UCLA Extension University Induction Clear Credential Program

STUDENT WORK ANALYSIS - INQUIRY III

After administering an assessment, analyze the data produced by your entire focus class. Describe your criteria used for grading, and then list the first names of students who fall into each of the five categories.

ELA Content Standard: W.4.1a. b. d.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.b. Provide reasons that are supported with facts and details.d. Provide a concluding statement… related to the opinion presented.Assessment: On Demand Opinion Writing

In creating this rubric, I have taken ideas form the 2nd through 5th grade writing checklists published in the following text (I have included photographs of those checklists at the end of this document so it could be seen how I have slightly altered them to suit my students and the purposes of this assignment.):Calkins, Lucy. (2013). Writing Pathways: Performance Assessments and Learning Progressions. Heinemann. Portsmouth, NH. (pp. 92-95).

The On Demand Writing Prompt for the Pre-Assessment is posted at the end of this document as well. The writing prompts are almost identical to the Calkins’ book (p. 86), but they are slightly modified to meet my classes needs.

Not At Standard At Standard

Far Below Basic Below Basic Basic Proficient AdvancedDescribe Criteria

Overall: The writer writes an opinion about a topic or text but gives no reasons.

Organization: Information and related ideas are not grouped together.

The introduction has no central idea, opinion, or claim for the paper,

No body paragraphs.

Describe Criteria

Overall: The writer writes an opinion about a topic or text and gives at least one reason. There is little attempt to help the reader understand the reasons and there are no supportive details.

Organization: Information and related ideas are grouped together. Paragraph structures are missing.

The introduction includes an idea for the paper, but it is not an opinion or claim.

Body paragraphs have no topic sentences.

Describe Criteria

Overall: The writer makes a claim about a topic or text and tries to help readers understand at least one reason. The reason(s) have at least one supportive detail.

Organization: Information and related ideas are grouped into paragraphs.

The introduction includes the claim.

Body paragraphs have topic sentences. The topic sentences don’t fit logically with the claim. Most of the supportive details relate to the topic sentences.

Describe Criteria

Overall: The writer makes a claim about a topic or text and tries to support the claim with more than one reason and with more than one supportive detail for each reason, and the supportive reasons vary a bit (For example, at least a fact and an anecdote).

Organization: Information and related ideas are grouped into paragraphs.

The introduction includes the context and the claim.

Body paragraphs have reasons stated as topic sentences and relevant supportive details. Most of the reasons relate to the claim. Most of the supportive details relate to the reasons.

Describe Criteria

Overall: The writer makes a claim about a topic or text and supports the claim with more than two reasons and with more than two supportive details for each reason with a variety of evidence (facts, anecdotes, quotes, paraphrases, and examples).

Organization: Information and related ideas are grouped into paragraphs.

The introduction includes the context and the claim with a brief mention of the reasons.

Body paragraphs have reasons stated as topic sentences and relevant supportive details. The reasons relate to the claim. The supportive details relate to the reasons.

Elaboration:

No reason is given to support the claim.

Three or more errors in factual details and three or more exaggerations.

The Supporting Details are missing for the most part.

Elaboration:

At least one attempt is made to explain the claim.

The reasons supporting the claim do not seem to be chosen to convince the reader but only to inform.

No more than two errors in factual details and no more than two exaggerations.

Credit is not given to authors and speakers when their ideas are referenced.

The Supporting Details for each reason are present but are not explained and not varied.

Elaboration:

At least one reason is given to support the claim.

The reasons supporting the claim are chosen to convince the reader because they relate to the claim.

No more than one error in factual details and no more than one exaggeration.

Credit is given at least once to authors and speakers when their ideas are referenced.

The Supporting Details for each reason are present and explained, but the types of details do not vary.

Elaboration:

At least two reasons are given to support the claim.

The reasons supporting the claim are clearly chosen to convince the reader because they relate to the claim andthe importance is mentioned.

No errors in factual detail and no exaggerations.

Credit is almost always given to authors and speakers when their ideas are referenced.

The Supporting Details for each reason are explained and vary with two of the following: facts, examples, quotes, paraphrases, and anecdotes including micro-stories.

Elaboration:

At least three reasons are given to support the claim.

The reasons supporting the claim are clearly chosen to convince the reader because they relate to the claim andthe importance is fully explained.

The reasons are parallel and do not overlap.

No errors in factual detail and no exaggerations.

Credit is always given to authors and speakers when their ideas are referenced.

The Supporting Details for each reason are explained and vary in that they include at least 3 of the following: facts, examples, quotes, paraphrases, and anecdotes.

List Students List Students

For elaboration, Helena (Focus student)

fits here.

For elaboration, Maria fits here.

List Students

Overall and Organization, Helena (Focus student) fits

here.

Overall and Organization, Maria fits

here.

For elaboration, overall, and

organization, Antonio fits here.

For elaboration, overall, and

organization, Anita is between Basic and

Proficient.

List Students List Students

In each column below, describe how you will move each of your groups of students (including advanced students) forward to the next level of proficiency. Use your Ensuring Universal Access information to identify strategies to use with your three groups who are Not At Standard.

Far Below BasicIntensive Group

Below BasicStrategic Group

BasicBenchmark Group

Proficient Advanced

Elaboration

Helena and Maria fit here in terms of elaboration.

1. Reasons should be aligned with the claim and support the claim.

2. The supportive reasons should not be exaggerated.

Strategies to Move Students Up a Level

1. Per the Resource Specialist I consult in the Special Education Class, I will ask Helena and Maria to write one sentence per lined post-it. The students can then line up their post-its in order using an argument graphic organizer. For Helena and Maria who generally need assistance in elaborating

Elaboration

Antonio and Anita fit here in terms of elaboration.

1. Reasons supported the claim, but credit was not given regularly for the source of their ideas.

2. Anita explained the importance of the evidence with lots of details. She is ready to offer up a variety of evidence.

Organization

1. Helena and Mia should elaborate on their claim, expand it, and make it more complete.

2. Mia and Helena should provide a

Strategies for Anita and Antonio to Move Up a Level

1. Differentiation in Content: Anita and Antonio are reading at a higher level than Maria and Helena. Hence, I will have students in homogenous reading groups at times with differentiated texts from ELANews.com.

2. Differentiation in Process: When articles are the same, I will have Anita and Antonio read aloud as a pair while I read with Maria and Helena as a pair. In the latter group, more time needs to be spent on using context for vocabulary and for reading comprehension checks.

2. Differentiation in

and adding details, I can move certain post-its down the organizer, apply two blank post-its in the empty space, and ask them to write two more details, facts, quotes, paraphrases, or explanations in that spot.

2. I will need to provide more class time in writing for Maria and especially for Helena, and I will increase the amount of time I sit with them. I will ask them questions about certain parts of their paper asking them for elaboration.

3. Helena as my focus student and Maria will need more visual aids to help them elaborate. Hence, I will be sure to provide more visuals for the areas where they are stuck, such as educational videos or songs. I will also see if I can incorporate manipulatives or if I can encourage them to

context for the argument in the introduction.

3. Antonio and Anita should cite sources when they are explaining their data.

4. Antonio and Anita should move on to another paragraph if their data shifts dramatically.

5. Antonio should write about the importance of his evidence.

Strategies to Move Students Up a Level

1. For all students, students may use IPads to check spelling quickly. This is not on the rubric, but Anita has too many misspellings, and Helena gets stuck in her writing process if she is concerned about a misspelling. So, this will help them to move on and remain focused on content.

Product: Anita and Antonio may achieve the writing benchmarks earlier, so I will have extensions ready for them. I will ask them to develop a counterargument section for their paper or poster.

kinesthetically imagine experiences.

4. I will be chunking the learning of this argument unit, and I check more often for verbal understanding when I teach lesson. I will use Spencer Kagan strategies of Timed Pair Shares and Rally Robins in order to encourage whole class engagement, and I will listen in as a way to assess understanding.

5. I will provide lesson notes. As I work with students in Writer’s Workshop, I will ask students to check the Notes Center. They will go there to compare their class notes to my notes in order to check the thoroughness. In this way, Helena in particular will have access to my set of notes and see what she has missed. (She sometimes says that she has taken notes, but when I check I

2. For all students, to help with the organization of ideas as they read multiple texts, I will have students collect data using post-it notes and sources and to put the post-it notes on a pros and cons chart. In this way, they can modify ideas and claims easily as they read about issues. They will use a pros and cons chart before using the argument graphic organizer.

3. When moving from the pros and cons organizer to the argument graphic organizer, students will have multiple opportunities to read mentor texts and to evaluate them using the checklist we will create together, as a whole class. The final checklist, while student generated, should look very similar to the one I have pasted to the end of this

see missing details.) document

4. The mentor arguments will come in texts, audio segments, videos with speakers, and musical videos in order to address the intelligences of diverse learners.

5. When learning about logical flow, I will introduce the students to easelly, an online tool on which they can represent their arguments using a flow map in the context of a poster. After this introductory exercise, I will give students the option to write their essay using this online tool, with their paragraphs embedded in a poster. The goal of this goes beyond engagement. I will ask them to use a flow map that shows progression, and as they work with it I will continually direct their attention to the relationships between

claims and reasons and supportive details and reasons.

6. Students will have multiple opportunities to collaborate in their flexible groups. Already, this class of 4 students is a small group. I will have Helena sometimes peer edit with Anita because Anita can encourage written elaboration from Helena, and Helena, who is particularly skilled at editing (focus student strength), can help Anita with editing her paper.

Also, students are normally paired as Antonio and Helena in one group and Maria and Anita in a second group. This is to maintain heterogeneous groupings that are a bit closer to homogeneous than my flexible group mentioned above.

Using Assessment Data for Differentiated Planning and InstructionDescribe how you will use this data to inform the curriculum planning of future lessons. Do you need to review, reteach, or accelerate any concepts?

We are working on ELA Content Standard: W.4.1a. b. d.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.b. Provide reasons that are supported with facts and details.

d. Provide a concluding statement… related to the opinion presented.

To meet this standard, I plan to teach the organization of arguments and elaboration within arguments including the citation of sources using mentor texts. As a whole class, we will put together a checklist showing what good arguments look like. The ending checklist will look similar to the one that is pasted at the end of this document. The formulation of the initial checklist will take several class sessions because I want to chunk the sections of an argument. With each chunked section, students will demonstrate an understanding of particular skills, and I will assess quickwrites for each chunked section in order to determine if all students are learning.

Describe how you will use this data (along with your knowledge of the students) to create flexible groups.

Students will have multiple opportunities to collaborate in their regular heterogeneous pairs and in alternate flexible pairs. Already, this class of 4 students is a small group.

Heterogeneous Pairs: The students are normally paired as Antonio and Helena in one group and Maria and Anita in a second group. This is to maintain heterogeneous groupings in which each partner is different in level to the other partner, but not at the extreme levels of difference.In writing, Antonio is generally medium high and Helena is low. Anita is high and Mia is medium low.

Flexible Pairs: I will have Helena sometimes peer edit with Anita because Anita can encourage written elaboration from Helena, and Helena, who is particularly skilled at editing (focus student strength), can help Anita with editing her paper.

Homogeneous Pairs for Reading: In order to assist students at different reading levels, I will pair like readers together: Anita and Antonio in one group and Helena and Maria in another group.

Describe how you will use this data to create differentiated learning activities. Will you differentiate the content, the process, or the product?

1. Differentiation in Content: Anita and Antonio are reading at a higher level than Maria and Helena. Hence, I will have students in homogenous reading groups at times with differentiated texts from ELANews.com.

2. Differentiation in Process: When articles are the same, I will have Anita and Antonio read aloud as a pair while I read with Maria and Helena as a pair. In the latter group, more time needs to be spent on using context for vocabulary and for reading comprehension checks.

2. Differentiation in Product: Anita and Antonio may achieve the writing benchmarks earlier, so I will have extensions ready for them. I will ask them to develop a counterargument section for their paper or poster.

*Please keep a copy of your Focus Student’s work.

Checklists from:Calkins, Lucy. (2013). Writing Pathways: Performance Assessments and Learning Progressions. Heinemann. Portsmouth, NH. (pp. 92-95).

On Demand Writing Prompt, Pre-AssessmentMost of this text is from Lucy Calkins’ book. I have modified it a bit to suit my class and our current work. Calkins, Lucy. (2013). Writing Pathways: Performance Assessments and Learning Progressions. Heinemann. Portsmouth, NH. (p. 86).

Instructions:

Think about the essential question of our recent Science Unit. You will have 45 minutes to write an opinion or argument text in which you will write your

claim and tell reasons why you feel that way. When you do this, draw on everything you know about essays and argumentative texts. If you want to use

your notes, you may. You will only have only 45 minutes to plan, draft, revise, and edit in one sitting. Give it your best shot. This is not for a grade; it is to

help you formulate your ideas for the Socratic Seminar.

In your writing, make sure you:

1. Write an introduction.

2. State your claim.

3. Give reasons and evidence.

4. Organize your writing.

5. Acknowledge counterclaims (The Devil’s Advocate)

6. Use transition words.

7. Write a conclusion.

The Essential Questions for the Science Unit:

1. Does climate change affect humans and other animals? If so, how?

2. Does air pollution from fossil fuel emissions cause climate change?

3. So, to sum up the previous questions, does air pollution from fossil fuels affect humans and other animals? If so, how?

4. Is it acceptable to change some ecosystems and affect humans and other animals for the sake of human needs?

On Demand Writing Prompt, Post-assessment:

Think about the essential questions you have generated. You will have 45 minutes to write an opinion or argument text in which you will write

your claim and tell reasons why you feel that way. When you do this, draw on everything you know about essays and argumentative texts. If

you want to use your notes, you may. You will only have only 45 minutes to plan, draft, revise, and edit in one sitting. Give it your best shot.

This is not for a grade, but to help you formulate your ideas.

In your writing, make sure you:

1. Write an introduction.

2. State your claim.

3. Give reasons and evidence.

4. Organize your writing.

5. Acknowledge counterclaims (The Devil’s Advocate)

6. Use transition words.

7. Write a conclusion.

ChecklistElements for Writing 4th Grade Argumentative Essays (Circle the correct answer.)Is there an introduction? Yes or No.Does the introduction include a context for the argument? Yes or No.Is a there an opinion or claim in the introduction? Yes or No.Are two or more reasons briefly mentioned in the introduction? Yes or No.----------------------------------------------------------------------------------------------------------------------------------In the first body paragraph, is there a topic sentence? Yes or No.Is the topic sentence a reason related to the opinion or claim? Yes or No.Is there a supportive detail (quote, paraphrase, or fact) related to the reason? Yes or No. Is the detail explained? Yes or No.Is there a second supportive detail related to the reason? Yes or No. Is the second detail explained? Yes or No.Was the importance of the reason explained? Yes or No. Did I give credit to other authors or people for the details? Yes or No.Was a transition word or phrase used to present the reason? Yes or No. ----------------------------------------------------------------------------------------------------------------------------------In the second body paragraph, is there a topic sentence? Yes or No.Is the topic sentence a reason related to the opinion or claim? Yes or No.Is there a supportive detail (quote, paraphrase, or fact) related to the reason? Yes or No. Is the detail explained? Yes or No.Is there a second supportive detail related to the reason? Yes or No. Is the second detail explained? Yes or No.Was the importance of the reason explained? Yes or No. Did I give credit to other authors or people for the details? Yes or No.Was a transition word or phrase used to present the reason? Yes or No. ----------------------------------------------------------------------------------------------------------------------------------In the third body paragraph, is there a topic sentence? Yes or No.Is the topic sentence a reason related to the opinion or claim? Yes or No.Is there a supportive detail (quote, paraphrase, or fact) related to the reason? Yes or No. Is the detail explained? Yes or No.Is there a second supportive detail related to the reason? Yes or No. Is the second detail explained? Yes or No.Was the importance of the reason explained? Yes or No. Did I give credit to other authors or people for the details? Yes or No.

Was a transition word or phrase used to present the reason? Yes or No. ----------------------------------------------------------------------------------------------------------------------------------Is there a conclusion? Yes or No.Is the opinion or claim mentioned again in the conclusion? Yes or No.Is the significance of the opinion or claim reiterated? Yes or No.--------------------------------------------------------------------------------------------------- -------------------------------Overall, are exaggerations eliminated? Yes or No.Overall, did I repeat any words too much? Yes or No.