Kákau Mea Nui Writing Matters

1. Kákau Mea NuiWriting Matters A Waimanalo Elementary and Intermediate School and University of Hawai`i Partnership to improve student writing

2. Improving Student Writing Increasing the Quality & Quantity of Student Writing • Writing to Learn • SUMMARIZING • Note taking • Entrance/Exit Slip • Reflecting • Etc. • Learning to Write • Writing Process • Writing Traits • Writing Genre Today Student Self-Assessment

3. Student Self-Assessment WASC Recommendation: Increase the use of student self-assessment Today Reflection on Students’ Writing Self-Assessment Planning for Student Self-Assessment

4. Where Are We? In July we discussed how we want students to be good writers. Writers who can: • Write for different tasks, purposes, and audiences • Collaborate with teachers and peers • Engage in the writing process

5. Reflecting on Students’ Writing • Describe where your students are now as writers. 2. Describe where you want them to be as writers by the end of the year, including MyAccess goal. 3. Identify which summarizing strategies your students know and use (across grade-level).

6. Student Self-Assessment Increase the use of student self-assessments Reflection on Students’ Writing Today Self-assessment Planning for Student Self- Assessment

7. Reflection Before During What are two or three additional ideas for students to do self-assessments in my class? Define self-assessment. How do I currently have students self-assess their own learning? Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric? “I do” “We do” “You do” During After How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet? How confident am I in teaching students how to do a self-assessment? “I do” “We do” “You do” 1 2 3 4 5 Confident in each stage Not confident in each stage Group and Partner Practice Independent practice Direct Instruction 1 2 3 4 5 Confident in each stage Not confident in each stage

8. What is Self-Assessment? Self-assessment is the process of analyzing and making judgments about one’s own learning. It involves assessing: what you know what you need to know, and how you can bridge that gap

9. What Students’ Learn - Self-Assessment When students are collaborators in assessment they develop the habit of self-reflection and learn… the qualities of good work, how to judge their work against these qualities, how to assess their own efforts and feelings of accomplishment, and how to set personal goals.

10. Learn to Self-Assess Criteria/Rubric • qualities of good work • how to judge their work against these qualities • how to assess their own efforts • Set personal goals • feelings of accomplishment Explicit Instruction Instruction & Practice Reflect on Evidence

11. Student Self-Assessment A few activities that require reflection and engage learners in the assessment process include: • Compare their work over time • Create and use evaluation criteria for a project • Evaluate and revise a piece of writing (rubric) • Judge their reading preferences and habits by reviewing their reading journals Criteria Instruction Practice Evidence

12. Student Self-Assessment Brainstorm a list of ways to have students self-assess their learning. Groups: K-2 3-5 LA 6-8 LA Science 3-8 Math 3-8 Social Studies 3-8 Specials & Counselors

13. Student Self-Assessment What learning to write & writing to learn tools have you been using for the last 2 ½ years that you might have forgotten to add to your list?

14. Summarizing & Rubrics Cornell Notes Summary Partners A & B 3-2-1 GIST Line-Up Frayer Model Draw-Label-Summarize Sorting Cards KNL What-Why-How

15. Student Self-Assessment BRAINSTORM Topic/Opinion Bubble or Tree Map ORGANIZING What-Why-How INTRODUCTION Hook – Linking Sentence – Thesis Statement WRITE A DRAFT CONCLUSION Summary Statement – Final Thoughts EDIT REVISE DRAFT • Conventions • Caps • Punctuation • Paragraphing • Spelling • Grammar • Ideas • Main idea • Supporting details • Showing details • Purpose • Unusual approach • Word Choice • Strong verbs • Effective modifiers • Memorable words • Effective phrases • Engaging language • Organization • Beginning • Ending • Sequencing • Pacing • Transitions • Voice • Cares about topic • Strong feelings • Authentic • Personality • Strong Connection • Sent. Fluency • Beginnings • Varied length • Reads well aloud • Rhythm and flow • Easy to understand How What Why

16. Increasing Writing Opportunities Before instruction • Bell work • Entrance slips • Caption a picture • Vocabulary building • Assess prior learning • Assessing prior knowledge • Open ended question • Journal quick write • K-W-L During Instruction • Write-Pair-Share • List-Group-Label • What-Why-How • Focused Write • Note-taking • Write/answer questions • Graphic Organizers After instruction • Summarizing • Reflecting • Exit Slips • Define key terms • If/Then statements • Quick write • Write/answer questions • Graphic Organizers • Homework with writing • Draw-Label-Write

17. Student Self-Assessment • Review your group’s list and ADD any learning to write & writing to learn strategies which could be used for student self-assessment that you might have missed. 2. Put a “*” next to the ideas on the list that already have established criteria or a rubric.

18. Reflection Before During What are two or three additional ideas for students to do self-assessments in my class? Define self-assessment. How do I currently have students assess their own learning? Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric? “I do” “We do” “You do” During After How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet? How confident am I in teaching students how to do a self-assessment? “I do” “We do” “You do” 1 2 3 4 5 Confident in each stage Not confident in each stage Group and Partner Practice Independent practice Direct Instruction 1 2 3 4 5 Confident in each stage Not confident in each stage

19. Planning for Student Self-Assessment You have… • Developed a list of ways for students to self-assess. • Established if you have the criteria/rubric. Next step… • How will you teach students to self-assess? Criteria Instruction Practice Evidence

20. Teaching Students to Self-Assess Best way… Graduated Release of Responsibility “I do” “We do” “You do” Direct Instruction Group and Partner Guided Practice Independent practice

21. Reflection Before During What are two or three additional ideas for students to do self-assessments in my class? Define self-assessment. How do I currently have students assess their own learning? Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric? “I do” “We do” “You do” During After How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet? How confident am I in teaching students how to do a self-assessment? “I do” “We do” “You do” 1 2 3 4 5 Confident in each stage Not confident in each stage Group and Partner Practice Independent practice Direct Instruction 1 2 3 4 5 Confident in each stage Not confident in each stage

22. GRR & Student Self Assessment Choose three vocabulary words from today’s lesson. Write a definition for each word. Choose one vocabulary word (from the three you defined) and list two synonyms for it. Write a complete sentence using your chosen vocabulary word. Meets (3) Approaches (2) Below (1) • Three vocabulary words • are defined correctly. • Two vocabulary words • are defined correctly. • One vocabulary word is • defined correctly. • One synonym is listed for • one vocabulary word. • No synonyms are listed. • Two synonyms are listed • for one vocabulary word. • One vocabulary word is • used correctly in a • completesentence. • One vocabulary word is • used correctly in a • sentence. Sentence is • incomplete. • Vocabulary word is used • incorrectly in a sentence. • Sentence is complete or • incomplete. Rubric: 3-2-1 Vocabulary Example

23. GRR & Student Self Assessment “We do” “You do” “I do” Teacher • Demonstrates • Leads • Suggests • Explains • Responds • Acknowledges Teacher • Initiates • Demonstrates (Elmo) • Models • Explains • Thinks aloud • Shows “how to do it” Students • Applies learning • Takes charge • Practice • Problem solve • Approximate • Self-correct Students • Listen • Activelycontribute • Respond • Question • Collaborate • Tries out Students • Listens • Observes • May participate on a limited basis Teacher • Validates • Teaches as needed • Evaluates • Observes • Encourages • Clarifies • Confirms Group and Partner Guided Practice Direct Instruction Independent practice

24. Example: GRR & Student Self-Assessment “I do” Teacher Students Direct Instruction (Model & Demonstrate): Students listen, ask questions, look at their copy of the rubric. Review 3-2-1 prompt and rubric. Place a completed 3-2-1 on the Elmo. Model and think aloud as you assess each step of a completed 3-2-1 using the rubric (repeat for 2-3 examples of varying quality) “We do” Teacher Students Guided Group Practice: Place a completed 3-2-1 on the Elmo. Ask students to assess the sample. As a whole group, invitestudents to raise their hand on how they scored. Ask why they gave the score they did. Decide as a class what the score should be. Repeat. We do it. Actively participate in assessing the sample alone and with whole class, respond to questions, offer opinions and reasons for scoring. Guided Partner Practice: Place a completed 3-2-1 on the Elmo. Ask students to assess the sample alone. Assign pairs and ask pairs to reach agreement on the scoring. Walk around and check student’s “alone” and “pair” assessments. Review as a whole class, discuss scoring and reach consensus. Repeat with additional samples as needed. Have students assess their own completed 3-2-1 and trade with peer. Reach consensus if needed. Repeat as needed. Actively participate in assessing the sample alone and in pairs, clarify information with peer, respond to questions, offer opinions and reasons for scoring. You do it together. “You do” Students Teacher Independent practice: Ask students to access their own completed 3-2-1 with the rubric. Monitor. Invite students to reflect on what they need to learn, set a goal, and/or describe progress towards an existing goal. Observe, clarify, provide feedback, validate, encourage, confirm, teach as needed.

25. Teaching Students to Self-Assess What workwill students self-assess? Science Lesson – 3-2-1 What rubric will students use to self-assess? 3-2-1 Vocabulary Rubric What evidence will I use to demonstrate students are engaging in self-assessment? Completed 3-2-1 and score One sentence reflection

26. Writing Your Own Self-Assessment Plan Content Area – Same Group Write one plan you might use to teach students to effectively engage in self-assessment using the GRR model. Be prepared to share the plan for your group.

27. Student Self-Assessment: Plan What work with students self-assess? ___________________________________________ What rubric will students use to self-assess? _____________________________________ What evidence will I use to demonstrate students are engaging in self-assessment? ______ __________________________________________________________________________ “I do” Teacher Students Direct Instruction “We do” Teacher Students You do it together. We do it. Group and Partner Guided Practice “You do” Students Teacher Independent practice

28. Reflection Before During What are two or three additional ideas for students to do self-assessments in my class? Define self-assessment. How do I currently have students assess their own learning? Do I have criteria/rubric for each self-assessment idea? Can I develop the criteria/rubric? Can my students help develop the criteria/rubric? “I do” “We do” “You do” During After How confident am I in teaching my students to self-assess using the “I do,” “We do,” and “You do” plan I developed on the back of this sheet? How confident am I in teaching students how to do a self-assessment? “I do” “We do” “You do” 1 2 3 4 5 Confident in each stage Not confident in each stage Group and Partner Practice Independent practice Explicit Instruction 1 2 3 4 5 Confident in each stage Not confident in each stage

29. Aloha See you January 21-24 & 27 for Articulation. Please bring your self-assessment plan. Don’t forget we are here to support you! Let us know how we can help.

30. Teaching Students to Self-Assess Second Example