kákau mea nui writing matters

Kákau Mea NuiWriting Matters

A Waimanalo Elementary and Intermediate School and University of Hawai`i Partnership

to improve student writing

Improving Student Writing

Learning to Write

• Writing Process• Writing Traits• Writing Genre

Writing to Learn

• SUMMARIZING• Note taking• Entrance/Exit Slip• Reflecting• Etc.

Student Self-Assessment

Increasing the Quality & Quantity of Student Writing

Today


WASC Recommendation:Increase the use of student self-

assessment

Reflection on Students’ WritingSelf-Assessment

Today

Planning for Student Self-Assessment

Where Are We?

Writers who can:–Write for different

tasks, purposes, and audiences

– Collaborate with teachers and peers

– Engage in the writing process

In July we discussed how we want students to be good

writers.

Reflecting on Students’ Writing

1. Describe where your students are now as writers.

2. Describe where you want them to be as writers by the end of the year, including MyAccess goal.

3. Identify which summarizing strategies your students know and use (across grade-level).


Increase the use of student self-assessments

Reflection on Students’ WritingSelf-assessmentToday

Planning for Student Self- Assessment

Before

After

How do I currently have students self-assess their own learning?

Define self-assessment.

ReflectionDuring

During How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?

“I do” “We do” “You do”

Direct Instructio

n

Group and PartnerPractice

Independentpractice

1 2 3 4 5Confident in each stage

Not confident in each stage

How confident am I in teaching students how to do a self-assessment?

What are two or three additional ideas for students to do self-assessments in my class?

Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric?




What is Self-Assessment?

Self-assessment is the process of analyzing and making judgments

about one’s own learning.It involves assessing:

what you knowwhat you need to know, andhow you can bridge that gap

What Students’ Learn - Self-Assessment

When students are collaborators in assessment they develop the habit of self-reflection and learn…

the qualities of good work,how to judge their work against these qualities,how to assess their own efforts and feelings of accomplishment, andhow to set personal goals.

Learn to Self-Assess

• qualities of good work• how to judge their work

against these qualities

• how to assess their own efforts

• Set personal goals• feelings of

accomplishment

Criteria/RubricExplicit Instruction

Reflect onEvidence

Instruction &

Practice


A few activities that require reflection and engage learners in the assessment process include:• Compare their work over time• Create and use evaluation criteria for

a project• Evaluate and revise a piece of writing

(rubric)• Judge their reading preferences and

habits by reviewing their reading journals Criteria Instruction Practice Evidence


Brainstorm a list of ways to have students self-assess their learning.

Groups: K-2 3-5 LA

6-8 LAScience 3-8Math 3-8Social Studies 3-8Specials & Counselors


What learning to write & writing to learn tools

have you been using for the last 2 ½ years that you might have

forgotten to add to your list?

Summarizing & Rubrics

3-2-1

Partners A & B

Frayer ModelDraw-Label-Summarize

GIST

What-Why-HowSorting Cards

Line-Up

Cornell Notes

Summary

KNL

BRAINSTORMTopic/Opinion

Bubble or Tree Map

HowWhat Why

ORGANIZINGWhat-Why-How

INTRODUCTION Hook – Linking Sentence –

Thesis Statement

CONCLUSIONSummary Statement –

Final Thoughts

WRITE A DRAFT

REVISE DRAFT

EDIT

Voice• Cares about topic• Strong feelings• Authentic• Personality• Strong Connection

Ideas• Main idea

• Supporting details• Showing details• Purpose

• Unusual approach

Organization• Beginning• Ending

• Sequencing• Pacing

• Transitions

Word Choice• Strong verbs• Effective modifiers•Memorable words• Effective phrases• Engaging language

Sent. Fluency• Beginnings• Varied length• Reads well aloud• Rhythm and flow• Easy to understand

Conventions• Caps

• Punctuation• Paragraphing• Spelling• Grammar


Beforeinstruction

DuringInstruction

Afterinstruction

• Bell work• Entrance slips• Caption a picture• Vocabulary building• Assess prior learning• Assessing prior knowledge• Open ended question• Journal quick write• K-W-L

• Write-Pair-Share• List-Group-Label• What-Why-How• Focused Write• Note-taking• Write/answer questions• Graphic Organizers

• Summarizing• Reflecting• Exit Slips• Define key terms• If/Then statements• Quick write• Write/answer questions• Graphic Organizers• Homework with writing• Draw-Label-Write


1. Review your group’s list and ADD any learning to write & writing to learn strategies which could be used for student self-assessment that you might have missed.

2. Put a “*” next to the ideas on the list that already have established criteria or a rubric.

What are two or three additional ideas for students to do self-assessments in my class?


During

After

How do I currently have students assess their own learning?

Define self-assessment.

ReflectionBefore

During


Direct Instructio

n


Independentpractice





How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet?



Planning for Student Self-Assessment

You have…• Developed a list of ways for students to self-assess.• Established if you have the criteria/rubric.

Next step…• How will you teach students to self-assess?

Criteria Instruction Practice Evidence

Teaching Students to Self-Assess Graduated Release of

Responsibility“I do” “We do” “You do”

Direct Instruction

Group and Partner Guided Practice

Independentpractice

Best way…


During After

ReflectionBefore During


Direct Instructio

n


Independentpractice






Define self-assessment. What are two or three additional ideas for students to do self-assessments in my class?




GRR & Student Self Assessment

Three vocabulary words are defined correctly.

Two synonyms are listed for one vocabulary word.

One vocabulary word is used correctly in a complete sentence.

Two vocabulary words are defined correctly.

One synonym is listed for one vocabulary word.

One vocabulary word is used correctly in a sentence. Sentence is incomplete.

One vocabulary word is defined correctly.

No synonyms are listed.

Vocabulary word is used incorrectly in a sentence. Sentence is complete or incomplete.

Meets (3) Approaches (2) Below (1)

Rubric: 3-2-1 Vocabulary Example

Choose three vocabulary words from today’s lesson. Write a definition for each word. Choose one vocabulary word (from the three you defined) and list two synonyms for it. Write a complete sentence using your chosen vocabulary word.

GRR & Student Self Assessment


Direct InstructionGroup and Partner Guided Practice Independent practice

Teacher • Initiates• Demonstrates (Elmo)• Models• Explains• Thinks aloud• Shows “how to do it”Students• Listens• Observes• May participate on a limited basis

Teacher• Demonstrates• Leads• Suggests• Explains• Responds• Acknowledges

Students• Listen• Actively contribute• Respond• Question• Collaborate• Tries out

Teacher• Validates• Teaches as needed• Evaluates• Observes• Encourages• Clarifies• Confirms

Students• Applies learning• Takes charge• Practice• Problem solve• Approximate• Self-correct

Example: GRR & Student Self-Assessment“I do”

“We do”

“You do”

Direct Instruction (Model & Demonstrate):

Guided Group Practice:

Independent practice:

Teacher

Students Teacher

Students

Teacher Students

Guided Partner Practice:

Review 3-2-1 prompt and rubric. Place a completed 3-2-1 on the Elmo. Model and think aloud as you assess each step of a completed 3-2-1 using the rubric (repeat for 2-3 examples of varying quality)

Students listen, ask questions, look at their copy of the rubric.

Place a completed 3-2-1 on the Elmo. Ask students to assess the sample. As a whole group, invite students to raise their hand on how they scored. Ask why they gave the score they did. Decide as a class what the score should be. Repeat.

Place a completed 3-2-1 on the Elmo. Ask students to assess the sample alone. Assign pairs and ask pairs to reach agreement on the scoring. Walk around and check student’s “alone” and “pair” assessments. Review as a whole class, discuss scoring and reach consensus. Repeat with additional samples as needed. Have students assess their own completed 3-2-1 and trade with peer. Reach consensus if needed. Repeat as needed.

Actively participate in assessing the sample alone and with whole class, respond to questions, offer opinions and reasons for scoring.

Actively participate in assessing the sample alone and in pairs, clarify information with peer, respond to questions, offer opinions and reasons for scoring.

Ask students to access their own completed 3-2-1 with the rubric. Monitor. Invite students to reflect on what they need to learn, set a goal, and/or describe progress towards an existing goal.

Observe, clarify, provide feedback, validate, encourage, confirm, teach as needed.

We

do it

.Yo

u do

it

toge

ther

.

Teaching Students to Self-Assess

What work will students self-assess?

What rubric will students use to self-assess?

What evidence will I use to demonstrate students are engaging in self-assessment?

Science Lesson – 3-2-1

3-2-1 Vocabulary Rubric

Completed 3-2-1 and score

One sentence reflection

Writing Your Own Self-Assessment Plan

Content Area – Same Group

Write one plan you might use to teach students to effectively engage

in self-assessment using the GRR model.

Be prepared to share the plan for your group.

“We

do”

“You

do”

Gro

up a

nd P

artn

er G

uide

d Pr

acti

ce

Inde

pend

ent

prac

tice

Teac

her

“I d

o”

Dir

ect

Inst

ruct

ion

Teac

her

Stud

ents

Teac

her

Stud

ents

Wha

t wor

k w

ith st

uden

ts se

lf-as

sess

? __

____

____

____

____

____

____

____

____

____

____

_

Wha

t rub

ric w

ill st

uden

ts u

se to

self-

asse

ss?

___

____

____

____

____

____

____

____

____

__

Stud

ent S

elf-A

sses

smen

t: Pl

an

Wha

t evi

denc

e w

ill I

use

to d

emon

stra

te st

uden

ts a

re e

ngag

ing

in se

lf-as

sess

men

t? _

____

_ __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Stud

ents

We do it. You do it together.


After

ReflectionBefore During

During


Explicit Instructio

n


Independentpractice







Define self-assessment. What are two or three additional ideas for students to do self-assessments in my class?



Aloha

See you January 21-24 & 27 for Articulation.

Please bring your self-assessment plan.

Don’t forget we are here to support you!

Let us know how we can help.

Teaching Students to Self-Assess

Second Example

kákau mea nui writing matters

Documents

students self

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