“James Cowes ‘boo Responding to Student Writing Worksheet Novice High suidentnione Sake Win ; Literaey Profle Seyvooled Z| tLe Backaround Summary Ssaacniie| Sala 18 @ GA year alk Syria worm. GME Orch her RMAY Have han jn tie condor tr aimost | year, Me veeeived sone iglish Edverhery in SIrig Word-Level Sentence-Level . Discourse-Lovel ~ word orden Sertencos erm ~Stedent sirovo Sab eon Meer, Cohesive. Moeghis Biren cCommod. Qgremon’ is OF Neves ahd prosNiq cowre) \yer'os. ~ Corfpegedce of ~ Sgeitigg, 15 Movity Ye also Feedback on Strengths Nee corte’: ge! Z £] |. studon- ned . Sided ecanmrcry — > Kind Puredeatiery develoernot IM MISES Cok oteHows A vic of adyeosyes a Sorttrees Cen Or combroohons, |e of purorunlen se card iors Coad be seg to rer] SeMtenee AY oes « Studer needs Supper ey pacawtion Feedback on Needs How can respond (in Teacher Work and Student Work) to Unis students current wating needs? = Provide Salo Ah IDS WAG OM od. Peraiued 1A , Sentonea.+F'/Pa , nd ve of condraed tens Now can the concept of Pattern guide my responses to diversity in writing quality? : Eeapee enderts twits thulloie dexd Fermols ord oeeorhor lY to Lowe, Be ccvenvely oo Crave Nel enly ceeding Coscewte, 192002 Bigham Young Univesy 633Language Systems Inventory Worksheet: Summary of Patterns jievell Key Word ie zt Speling some werens Punctuatlan Lansing Peveds Cons conan y Possessives Ute 3 possusiVvEd Plurals | some. purser Pronauins preset [Prepositions | |- pcesers- Conteactions | Lynol @reser b ‘Abbreviations rw pansevt E [atices I Some ervers 3 [Nouns J. fo tecent Vets | hopoas an ty nvstiry [Adeatves | not peesert- ovr preset | todals rot ovtteA Compounds le rier. eraser f Collocations nuke present Stylistic roivle i Gowlest With Pamets Word Order Heer oder 13 Correct ‘Questions NK | Agreement Sadjesi/verlo ogitenet F% good § | Neeten Gad 5 ¢ 3 [gaueandrasie | [yp O DMerb tense | gery torers Mrovly Convent Barsword | L tot ereseet ‘Missing word otcas (nally Conjunetons Covwer cayvgeW g | RumonsiFragmens | [2 OFken Alias wyssrg Denials, [Foray b Not at Swed dyed fot 3 | Reteroms Pictert 2 uct Ir Nol Predent |__| Coherencercahesive} f sovterges feo Orbea rus peat e 6:32 (©2003 Bighom Young UnhecyAnalyzing and Responding to Student Writing ‘Teaching Strategy: Datu Analysis Using analytic tools, students exartine data to farther develop their skill in moving ftom the specific to the general. ESL Planning Strategy: Provide Real World Experience Create task that have a ditect connection to life outside the classroom. Assessment: 20 points possible Instruction 1. You have already collect 3 samples of stuclent writing from the student with whom you completed the Individual Language and Literacy Assessment, Make a photocopy of the original samples of student work. 2. Analyze the three writing samples from your learwer. Look for and annotate patterns in the student's writing, Attend to pattems of correctness and pattems of errors, Write directly on the photocopy of the student's work, with notes between lines and in margins as needed, Consider discourse-, sentence-, and wort-level issues suich as those on the Language Systems Inventory that illuminate your student's writing development. 3, Summarize the patterns on a copy of the Language Systems Inventory Worksheet, 4, Analyze the patterns of errors and correctness you found and complete the Responding to Student Writing Worksheet, Indicate the student’s name and literacy profile. Provide a brief summary of the student’s background, Identify the student’s writing strengths and needs (word-, sentence-, and discourse-level). [den the student’s level of writing proficiency. using the California Pathways Writing Rubrie (Table Format), Justify this conclusion with specific evidence from the patterns of correctness and errors you identified, Identify one or two implications of this student’s writing proficiency for his/her work as a sludent. {dentify one or two implications of this student’s writing proficieney for your classroom (student work and teacher work). 5. Bring your completed work to our next session, Be prepared to share your analysis with a peer. You will discuss the following: + How can I respond (through Teacher Work and Stucent Work) to this student's current writing needs? ~ How can the concept of Pattem guide my responses to stucent writing? 6, You will turn in your analysis of student work at the end of the session, NOTE: Download the attached files for a copy of the required forms for this assignment,1k, Why do many Syrian’children in Lebanon riot go to school? ree fave erie gH oe Silla w Syne av “children ()Lebangirmnetgct qote » SchotlCbecas) se: fo kelp thei Pamety, egahin + Heias Kathe Geli apo eae Comin ad Prope MPs Agroge Called I {urran Rahs aOR bales investi™ : Megel ag EK nad Glulays-eoty SP.’ wsdnaly Bo BEN Me 2 What {sLebanon doing to help Syrian children? Lee eee abel SHALOS. Ahi ldysen. Png males: Sacer AF oe oe WA Mecha ° hopes: to et26e soy Tare rel geese PIS, sees a Schaal ae fataAnswer each question with @ complete sentence (or two)), 1. What Is Caden’s mom’s job? oo ‘Ehe) ee eee Over Ghrsnuvee’. Sny 2 Why fs her job important? Z oe ecouseshe helps People Whe ave sick or hart. on cea Caden’ morn help him in the morning? an saa monthelP him inthe mernthg Yet read fo rschoy SRE Waliced Wrirtothe bus, and she gavehin alu g 4 How | does Caden’s dad help him In the evening? Cadens ad help him inthe evening, Picked aden UP, and h “Trslendalis henry and later thal wight his. he lp Cac entetvecty 5. Why dos Caden ys He yam aight? Prt, pce ae becous GadenYnat See mom 'n night: it Reed Rewrite each sentence In the past tense, = 4. He has an important Job. ‘ eee HehadanimPortat bos 2. Helsa teacher, WwetwaS ate acer 3, He'teaches science, Rewrite each statement as a question (watch for past and present), 1. Caden misses his mom. Hedaes Cakew miss © : 2. Dad pleked Caden up after school. Pid Ud dPideo dader= ker schosl 2? 3. Heisa teacher. What IG Cadersdeycl Vat 2 i a she ateacn ere