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Gr. 5 Pre-Assessment Package
Gr. 5 Pre-Assessment Package
The Provincial Writing Assessment includes the following components: Division Coordinator Handbook Online Writing Pre-assessment Package Teacher Handbook Online Teacher Questionnaire Student Writing Booklet A or B Online Student Questionnaire
The Ministry of Education has provided this Online Writing Pre-assessment Package to help support what students have already learned about both expository and narrative writing formats.
Table of Contents
Introduction ................................................................................................. 1 Language Learning ........................................................................................ 1 What is Writing? ........................................................................................... 3 Recommended Language Resources .................................................................... 4 Table of Specifications .................................................................................... 5 The Writing Process ....................................................................................... 7 Forms of Writing........................................................................................... 8 Expository Writing .................................................................................... 8 Narrative Writing ...................................................................................... 9 Pre-assessment Writing Activity 1: Understanding Prompts ....................................... 10 Pre-assessment Writing Activity 2: Using the Writing Process to Respond to an Expository Prompt ......................................................................... 13 Pre-assessment Writing Activity 3: Using the Writing Process to Respond to a Narrative Prompt ............................................................................ 16 Tools Used to Evaluate Student Writing ............................................................... 19
Handouts (HO)
HO-1 HO-2 HO-3 HO-4 HO-5 HO-6 HO-7 HO-8 HO-9 HO-10 HO-11 HO-12 HO-13 HO-14 HO-15 HO-16 HO-17 HO-18 A Model of the Writing Process .............................................................. 20 Sample Prompt Deconstruction ............................................................... 21 Expository Brainstorming Web ............................................................... 22 Expository Planning Frame .................................................................... 23 Expository Writing Organizational Chart ................................................... 24 Transition (Signal) Words in Exposition .................................................... 25 Narrative Brainstorming Web ................................................................. 26 Narrative Planning Frame ...................................................................... 27 Narrative Planning Timeline................................................................... 28 Narrative Writing Organizational Chart ..................................................... 29 Transition (Signal) Words in Narration ...................................................... 30 Grade 5 Language Cues and Conventions Checklist....................................... 31 Grade 5 Exposition Revision Checklist ...................................................... 32 Grade 5 Sample Expository Prompt and Essay ............................................. 34 Grade 5 Sample Ways to Start a Report (Expository Essay) ............................. 35 Grade 5 Narration Revision Checklist ....................................................... 36 Grade 5 Sample Narrative Prompt and Essay............................................... 38 Grade 5 Sample Ways to Start a Story (Narrative Essay) ................................ 40
Appendices
A. Provincial Writing Assessment: Conceptual Framework ...................................... 41 B. Holistic Writing Rubric .............................................................................. 44 C. Analytic Scoring Guide .............................................................................. 45
Introduction
The Online Writing Pre-assessment Package has been prepared for classroom teachers to use in readying students for the provincial writing assessment. It contains activities specific to the writing process, details about narrative and expository writing formats, characteristics and indicators of quality, and other tools to support the writing of quality products. Sample prompts which students may use for practice have also been included. Holistic and analytic rubrics provide teachers and students with information on criteria to be considered for scoring. Sample tools, such as graphic organizers and revision checklists, that support various parts of the writing process have been included in the Online Writing Pre-assessment Package. Also included is the conceptual framework on which the provincial writing assessment has been based.
Language Learning
Effective language learning is achieved through a variety of viewing, listening, reading, representing, speaking, and writing experiences. Students need to develop language knowledge, skills, and strategies, and develop a positive attitude about language, language learning, and themselves as communicators and learners. They will become competent and confident language users through using the language cueing systems and conventions in varied opportunities to view, listen, read, represent, speak, and write. The diagram on the next page, taken from the interim provincial English Language Arts: A Curriculum Guide for Middle Level (Grades 69) (2006), illustrates the relationships among writing, the other language strands, and the language cues and conventions.
Pragmatic
Whole
Textual Syntactical To Part
Whole
REPORTING
What is Writing?
Writing is a process of constructing meaning where students write in a variety of forms in the content areas to explain or share information, construct new meaning, and demonstrate knowledge (Gambell, 2007). Effective writing is an integral aspect of literacy. Writing skills can be improved through language study. Language study is integral to language processes and language use, including writing. In order to be effective writers, students have to understand language cues and conventions: Pragmatic Pragmatics is the study of how people choose what and how to communicate from the range of possibilities available in the language and how the receiver will be affected by these choices. o Students consciously craft their message for their intended audience (level of language) and purpose (role). Textual Ideas and information are organized in oral, written, and other (e.g., electronic) formats. Textual cues and conventions include the form or structure, and elements of a text. o Students organize (transitions, connections, point of view) and structure (format) their texts to ensure clarity and coherence. Syntactical Syntax is the structure of a sentence and the way words are used to form a sentence. English syntax is centered on the verb. o Students use clear sentences of varying patterns (S-V, S-V-O, S-LV-C), purpose (exclamation, statement, question), length, complexity (subordination, coordination), beginnings, as well as correct mechanics (e.g., punctuation, capitalization, subject-verb agreement, pronoun use) to communicate their ideas. Semantic/Lexical/Morphological The lexicon of a language includes all the words or vocabulary of that language that are used or understood by a particular person or group. Words can be studied for their meaningful parts or morphemes. o Students use specific words with the appropriate connotation and denotation to convey the intended meaning of their message. Graphophonic Graphophonics is the study of the relationship between the symbols and sounds of a language and includes letter or sound relationships and patterns. o Students spell correctly. Other Cues and Conventions Other conventions include graphics and other visual and non-verbal elements that convey meaning in print (e.g., bolding, headings, font), signage, charts, graphics, diagrams, movies, art, drama, and other texts. o Students write legibly and fluently and signal new paragraphs (through indentation or double spacing between paragraphs).
Grade 5 (HO-12)* Language Cues and Conventions provides a list of student self-reflection questions about the use of language cues and conventions. Teachers may choose to use these self-reflection questions with students to remind them of the cues and conventions. Sample mini-lessons for the cues and conventions may be found in recent English Language Arts curricula. For more information regarding language cues and conventions, teachers may access the language study resources recommended for each grade level.
Tables of Specifications
Tables of specifications for the provincial writing assessment have been devised within the context of the Broad Areas of Learning (Sense of Self, Community, and Place; Lifelong Learners; and, Engaged Citizens) and Cross-curricular Competencies (Developing Thinking, Developing Identity and Interdependence, Developing Literacies, Developing Social Responsibility). All areas of study share a common interest in students developing their abilities to communicate their learning through speaking, writing, and other forms of representing (Compose and Create Goal). All areas require students to apply their skills and strategies for viewing, listening, and reading (Comprehend and Respond Goal). All areas of study require students to develop their abilities to reflect upon their knowledge, skills, and strategies (Assess and Reflect Goal). Students should have many opportunities in each area of study to authentically apply what they are learning in English language arts. English Language Arts: Grade 1 [2009] The provincial writing assessment focuses on students abilities to compose and revise their own writing. The table of specifications that follows links the conceptual framework (Appendix A) of the provincial writing assessment to the curriculum and to the actual assessment of student writing. Grade 5 English Language Arts Goals, Outcomes and Indicators from English Language Arts 5 [2010] ELA Goals Outcomes Indicators
Compose and Create (CC) Students will develop their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences. CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., What Should I Do) community (e.g., This is Our Planet) social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry. a. Create spoken, written, and other representations that include: a clear and specific message a logical and coherent organization of ideas a competent use of language and conventions
Assess and Reflect (AR) Students will develop their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, listeners, readers, representers, speakers, and writers, and set goals for future improvement.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader. AR5.1 Identify strengths in viewing, listening, reading, speaking, writing, and other forms of representing. AR5.2 Set goals to enhance the development and improvement of the skills and strategies in viewing, listening, reading, speaking, writing, and other forms of representing and take steps to achieve goals.
a. Write clear multi-paragraph compositions (e.g., three to five paragraph report or essay of at least 300 words) that focus on a central idea, reflect awareness of the audience(s) and purpose(s), contain clear introductions and conclusions, and include paragraphs in a logical sequence. b. Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when writing. c. Understand and apply relevant pragmatic, textual, syntactical, semantic-lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when writing. d. Write narrative compositions that develop a situation or plot and point of view, describe the setting, and present an ending. e. Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another, and offer a concluding paragraph that summarizes important ideas. g. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.
a. Consider the types of strategies to utilize and whether or not they will or do work for the task at hand. b. Determine what strategies are best for the task and what strategies will work best for self. c. Identify strengths in viewing, listening, reading, representing, speaking, and writing and set goals to enhance the development and improvement of the skills and strategies in each. d. Ask What strategies did I use? What goals do I need to set for what I am trying to accomplish? How will I know if I have met my goals? What else could I do? and develop a plan for improvement.
Prewriting (Before) Presenting/Sharing/ Publishing Sharing with the intended audience Exploring, focusing, planning, and rehearsing Choosing a purpose, audience, and format
Drafting (During) Putting ideas down on paper (in preliminary form) Exploring new ideas and ways of expressing Writing successive drafts
Revising and Polishing (After) Taking another look at the draft Editing ideas and organization by adding, deleting, rearranging, rethinking, and rewriting Considering wording and phrasing of thoughts Proofreading for sentence structure, usage, spelling, punctuation, and capitalization Polishing the composition
This diagram is a compilation of ideas from provincial Secondary Level English Language Arts curricula and the Saskatoon and Area Regional Assessment Consortium.
Another representation of the writing process can be found in A Model of the Writing Process (HO-1).
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Forms of Writing
To be a successful writer, one must capably use a variety of forms of writing. For the purposes of the provincial writing assessment, expository and narrative writing will be evaluated.
Half of the students in a classroom will be required to write in an expository format (to explain ideas or give information) and the other half of the students will be required to write in a narrative format (to tell a story or relate an incident). All students will respond to one of two prompts provided. The Ministry of Education will provide expository and narrative writing booklets for each classroom.
Expository Writing The purpose of expository writing is to inform the reader by communicating facts and/or explaining something in an organized manner. Successful expository writing usually: explains what the reader needs to know about the topic; presents facts to a specific audience; uses logical order within the text (e.g., comparing and contrasting, showing cause and effect, defining, giving examples, explaining a process) and transition words (e.g., in contrast, similarly, for example, also, furthermore, ifthen, as a result, because, therefore, however, in conclusion); uses specific, topic-relevant vocabulary; avoids giving personal opinions or making value judgments; and, identifies sources of information.
For the purposes of the provincial writing assessment, students will be required to write an expository essay/report. Exposition may also take other forms, such as learning log reflection, analysis, speech, I-search paper, research paper, instructions, manuals, directions, reports, summaries, or news stories. Additional examples of exposition are found in the curriculum guides for each area of study.
Narrative Writing The purpose of the narrative essay or story is to tell a story about something that has happened or that could happen. Successful narratives usually: tell who, where, when, what, why, and how about a particular event; relate a past experience or a series of events, with a clear beginning, middle, and end, to an intended audience, and include some description of the setting and characters, a problem or challenge faced by the main character, and a series of events that lead to a conclusion; use chronological order and transition words (e.g., first, second, next, then, eventually, meanwhile, finally); present a clear point of view; use strong verbs and details in description, dialogue, and suspense that maintain the readers interest; and, show, rather than tell, what happened.
For the purposes of the provincial writing assessment, students will be required to write a narrative essay/story. Narration may also take other forms, such as memorable event, life story, diary or journal entry, anecdote, memoir, eyewitness account, historical fiction, biography, traditional narrative, feature article, or narrative essay or story. Additional examples of narration are found in the curriculum guides for each area of study.
The prompt will include all variables of the RAFTS acronym: You are a ROLE. Write a FORM to an AUDIENCE, STRONG VERB (ing) about a TOPIC. Examine the following prompt: You are a VISITOR to Saskatchewan. Write a REPORT to your TEACHER in Thailand EXPLAINING what you have learned about the PEOPLE and PLACES of Saskatchewan. The preceding prompt contains these RAFTS variables: ROLE AUDIENCE FORM TOPIC STRONG VERB VISITOR to Saskatchewan TEACHER in Thailand REPORT/EXPOSITORY ESSAY PEOPLE and PLACES EXPLAINING
Writers should take on the role or persona of a visitor to Saskatchewan. They will write an expository essay to their teacher in Thailand to convey information about people and places in Saskatchewan. Two other prompts have been included in Sample Prompt Deconstruction (HO-2).
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The following chart may be used to deconstruct ROLE, AUDIENCE, FORM, TOPIC, and STRONG VERB in each prompt: Variables ROLE AUDIENCE FORM TOPIC STRONG VERB There are many verbs that can be used in expository prompts. For the purposes of the provincial writing assessment, the verb explain will be used to prompt students to write the expository essay. Attending to and using a strong verb in the prompt is central to successful and purposeful writing. The meanings of other strong verbs that may be used in preparing other expository prompts follow. Expository Prompt Narrative Prompt
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There are many verbs that can be used in narrative prompts. For the purposes of the provincial writing assessment, the verbs narrate or tell will be used to prompt students to write the narrative essay. Attending to and using a strong verb in the prompt is central to successful and purposeful writing. The meanings of other strong verbs that may be used in other narrative prompts follow.
recollect; remember mention in order; enumerate; give a detailed description or account of set down in writing or some other permanent form for later reference, especially as an official record; establish or constitute a historical or other record of narrate; tell in detail create over again narrate or recount (incidents, a story, etc.) to re-experience in memory; to remember again keep in the memory; not forget; bring back into ones thoughts, call to mind bring back or give an account of; state as fact or news, narrate or describe or repeat, especially as an eyewitness or hearer, etc.; an account given or opinion formally expressed after investigation or consideration call up in the mind by description or portrayal or imagination display, show, or expose; disclose, divulge, or betray
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Pre-assessment Writing Activity 2: Using the Writing Process to Respond to an Expository Prompt
Students will have the greatest opportunity for success in this assessment by working through the four phases of the writing process. These phases are illustrated in A Model of the Writing Process (HO-1). Teachers may choose to use the following expository writing activity with students before administering the provincial writing assessment. The purposes of this activity are to: give students a clear understanding of the components of the writing process; model possible prompts, procedures, and compositions; and, identify the expectations of the provincial writing assessment.
In expository writing, the purpose is to explain something by supplying facts and details. Exposition explains things (e.g., how to do something; how something works; or, how to get from one place to another). This writing also answers the questions of who, what, when, where, why and how, but organizes the facts and details logically and clearly so the audience understands what is being explained. The writing process can be examined in light of the expository prompt: You are a grandparent. Think about an invention that had a significant impact on your life. Write an expository essay explaining to your grandchildren the impact of this invention.
1. Prewriting (Before Writing) Students know who is going to read this (the grandchildren), why they are writing this (to explain the significant impact), and they know the topic (the impact of an invention on your life). Now students need to consider what they might say about this topic. What do students need to tell their audience in this explanation to achieve their purpose? A good way for students to find ideas is to ask these questions: Who is going to read my writing? Why am I writing this? What will be my main point? What do I need to explain about this topic? What would my readers be interested in knowing/learning about this topic? How will I start? How will I end?
Teachers may wish to use the Expository Brainstorming Web (HO-3) and the Expository Planning Frame (HO-4), or the Expository Writing Organizational Chart (HO-5) with students to help them consider what they want to say.
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For the purpose of the provincial writing assessment, students will be provided with an empty box in which to plan their writing as they wish. 2. Drafting (During Writing) An explanation often begins with a question or a statement and then provides the answer or details to explain or clarify. The writing proceeds step-by-step through the explanation. Each paragraph has a key point explained in the topic sentence for that paragraph. It is supported by the additional details that make up the other sentences in the paragraph and that provide the Who, Why, What, and How details. Sometimes When and Where details must also be included. Good writers use their pre-writing plans to guide the drafting. Students will find it helpful to double space their drafts. As students write their first draft, they should focus on getting their ideas on paper. It is important to keep the main idea or purpose in mind during drafting. Students should begin their essay with a clear statement of what they want to explain and why they think it is important or what their reader might learn. The beginning paragraph is used to capture the readers interest (using words and ideas that are interesting, engaging, and appropriate to the topic). In the middle, students should use clear topic sentences for each paragraph and include specific details to support the focus. They should use examples and explanations that directly support their focus. The middle paragraphs have to give the readers enough detail for them to understand what is being explained. Transitions make the ideas and the paragraphs connect to the beginning key point. Transitions may be made through the use of transitional words, by the way in which sentences are linked, and by the way in which the sentences and paragraphs are sequenced and linked. Linking words will show readers the importance of the idea or paragraph. Some examples of transition words can be found in Transition (Signal) Words in Exposition (HO-6). Students should end their essay by summarizing what the writing was all about and by making a final comment about the topic or suggesting the importance of the topic.
3. Revising: Editing and Proofreading (After having written a first draft) Good writers review and revise their writing. When they are sure they have said what they need to say, and have organized their ideas in an appropriate order, they proofread to make sure they have said correctly what it is they want to say.
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When revising (after having written the first draft), students should review in the following order for: ideas organization sentence fluency and punctuation word choice and usage capitalization and spelling.
Revising usually requires several attempts and results in more than one draft. In revising and considering the finished writing as a whole, teachers and students may use Grade 5 (HO-13) Exposition Revision Checklist. In revising, students should consider the following: Have I addressed the writing prompt? Has everything been included? Have I checked for completeness and correctness? Does the explanation make sense? Have I reviewed for ideas and organization? Did I say what I wanted to say? Did I organize ideas in a logical way? Do sentences read smoothly? Do the sentences clearly say what they should say? Have the right words been used accurately? Have words appropriate to purpose and audience been chosen? Have I proofread the final copy for errors in usage as well as for capitalization, spelling, and agreement? Did I check for neatness and legibility? Have I added a strong title?
Grade 5 (HO-14) Sample Expository Essay and Prompt includes a model of an expository essay. Teachers may encourage students to read the essay and use the accompanying Grade 5 (HO-13) Exposition Revision Checklist to evaluate it. What could be done to improve the essay? Once students have assessed the writing, teachers may wish to help them determine which level in the Holistic Writing Rubric (Appendix B) or Analytic Scoring Guide (Appendix C) best describes the essay. 4. Presenting/Sharing/Publishing The last step of the writing process is to share the writing product with the intended audience. Teachers may choose to assess their students writing. If this is the case, the Ministry of Education requests that teachers do not make any marks in the Student Writing Booklet A or B and Student Questionnaire before submitting them to the Ministry as part of the provincial Assessment for Learning Program. However, teachers may photocopy the completed Student Writing Booklet A or B for their own use, if they wish.
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Pre-assessment Writing Activity 3: Using the Writing Process to Respond to a Narrative Prompt
Students will have the greatest opportunity for success in this assessment by working through the four phases of the writing process. These phases are illustrated in A Model of the Writing Process (HO-1). Teachers may choose to use the following narrative writing activity with students before administering the provincial writing assessment. The purposes of this activity are to: give students a clear understanding of the components of the writing process; model possible prompts, procedures, and compositions; and, identify the expectations of the provincial writing assessment.
In narrative writing, the purpose is to tell a story about something that has happened to the writer or to someone else. It often focuses on a memorable or important event. When students gather ideas for a story, they usually consider who was involved, what happened, where, when and why it happened, and how they thought and felt. The writing process can be examined in light of the narrative prompt: Life and experience often teach us important lessons. You are a Saskatchewan student. Write a narrative essay for one of your teachers telling her or him about an experience that taught you an important lesson about life.
1. Pre-Writing (Before Writing): Students know who is going to read this (one of their teachers), why they are writing this (telling about an experience that taught them an important lesson), and they know the topic (an important lesson learned from life). Now they need to consider what it is they might say about this topic. What do they need to tell their audience about this experience and why is it important to them? A good way for students to find ideas is to ask these questions: Who is involved in the experience? What is the experience? Where and when did it happen? Why might this be important for the audience to read? What happened? How did this teach me an important lesson? How did this experience make me feel?
Teachers may wish to help students brainstorm or list their ideas before they begin drafting so that they can remember them. They may wish to use the graphic organizers found in Narrative Brainstorming Web (HO-7).
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Most narratives are organized in chronological order. They tell the beginning, the middle, and the end. Teachers may wish to organize their ideas in chronological order with the help of the Narrative Planning Frame (HO-8), and Narrative Planning Timeline (HO-9), or the Narrative Writing Organizational Chart (HO-10) with students to help them consider what they want to say. For the purpose of the provincial writing assessment, students will be provided with an empty box in which to plan their writing as they wish. 2. Drafting (During Writing) Good writers use their pre-writing plans to guide drafting. Students will find it helpful to double space their drafts. As students write their first draft, they should focus on getting their ideas on paper. They must: Catch the readers attention and set the stage for the story. o Set the time and the place, introduce the main character and a problem for this character. o Start the story. Put the narrator at the beginning of the experience (e.g., There I stood ). Tell the reader what happened. o Give enough detail for the reader to see and understand what is going on (the action/what is happening), and your thoughts and feelings about it. o Use dialogue. o Organize the story according to time (what happened first, second, third, and so on). Use transition words such as those identified in Transition (Signal) Words in Narration (HO-11). Bring the incident to an end and explain how the event affected, changed, or moved the narrator. o Decide how the story will end. o Explain the ending clearly.
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3. Revising: Editing and Proofreading (After First Draft) Good writers review and revise their writing. When they are sure they have said what they need to say, and have organized their ideas in an appropriate order, they proofread to make sure they have clearly communicated their message. In revising, students should consider the following: Have I addressed the writing prompt? Has everything been included? Have I checked for completeness and correctness? Does the explanation make sense? Have I reviewed for ideas and organization? Did I say what I wanted to say? Did I organize ideas in a logical way? Do sentences read smoothly? Do the sentences clearly say what they should say? Have the right words been used accurately? Have words appropriate to purpose and audience been chosen? Have I proofread the final copy for errors and usage as well as capitalization, spelling, agreement? Did I check for neatness and legibility? Have I added a strong title?
Teachers may use the Grade 5 (HO-16) Narration Revision Checklist to help students assess their finished writing as a whole. Grade 5 (HO-17) Sample Narrative Essay and Prompt includes models of narrative writing. Teachers may encourage students to read the essay at the appropriate grade and use the accompanying revision checklist to evaluate it. What could be done to improve the essay? Once students have assessed the writing, teachers may wish to help them determine what level in the Holistic Writing Rubric (Appendix B) or Analytic Writing Rubric (Appendix C) best describes the essay. 4. Presenting/Sharing/Publishing The last step of the writing process is to share the writing product with the intended audience. Teachers may choose to assess their students writing. If this is the case, the Ministry of Education requests that teachers do not make any marks in the Student Writing Booklet A or B before submitting them to the Ministry as part of the provincial Assessment for Learning Program. However, teachers may photocopy the completed Student Writing Booklet A or B for their own use, if they wish.
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Source: The diagram above has been adapted from Linda Teneyckes Creative Writing 20 class in conjunction with the Ministry of Education
(HO-1)
Use the following chart to identify the variables, ROLE, AUDIENCE, FORM, TOPIC, and STRONG VERB in each prompt. Variables ROLE Expository Prompt Narrative Prompt
AUDIENCE
FORM
TOPIC
STRONG VERB Did you notice that the preceding prompts asked you to explain (write an expository essay/report) or to narrate (write a narrative essay/story)?
(HO-2)
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Topic: ________
What is the main focus of my explanation? How will the ending paragraph finish the explanation?
(HO-3)
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What do I need to explain about this topic? What would my readers be interested in knowing/learning about this topic?
(HO-4)
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Paragraph 2
Each of the middle paragraphs makes one key point about the main point I want to make.
Paragraph 3
The ending paragraph reminds the reader of the essays main point and suggests the importance of the topic.
Paragraph 5
(HO-5)
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Transition cues in expository writing may take other forms. For example, sentences may link ideas between or amongst paragraphs, key words or phrases may be repeated, independent and subordinate clauses may be manipulated, or spacing and fonts may be altered.
(HO-6)
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What is my plan?
Topic: _______
(HO-7)
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(HO-8)
27
First:
Finally:
(HO-9)
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Setting
Characters
Ending (How did the main characters find a solution to the problem or meet their challenge?)
(HO-10)
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Words that show order Words that show quick changes of thoughts or action Words that conclude or end
Transition cues in narrative writing may take the other forms. For example, sentences may link ideas between or amongst paragraphs, key words or phrases may be repeated, independent and subordinate clauses may be manipulated, spacing and fonts may be altered, dialogue may be included, actions or symbols may reoccur, or scene changes may be described.
(HO-11)
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(HO-12)
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4. How did you create an effective ending? Language Choices 1. Are the sentences clear and complete? 2. Do the sentences flow smoothly? 3. Do the word choices make the essay/report clear? 4. Are all the words spelled correctly? 5. Are capital letters used where they should be used? 6. Is the punctuation correct?
___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No
___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No
Final Impression (Use the holistic rubric to rate your essay/report.) 1. What level from the holistic rubric is this essay/report? 2. Why did you make that choice? 3. Where could the essay/report have been improved? (HO-13)
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(HO-14)
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(HO-15)
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3. How did you create an effective ending? Language Choices 1. Are the sentences clear and complete? 2. Do the sentences flow smoothly? 3. Do the word choices make the narrative essay/story clear and capture the experience? 4. Are all the words spelled correctly? 5. Are capital letters used where they should be used? 6. Is the punctuation correct?
Final Impression (Use the holistic rubric to rate your narrative essay/story.) 1. What level is this narrative essay/story? 2. Why did you make that choice? 3. Where could the narrative essay/story have been improved?
(HO-16)
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(HO-17)
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Some ways to start a story (narrative essay) in response to the preceding prompt could include the following:
My Medieval Snow Feast It was a dream come true. The radio announcer said that all schools had been closed due to record snowfall. Yoopee! Now I had a whole extra day to finish my Math homework. What could I do with a whole day to myself? I couldnt go to play at anyones house because snow blocked the front door. I would have to keep myself busy some other way. I began looking through the pile of stuff in the corner of my bedroom. I have always been interested in knights and castles, so there were tons of books and movies about medieval times. I could make a suit of armour! Naw, I didnt have any metal. I could make a castle. I already have about six castles made out of Lego. My stomach rumbled. I decided to cook a medieval feast! Snow Sculpture Day Mom and Dad left for work as usual. I waited for the bus as usual. I waited and I waited. I waited some more. The bus did not come. I turned on the radio. School was cancelled due to the heavy snowfall! Now I could make the snow sculpture my friends and I had set up in the yard. The big chunk of snow had sat there for over two weeks. We hadnt had the time to do anything with it. Now I had a whole day to do it! Would Dad and Mom ever be surprised when they got home tonight and saw a sculpture instead of a big chunk of snow World Record Snow Man Me and my brother Jake were happy when we heard that our school would not be open today, but Dad wasnt. He said that if he was stuck at home with us, he needed to get some work done. We had to go outside to play. Go play in the snow, he told us, and dont come back until lunchtime! When we went outside, I had an idea A Snow-Everything Day My Mom always has funny ideas. When she heard on the radio that school was cancelled because of the snow, she got that look on her face again. We should celebrate! she exclaimed. What can we make that looks like snow? asked my Mom. Mashed potatoes? suggested my little brother. I joked, How about cauliflower and onions with cream cheese on top? Mom smiled when my kid brother exclaimed, No way! How about snow cones or ice cream sandwiches? Normally, I wouldnt agree with my brother about anything, but I liked where he was going with this. We all started calling out ideas at the same time. Rice Crispie cake! Marshmallow surprise! Snowflake sandwiches! Coconut sprinkle cookies! White chocolate muffins! Cream cheese! Salad dressing! Cheese cake! This is the story of how we cooked snow
(HO-18)
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Appendix A:
Provincial Writing Assessment: Conceptual Framework
The goal of the Saskatchewan Assessment for Learning Program is to raise the level of learning and achievement for all students in the province. To do this, the Assessment for Learning Program: promotes and facilitates the use of data derived from assessments to improve programs, instruction, and learning; raises the level of assessment literacy among the education partners; supports the development and maintenance of professional learning communities; strengthens the ability of school divisions or school councils to report to the public on student learning and school effectiveness: engages education partners in identifying processes for the effective use of assessment information and in sharing responsibility for learning outcomes; and, provides school and school division achievement data that are referenced to provincial curricula.
The Writing Assessment is one component of the Assessment for Learning Program. Crosscurricular data about writing proficiency, processes, and strategic writing behaviours of Saskatchewan students in grades 5 and 8 will be gathered. It provides teachers of different subject-disciplines with information for discussion, planning, and action toward effective instruction and assessment in writing. Writing is integral to all learning and all areas of study. It serves as a means of generating and communicating thought and understanding across all subject areas (SAIP, 2002, p. 10) and beyond the classroom. It develops higher-order thinking skillsanalyzing, synthesizing, evaluating, and interpreting (Emig, 1983). Writing requires students to process knowledge, theorize, make connections, draw conclusions, imagine, support or refute claims, apply knowledge, and reflect on their own understanding. Students need to be able to write the text forms used in various subject areas, in the workplace, and in life. Writing is a complex process that includes drawing on prior knowledge and experience; developing and organizing ideas, choosing and shaping the form of presentation associated with a specific purpose; selecting the words, syntax, and stylistic devices, and applying the rules (conventions) of language accurately and purposefully (SAIP, 2002, p. 10). It requires attention to both process and product, both form and content (Hillocks, 1995, pp. 99110). Writing takes place within a specified context or situation. Therefore, the situation, purpose, and intended audience form the framework that governs how all writing elements function within the text (SAIP, 2002, p. 10). This assessment will consider the writers strategies and the writers skill in integrating such elements as the choice and development of ideas, organization, stylistic features employed, and language conventions and usage used in carrying out a specific purpose.
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Writing in todays world requires students to produce a range of texts for a variety of purposes. Although all writing has its roots in what James Britton refers to as the expressive using language that is close to the self and verbalizes the writers consciousness (Britton, 1972, p. 96), most public writing comes in two main directionstoward the transactional and towards the poetic (Britton, 1972, p. 110). Informational or transactional (efferent in Rosenblatts, 1983, terms) writing informs, persuades, and instructs, and is always concerned with an end outside itself such as explaining in logical way. Imaginative, literary, or poetic (aesthetic in Rosenblatts, 1983, terms) writing is a verbal construct, an object made out of language and explores the inner world of an experience and often focuses on a good, believable story or narrative and includes poetry, scripts, and stories.
Writing is rarely done without preparation. This assessment requires students to explore a topic linked to a real-life issue or component of curricula that they have experienced. Students will have opportunity to consider their background knowledge and reflect on what it is they might say about a topic when given specific prompts that identify the key communication variables of audience, purpose, role, and format. This assessment will have three components: a teacher questionnaire; the writing task; and, a student questionnaire. The first part of the writing assessment will consist of pre-writing that is intended to establish a context for the writing and which allows students to consider their background knowledge related to an assigned prompt. Students will also be given opportunity to acquaint themselves with the scoring guide that will be used to assess their writing product. The second part will consist of considering the prompt, focusing on the topic, considering the communication variables (audience, purpose, format), and producing a first draft. The third part will help students to revise using a revision checklist (for self-editing) and to review the assessment rubric. Students will then be asked to reflect on their writing opportunities, skills and habits (questionnaire). This assessment focuses on the students ability to use effective writing strategies to produce both informational (expository) and literary (narrative) texts for a specific purpose and audience in a specific context. Students will be expected to use pre-writing (before), drafting (during), and revising (after) strategies and to attend to the conventions of written language including organizing and paragraphing, structuring sentences effectively, selecting and using words and expressions correctly and effectively, and adhering to appropriate spelling, punctuation, and capitalization. An Online Writing Pre-assessment Package to support this assessment is available for use by teachers and students.
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References: Britton, J. (1972). Writing to Learn and Learning to Write. In Prospect and Retrospect: Selected essays of James Britton, ed. G. M Pradl (pp. 94-11). Upper Montclair, NJ: Boynton Cook. Council of Ministers of Education, Canada. (2003). Report on Writing Assessment III: SAIP 2002. Toronto, ON; Council of Ministers of Education, Canada. Emig, J. (1983). The Web of Meaning: Essays on Writing, Teaching, Learning, and Thinking. Portsmouth, NH: Boynton/Cook. Hillocks, G. Jr. (1995). Teaching Writing as Reflective Practice. New York: Teachers College Press. MacArthur, C. A., Graham, S., and Fitzgerald, J. (2006). Handbook of Writing Research. New York: The Guilford Press. Rosenblatt, L. (1983). Literature as Exploration (4th ed.). New York, NY: Modern Language Association. Tompkins, Gail E. (2000). Teaching Writing: Balancing Process and Product (3rd ed.). Upper Saddle River, New Jersey. Prentice-Hall, Inc. White, Edward M. (1985). Teaching and Assessing Writing: Recent Advances in Understanding, Evaluating, and Improving Student Performance. San Francisco, CA: Jossey-Bass Inc.
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Appendix B:
Holistic Writing Rubric
In order to facilitate comparisons amongst assessment data from different subject areas (reading, writing, math, science), the Assessment for Learning Program reports on student achievement in writing will convey data according to the following five-level rubric. Level 5 The composition is exemplary. The product may be insightful or creative. The composition is well-crafted, fully developed, and appropriate to purpose, audience, and writing prompt. The student demonstrates confident control of language elements and techniques of composition. Planning is evident, and the product comes together as a secure whole. The few errors in mechanics are likely the result of risk-taking. Level 4 The composition is thoughtful. The product is effective, well developed and appropriate to purpose, audience, and writing prompt. The student controls language elements and techniques effectively. Planning is evident, and the product is complete. The few mechanical errors do not impede communication. Level 3 The composition is straightforward. The product is clear and adequately developed but unrefined. It is appropriate to purpose and writing prompt, and shows some awareness of audience. The student demonstrates a grade-appropriate control of language elements and techniques of composition. Planning identifies main ideas, and the product addresses the writing task. Minor errors, though noticeable, do not impede understanding. Level 2 The composition is rudimentary. The product may be or over-generalized and inconsistent or unclear in its development. It adheres somewhat to purpose and writing prompt, but shows minimal awareness of audience. The student demonstrates uncertain control over language elements and techniques of composition (e.g., attempts at complicated or sophisticated structures and variety result in awkwardness and/or obscured meaning). Planning shows an awareness of purpose, but is less than adequate. Frequent errors in mechanics impede understanding somewhat. Level 1 The composition is unfocused and unclear. The product is difficult to follow. The subject may be off topic and the purpose is unclear. The writing shows an uncertain grasp of basic language elements and techniques of composition (e.g., sentences are often incomplete, run-on, or simple in structure). Evidence of planning is limited. Frequent mechanical and structural errors impede understanding.
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Appendix C:
Analytic Scoring Guide
WRITING PROCESS 1. In the pre-writing and drafting, is there evidence of organization and content (logical sequence or time order in list(s), bullets, graphic organizer, concept map, plan) AND is there a draft present? 2. In the draft, how many changes have been made to the message (e.g., adding, deleting, substituting, or reordering of ideas/words, sentence structure, flow)? 3. In the draft, how many changes have been made to the mechanics (e.g., spelling, punctuation, capitalization, verb tense, pronoun use, subject-verb agreement, gender)? WRITING PRODUCT MESSAGE CONTENT AND IDEAS 4. Are ideas consistently related to the writing topic? 5. Is the point of view appropriate and controlled? 6. Which term best describes the overall message of the composition? * Include consideration of title here. 7. Which term best describes the degree to which ideas have been developed? 8. Is the correct format (expository/narrative) used consistently throughout the composition? ORGANIZATION AND COHERENCE 9. Does the introduction effectively indicate the organizational structure (thesis statement and indication of organization OR indication of time order and setting) to follow? 10. In the title and/or introduction, is there an attempt made to capture the readers interest?
11. Is there a conclusion that effectively completes the
somewhat
yes
none
4 or fewer
more than 4
none
4 or fewer
more than 4
no no unclear limited no
somewhat
clearly
yes
somewhat
clearly
skilfully
beginning to end (logical order of ideas, appropriate paragraphing, sentence/phrase/word transitions)? LANGUAGE CHOICES 13. Which term best describes the compositions sentences (structure, purpose, length)? 14. Which term best describes the word choice in the composition (e.g., connotative or denotative words, specific details, level of language appropriate for intended audience)? 15. Are sentences correct (e.g., word order, subordination/coordination, pronoun reference, run-on sentences, sentence fragments)?
16. Are mechanics correct (e.g., spelling, punctuation,
inconsistent or choppy
mechanical
seamless
unvaried
limited
occasionally
generally
frequently
almost always
occasionally
generally
frequently
almost always
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