“There
are so many ways to assess writing; I don’t know which to use”, “Don’t I have
to grade every paper the students write?”
These are just some of the daunting questions that educators
might find themselves wondering on a daily/ weekly basis. I know for myself, I continue to question whether or not each piece of writing a student does should be graded and used in a portfolio to be sent off to every grade the student enters. At what point do students have the opportunity to just write for themselves, and not be worried about who will see the piece, or how they will be graded on their thoughts. Writing, for the most part, should be a personal experience that can transcend the author into a creative mindset. In my opinion, journal writing and personal narrative pieces should only be graded if the writer gives permission to the teacher. Otherwise, these pieces should be viewed from a stand point that invokes creativity and originality. These pieces should be assessed based on whether or not the writer followed the guidelines for what to write, and if they met the objectives. No letter grade or rubric should be attached with red pen markings that indicate misspelled words or poor grammar. On the other hand, educational pieces such as reports, informative writing, responses to literature, summaries, and persuasive essays should all be assessed using the basic fundamentals of Standard English. Did the student spell everything correctly? Were proper mechanics and grammar used? Did the student carry out all of the indicated objectives? This is the time to fully grade a student's writing piece-- when it matters to the audience who is reading it.
Thompkins (2012) book addresses the concern about assessment in writing. Thompkins states that "assessment provides information about what writers know and what they can do" (p. 84). There are five purposes for assessing writing: 1. to document students' growth as writers 2. to inform students and parents about writing achievement 3. guided writing instruction 4. substantiating that students meet grade-level goals 5. evaluating the effectiveness of the instructional program. This is vital information for educators to understand, because when they find themselves questioning "why am I grading this piece?" these five factors should come to mind immediately.
There are three ways to successfully assess a student's writing abilities. Thompkins (2012) shares that "first, teachers informally monitor students' writing progress by regularly observing them as they write, and by conferencing with them about their writing" (p.84). In this "informal monitoring" stage, you might find teachers carefully observing as they walk around during writing workshop, conferencing with students, reviewing writing samples, keeping records (such as anecdotal notes), and developing checklists for students' use.
Second, "teachers use a combination of process and product measures, including checklists, rubrics, and portfolios, to assess students' compositions" (p.84). Under the process assessment (designed to probe how students write the decisions they make as writers, and the strategies they use, rather than the quality of the finished work), teachers use checklists, conferences, and student self assessment to manage their writing. Under product assessment (focuses on quality of students' compositions, and its often equated with assigning a grade), educators you holistic scoring, primary trait scoring, rubrics, and portfolios.
Third, "teachers administer district and state- mandated writing assessments where students respond to writing prompts under test conditions" (p. 84). Excellent writing instruction is the best way to prepare for large- scale writing tests (Thompkins, 2012).
Rubrics and portfolios have been a huge part of my life as a student engulfed in the world of writing. Growing up, these two assessment tools were always what I looked to when I needed some form of clarity on the objectives. What I always liked about rubrics were that they were very cut and dry-- and you always knew what was expected of you before you even started the assignment. Teachers would hand out the rubric with the writing prompt, and from there, you could understand what each component would be graded on; there were no surprises. From an educator stand point, a rubric is great because you can tailor them to whatever the assignment is. They can be modified and changed to fit exactly what you want to assess.
Portfolios are an essential part of the education system because they can show the growth and full range of a student by showcasing a lot of finished work. Portfolios are actually evidence based, and show the process and the product of students' work. I know in my own schooling, I had to create portfolios that went with me all throughout elementary and high school; and in college, I created one that showed my growth in undergraduate studies. I believe portfolios to be extremely beneficial.
Monday, February 25, 2013
Wednesday, February 20, 2013
Dear Dr. Jones...
Dr. Jones,
Overall, I have to say, I am really enjoying this class. When I had signed up for this semester, I did not know much about what we would be exploring and digging deeper into. I had originally thought this class would just teach me a better way to introduce the writing process to elementary students. Little did I know, we would be using and implementing digital tools, such as blogs, wikis, GOOGLE readers, and GOOGLE docs. This has been rewarding for me because prior to taking this class, I had no practice with any of these new technology devices. In a world that is rapidly changing, especially technology wise, educators need to be up to speed on every aspect, because you can bet that the incoming students know EXACTLY how to use them! Moreover, I enjoy writing in my blog every week because it bridges the gaps from the required readings and my own thoughts about the topics. I can make connections, ask questions, and respond to classmates' posts to increase my own learning. It is definitely a new concept and way of writing for me, but honestly has enhanced my learning thus far. I also enjoy writing/ responding to the weekly reading discussion questions in the forum. This type of conversing with students and classmates is extremely beneficial because it takes the discussion to a whole new level, rather than the usual classroom "yes I agree" conversation. I like being able to respond with an intelligent answer, along with quotes or a link to back up my statement regarding the readings.
I completely agree with the quote you posted by Donald Graves (2004), "Writing is, after all, a medium for learning to think" (p. 90). This is what EVERYONE should be doing as they are writing, reconsidering, questioning, discovering and synthesizing. Unfortunately, when most people write, myself included, we just quickly jot down whatever is being asked of us without fully wondering why it is that we are even writing. There is no deeper meaning to it at all. Before taking this class, I viewed writing as a much easier task than reading, because I felt that reading needed questioning and clarifying, but how wrong I was! The kind of writing I am now doing in this class has exceeded what I ever thought it could be. I find myself writing much longer passages, and digging deeper into the meanings of questions and responses. So in essence, I am CHOOSING to write in this manner, because I see how I am benefitting from it and growing as a writer. I find it to be interesting as well because we are not just writing on paper with a pen, or as a Microsoft word document.
I really enjoy the topics I am reading and writing about; therefore, I have much more to say about them, which in turn means passionate writing. In order to fully engage in while writing, I will need to change a few reading/ writing habits. First of all, I will find what truly interests me, and write about that. When a writer is completely engaged in what they are writing, they are almost always very connected/ interested in the topic, which leads to an intriguing piece. Also, I will remember that good writing is that in which the writer is questioning, discovering, clarifying, and synthesizing; the audience will never be left with after-thoughts. Finally, I will leave behind the notion that all good writing has to be a long piece, because a good writer can say what they mean and still be engaging if they are concise.
In class, you have taught us instructional strategies and learning activities that I can take with me to my future classrooms and help my students. One that comes to mind that I really like for getting started with the writing process is the card strategy we worked on last week. I think this is a fun, engaging technique for students to hone in on a certain topic, and organize it the way that makes sense to them. If I had known of this strategy growing up, I think my papers would be much more organized! Also, I like the idea of discussion forums that you have taught the class, although, I believe this would be beneficial for older students who are more accustomed to the computer and internet (probably middle school/ high school).
At this point in the semester, I am not really having any struggles with the class. It really is something that I need to battle internally with staying organized and budgeting my time wisely. I am also in my first clinic, and have a lot of weekly work that needs to get done along with my work for this class, so it is my responsibility to make sure it is all getting done. I always make sure to have my readings with me while I am substituting, that way during my lunch hours and breaks, I can get work done.
I am looking forward to the expert group presentation and the genre piece project as they are coming up quickly.
Sincerely,
Kristine Conderman
Overall, I have to say, I am really enjoying this class. When I had signed up for this semester, I did not know much about what we would be exploring and digging deeper into. I had originally thought this class would just teach me a better way to introduce the writing process to elementary students. Little did I know, we would be using and implementing digital tools, such as blogs, wikis, GOOGLE readers, and GOOGLE docs. This has been rewarding for me because prior to taking this class, I had no practice with any of these new technology devices. In a world that is rapidly changing, especially technology wise, educators need to be up to speed on every aspect, because you can bet that the incoming students know EXACTLY how to use them! Moreover, I enjoy writing in my blog every week because it bridges the gaps from the required readings and my own thoughts about the topics. I can make connections, ask questions, and respond to classmates' posts to increase my own learning. It is definitely a new concept and way of writing for me, but honestly has enhanced my learning thus far. I also enjoy writing/ responding to the weekly reading discussion questions in the forum. This type of conversing with students and classmates is extremely beneficial because it takes the discussion to a whole new level, rather than the usual classroom "yes I agree" conversation. I like being able to respond with an intelligent answer, along with quotes or a link to back up my statement regarding the readings.
I completely agree with the quote you posted by Donald Graves (2004), "Writing is, after all, a medium for learning to think" (p. 90). This is what EVERYONE should be doing as they are writing, reconsidering, questioning, discovering and synthesizing. Unfortunately, when most people write, myself included, we just quickly jot down whatever is being asked of us without fully wondering why it is that we are even writing. There is no deeper meaning to it at all. Before taking this class, I viewed writing as a much easier task than reading, because I felt that reading needed questioning and clarifying, but how wrong I was! The kind of writing I am now doing in this class has exceeded what I ever thought it could be. I find myself writing much longer passages, and digging deeper into the meanings of questions and responses. So in essence, I am CHOOSING to write in this manner, because I see how I am benefitting from it and growing as a writer. I find it to be interesting as well because we are not just writing on paper with a pen, or as a Microsoft word document.
I really enjoy the topics I am reading and writing about; therefore, I have much more to say about them, which in turn means passionate writing. In order to fully engage in while writing, I will need to change a few reading/ writing habits. First of all, I will find what truly interests me, and write about that. When a writer is completely engaged in what they are writing, they are almost always very connected/ interested in the topic, which leads to an intriguing piece. Also, I will remember that good writing is that in which the writer is questioning, discovering, clarifying, and synthesizing; the audience will never be left with after-thoughts. Finally, I will leave behind the notion that all good writing has to be a long piece, because a good writer can say what they mean and still be engaging if they are concise.
In class, you have taught us instructional strategies and learning activities that I can take with me to my future classrooms and help my students. One that comes to mind that I really like for getting started with the writing process is the card strategy we worked on last week. I think this is a fun, engaging technique for students to hone in on a certain topic, and organize it the way that makes sense to them. If I had known of this strategy growing up, I think my papers would be much more organized! Also, I like the idea of discussion forums that you have taught the class, although, I believe this would be beneficial for older students who are more accustomed to the computer and internet (probably middle school/ high school).
At this point in the semester, I am not really having any struggles with the class. It really is something that I need to battle internally with staying organized and budgeting my time wisely. I am also in my first clinic, and have a lot of weekly work that needs to get done along with my work for this class, so it is my responsibility to make sure it is all getting done. I always make sure to have my readings with me while I am substituting, that way during my lunch hours and breaks, I can get work done.
I am looking forward to the expert group presentation and the genre piece project as they are coming up quickly.
Sincerely,
Kristine Conderman
Monday, February 18, 2013
Incorporating the 6+1 traits of writing
The “six plus one traits” of writing is an aspect of literacy
that is fairly new ground for me to understand. Throughout my years in school,
this concept was not used frequently, especially not the way I will have to as
a future educator. These “traits of
writing” are what Thompkins (2012) explains in her book, six techniques of the
writer’s craft,…ideas, organization, voice, word choice, sentence fluency, and
conventions. Presentation was later
added. I was introduced to the six plus
one traits of writing in my undergraduate education at Nazareth College, and
saw first-hand how they are implemented in classrooms during my student
teaching placements. From my own experience, I do see the benefits of using
these techniques because I believe it enhances students’ writing
tremendously. Thompkins (2012) writes, “As
students learn about the six traits, they internalize what good writers do.
They learn to recognize effective writing, develop a vocabulary for talking
about writing, and acquire techniques for improving the quality of their
writing” (p. 68). I completely agree with Thompkins’ statement here, I believe
this type of thinking for students makes them aware of what exemplary writing
is supposed to look like.
I have found that teachers use a variety of ways to introduce this topic to students. For example, using a combination of mini lessons, mentor texts, and guided practice, students have the ability to learn about each trait and then use it independently during writing workshop.
The way in which the six plus one traits of writing is set
up is: ideas, organization, voice, word choice, sentence fluency, conventions,
and presentation. Ideas are extremely important because it is the message and
the meaning. This is also how the students arrange their writing to fit a
certain genre (persuasive letter, story). This can be a tough aspect of writing
for students who are not knowledgeable about their topic; this can be helped by
completing a lot of research beforehand.
Voice is the writer’s distinctive style, or how the writer brings “their own voice” into the piece. When a student truly cares about what they are writing about, you can tell because the reader can actually hear the writers’ voice shining through (silently). There is also a stronger passion that is very obvious throughout the piece.
Word choice is how the writer chooses the words that he or she puts into the piece. Students must be taught to use words for a specific purpose, and to convey the meaning appropriately. Descriptive language, powerful (accurate), and “million- dollar words” are all encouraged here to add depth to the writing. I found that when I am struggling to find the right word to use instead of the same words over and over again, I turn to a thesaurus for a breath of fresh air.
Sentence fluency is the rhythm and flow of language. Using long and short sentences is a great way to make the piece original, while still being able to read easily. Some students may find this trait to be difficult because they have always been taught about using short, effective sentences. It is important to stress to students that their writing has to sound natural when reading it aloud to their audience, which means that sentence patterns must vary.
Conventions refer to the spelling, punctuation, capitalization, and grammar usage. In other words, what most young students have the greatest trouble with already. At this young age, children are still learning a lot of the conventions used in Standard English, so this goes hand in hand. After writing their rough draft, students should be encouraged to proofread for these types of mistakes before writing their final draft.
Presentation is the final step to make their writing piece look polished. This means, students either very neatly handwrite their final copy, or turn to a computer to word process it. The students should be told to use appropriate margins, create a title, and even incorporate illustrations.
I have found that teachers use a variety of ways to introduce this topic to students. For example, using a combination of mini lessons, mentor texts, and guided practice, students have the ability to learn about each trait and then use it independently during writing workshop.
Voice is the writer’s distinctive style, or how the writer brings “their own voice” into the piece. When a student truly cares about what they are writing about, you can tell because the reader can actually hear the writers’ voice shining through (silently). There is also a stronger passion that is very obvious throughout the piece.
Word choice is how the writer chooses the words that he or she puts into the piece. Students must be taught to use words for a specific purpose, and to convey the meaning appropriately. Descriptive language, powerful (accurate), and “million- dollar words” are all encouraged here to add depth to the writing. I found that when I am struggling to find the right word to use instead of the same words over and over again, I turn to a thesaurus for a breath of fresh air.
Sentence fluency is the rhythm and flow of language. Using long and short sentences is a great way to make the piece original, while still being able to read easily. Some students may find this trait to be difficult because they have always been taught about using short, effective sentences. It is important to stress to students that their writing has to sound natural when reading it aloud to their audience, which means that sentence patterns must vary.
Conventions refer to the spelling, punctuation, capitalization, and grammar usage. In other words, what most young students have the greatest trouble with already. At this young age, children are still learning a lot of the conventions used in Standard English, so this goes hand in hand. After writing their rough draft, students should be encouraged to proofread for these types of mistakes before writing their final draft.
Presentation is the final step to make their writing piece look polished. This means, students either very neatly handwrite their final copy, or turn to a computer to word process it. The students should be told to use appropriate margins, create a title, and even incorporate illustrations.
Wednesday, February 13, 2013
Journal Writing In Today's Classrooms
Over the past weeks I was assigned a few pages in Gail Thompkin's book (2012) about the genre of journaling. I can honestly say the idea of journaling has changed and evoloved for me over the years in my life. What started out as writing every week to my elementary teachers in a notebook is now one of the best ways to project my thoughts on my own online "blogging journal" kept for a gradaute class. Essentially, both have allowed me to say my thoughts and ideas with the premise that it is a "safe place" to lay down what I think, where others will not pass judgement.
Thompkins (2012) cites that "students write in journals for a variety of purposes: to record experiences, to explore ideas, to ask questions, activate prior knowledge, engage the imagination, to assume the role of another person, and to ask questions" (p. 108). I would agree that no matter what kind of journal you are keeping, it is usually to address one of these purposes. As a young child learning the writing workshop process, journal writing is always introduced early on because it is fairly easy for students to do independently. Not only is it something that can be taught and implemented quickly, students also enjoy writing their own journals. There is something about letting one's own ideas flow freely that is very pleasant. Young children enjoy keeping an open discussion going with their teachers about what they did over the weekend, what their favorite foods are, what they hope to get for Christmas, or any other topic that allows them to talk about light conversation starters. I wish that these types of journals were still acceptable in college and the work- force; imagine the things we would learn about one another at such a quick pace.
Journals are introduced not only to keep an open, honest conversation with students, but also because there are a variety of purposes that journals serve in the writing process. For example, Thompkins (2012) says that personal journals, dialogue journals, reading logs, double entry journals, and stimulated journals are all important types to implement in elementary classrooms. Thompkins goes on to state that these journals "help students deepen their comprehension of stories, focus on ideas, develop writing fluency, and relate reading to their own lives" (pp. 108-112).
I know in my own life, journals were a huge part of the reason I enjoyed writing, and still do today. This type of writing taught me the basic fundamentals of how to become a better writer, and showed me even though you want to spell correctly and have correct grammar, its the content and ideas that truly matter. This is what we need to express to students today, as well.
To introduce journal writing to students, Thompkins (2012) suggests that teachers start this on the first day of school. Also, it is important for teachers to keep a list of possible writing topics posted around the classroom for novice teachers to hinder that feeling of "I don't know what to write" that a lot of students feel. Moreover, mini lessons are essential for teaching successful journaling. Thompkins (2012) suggests that "teachers explain the procedures for gathering ideas, writing in a journal, and sharing with classmates. They often model the procedure by writing a sample entry on the smartboard or on chart paper as students observe" (p. 124).
Overall, I really do see the benefit of writing many types of journals in elementary school. This is a great way for students to become accostomed to the writing process in a fun and engaging way.
Thompkins (2012) cites that "students write in journals for a variety of purposes: to record experiences, to explore ideas, to ask questions, activate prior knowledge, engage the imagination, to assume the role of another person, and to ask questions" (p. 108). I would agree that no matter what kind of journal you are keeping, it is usually to address one of these purposes. As a young child learning the writing workshop process, journal writing is always introduced early on because it is fairly easy for students to do independently. Not only is it something that can be taught and implemented quickly, students also enjoy writing their own journals. There is something about letting one's own ideas flow freely that is very pleasant. Young children enjoy keeping an open discussion going with their teachers about what they did over the weekend, what their favorite foods are, what they hope to get for Christmas, or any other topic that allows them to talk about light conversation starters. I wish that these types of journals were still acceptable in college and the work- force; imagine the things we would learn about one another at such a quick pace.
Journals are introduced not only to keep an open, honest conversation with students, but also because there are a variety of purposes that journals serve in the writing process. For example, Thompkins (2012) says that personal journals, dialogue journals, reading logs, double entry journals, and stimulated journals are all important types to implement in elementary classrooms. Thompkins goes on to state that these journals "help students deepen their comprehension of stories, focus on ideas, develop writing fluency, and relate reading to their own lives" (pp. 108-112).
I know in my own life, journals were a huge part of the reason I enjoyed writing, and still do today. This type of writing taught me the basic fundamentals of how to become a better writer, and showed me even though you want to spell correctly and have correct grammar, its the content and ideas that truly matter. This is what we need to express to students today, as well.
To introduce journal writing to students, Thompkins (2012) suggests that teachers start this on the first day of school. Also, it is important for teachers to keep a list of possible writing topics posted around the classroom for novice teachers to hinder that feeling of "I don't know what to write" that a lot of students feel. Moreover, mini lessons are essential for teaching successful journaling. Thompkins (2012) suggests that "teachers explain the procedures for gathering ideas, writing in a journal, and sharing with classmates. They often model the procedure by writing a sample entry on the smartboard or on chart paper as students observe" (p. 124).
Overall, I really do see the benefit of writing many types of journals in elementary school. This is a great way for students to become accostomed to the writing process in a fun and engaging way.
Subscribe to:
Posts (Atom)