NJ Making Sense of Writing

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Making Sense of

Wri/ng

FLENJ, 2011 Laura Terrill [email protected] lauraterrill.wikispaces.com

Three Modes of Communication

Interpersonal

Interpretive

Presentational

What is the mode of communicaBon?

1 Prepare a poster about your favorite sport.

2 Watch a travel video and jot down places of interest.

3 Talk about what to do on the weekend.

4 Send a letter to an e-pal.

5 Create a graphic organizer for new vocabulary.

6 Create a skit where you buy something in the market.

WriBng is Thinking Everyone has the capacity to write,

writing can be taught, and teachers can help students

become better writers.

People learn to write by writing.

- NCTE Beliefs about the teaching of writing November, 2004

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Percentage of 8th and 12th graders performing at or above a proficient level of wriBng achievement

2007 NaBonal Assessment of EducaBonal Progress (NAEP)

1998 2002 2007

8th grade 28% 33% 35%

12th grade 23% 26% 25%

Students write informaBve, persuasive and narraBve texts for the wriBng assessment.

The Spanish AP Exam

The Spanish language essay requires students to listen to an authentic text and read one text and an accompanying document.

They must use information from the texts to write an essay.

Students are then allowed 5 minutes to plan and 40 minutes to write an essay of at least 200 words.

French AP - 2012 •  Section I (Interpretive Communication), 50% of exam score

Multiple Choice: 65 items in 9 sets (4 reading sets, 2 sets that combine reading and listening, 3 listening sets)

•  Section 2 (Interpersonal and Presentational Communication), 50% of exam score Free Response: 4 items

•  Interpersonal Writing ▫  Students read a message and write a reply in which they respond to requests or questions posed in the

message; they also ask for details about something mentioned in the message. •  Presentational Writing ▫  Students write a persuasive essay on a speciPic topic. In the essay, they present the viewpoints

expressed in a print source and an audio source, and they state and support their own viewpoint on the topic. Students also cite information from a third source (e.g., a chart, map, or table) to support the response.

•  Interpersonal Speaking ▫  Students participate in a simulated conversation (topic and situation are dePined) by following an

outline of Pive exchanges (also provided). 5 responses x 20 seconds each. •  Presentational Speaking ▫  Students plan and give a two-‐minute oral presentation on a speciPic topic related to one of the six course

themes. In the presentation, students Pirst use description and narration to talk about their own experiences concerning the topic. Then, students make a comparison to something they’ve learned about the French-‐speaking world in relation to the topic. There is no source material for this task; students may cite examples from class readings or discussions, personal observations or life experiences, etc.

ACTFL Integrated Performance Assessment Interpretive Communication

Students listen to, view and / or read an authentic text and answer information as well as

interpretive questions to assess comprehension. The teacher provides students with feedback on

performance.

Interpersonal Communication After receiving feedback students engage in communication about a particular topic which relates to the

interpretive text.

Presentational Communication Students engage in the presentational mode by sharing their research/ideas/

opinions. Samples presentational formats: speeches, drama, skits, videos,

radio broadcasts, posters, brochures, essays, websites, etc.

Three Modes of Communication Presentational

VerBcal ArBculaBon

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ACTFL Performance Guidelines for K-‐12 Learners

Novice Use short, memorized phrases; Understood by those who are very used to interacBng with language learners; Rely on visuals to enhance comprehensibility

Intermediate Formulate wri_en presentaBons using a range of sentences and strings of sentences primarily in present Bme but also, with preparaBon, in past and future Bme

Pre-‐Advanced Report, narrate and describe, using connected sentences, paragraph-‐length and longer forms of discourse, on topics of personal, school and community interest

Novice Learner Range ACTFL Performance Guidelines

Presentational

Comprehen-sibility

Use short, memorized phrases; Understood by those who are very used to interacting with language learners; Rely on visuals to enhance comprehensibility

Language Control

Demonstrate some accuracy when using memorized language; Show interference from native language when attempting to communicate information which goes beyond memorized

Vocabulary Use

Use a limited number of words and phrases in familiar categories; Rely on native language when expressing personal meaning in unfamiliar categories

Communication Strategies

Make corrections by rewriting when appropriate forms are modeled by the teacher

Cultural Awareness

Imitate the use of culturally appropriate language as modeled by the teacher

Intermediate Learner Range ACTFL Performance Guidelines

Presentational

Comprehen-sibility

Express their own thoughts, describe and narrate, using sentences and strings of sentences on familiar topics; Sufficient accuracy that readers understand most of what is presented

Language Control

Written presentations on familiar topics in present time but also with preparation in past and future time; Inaccuracies and interference when attempting to present less familiar material

Vocabulary Use

Demonstrate control of expanding number of familiar words and phrases and limited number of idiomatic expressions; Supplement basic vocabulary with use of dictionary; May sometimes use false cognates


Occasional use of reference sources and efforts at self-corrections to avoid errors; Use circumlocution to avoid linguistic challenges

Cultural Awareness

Use some culturally appropriate vocabulary and idiomatic expressions; Demonstrate some cultural knowledge

Pre-Advanced Learner Range ACTFL Performance Guidelines

Presentational

Comprehen-sibility

Report, narrate and describe, using connected sentences, paragraph-length and longer on topics of personal, school, community and global interest; Reader may on occasion need to make a special effort to understand the message

Language Control

Accurately formulate presentations in present time; May show some inaccuracies when dealing with multiple time frames or other complex structures; Successfully communicate personal meaning

Vocabulary Use

Demonstrate control of an extensive vocabulary from a variety of topics; Supplement basic vocabulary with resources; May use more precise terms when dealing with researched topics


Demonstrate conscious effort at correct formulation and self-correction; Sustain length and continuity using strategies such as simplification, reformulation and circumlocution

Cultural Awareness

Demonstrate increased use of culturally appropriate vocabulary and idiomatic expressions; Use language increasingly reflective of authentic cultural practices and perspectives

Novice Who are the people in this picture? Describe them. What do they like to do? What don’t they like to do?

Intermediate-Low What did members of this family do yesterday? What questions would you like to ask about this family?

Intermediate This family spends time together each week. What traditions exist in your family? Explain one tradition in detail. What are you currently doing to create or continue family traditions? What traditions will you establish when you have a family of your own? Describe a tradition that you hope will exist in your future.

Pre-Advanced Many believe that families who have strong traditions have a better quality of life. Do you agree or disagree with this belief? What impact would stronger families have on our society? Support your opinions with specific examples.

Cinderella Level I Cinderella is a girl. She isn’t happy. She works a lot. Her mother doesn’t like Cinderella. She has two sisters. They don’t like Cinderella. There is a ball. Cinderella doesn’t go to the ball.... Level II Cinderella is a poor young girl. She has two sisters who are not nice. And her mother doesn’t like her much. One day the family is going to go to the ball at the king’s castle. Cinderella can’t go because she doesn’t have a pretty dress.... Level III Once upon a time there was family of two sisters and their mother. They had a step-sister, Cinderella. The mother loved her two ugly and mean daughters, but she didn’t like Cinderella, who was beautiful and nice. One day, the king invited all the young girls to meet his son, the prince. But Cinderella, who didn’t have anything nice to wear, couldn’t go....

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Level IV Once upon a time there was a family composed of a mother and her two mean and ugly daughters. In the small house lived Cinderella, the step-sister, who had to do all the household chores. Because of her great charm and beauty, Cinderella was hated by her step-mother and two step-sisters who were jealous. One day, there was an invitation sent by the king, who was giving a grand ball at the castle in honor of his son. All the young girls of the kingdom were invited; except Cinderella who, not having anything to wear for such a rich ball, could not attend....

Level V Once upon a time there was a girl named Cinderella whose step-mother made her work all day long. But her two vain and lazy step-sisters would only walk around in their beautiful dresses making fun of Cinderella who was always dressed for doing household chores. One day, a letter arrived from the king who was making preparations for a grand ball at which his son would choose his future bride from among all the young girls of the kingdom. Cinderella really wanted to attend but couldn’t because all she had were the old charwoman clothes she was wearing.

You are wriBng a le_er to introduce yourself to your new neighbors.

• Describe your family and where you live. MenBon several acBviBes that you and your family do.

• Tell where you lived before coming to St. Louis. Tell what it was like as you prepared to move. What did you do? How did you feel? What made it hard to move? Why did you want to move?

• Describe what you will do in future years in the United States. Where will you work? Where will you travel? What will you do to help you conBnue to learn English?

ELL Adult Samples

I am from Israel.

My name is Amalia. I am a married woman and have 3 kids. My son live in Florida and my girls in Israel. We usely like to travel to new places, to see moves and to go to Conserts.

We move to St. Louis because my husbend get ajob in Boying Company. In the beging I feel happy to start a new life and my children encorg us to do that but When the day came it was hard to leve my girls in Israel and fly to U.S.

Now after two years We miss the girls but we are close to my son. We travel a lot in U.S. to West Cost and to the East, meet new people and enjoy the new life.

I help to improve my English with reading books watch T.V. and study English.

I like to introduce myself to all of you. My name is Jennifer. I’m so happy to study in parkway esl school. It was out of my suspect before my arriving here. I have been here for almost six monthes. There are three people in my family. My husband. I and my son. We’re new immigration in U.S.A. But America is not strange to us. We had been here for one yoar in 1990 to 1991.

I came from Taiwan. I was born and grew up in south of Taiwan. I used to live Kalshining city about fourty eight years. When I decided to move here. I was so worried about, what St. Louis look like? I’m no sure if I come to here that everything will be all right? Maybe I’m afraid to drive. The most difficult thing is langurage problem. I can’t sleep very well for a long time. Because I worried so much. I called my friend who had became a u.s. citizen two years ago. I’m looking forward to getting more opinions from her. I made a list what should I do or what should I need to bring. The important thing is economic problem. I need to arrange all of my property. I need to give up my life living in Taiwan. But my husband had a strong feeling to send my son to America. He like to support my son to creat a different and challenge new life for his future. This is a motivation for us to move here.

I hope that I can speak and listen better in the furture.

Your “apple save” moment…. 6 + 1 Traits of Writing Ruth Culham

•  Ideas •  Sentence Fluency •  Organization •  Word Choice •  Voice •  Conventions + Presentation

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Ideas

Ideas make up the content of the piece. Writers move from the general to the specific. “They describe the bits and pieces of life, the ordinary, in extraordinary ways…They have something to say in their writing that no one else does. Their ideas come alive!”

Ruth Culham

Lists

• Reasons not to lie • Ways to spend $100 • Things to do besides watch TV • Things that make you smile • Things you might find at the beach

Expand an Outline

Ask 3 to 5 ques/ons to get more informa/on about the following outline.

▫  I went to Florida. ▫  I visited my relaBves. ▫ We walked on the beach. ▫ We ate at a restaurant. ▫  I had a good Bme.

Ask the QuesBons Write the Story

Une carte postale arrive 72 ans plus tard Mardi 1 septembre, 06h16

Cette carte postale est arrivée à la poste de Monaco la semaine dernière, en provenance du centre de tri de Nice. Arrivée le 25 août 2009, la carte avait été postée le… 11 août 1937! Postée à Saint-Etienne-de-Tinée, dans les Alpes-Maritimes, par M. Achierdi, cette carte postale était destinée à Fernande, sa fiancée. Une fiancée décédé en 1969…………

24 Heures à Paris

•  got up, got dressed, breakfast at 8:00,

•  museum at 10:00, •  lunch at noon, • Eiffel Tower at 2:50,

shopping at 4:00, •  portrait at 7:00, •  met someone special,

dancing at 10:00, •  champagne at midnight •  went home, fell asleep

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Picture This • Use an image, show for 1 minute, cover, each student writes words, phrases and sentences to describe.

•  Segment image into 6 quadrants, show each quadrant for 1 minute, allow students to write out of context descripBon

•  Finally show enBre image again for one minute.

6 + 1 Traits of Wrting - Ruth Culham

Role Audience Format Topic

German government

ciBzens of Guernica

le_er apology for what

was done

Franco people of Spain speech protestaBon of

innocence

Museum curator Picasso newspaper interview

quesBons about the painBng and likely

answers

Soldier Commander telegram reasons for defeat

Mother Diary journal entry what happened and personal thoughts

about war

? ? ? ?

R.A.F.T.S.

persuade, analyze, create, predict, compare, defend, evaluate

Teammates Consult

Discuss with your group. Then, pick up a pen and write an answer in your own words.

Should the United States have given a state dinner for the China’s President? Why or why not?

Dialogue Journals: InteracBve WriBng to Develop Language and Literacy Joy Kreen Peyton

•  A dialogue journal is a wri_en conversaBon in which a student and teacher communicate regularly. •  Students write about topics that are important to them in the wri_en genre that is appropriate. They are not constrained by teacher-‐ or curriculum-‐established topics. •  Teachers do not overtly correct errors. •  Dialogue journals focus on meaning rather than form and on real topics and issues of interest to the student.

h_p://www.cal.org/resources/Digest/peyton01.html

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Dialogue Journal Prompts

•  It’s awful when I can’t… •  When I’m bored… •  What I like most about myself… •  Something strange I saw…. •  I couldn’t sleep… •  What does it mean to be (lazy)? •  I went to the end of the rainbow and found… •  I have a dream… •  When I see (red), I think… •  I am happy when… •  Next year I want to…

http://www.cal.org/resources/Digest/peyton01.html

Lead ins…. Topic words…… •  Homework

•  A fast food restaurant •  Snow •  Hero •  Zoo •  Money

•  VacaBon •  Car •  Friend •  Animal

•  Jewelry

30 Ideas for Teaching WriBng NaBonal WriBng Project

h_p://www.nwp.org/cs/public/print/resource/922

1.  Use the shared events of students' lives to inspire writing. 2.  Establish an email dialogue between students from

different schools who are reading the same book. 3.  Use writing to improve relations among students. 4.  Help student writers draw rich chunks of writing from

endless sprawl. 5.  Work with words relevant to students' lives to help them

build vocabulary. 6.  Help students analyze text by asking them to imagine

dialogue between authors. 7.  Spotlight language and use group brainstorming to help

students create poetry.

Sentence Fluency

Ruth Culham

“Fluent writing is graceful, varied, rhythmic — almost musical. It’s easy to read aloud. Sentences are well built. They move. They are varied in structure and length. Each one seems to flow right out of the one before.”

It’s summer. It’s hot. I love to swim. I like the beach. I like to play volleyball.

Summer

Write 5 sentences about summer…..

Teach transiBons

but also and then still, always at first as, like however for example often in this way later suddenly perhaps because by the way especially on the contrary in any case and finally briefly now

Building Blocks

Rosita made tortillas________ _______ where ? with whom?

__________ __________ _________. when ? at what time? why?

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Organization

Ruth Culham

“Herding cats…..The art of getting those ideas together, heading them out on the trail with a great sendoff; creating sequence, transitions, and a fine sense of pacing along the way; and, at the end of the drive, rounding them up…..”

Summarize •  Student’s trace hand on paper. •  They write the most important topic on the palm of the hand.

•  They write 5 facts about the topic on each finger.

•  Students pair with a partner to share their summary.

An unusual meal….. Write a topic sentence with at least 10 words.

Write a closing sentence with at least 10 words.

Sentence 2

Sentence 3

Sentence 4

Mix It Up

Word Choice

Ruth Culham

“Word choice is about the use of rich, colorful, precise language that communicates….. in good descrip/ve wri/ng, strong word choice clarifies and expands ideas. In persuasive wri/ng, it moves you to a new vision of things. In narra/ve wri/ng, it creates images in your mind that are so real, you feel like you are part of the story itself.”

AcrosBc Poetry

P aris, a dynamic city with A rBsBc museums and monuments, R ich in history I nvites connoisseurs of life to S ites of great appeal.

http://www.shadowpoetry.com/resources/wip/types.html

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Cinquain Poetry Subject

noun, noun adjecBve, adjecBve, adjecBve

short sentence or phrase about the subject restate the subject

Paris museums, monuments dynamic, exciBng, alive a cultural tapestry this

City of Lights.

Breve_e Poetry subject (noun) verb (ongoing action, stretched out when typed) object (noun)

students t a k e tests

teachers g r a d e papers

summers g i v e relief

Loop Poetry In Loop Poetry there are no restrictions on the number of stanzas nor on the syllable count for each line. In each stanza, the last word of the first line becomes the first word of line two, last word of line 2 becomes the first word of line 3, last word of line 3 becomes the first word of line 4. This is followed for each stanza.

What a joy to travel Travel to see places Places that are different Different people to meet.

Who am I now? Now I have changed Changed by experiences Experiences that are memories.

“Les Etats-Unis ont surmonté les démons du passé” (Le Monde)

“La Chance de l’Amérique”…(Libération)

Expand a Headline

1. Diamonds are forever (DeBeers) 2.  Just do it (Nike) 3. The pause that refreshes (Coca-Cola) 4. We try harder (Avis) 5. Good to the last drop (Maxwell House) 6. Breakfast of champions (Wheaties) 7. Does she ... or doesn't she? (Clairol) 8. Where's the beef? (Wendy's) 9. Look Ma, no cavities! (Crest toothpaste) 10. Loose lips sink ships (public service)

Expand a Slogan

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Describe in Detail

Voice

Ruth Culham

“Voice…..the sense that a real person is speaking to you and cares about the message. It is the heart and soul of the wri/ng the magic, the wit, the feeling…..”

What Peace Means to Me Said Mohamed, 4th grade I came from Somalia. There was a war there. People were getng hurt. Bombs were dropping. I could hear guns. At night they woke me up. Two of my brothers were fighBng in the war. One brother was nineteen and one brother was twenty-‐six. They both got killed. One night the bad guys came into our house. We ran out the back. They stole my mom’s jewelry. My uncle wanted to stay and fight, but my dad told him, “No!” We went to Ethiopia to get away. SomeBmes we rode in a truck, or on camels or we walked. I closed my eyes so I wouldn’t see bad things. We never went back to our house in Somalia. Aner one year we came to America. I hope they never have a war in America. People need to show love. That is PEACE!

September 26 —

On September 26, 1774, John Chapman was born. Later in life, he became be_er known as Johnny Appleseed. Johnny performed a community service as he traveled west spreading apple seeds. Write about some types of community service that you could possibly perform.

http://www.theteacherscorner.net/daily-writing-prompts/index.htm

Daily WriBng Prompts

http://www.theteacherscorner.net/daily-writing-prompts/index.htm

Daily WriBng Prompts •  March 30

On this day in 1858, the patent for a pencil with an a_ached eraser was issued. Taking your pencil’s point of view, what do you think a typical day in your classroom would be like?

•  March 21 Today is “Children’s Poetry Day.” Using your favorite form of poetry, write a poem about what it means to be a kid. Think about the advantages and disadvantages.

•  March 16 On this day in 1751, our 4th President, James Madison was born. Madison was the oldest of twelve (12) children. What do you think would be the advantages and/or disadvantages of having eleven (11) siblings? Would you like to have eleven younger brothers and sisters?

•  March 8 March 8th is “Working Women’s Day.” Many people feel that being a stay-‐at-‐home-‐mom is full-‐Bme job. Do you agree or disagree and why?

•  March 6 On this day in 1912, Oreo Cookies were sold for the first Bme. Describe to someone how you like to eat your Oreo.

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More wriBng prompts…. You can post your response (750 words or fewer) on the site.

•  Write a made-‐up magic spell, including ingredients, chants, and acBons. Now, turn it into a poem.

•  Pretend that there is a small man/woman operaBng the control system of your brain. Write about your day from his/her perspecBve. How does he/she feel about you?

•  One day you wake up to find your dog/cat waiBng for you at the side of your bed, sitng on your briefcase. Cocking its head, it tells you, in perfect English, that you won’t be going to work today. Why won’t your pet let you go to work, and what happens?

•  You're late for work because you overslept, but your boss hates over-‐sleepers. He does love entertaining stories, so create the most outlandish excuse as to why you were late.

www.writersdigest.com/WriBngPrompts/

Save the Last Word for Me (Dialogue Journals)

Locate five statements or quotations that you find interesting as a reader. Write the statement or quote in your journal or on one side of an index card. Then, write your comments or questions about the statement on the back side of the index card or in your journal. Share the quote in your small group inviting others to add their thoughts. Do not share your thinking until everyone in your group has given a reaction.

Bloom’s Choice Board

Create a concentration game based on 10

activities. Use pictures and words.

Make a map for an ideal downtown that including the places learned in this

unit.

Write a “conjugation” poem including all forms

of the verb “IR”.

Design a mobile showing a place and all the

activities related to that place. Write a sentence

to describe each card.

Compose a song to teach the -AR verb

endings. Teach it to the class.

Describe some activities you do on a typical

Saturday. Be sure to give your opinions.

Find a map of a city that speaks the target language. Locate

various places and write a description saying what

you do there.

Recite the days of the week and say what you

normally do on two different days.

Compare and contrast what you do on a school day versus a weekend

day.

Bloom’s Choice Board

remembering understanding

applying analysing

evaluating creating

applying analysing

evaluating creating


evaluating creating


applying analysing

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Conventions

Ruth Culham

“Students in classes where conventions are valued over everything else get a distorted view of writing…Effective writing classrooms are places where there is a balance between creating interesting, informative, imaginative texts, and editing those texts for conventions.”

I live in St. Charles I came here by myself 1 year and 5 month ago. My family is in Korea. I came here to study English. Before coming to St. Louis. I used to live in Seoul, Korea. I wanted to come to US from before to learn English and enjoy my different life. Since I came here, I really enjoyed doing somethings and going new places. I’ll go back to Korea end of this month.

ELL Adult Sample

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Dear neighbors. We are your new neighbors. Me. Haibo and my wife Donghua. We are from China, and have been in America for 2 years but in St. Louis, just 2 months. Before moved to St. Louis, we lived on University of Missouri – Columbia campus. My wife graduated and found a job here, so we moved here at the end of last year. As Chinese, we like Chinese food very much, but not America football and we do not have kids, so we should be quite. Because of the methods of Chinese cooking, there may be some smoke and smell in and around our apartment, if you feel uncomfortable, just let us know, we will maintain it as little as we can. Le me tell you about moving. When we prepared the lugages to America we found that it is very hard to put everything we need into two 32 lb boxes which are maximum lugages each passenger can carry. But at the to move to St. Louis we are surprised how we could get so many stuffs in two year. Fortunately, my wife got more fenifit from the new job, so we hired a moving company to help us, which made work easier. In the future years, my wife hope she can get good performance in her job, and can attain her PhD. Degree. I will be a graduate student in UMSL, and we hope we can have a baby next year. Best regards,

Laura Terrill

Great Art of France: Virtual Visits

Elle s’appelle Mona Lisa. Elle a 32 ans. Elle n’est pas jolie, mais elle n’est pas laide, non plus. Elle a les cheveux longs, pas noirs, pas blonds......

What happened?

Yesterday – Today - Tomorrow

What is happening?

What will happen?

Déçu à Paris I traveled to Paris.

You wrote me a le_er before you arrrived.

My friend also came to Paris.

We visited the city.

You ate well that evening, but not me, I was sick.

My friends had a good Bme, but I slept in the hotel.

Structured WriBngs Consider the difference……

Comment on a current event:

Include: Include:

•  a verb that uses “avoir” •  a verb that uses “être” •  a reflexive verb •  two adjecBves •  two connectors

•  explain what has happened •  comment on what is happening •  predict what will happen under different circumstances •  end by giving your thoughts on what should happen

Presentation

Ruth Culham

“It takes a great deal of effort to overlook a piece’s visual problems and respond to its ideas, organization, voice, word choice, sentence fluency, and conventions. How the paper looks influences our reaction to it, no matter how hard we try to keep it from creeping into our overall assessment.”

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Process Tools

Audience and IdenBty Blogging, social network sites

WriBng processes Word processing sonware, Google Docs

PrewriBng and researching Mapping and outlining tools, visualizaBon tools like Wordle.net, Bubbl.us, RSS feeds for research, social bookmarking tools like Diigo

FreewriBng and collecBng Private blogs, twi_er accounts, personal journals

Draning Word processing, wikis which automaBcally track changes

Revising HighlighBng and commenBng tools like voicethread, Google docs

EdiBng Word processing applicaBons – grammar and spell checkers

Publishing Blogs, Web sites, wikis, profile pages, podcasts, digital stories

MulBgenre and mulBmodal wriBng

Web site creaBon, slideshow sonware, digital movie

Electronic por}olio Wikis

A Sampler of WriBng Process Strategies as Enhanced by Digital Tools

Adapted from Because Digital Writing Matters

Second-Graders Hone Writing Skills With Twitter

The AP (3/12) reports, "Twitter, the online social networking service that's become popular with celebrities and politicians, is linking second-grade classes in two Maine towns." The students in "Mrs. White's class in Orono" have "been Twittering for about a month with Mr. Thompson's class in Greene, exchanging messages that can't exceed 140 characters." According to WCSH-TV Portland, ME (3/12, Matuszewski) "The classes started exchanging messages, known as Tweets, mid-February." Students write most of their own messages, but, occasionally, the class will write messages as a group. Through the exercise, students learn "lessons in grammar, spelling, math...online security, and digital citizenship."

h_p://novastartalk.nvcc.edu/ piclits.com

glogster.com

h_p://digitalis.nwp.org/resource/572

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h_p://digitalis.nwp.org/resource/572 h_p://digitalis.nwp.org/resource/572

Assessment vs. EvaluaBon

Formative vs. Summative

We destroy the love of learning in children, which is so strong when

they are small, by encouraging and compelling them to work for petty

rewards--gold stars, or papers marked 100 and tacked to the wall,

or A's on report cards, or honor rolls, or dean's lists or Phi Beta Kappa

keys--in short, for the ignoble satisfaction of feeling that they are

better than someone else. ~John Holt

Required for an “A”

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Feedback • The most powerful single modification that

enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.

• The manner in which feedback is communicated to students greatly affects whether it has a positive or negative effect on student achievement.

John Hattie, Measuring the effects of schooling. Australian Journal of Education 1992

A Brief Review of the Research on Classroom Assessment

•  Feedback from classroom assessments should give students a clear picture of their progress on learning goals and how they might approve.

•  Feedback on classroom assessments should encourage students to improve.

•  Classroom assessment should be formative in nature.

•  Formative classroom assessments should be frequent.

Adapted from Robert J. Marzano Classroom Assessment & Grading that Work

Fluency, Accuracy, and Complexity in Graded and Ungraded Writing

Kimberly M. Armstrong — Franklin & Marshall College Foreign Language Annals -‐ vol. 43, No. 4, Winter 2010

Findings suggested that grades had little effect on student writing, and therefore more frequent and more varied ungraded writing assignments may be a productive pedagogical tool for improving the form and content of student writing.

Reducing Composition Errors: An Experiment John F. Lalande, II University of Missouri

Foreign Language Annals -‐ vol. 17, No. 2, Winter 2008 reprinted from The Modern Language Journal, 66 (1982)

Several implications for the classroom teacher of German and perhaps of other modern foreign languages emerge from this study. These implications are: 1) the development of writing skills of students at the intermediate level of foreign language study can be favorably affected through the use of appropriate techniques; 2) systematic scoring of compositions should be the rule rather than the exception at the intermediate level; 3) since the affective disposition of students is not adversely affected by total correction of written errors, and since students can be made aware of dePiciencies in linguistic competence, teachers should consider seriously the adoption of a policy of total correction of written errors; 4) students should receive instructional feedback on their essays…..

Composition Correction Reference Sheet The error chart lists codes for your writing errors. You will use the codes and the samples provided to assess and correct the mistakes that you made in your composition.

Code Explanation Sample

1. sp Spelling mistake sp J’aime bein (bien)

2. s/v Subject and verb need to agree

s/v Où est-ce que tu habite? (habites)

3. n Noun / adjective agreement

n J’adore le petite chien noir. (petit)

4. m Mood – use indicative or subjunctive correctly

m Il faut que tu fais tes devoirs. (fasses)

Composition Correction Chart

Use this chart to keep track of the number and type of errors that you made in each composition. Your goal is to continue to reduce the number of errors that you make in each category.

Devoir 1 2 3 4 5 6 7 8 9 10

Titr

e

1. sp

2. s/v

3. n

4. m

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NJ Making Sense of Writing