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Being a Writer™ Second Edition and Marzano Teacher Evaluation Model

Crosswalk of Instructional Elements

The Being a Writer program is a yearlong writing curriculum for kindergarten through grade 5 and the first program of its kind to bring together the latest research in reaching writing with support for students’ social and ethical development. The program marries a writing process approach with guided instruction, providing a clear scope and sequence to ensure that your students learn the important elements of writing at their grade level. This all happens in the context of a caring classroom community – so crucial to motivating and inspiring students to grow as writers, thinkers and principled people. As members of the community, the students learn and act on the values that govern the community (responsibility, respect, caring, fairness and helpfulness). They practice the skills and dispositions they need to bring these values to life in their daily interactions.

The Marzano Teacher Evaluation Model is based on 4 domains of teaching, Classroom Strategies and Behaviors, Planning and

Preparing, Reflecting on Teaching, and Collegiality and Professionalism. Domain 1: Classroom Strategies and Behaviors contains 9 lesson segments organized into Design Questions and 41 elements within those Design Questions that have been shown in causal studies to have the most direct impact on student performance (Learning Sciences International, 2014).

This guide is intended to assist district and school leaders who utilize the Marzano Teacher Evaluation Model Center for the

Collaborative Classroom’s Being a Writer program. Elements of effective instruction in the Being a Writer program have been aligned with the Marzano elements so that coherence is evident for both the teacher using the program and any observer who may examine the instruction. The guide is not meant as an exhaustive list of elements, rather as an illustration of the Marzano elements in action as a part of the Being a Writer implementation. Similarly, the lesson examples in the guide are not comprehensive, but a mere sample of an instructional routine that demonstrates cohesion with one (or more) of the Marzano elements.

The Marzano Teacher Evaluation Model is coded using the following scheme:

� DQ = Design Question – Each Design Question is numbered according to the

Marzano Teacher Evaluation Model Domain 1 framework.

� The number following indicates the specific element within that Design Question.

� Example: DQ5 – 28 = Design Question 5, Element 28 – Maintaining a Lively Pace


Being a Writer & Marzano Teacher Evaluation Model Crosswalk

Being a Writer Elements of Effective Implementation

Marzano Art and Science of Teaching: Teacher Evaluation Model

Domain 1: Classroom Strategies and

Behaviors

Program Examples

Getting Ready to Write:

Invites the students to gather closely for whole-group, explicit instruction

DQ6 – 5 – Organizing the Physical Layout of the Classroom

BAW – Front Matter – Teaching the Program, p. xli We recommend a classroom arrangement that allows for quiet individual writing at desks, regular partner work as desks, and whole-class gatherings and discussion. A rug or classroom library area is ideal for whole-class gathering. If this is not possible, think of a way to have the students face and sit close enough to you to hear and see the read-alouds and participate in discussions.

Reviews the previous lesson and connects it to today’s lesson

DQ1 – 1 – Providing Clear Learning Goals and Scales DQ2 – 6 – Identifying Critical Information DQ2 – 8 – Previewing New Content DQ3 – 14 – Reviewing Content

BAW – Third Grade – Personal Narrative Unit, Day 2 p.147 Gather the class with partners sitting together facing you. Review that the students heard John and the Snake by Patty Ridley Jones yesterday and talked about how a personal narrative can be about just one interesting incident, such as when the author’s brother was bitten by a snake.


Introduces the purpose of the lesson DQ1 – 1 – Providing Clear Learning Goals and Scales DQ2 – 8 – Previewing New Content DQ3 – 14 – Reviewing Content

BAW – Fourth Grade – Fiction Unit: Week 4, Day 4, p. 282 Review [with students] that they began to analyze and revise their drafts yesterday. Remind them that the purpose of revision is to make their pieces as interesting and as readable as possible before they publish them for their classmates. Explain that today you will ask them to think about an important feature of all narrative: endings that bring a story’s events to a close. Explains how the lesson will help the

students improve their writing DQ1 – 1 – Providing Clear Learning Goals DQ1 – 2 – Tracking Student Progress DQ2 – 6 – Identifying Critical Information

BAW – Third Grade – Personal Narrative Unit: Week 1, Day 5, p. 139 Review that Joanne Ryder uses sensory details in her personal narrative. Direct the students’ attention to the “Notes about Personal Narratives” chart and add “sensory details help the reader see, hear, smell, taste, or feel what happened to it.” Explain that students will continue to write personal narratives today. Encourage them to look for places where they can include sensory details.


Paces the lesson to maintain student interest

DQ5 – 28 – Maintaining a Lively Pace DQ5 – 24 – Notices When Students Are Not Engaged

BAW – Third Grade – Fiction Unit: Week 4, Day 1, p. 280 Facilitation Tip: Continue to focus on pacing class discussions by scanning the class and using techniques such as the following:

o Call on just a few students to respond to each question.

o Use “Turn to Your Partner” if many

students want to speak.

o Restate the original question if the discussion strays from the original topic.

o Ask pairs to discuss whether they

agree or disagree with what a classmate has just said.


Uses open-ended questions DQ2 – 10 – Processing of New Information

DQ3 – 17 – Examining Similarities and Differences

DQ3 – 18 – Examining Errors in Reasoning

DQ3 – 19 – Practicing Skills, Strategies and Processes

BAW – Second Grade – Poems and Words Unit: Week 1, Day 4, p. 462 Have the students bring their notebooks and gather, facing you. Invite a few volunteers to read their poems to the class. After each student shares, point out something you liked about the poem, and then encourage the class to comment on the poem by asking questions such as: Q: What did you like about [Sam’s] poem? Q: What words did you hear that helped you make pictures in your mind? Q: What ideas did you get for your own writing by listening to [Sam’s] poem?


Asks follow-up questions DQ2 – 10 – Processing of New Information DQ3 – 17 – Examining Similarities and Differences DQ3 – 18 – Examining Errors in Reasoning DQ3 – 19 – Practicing Skills, Strategies and Processes

BAW – Third Grade – Expository Nonfiction Unit: Week 2, Day 5, p. 386 Facilitation Tip: During this unit, we invite you to practice asking facilitative questions during class discussions to help students respond directly to one another, not just to you. After a student comments, as the class questions such as:

o Do you agree or disagree with [Silas]? Why?

o What questions can we ask [Silas]

about what he said?

o What can you add to what [Silas] said?

Uses wait-time DQ5 – 26 – Managing Response Rates

DQ7 – 33 – Demonstrating “Withitness”

DQ9 – 39 – Demonstrating Value and Re- spect for Low Expectancy Students DQ9 – 40 – Asking Questions of Low Expectancy Students

BAW – Second Grade – Unit 2: Week 3, Day 1, p. 171 When you ask open-ended questions, are you using wait-time for at least 10 seconds to give everyone a chance to think before talking? If not, try counting to yourself after asking a question. If you often hear from the same few students during class discussions, extend the wait-time to encourage broader participation.


Avoids repeating or paraphrasing what the students say so they learn to listen to one another.

DQ2 – 7 – Organizing Students to Interact with New Knowledge DQ3 – 15 – Organizing Students to Practice and Deepen Knowledge DQ5 – 31 – Providing Opportunities for Students to Talk About Themselves DQ8 – 38 – Displaying Objectivity and Control

BAW – First Grade – Writing Nonfiction Unit: Week 1, Day 2, p. 363 During this unit, we encourage you to avoid repeating or paraphrasing students’ responses. It is easy to habitually repeat what students say when they speak too softly or to paraphrase them when they do not speak clearly. This teaches students to listen to you, but not necessarily to one another. Try to refrain from repeating or paraphrasing and see what happens. Encourage the students to take responsibility by asking one another to speak up or by asking a question if they do not understand what a classmate has said. Responds neutrally with interest when

facilitating whole-class discussions DQ5 – 26 – Managing Response Rates DQ8 – 37 – Using Verbal and Nonverbal Behaviors that Indicate Affection for Students DQ8 – 38 – Displaying Objectivity and Control

BAW – Second Grade – Letter Writing Unit: Week 1, Day 3 p. 401 Facilitation Tip During this unit, we invite you to practice responding neutrally with interest during class discussions. While it may feel more natural to avoid criticism rather than praise, research shows that both kinds of responses encourage students to look at you, rather than to themselves, for validation. To build the students’ intrinsic motivation, try responding with genuine curiosity and interest.


Uses cooperative structures DQ3 – 15 – Organizing Students to Practice and Deepen Knowledge DQ5 – 26 – Managing Response Rates

BAW – Kindergarten – Opinion Writing Unit: Week 1, Day 2 p. 374 Have the students bring their opinion pieces and gather with partners sitting together, facing you. Explain that partners will take turns sharing their writing with each other. Have partners turn to face each other and share their writing.

Spends no more than 10-20 minutes on this part of the lesson

DQ5 – 28 – Maintaining a Lively Pace BAW – Second Grade – The Writing Community Unit: Week 1, Day 3 p. 16 Teacher Note Be aware of how long you ask the students to sit and listen during the “Getting Ready to Write” phase of the lessons. These activities are designed to proceed fairly quickly, leaving the majority of time for independent writing. Use charts to document ideas and guide

student writing (as necessary and as directed)

DQ2 – 12 – Recording and Representing Knowledge DQ6 – 5 – Organizing the Physical Layout of the Classroom

BAW – Fifth Grade – Functional Writing Unit: Week 1, Day 1 p. 481 Have a few volunteers share [the functional writing they observed] with the class, and as they share, record the types of functional writing they mention on the “Types of Functional Writing” chart.


Model what the students will be expected to do

DQ2 – 8 – Previewing New Content DQ2 – 9 – Chunking Content into “Digestible Bites” DQ3 – 17 – Examining Similarities and Differences

BAW – First Grade Writing Nonfiction Unit: Week 2, Day 2 p. 381 Signal for the students’ attention. Display the model book page on the lined writing chart from Day 1. Tell the students that you going to model writing a closing sentence for your book. Explain that a closing sentence lets readers know they have come to the end of a book. Think aloud about a closing sentence you might write and model writing it on the chart.

Teach the students to use pre-writing techniques

DQ2 – 10 – Processing of New Information DQ2 – 12 – Recording and Representing Knowledge DQ3 – 19 – Practicing Skills, Strategies and Processes

BAW – Third Grade – Fiction Unit: Week 1, Day 4, p. 223 Explain that authors may get ideas for stories by asking themselves “What if?” questions. Direct the students attention to the “Notes About Fiction” chart and add “What if ” to it. Ask: Q: What “What if?” questions can you think of that might lead to an interesting story? As the students report their ideas, record them on another sheet of chart paper titles “What if ?” Quick Write: Ask the students to select one of the charted “What if?” questions and write in their notebooks for a few minutes about imaginative ways to answer it.


Share the work of published authors as models and inspiration

DQ2 – 6 – Identifying Critical Information DQ3 – 17 – Examining Similarities and Differences

BAW – Fourth Grade – The Writing Process Unit: Week 1, Day 5, p. 88 Show the cover of Sylvester and the Magic Pebble and read the title and author’s name aloud. Show and read p. 3 and the first two sentences on page 4 aloud twice. Ask: Q: “What does William Steig do in the first few sentences to get us interested in reading the story?” Repeat this procedure to explore the opening sentences in Wizzil (p.3) and Tea with Milk (p. 4)


Prepare the students for partner work DQ5 – 26 – Managing Response Rates DQ3 – 15 – Organizing Students to Practice and Deepen Knowledge

BAW – Fourth Grade – The Writing Community Unit: Week 1, Day 4, p. 12 Model Turn to Your Partner Have a student act as your partner, and model turning to face each other and introducing yourselves by your full name. Then ask partners to turn to face each other and introduce themselves. After a moment, raise your hand and have them turn back to face you. Practice again by asking: Q: What are you interested in writing about this year? Turn to your partner. Have partners discuss their thinking. After a moment, signal for attention. Have a few volunteers briefly share with the class what they discussed.

Writing Time:

Writes for a few minutes with the students DQ5 – 29 – Demonstrating Intensity and Enthusiasm

BAW – Second Grade – The Writing Community Unit 1: Week 2, Day 2, p. 31 Join the students in writing for 5 minutes, and then walk around and observe them, assisting as needed.


Encourages students to gradually increase their writing stamina, from 5-10 minutes at the beginning of the year to 20-30 minutes later in the year (depending on the grade level)

DQ3 – 19 – Practicing Skills, Strategies and Processes DQ5 – 24 – Noticing When Students are Not Engaged DQ5 – 28 – Maintaining a Lively Pace

BAW – Third Grade– The Writing Community Unit 1: Week 2, Day 4, p. 39 Teacher Note: The independent writing period is gradually getting longer. Observe the students carefully and increase the time more slowly, if necessary. The goal is the get the students writing independently for at least 30 minutes per day by the end of the first genre unit.

Confers with students DQ1 – 2 – Tracking Student Progress DQ2 – 10 – Processing of New Information DQ2 – 11 – Elaborating on New Information DQ3 – 19 – Practicing Skills, Strategies and Processes

BAW – Second Grade – Fiction Unit: Week 3, Day 2, p. 257 Have the students work quietly for 20-25 minutes. As they work, confer with individual students. Teacher Conference Note Today, begin conferring with individual students about the pieces they are developing for publication. Help the students revise unclear writing by rereading those passages back to him and explaining what is confusing to you.


Makes notes about their observations of the whole class as well as of individual students

DQ1 – 2 – Tracking Student Progress DQ9 – 40 – Asking Questions of Low Expectancy Students

BAW – Third Grade – Poetry Unit: Week 1, Day 3, p. 633 Class Assessment Note Observe the students and ask yourself:

o Do the students seem to be writing freely and creatively?

o Are they engaged in their writing?

o Do they seem overly cautious or

inhibited about what they put on paper?

After about 10 minutes, support any student who struggles to start by asking questions such as:

Q: What animal could you write about?

Q: What sensory details can you write to describe what [a cat] looks like? Sounds like? Feels like?


Encourages the students to engage in a wide variety of writing and drawing tasks depending on their level and interest

DQ1 – 2 Tracking Student Progress DQ2 – 10 – Processing New Information DQ2 – 12 – Recording and Representing Knowledge DQ3 – 19 – Practicing Skills, Strategies and Processes DQ8 – 36 – Understanding Student’s Interests and Backgrounds DQ9 – 40 – Asking Questions of Low Expectancy Students DQ9 – 41 – Probing Incorrect Answers with Low Expectancy Students

BAW – Fourth Grade – The Writing Community Unit: Week 3, Day 5, p. 63 Explain that during Writing Time today the students may choose one of the items on their lists and write about what they know about it, if they wish. They may also work on advertisements, instructions, other kinds of non-book writing, or anything they choose. Have partners sit together at desks. Display the “Writing Time” chart and have the students write silently for 20-30 minutes.

Supports the students in organizing their writer’s notebooks

DQ6 – 4 – Establishing Classroom Routines

BAW – Second Grade – The Writing Community Unit: Week 3, Day 1, p. 44 Have the students turn to the page with the self-stick tab. Have them write “My Writing” in big letters on that page. Explain that this is the section where students will write the first drafts of their stories.


Encourages the students to use self-stick notes to aid in revision

DQ2 – 13 – Reflecting on Learning DQ3 – 20 – Revising Knowledge DQ6 – 4 – Establishing Classroom Routines

BAW – Fifth Grade – Functional Writing Unit: Week 2, Day 5 p. 515 Have partners quietly reread their directions and look up when they are finished. Distribute self-stick notes to the students and explain that you will ask them to look for and think about a few specific things in their drafts. Display the “Revising to Add Either/Or and Both/And” chart and read the prompts aloud., one at a time, giving the students several quiet minutes after each prompt to review their drafts and mark passages with self-stick notes.


Supports students in solving their own problems

DQ2 – 13 – Reflecting on Learning DQ3 – 20 – Revising Knowledge


DQ9 – 41 – Probing Incorrect Answers with Low Expectancy Students

BAW – Fifth Grade – Expository Nonfiction Unit: Week 2, Day 5, p. 379 Ask and discuss: Q: What topics got you and partner talking today? What did you talk about? Q: Did you feel like your partner was curious about the topics you shared? What made you feel that way? I noticed that [some partners were doing other things while their partner was sharing with them]. Q: Why do we want to avoid that in our community? What can we do next time to [support our partners]?


Sharing and Reflection:

Discusses partner work and writing DQ2 – 13 – Reflecting on Learning DQ3 – 20 – Revising Knowledge DQ5 – 31 – Providing Opportunities for Students to Talk about Themselves DQ6 – 4 – Establishing Classroom Routines

BAW – Fifth Grade – Poetry Unit: Week 1, Day 2, p. 632 Ask partners to talk together briefly about what they wrote today. After a moment, signal for their attention and ask:

Q: What did your partner write about today?

Q: Did you or your partner write about an object? Read us what you wrote. Q: What problems did you and your partner have working together today? What will you do to avoid these problems next time?

Encourages the students to use prompts to talk about one another’s writing

DQ2 – 7 – Organizing Students to Interact with New Knowledge DQ3 – 15 – Organizing Students to Practice and Deepen Knowledge DQ4 – 21 – Organize Students for Cognitively Complex Tasks DQ5 – 26 – Managing Response Rates DQ5 – 31 – Providing Opportunities for Students to Talk about Themselves

BAW – First Grade – Writing Nonfiction Unit: Week 2, Day 4, p. 385 Display the Discussion Prompts chart and remind the students that they learned these prompts earlier in the year. Discussion Prompts

o I found out….

o I want to know… Read the prompts aloud, and ask the students to use these prompts when they comment on one another’s writing today.


Works with the students to address any challenges they may be having in their writing community

DQ5 – 24 – Noticing When Students are Not Engaged DQ5 – 31 – Providing Opportunities for Students to Talk About Themselves


DQ7 – 34 – Applying Consequences for Lack of Adherence to Rules and Procedures DQ7 – 35 – Acknowledging Adherence to Rules and Procedures

BAW – Second Grade – Fiction Unit: Week 3, Day 3, p. 260 Ask and briefly discuss questions such as: Q: How do you think we have been doing in our writing community? Q: What do you think we could work on to be a better writing community? Point out both successes and problems you have noticed and invite the students to think of ways to avoid or solve problems in the future.


Celebrates successful writing experiences DQ1 – 3 – Celebrating Success DQ8 – 37 – Using Verbal and Nonverbal Behaviors that Indicate Affection for Students DQ9 – 39 – Demonstrating Value and Respect for Low Expectancy Students

BAW – Kindergarten – Telling More Unit: Week 3, Day 3, p. 234 This week the students will begin to share their writing from the Author’s Chair. They will use the Author’s Chair whenever they share their writing as a community in the future. The intention of Author’s Chair sharing is to give each author “center stage” and to create a special atmosphere when students share their writing.

Writing Environment:

Creates an atmosphere conducive to writing (e.g., quiet) that includes procedures for handling common interruptions

DQ6 – 4 – Establishing Classroom Routines DQ6 – 5 – Organizing the Physical Layout of the Classroom DQ5 – 24 – Noticing When the Students are Not Engaged


DQ7 – 34 – Applying Consequences for Lack of Adherence to Rules and Procedures DQ7 – 35 – Acknowledging Adherence to Rules and Procedures DQ8 – 38 – Displaying Objectivity and Control

BAW – Fourth Grade – The Writing Community Unit: Week 1, Day 2, p. 14 Explain that during Writing Time, you would like the class to work in silence, without talking, whispering, or walking around. Tell the students that you will give them a signal when Writing Time is over. Explain that you will be writing along with them and ask that you not be interrupted. Give the students a moment to gather what they need, sharpen pencils, etc.


Post writing artifacts around the room DQ6 – 5 – Organizing the Physical Layout of the Classroom

BAW – Fourth Grade – Fiction Unit: Week 6, Day 5, p. 327 Assure the students that everyone will have a chance to share published stories from the Author’s Chair in coming days. After they are read aloud, the stories will be placed in the class library so the students can read them during independent reading time.

Establishes procedures that allow the students to work together successfully (e.g., gathering on the carpet, using and sharing materials, etc.)

DQ6 – 4 – Establishing Classroom Routines DQ6 – 5 – Organizing the Physical Layout of the Classroom DQ7 – 34 – Applying Consequences for Lack of Adherence to Rules and Procedures DQ7 – 35 – Acknowledging Adherence to Rules and Procedures

BAW – Third Grade – The Writing Community Unit: Week 1, Day 1, p. 8 Explain that the class will gather to hear a read-aloud. Tell the students that you would like them to gather and sit facing you, either on a rug or in their seats. Before asking the students to move, state your expectations, “I expect you to move quickly, quietly, and without bumping into one another.” Ask: Q: What do you want to keep in mind to make moving go smoothly?

Have the students move to their places. Ask:

Q: What did you do to be responsible as you moved? What might you do differently when we try it again.


Encourages diverse opinions DQ5 – 29 – Demonstrating Intensity and Enthusiasm

DQ5 – 30 – Using Friendly Controversy

DQ5 – 31 – Providing Opportunities for Students to Talk About Themselves

DQ8 – 38 – Displaying Objectivity and Control

BAW – Kindergarten – Opinion Writing Unit: Week 1, Day 2 p. 374 When most pairs have finished sharing, signal for the students’ attention. Point out that the students have different opinions about animals that do not make good pets and that is fine. What is important is that they explain their thinking and listen respectfully to the thinking of others. Ask and discuss as a class: Q: What animal does your partner think would not make a good pet? Why does your partner think that? Q: Do you agree with you partner’s opinion? Why?


Helps the students take responsibility for their own learning and behavior

DQ1 – 1 – Providing Clear Learning Goals and Scales DQ1 – 2Tracking Student Progress DQ7 – 34 – Applying Consequences for Lack of Adherence to Rules and Procedures DQ7 – 35 – Acknowledging Adherence to Rules and Procedures DQ8 – 38 – Displaying Objectivity and Control

BAW – Third Grade – The Writing Process Unit: Week 2, Day 3, p. 107 Remind the students that the goal of conferring is to help one another create the best possible piece of writing. By helping one another, they build the writing community. However, sometimes problems can arise during pair conferences. Ask questions such as : Q: What kinds of problems have you experienced when finding a partner to confer with? How can we avoid those problems? Q: What kinds of problems have you experienced [during/at the end of ] conference? How can we avoid these problems? Q: What can we do to make sure everyone is invited to confer sometimes?

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Being a Writer™ Second Edition and Marzano Teacher ... · Page 1 collaborativeclassroom.org! Being a Writer™ Second Edition and Marzano Teacher Evaluation Model Crosswalk of Instructional