The Thrills and Chills
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The Thrills and Chills. of the. Alabama Direct Assessments of Writing. Introduction and Credit. This PowerPoint was created by Kanetra Germany at the Alabama State Department.

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The thrills and chills

The Thrills and Chills

of the

Alabama Direct Assessments of Writing


Introduction and credit

Introduction and Credit

This PowerPoint was created by Kanetra Germany at the Alabama State Department.

Mrs. Curlee, curriculum specialist, at Montview Elementary School added in slides 3 and slides 31-35 specifically tailored to her school.


Montview s writing scores

Montview’s Writing Scores

2008-2009 Score Breakdown (5th Grade)

Level I4%

Level II32%

Level III57%

Level IV7%

62% benchmark2006

58% benchmark2007

52% benchmark2008

64% benchmark2009


Overview

Overview

  • In late February, Alabama fifth, seventh, and tenth graders participate in the Alabama Direct Assessments of Writing (ADAW).

  • This criterion-referenced assessment measures levels of writing achievement ranging from Level I- Does not meet standards to Level IV-Exceeds standards.

  • Administration time for fifth grade is fifty minutes, while administration time for seventh and tenth grades is sixty minutes.

Gravity


Overview1

Overview

  • The focus of the assessment is first-draft writing rather than a finished product.

  • The emphasis is placed on holistic writing

    • using meaningful, precise vocabulary vs. spelling

    • maintaining author control vs. capitalization

    • displaying an organizational plan vs. occasional run-on sentences

Adrenaline


Assessed modes of writing

Narrative Writing

Grades 5, 7, and 10

Descriptive Writing

Grades 5 and 7

Expository Writing

Grades 5, 7, and 10

Persuasive Writing

Grades 7 and 10

Assessed Modes of Writing

Whiplash


Narrative writing

Narrative Writing

  • Meaningful narrative writing relates a clear sequence of events (fictional or non-fictional) that occurs over time.

  • Purpose

  • Audience

  • Setting

  • Characters

  • Plot

  • Conflict

  • Climax

  • Resolution

Free Fall


Descriptive writing

Descriptive Writing

  • Descriptive writing is the clear depiction of people, places, objects, or eventsusing appropriate details.

    • An effective description will contain sufficient and varied elaboration of details.

    • Sensory details describe what the writer sees, hears, smells, touches, and tastes.


Descriptive writing1

Descriptive Writing

  • When describing an object, concentrate on physical appearance.

  • When describing a person, focus on behavior, movement, and physical appearance.

  • When describing a place, concentrate on people and surroundings.

  • Use exact vivid words.

  • Employ figurative language to create vivid word pictures.

Z-Force


Expository writing

Expository Writing

  • Expository writing is defined as presenting reasons, explanations, or steps in a process.

  • Logical order / sequencing of events

  • Main idea

  • Supporting details

  • Conclusion

  • Transitional words

Catapult


Persuasive writing

Persuasive Writing

  • Persuasive writing is defined as presenting reasons and examples to influence action or thought.

    • Use strong persuasive words.

    • Use appropriate transitional words.

    • Use logical order.

    • End with a strong summary statement.

Loops


Grade 5 test answer document

Grade 5 Test-Answer Document

Grade 5 has a

blue band.Notice the logo.

Pre-ID Label

Placement

Barcode

number

Lithocode

number


Grade 7 test answer document

Grade 7 Test-Answer Document

Grade 7 has

a brown band. Notice the logo.

Pre-ID Label

Placement

Barcode

Number Lithocode

Number


Grade 10 test answer document

Grade 10 Test-Answer Document

Grade 10 has

an orange Notice

band. the logo.

Pre-ID Label

Placement

Barcode

Number

Lithocode

Number


Explanation of scoring

Explanation of Scoring

  • Each paper is scored independently by two readers on a 4-point scale that ranges from a low of one to a high of four.

  • The scores of the two readers are added to yield an overall score ranging from two to eight.

  • A score of 0 is not rated.

  • Papers that are not rated are considered Level I papers.

Turns


Explanation of scoring1

Explanation of Scoring

  • If the scores of the readers differ by more than one point, the score is resolved by a master reader.

  • The paper’s score is the master reader’s score doubled.

Potential Energy


Reporting of scores

Reporting of Scores

  • Level IV (7-8 points): This writing is thorough with a strong sense of audience and purpose and is precise, consistent, and elaborated with details that are clear and coherent.

  • Level III (5-6 points): This writing indicates a good understanding of the writing task and is sufficiently developed with a sense of audience, purpose, and author control.

  • Level II (3-4 points): This writing reflects some understanding of the writing task but more author involvement than author control.

  • Level I (0 or 2 points): This writing shows little understanding of the writing task. A score of 0 is not rated.

  • Not rated: To receive this score, papers may be blank, insufficient, off topic/off mode, illegible, incomprehensible, in a foreign language, copied verbatim from the prompt, or refusal to write.


Group holistic scores

Group Holistic Scores

  • The group reports provide the number and percent of students scoring at the various levels of achievement for each mode of writing as well as the mean for each mode.

  • The Mean Raw Score across modes shows the average for all students’ responses across the three or four modes of writing.


Group analytic scores

Group Analytic Scores

  • Keep in mind that the analytic score is not a part of the overall holistic score.


Individual student report

Individual Student Report

  • The Individual Student Report provides a score and an explanation of the student’s performance on both the Focused Holistic Rubric and the Alabama Analytic Rubric.


Annotated student response packets

Annotated Student Response Packets

  • An Annotated Packet provides critical commentary on sample student responses in each mode and each achievement level.

Incline


Annotated student response packets1

Annotated Student Response Packets

Accessing the Packets:

  • Go to www.alsde.edu.

  • Locate “Sections” in the left, blue margin.

  • Scroll and click “Student Assessment.”

  • Locate “Publications” in the left, blue margin.

  • Scroll and click “Annotated Packets 2006-2007.”

Corkscrew


Annotated student response packets2

Annotated Student Response Packets

  • There are three categories of information provided in the Annotated Packets.

    • Overview

    • Rubrics

    • Annotated Student Responses


Annotated student response packet overview

Annotated Student Response Packet: Overview

  • An overview of the Alabama Direct Assessments of Writing includes background information on the assessment, training of readers, explanation and reporting of scores, sample reports, and an interpretation of the scores.

Loops


Annotated student response packet rubrics

Annotated Student Response Packet: Rubrics

  • The Focused Holistic Rubric and the Alabama Analytic Rubric are included for Level I (Does not meet standards) through Level IV (Exceeds standards).

  • The Focused Holistic Rubric explains the four areas of concentration: purpose, content, audience, and organization/clarity.


Annotated student response packet rubrics1

Annotated Student Response Packet: Rubrics

  • The Alabama Analytic Rubric focuses on writing mechanics, sentence formation, and grammar and usage. Keep in mind that students’ overall scores are based on the Focused Holistic Rubric.


Annotated student responses

Annotated Student Responses

  • The Annotated Packets provide a definition of each mode assessed, the prompt, and sample student responses. There are several annotated student responses provided for each level of achievement.

Kinetic Energy


Sample annotated student response

Sample Annotated Student Response

Lithocode number

Matching Lithocode number


The thrills and chills

Free Fall Tips

  • Writing is a process that cannot be learned overnight.

  • Each LEA should have a writing program in place that begins in kindergarten.

  • ALL students must be assessed on the same day.


The thrills and chills

Free Fall Tips

  • Encourage mock assessments for all grades throughout the year.

  • Remember, this assessment is just a “snap shot” of a student’s writing ability.

  • Make sure that a student has only one completed test/answer document. Every test/answer document sent to the vendor will be scored.


Montview writing plan

Montview Writing Plan

  • Have high expectations!

    Grades K-5 * 3 writing benchmarks yearly * 50 minutes

  • Every teacher will have a writing benchmark 3-ringed binder that contains their 4 mock writing assessments and scoring rubrics for the year. Organize by student name please!

  • Every child will have a yellow writing folder for instructional purposes. Each classroom/grade level will differ based on each teacher’s instruction (this folder (not each student’s contents) will be provided for each child by Mrs. Curlee). Mrs. Curlee will provide each teacher with a hard copy of appropriate grade level rubrics, writing information, transitional words, writing activities, etc for the folders.

  • Display writing in the hallways (should be changed out monthly at least).

  • Each grade level is responsible for teaching the writing content from the Alabama Course of Study between each writing benchmark test.

  • Each grade level will receive copies of information from the Huntsville City Schools Writing Curriculum and from the state department that should be used as a ‘resource’ in correlation with Scott Foresman in order to appropriately teach writing throughout the year. If everyone uses the SAME writing instructional formats from K-4th grade, the 5th grade teachers will have an easier time teaching writing to their students. Also, strugglers can benefit each year from the repetition.

  • All teachers, k-5, are REQUIRED to teach the writing and language section of their COURSE OF STUDY focusing on the mode of writing timeline throughout the year. The course of study connects with the next year. Our students do not need instructional gaps in their writing.

    8. All 3 writing benchmark assessments will be assessed using a rubric that correlates with the 5th grade Alabama Writing Assessment provided by the Huntsville City School’s K-5 writing curriculum.


Montview s writing plan

Montview’s Writing Plan

Benchmark Test Pacing Grades K-4

October 29th Benchmark #1 results grid due

January 28th Benchmark #2 results grid due

May 13th Benchmark #3 results grid due


Montview s writing plan1

Montview’s Writing Plan

Instructional Pacing for Grades K-4

(K-4:Teach all 3 modes of writing by using the writing and language section of your COURSE OF STUDY)

August, September, OctoberDescriptive Writing

November, December, JanuaryNarrative Writing

February, March, April, MayExpository Writing

*ARMT Prep & Assessment

Expository writing will help with open ended responses in ARMT reading


Montview s writing plan2

Montview’s Writing Plan

Benchmark Test Pacing Grade 5

5th Grade will develop their own pacing for 2010-2011


Montview s writing plan3

Montview’s Writing Plan

Montview’s writing plan contains 3 parts for each grade level K-5:

1. Course of Study (Writing / English)

2. Instructional Pacing of the 3 modes

3. Benchmark Test Dates

Along with Montview’s plan of instructional writing mode pacing and benchmark dates, teachers will use the scoring rubrics, graphic organizers, and other resources provided by the Huntsville City School’s writing plan for instructional purposes. Mrs. Curlee will be providing each teacher with this information in your “writing packets.” Teachers will also teach the Writing/English section of the Alabama Course of Study between each writing benchmark focusing on the school-wide determined mode for that time frame.

Each grade level will see the same rubrics, graphic organizers, and other resources from one year to the next. This will help strugglers and will help develop a school-wide uniformed writing plan K-5 focused on the Alabama Course of Study and the 5th Grade Writing Assessment requirements.


Kindergarten course of study writing and language

Kindergarten Course of Study: Writing and Language

8.Use brainstorming, drawing, and discussion as elements of prewriting in the writing process.

Examples: graphic organizers, storyboards, peer group discussions

Drafting by stringing letters together to express thought

Revising group or modeled story

Using approximate spelling while editing

Publishing through reading or displaying work

Using basic punctuation

Examples: period, question mark, exclamation point

9.Print upper- and lower-case letters using proper formation, spacing, and letter-line placement.

Using correct hand position when holding writing instrument


Kindergarten instructional pacing

Kindergarten Instructional Pacing

August, September, October

Teach COS objectives 8 & 9 (Pre-writing & letter writing) with descriptive writing

November, December, January

Teach COS objectives 8 & 9 (Pre-writing & letter writing) with narrative writing

February, March, April, May

Teach COS objectives 8 & 9 (Pre-writing & letter writing) with expository writing


The thrills and chills

Kindergarten Benchmark Test Dates

Benchmark #1

(2 assessments)

Purpose:

(1) to assess instruction on COS 9

Print alphabet in capital letters ANDPrint alphabet in lowercase letters

(2) Graphic Organizer

Purpose: to assess COS 8 (pre-writing)

Brain storming and drawing for descriptive writing


The thrills and chills

Kindergarten Benchmark Test Pacing

Benchmark #2

(2 assessments)

(1) Purpose: to assess instruction on COS 9

Print alphabet in capital letters ANDPrint alphabet in lowercase letters (the students who have mastered this can begin taking the assessment for printing words in lowercase letters or printing complete sentences; these assessments will be available for kindergartners who are ready!)

(2) Graphic Organizer

Purpose: to assess COS 8 (pre-writing)

Brain storming and drawing for narrative writing

April 23rd Benchmark #3(2 assessments)

(1) Purpose: to assess instruction on COS 9Print alphabet in capital letters AND

Print alphabet in lowercase letters (the students who have mastered this can begin taking the assessment for printing words in lowercase letters or printing complete sentences; these assessments will be available for kindergartners who are ready!)

(2) Graphic Organizer

Purpose: to assess COS 8 (pre-writing)

Brain storming and drawing for expositorywriting


First grade course of study writing and language

First Grade Course of Study: Writing and Language

8.Use complete sentences to address a topic or tell a story.

Using graphic organizers to outline content

Rereading to make revisions

Editing for spelling, punctuation, and capitalization

Publishing final draft

Using descriptive, narrative, and expository modes of writing

Writing simple poems addressing a topic

9.Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I.

Using question marks at the end of asking sentences

10.Use a word that names a person, place, thing, or animal as the subject of a sentence.

Using verbs to show action

Using adjectives to describe

Identifying singular and plural nouns

11.Exhibit proper letter formation, spacing, and letter-line placement in words and sentences.


First grade instructional pacing

First Grade Instructional Pacing

August, September, October

Teach COS objectives 8, 9, 10 (writing complete sentences) & COS 11 (proper letter writing in words and sentences) with descriptive writing

November, December, January

Teach COS objectives 8, 9, 10 (writing complete sentences) & COS 11 (proper letter writing in words and sentences) with narrative writing

February, March, April

Teach COS objectives 8, 9, 10 (writing complete sentences) & COS 11 (proper letter writing in words and sentences) with expository writing


First grade benchmark test dates

First Grade Benchmark Test Dates

Benchmark #2

Purpose: to assess instruction on COS 11

Print 5 words in lowercase letters

Purpose: to assess instruction on COS 8, 9, 10, complete sentences

Write 2 complete sentences for a descriptive paragraph


1 st grade benchmark test dates continued

1st grade benchmark test dates continued

Benchmark #2

Purpose: to assess instruction on COS 11

Print 10 words in lowercase letters

Purpose: to assess instruction on COS 8, 9, 10, complete sentences

Write 5 complete sentences for a narrative paragraph

Benchmark #3

Purpose: to assess instruction on COS 11

Print 15 words in lowercase letters

Purpose: to assess instruction on COS 8, 9, 10, complete sentences

Write 5 complete sentences for an expository paragraph


Second grade course of study writing and language

Second Grade Course of Study: Writing and Language

8.Organize sentences into a paragraph to address a topic or tell a story.

Sorting information using graphic organizers

Generating a topic sentence and a concluding sentence in a paragraph

Drafting a written piece, including an introductory paragraph and a concluding paragraph

Editing for spelling, punctuation, capitalization, and sentence variety

Publishing final draft

Using descriptive, narrative, and expository modes of writing

Writing free verse poetry to express ideas

9.Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression.

Using abbreviations, apostrophes in contractions, and apostrophes in possessives in writing

Using commas in writing

Examples:dates, friendly letter greetings, physical address, items in a series

Using exclamation points at the end of sentences to show emotion in writing

10.Use concrete nouns and action verbs in written communication.

Examples:concrete nouns—teacher, beach, desk, dogaction verbs—run, eat

Describing nouns using adjectives in writing

Substituting nouns with pronouns in writing

Using singular and plural nouns in writing

11.Write words and sentences legibly with proper spacing in manuscript.

Forming upper- and lower-case letters in cursive


Second grade instructional pacing

Second Grade Instructional Pacing

August, September, October

Teach COS objectives 8, 9, 10 (organizing sentences into paragraphs& essays) & COS 11 (proper letter writing in words and sentences) with descriptive writing

November, December, January

Teach COS objectives 8, 9, 10 (organizing sentences into paragraphs & essays) & COS 11 (proper letter writing in words and sentences) with narrative writing

February, March, April, May

Teach COS objectives 8, 9, 10 (organizing sentences into paragraphs & essays) & COS 11 (proper letter writing in words and sentences) with expository writing


Second grade benchmark test dates

Second Grade Benchmark Test Dates

Benchmark #1

Purpose: to assess instruction on COS 8, 9, 10, 11 organizing sentences into paragraphs and essays

Write at least 3 paragraphs for a descriptive essay

Benchmark #2

Purpose: to assess instruction on COS 8, 9, 10, 11 organizing sentences into paragraphs and essays

Write at least 3 paragraphs for a narrative essay

Benchmark #3

Purpose: to assess instruction on COS 8, 9, 10, 11 organizing sentences into paragraphs and essays

Write at least 3 paragraphs for an expository essay


3 rd and 4 th grade writing plan

3rd and 4th Grade Writing Plan

View the print out of the 3rd grade or 4th grade Writing/Language C.O.S. that you have been given


Third grade instructional pacing

Third Grade Instructional Pacing

August, September, October

Teach COS objectives 9, 10, 11 (organizing paragraphs into essays) with descriptive writing

November, December, January

Teach COS objectives 9, 10, 11 (organizing paragraphs into essays) with narrative writing

February, March, April, May

Teach COS objectives 9, 10, 11 (organizing paragraphs into essays) with expository writing


Fourth grade instructional pacing

Fourth Grade Instructional Pacing

August, September, October

Teach COS objectives 8, 9, 10 (organizing paragraphs into essays) with descriptive writing

November, December, January

Teach COS objectives 8, 9, 10 (organizing paragraphs into essays) with narrative writing

February, March, April, May

Teach COS objectives 8, 9, 10 (organizing paragraphs into essays) with expository writing


Third and fourth grade benchmark test dates

Third and Fourth Grade Benchmark Test Dates

Benchmark #1Writing Assessment

Purpose: to assess instruction on:

COS 9, 10, 11 (3rd grade) or 8, 9, 10 (4th grade);

turning paragraphs into essays

Write at least 3 paragraphs for a descriptive essay

Benchmark #2Writing Assessment

Purpose: to assess instruction on:

COS 9, 10, 11 (3rd grade) or 8, 9, 10 (4th grade);

turning paragraphs into essays

Write at least 3 paragraphs for a narrative essay

Benchmark #3Writing Assessment

Purpose: to assess instruction on:

COS 9, 10, 11 (3rd grade) or 8, 9, 10 (4th grade);

turning paragraphs into essays

Write at least 3 paragraphs for an expository essay


5 th grade writing plan

5th Grade Writing Plan

View the print out of the 5th grade Writing/Language C.O.S. that you have been given


Fifth grade instructional pacing

Fifth Grade Instructional Pacing

5th Grade will create their own instruction pacing for 2010-2011


5 th grade benchmark test dates

5th Grade Benchmark Test Dates

5th grade will create their own benchmark test dates for 2010-2011


Conclusion

Conclusion

If there are any questions concerning this assessment, contact Kanetra Germany, Assessment and Accountability, State Department of Education,

(334) 242-8038 or [email protected]

If there are any questions concerning slides 2-3 or slides 31-53, contact Brooke Curlee, Curriculum Specialists, Montview Elementary School, (256) 457-5672 or [email protected]


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