other compositions in the writing group. This is the most efficient and can be used for screening purposes, but it does not provide effective support to guide instruction
        
        Assess the quality using a scoring rubric.
        
        Analytical rubrics assess specific components of writing which are criterion referenced with multiple areas of writing such as organization, or word choice.. This type of assessment can provide evidence to support instructional changes
        
        6 Trait Writing Scoring Guide
        
        Primary trait scales are criterion referenced that are developed to assess a specific component of the writing assignment
        
        Paragraph assessment
      - Paragraph level and beyond, important for multiple aspects of writing to create high quality assignments.
    - - Sentence Structure
        
        Instruction
        
        Sentence Combining Instruction
        
        Research
        
        Works for students from elementary grades through complexity
        
        Increases sentence complexity
        
        Increases writing quality and revising abilities
        
        Struggling writers
        
        Reduces cognitive load, fragments and run-ons
        
        Allows students to experiment with syntactic variations
        
        Improves revision and editing skills, confidence with punctuation
        
        Increases motivation to write
        
        Must provide students with many opportunities to practice
  - - - Writing CBM
        
        Words written, words spelled correctly, correct word sequences, correct minus incorrect word sequences
      - Spelling CBM
        
        Standardized valid procedure
        
        Teachers can create probe by choosing from a master list of words found in spelling curriculums and reputable sources
        
        Edformation;s Standard Spelling Assessment Lists
    - - Also includes a handwriting legibility scale
      - Writing Fluency: The student writes as many sentences that include three target words and relate to a stimulus picture stimulus as he or she can within a 7-minute time limit. The student’s sentences are scored for appropriate syntactic use of the targeted words.
      - Punctuation and Capitalization: The student is asked to print specified upper and lower case letters, make designated punctuation marks, and apply punctuation and capitalization rules to sentences and phrases. The responses are scored for accuracy
      - Sounds of Spelling: The student listens to audio-taped nonsense sounds and words and writes how the word would likely be spelled if it were a real English word. The student’s spellings are scored for accuracy.
      - Editing: The student verbally identifies and attempts to correct errors in capitalization, punctuation, and grammar that are featured in written sentences and paragraphs. The student’s responses are scored for accuracy.
      - Writing Samples: The student writes sentences in response to pictures, topic prompts, and incomplete paragraphs. Some require the use of specialized vocabulary. The student’s sentences are scored for quality of expression
      - Spelling: The student attempts to reproduce prewriting marks (e.g., lines, scribbles) and to correctly write/spell dictated letters and words. The student's responses are scored for accuracy
    - - Spelling: The student attempts to correctly write/spell dictated letters, letter blends, and words The student's responses are scored for accurancy
      - Essay Composition (administered to students in grades 3–12+): The student is given 10 minutes to write an essay about his or her favorite game. The student’s essay is scored for (1) total number of words written; (2) theme development and text organization (i.e., quality of the introduction, conclusion, paragraphs, transitions, persuasive reasons, and elaborations); and (3) grammar and mechanics using the CIWS scoring method (a description of CIWS can be found in the section devoted to W-CBM).
      - Alphabet Writing Fluency (administered to students in grades PK-3): The student writes down as many letters of the alphabet as he or she can within a 30 second time limit. The student’s responses are scored for number of correctly written letters.
      - Sentence Composition (administered to students in grades 1–12+): The student (1) combines 2 or more separate sentences and writes one sentence that means the same thing ( Sentence Combining ) and (2) writes sentences that use a target word in an appropriate context ( Sentence Building ). The student’s sentences are scored for syntax, semantics, and (for Sentence Combining) joining the original text.
- - - - music, song, cantos, haiku, demonstrative, sonnet, epics, narrative, lyrical, limerick, spoken word poetry, free verse, couplet, ballad, ode, acrostic, dramatic poetry, concrete
    - - Persuasive/Argumentative
        
        Political, satirical, opinion, magazine, newspaper, religious, speech, essay, debate statements, advertisements, grant writing, application essay, social media post, documentary, dystopian, allegory, non finction, fiction, comedy, appeal
      - Purpose for District Assessments
      - Criterion/Research based
      - Informative
        
        Magazine, newspaper, textbook, reference book, biography, memoir/autobiography, expository essay, blog, research essay, recipe, instruction manual, interviews, laws/legal documents, historic texts, signs, product description, narrative non fiction, documentary, brochures, exercise program, yoga flow
    - - Character development
      - Plot development
      - Theme
      - Dialogue
      - autobiography, biography, picture book, memoir, novel, journal, play drama, fantasy, mvie script, fable, historical fiction, news prompt, short story, sports play by play
    - - Free write
      - Express emotions- intune with self
      - Organize thoughts uniquely
  - - - Generate less reasoning or evidence, weak arguments dur to lack of motivation and inability to produce evidence with citations
      - Fact listing fashion of writing
      - Inappropriate structure for certain genres, and generate less content for unfamiliar genres
    - - It is best for students to be asked to write for a variety of audiences
      - Outline evidence through the planning process of annotating the assignment, an organizer can help break down the ideas and make sure the student has enough evidence to successfully produce and support an argument
  - - - Working writing portfolio
        
        "contains a student’s current compositions in various stages of progress and provides a place for the student to easily locate, review, and revise his or her writing." (Olinghouse et al pg 13 2010)
      - Showcase writing portfolio
        
        "contains a selection of a student’s best work and is typically used to provide evidence of a student’s overall writing ability, specific accomplishments, or both. For example, to demonstrate writing proficiency across genres, the student might select a final draft of a poem, a narrative story, a persuasive letter, and a report written for social studies." (Olinghouse et al pg 13 2010)
      - Process writing portfolio
        
        "contains writing samples and other artifacts to document how a student engages in the multiple phases of writing (e.g., brainstorming, outlining, drafting, revising, editing, publishing). Process portfolios can also target a student’s use of writing strategies and self-regulation skills (such as those described in Harris, Graham, Mason, & Friedlander, 2008). This type of portfolio is an excellent method for learning more about a student’s writing process." (Olinghouse et al pg 13 2010)
      - Cumulative writing portfolio
        
        "contains writing samples collected over an extended period of time (e.g., 4 years of high school) to document growth and accomplishments." (Olinghouse et. al, pg. 13 2010)
      - It is very important to complete a set of guidelines for the portfolio including- identify goals, determining the type of writing portfolio used, establishing organizational procedures, choosing authentic products that relate to portfolio objectives, record significance of items
- - - - Persuasive/Argumentative
      - Address social issues
        
        Develop strategies to advocate
    - - Political
      - Self
      - To the teacher
      - Personal
    - - Capacity of writing opportunities
    - - Social Media
      - Academic
      - Communication transmits information from yourself to others or from others to yourself