Transcript ending marks were used correctly.

Words as Bricks
Conventions as Mortar
Using words and conventions
to write complete sentences with a
little help from rubrics
Meg Rice
The Plan
•
•
•
•
•
•
•
•
•
•
•
•
•
Illuminate the Pathway
Access Prior Experience and Vocabulary
Construct a conceptual bridge
Identify and Sort Phrases and Sentences
Make more Connections
Write Original Sentences
Introduce Rubric to score anchor samples
Provide opportunity to Revise original sentences
Score originals with a rubric
Debrief, Consider a continuum of rubrics
Brainstorm and Make notes
Create a task specific rubric
View websites
The Pathway
Long ago, I was trained to teach that all
knowledge, when integrated through
critical thinking, may result in literacy
and, at times, wisdom.
Often, a solitary ride, I’ve striven to build
connections between multiple content
areas and the outcomes or standards of
that day or decade, as educational
standard are in continual flux.
I believe students learn best what is
perceived as personally valuable and
reality based. Therefore, lessons and
practice need to point to real life skills
and equip students to bridge the gap
between school and the real world.
Trial and error, research, emulation and
collaboration inform my practice. Today,
may you take away a valued nugget.
The Plan
• Access prior experience and vocabulary
– Review the term, “properties”
as used in math and science
lessons the previous week
Your are now a first grader
Remember?
“Properties”
Remember the word?
How can we explain what
properties are?
Do these pictures remind you?
Properties:
Are things you can:
touch,
see,
hear,
or smell,
and taste.
The Plan
• Construct a conceptual bridge
– Make connections between prior
and new leaning
– Reveal that properties exist in
math, science, language and writing
– Provide a shared experience:
• observing properties of ice with a focus on language and written form
Observe your ice cube:
Let’s list your ice cube properties:
The Plan
• Identify phrases and sentences
– sort phrases and sentences
– revise phrases into sentences
Sort sentences from phrases
My ice cube feels cold and wet
Slippery and wet
Is wet and dripping
My wet ice cube looks
My ice cube made a puddle
This ice cube tastes like water
My ice cube is melting
Cold and slippery
Let’s turn phrases into sentences:
phrases
sentences
Slippery and wet
Is wet and dripping
My wet ice cube looks
My ice cube made a puddle.
This ice cube tastes like water.
My ice cube is melting.
Cold and slippery
Is wet and dripping
We turned phrases into sentences:
phrases
Slippery and wet
Is wet and dripping
My wet ice cube looks
Cold and slippery
Is wet and dripping
sentences
The ice cube was slippery and wet.
My ice cube was wet and dripping.
My wet ice cube looks really wet
and slick.
My ice cube made a puddle.
This ice cube tastes like water.
My ice cube is melting.
My ice cub is cold and slippery.
This ice cube is wet and dripping.
The Plan
• Make more connections:
– Show the relationship between building with
ice blocks and water or bricks and mortar
– Make a new connection between building walls
with bricks and mortar and building sentences
with words and conventions
words
Igloos are built of huge ice blocks.
• The ice blocks are big bricks of ice.
• They are stuck together by water that freezes
between them and glues the igloo together.
Bricks are made
of fired clay.
They are cemented
together with mortar
to build walls,
schools, banks,
stores, homes and
fire station.
Bricks are like Words
Mortar is like Conventions
When you cement bricks together
with the right mortar,
the bricks stick together
and make a strong wall.
When you put words together
with the right conventions,
the words build a sentence
that makes sense.
Sentence Conventions:
• Always use:
–
–
–
–
A naming part (noun)
An action part (verb)
An initial capital letter
An ending punctuation mark
We have a naming word, “family”
and an action word,
“went”.
Can you put these words in order
so they make sense?
camping
family
went
my
my
family
went
camping
This sentence makes sense, but some
conventions are missing. What does it need?
Sentence Conventions:
• Always use:
–
–
–
–
A naming part (noun)
An action part (verb)
An initial capital letter
An ending punctuation mark
The sentence needed a capital letter
at the beginning and
an ending punctuation mark.
My
family went
camping.
My family went camping.
The Plan
• Write original sentences
– Students write sentences
in response to a prompt
• Introduce rubrics to score anchor samples
– Introduce “Teaching Rubrics”
– Score samples with a series of teaching rubrics
Walk - Pair Share - Repeat
•
•
•
•
Walk around the room
Listen for signal
Find the nearest partner
Pair-Share, take turns telling all about something
you did last summer
– What, where, when, with whom, why, how you felt
• Retell what your partner told you
• Hold a hand in the air until a new partner is found
• Repeat
Sit and write
• Sit down
• Write sentences
– Write what you told about last summer
• Draw a picture to match your words
• When you finish
– Read Conventions poster
– Fix or add conventions you left out
– Look at books at your desk quietly
Introduce Teaching Rubric
• Over the course of the next week:
– Use teaching rubrics to formally introduce
•
•
•
•
Capitalization
Punctuation
Nouns – naming words
Verbs – action or state of being words
– Score anchor sentences of varying quality
– Use interactive lessons for additional practice
– Continue all year to score and edit first drafts
Initial Teaching Rubric Lesson
• In the initial lesson with the Teaching Rubric, students and I
read the categories and points possible.
• I write a sentence 3 times on the board in various stages of
correctness to demonstrate the meaning of each descriptor.
1:
3:
5:
lacy likes ice cream
Lacy likes ice cream.
Lacy, Rylan, and Seth all like ice cream.
Capital Letter Use Teaching Rubric for _______________________
A sentence begins with
Capital letter
5
Capital letters
are used every
place they are
needed.
3
1
Capital letter
used to begin all
sentences
No capital
letters were
used correctly
Sentence Punctuation Teacher Rubric for ______________________
5
Ending and other
needed punctuation
marks
All ending marks were
correct as were other
punctuation marks
3
1
All ending mark were
used correctly.
No ending mark
was used.
Ask what each sentence needs. Score the sentences below:
• this ice cube tastes like water
• My ice cube tastes like water
• This ice cube tastes like water.
Caps.___Punct.___
Caps.___Punct.___
Caps.___Punct.___
Initial Scoring Rubric Lesson
• In the initial lesson with the Scoring Rubric, students and I
read the categories and points possible.
• I write a sentence 5 times on the board in various stages of
correctness to show the meanings of each descriptor.
1:
2:
3:
4:
5:
lacy likes ice cream
lacy and I. like ice cream.
Lacy likes ice cream.
Lacy, Rylan and seth eat ice cream, with me.
Lacy, Rylan, and Seth all like ice cream.
Capital Letter Use Scoring Rubric for _______________________________________
Properties
Capital
letter
5
Capital
letters are
used every
place they
are needed.
4
3
3 + caps on
some/not all
proper nouns
or titles
2
Capital letter
used to
begin all
sentences
1
Mixture of
capital and
lower case
letters used
with errors
No capital
letters were
used correctly
Sentence Punctuation Scoring Rubric
Ending and
other
needed
punctuation
marks
5
4
3
All ending
marks were
correct as
were other
punctuation
marks.
, “ ” ’ : ;
End punctuation
was correct and
other punctuation
attempted was
not completely
correct.
,“ ”
’ : ;
All ending
marks were
used
correctly.
. ? !
Ask what each sentence needs.
2
Some ending
marks were
used correctly
and some were
not.
1
No
ending
mark
was
used.
. ? !
Score the sentences below:
• Nancys and my ice cube look the same!
• I gave mrs. brown my ice cube.
• Finally, Mrs. Brown’s cube melted, too.
Caps.___Punct.___
Caps.___Punct.___
Caps.___Punct.___
Complete Sentence Teaching Rubric for ________________________
Properties
5
3
Capital letter
Capital letters are used
every place they are needed.
Capital letter used to begin
all sentences
No capital letters
were used.
Naming part
( Who)
Several words (nouns) tell
who and what the sentence
is about.
One word (noun) tells who
or what the sentence is
about.
No word tells who or
what the sentence is
about.
Action part
( Do )
Action and/or state of being
words (verbs )are used
correctly.
An action or state of being
word (verb) is used
correctly.
No action or state of
being word (verb) is
used.
Ending or
punctuation
marks
Several punctuation
marks used correctly.
One ending mark was used
correctly.
No ending mark was
used.
Score the sentences below:
• my wet ice cube look drippy.
• My ice cube maked a puddle.
• Ice cube slippery and wet.
1
Caps.___Who___Punct.___Do___
Caps.___Who___Punct.___Do___
Caps.___Who___Punct.___Do___
Complete Sentence Scoring Rubric for ______________________________________________
Properties
5
4
3
2
1
Capital letter
Capital letters were
used every place they
were needed.
3 + caps on some/not all
proper nouns or titles
Capital letter used to
begin all sentences
Mixture of capital
and lower case
letters, with errors
No capital
letters were
used correctly
Naming part
( Who)
Several nouns used
tell who or what the
sentence was about.
Grammar is correct.
Several nouns used tell
who or what the
sentence was about.
Grammar mostly correct.
A noun told who or
what sentence was
about. Grammar is
used correctly.
One noun was
attempted but used
incorrectly. Grammar
is not correct.
No nouns
used. Grammar
is not correct.
Action part
( Do )
Action and state of
being verbs are used
correctly and
include adverbs to
describe the action.
Grammar is correct.
Action and state of
being verbs are used
correctly.
Grammar is correct.
An action or state of
being verb is used
correctly. Grammar
is correct.
One verb used, but
incorrectly, as
grammar mixes
correct use with
errors
No action or
state of being
verb is used.
Grammar not
used correctly
Ending or
punctuation
marks
All ending marks were
correct as were other
marks.
, “ ” ’ : ;
Ending marks were
correct but other
punctuation was not.
. ? !
All ending marks
were used correctly.
. ? !
Some ending marks
were used correctly
and some were not.
. ? !
No ending
marks were
used.
Caps.___Who___Punct.___Do___
This cold Ice wet and Dripping.
My ice cube can melting and sliding. Caps.___Who___Punct.___Do___
Caps.___Who___Punct.___Do___
My cold slid off the table.
Micki’s hands and mine got cold holding our ice cubes. Caps.___Who___Punct.___Do___
Interactive instruction: sentence elements
Students use an InterWrite Pad
to practice adding punctuation marks
Author uses InterWrite
Peer question, “Do we need to add or change…?”
Authors self-score and edit their own text
The Plan
• Provide opportunity to revise original sentences
– Following review of the scoring rubric
– Post a Sentence Conventions poster on classroom wall
• Read it, chant it daily until memorized by all
• Make up a melody to sing it to
• Performance assessment
• Whole class rubric scoring of revised originals
– Scanned or keyed student revised originals are scored,
whole class, using the rubrics currently in practice
– Continue to practice respectful questioning
– In classroom setting, student publication would follow
Sentence Conventions:
• Always use:
– A naming part (noun)
– An action part (verb)
tiger
walk
fish
T-Rex
child
play
swim
kick
– An initial capital letter
– An ending punctuation mark
.
Let’s score your original sentences:
Complete Sentence Scoring Rubric for ______________________________________________
Properties
5
4
3
Capital letter
Capital letters were
used every place they
were needed.
3 + caps on some/not all
proper nouns or titles
Capital letter used to
begin all sentences
Mixture of capital
and lower case
letters, with errors
No capital
letters were
used correctly
Naming part
( Who)
Several nouns used
tell who or what the
sentence was about.
Grammar is correct.
Several nouns used tell
who or what the
sentence was about.
Grammar mostly correct.
A noun told who or
what sentence was
about. Grammar is
used correctly.
One noun was
attempted but used
incorrectly. Grammar
is not correct.
No nouns
used. Grammar
is not correct.
Action part
( Do )
Action and state of
being verbs are used
correctly and
include adverbs to
describe the action.
Grammar is correct.
Action and state of
being verbs are used
correctly.
Grammar is correct.
An action or state of
being verb is used
correctly. Grammar
is correct.
One verb used, but
incorrectly, as
grammar mixes
correct use with
errors
No action or
state of being
verb is used.
Grammar not
used correctly
Ending or
punctuation
marks
All ending marks were
correct as were other
marks.
, “ ” ’ : ;
Ending marks were
correct but other
punctuation was not.
. ? !
All ending marks
were used correctly.
. ? !
Some ending marks
were used correctly
and some were not.
. ? !
No ending
marks were
used.
Caps.___Who___Punct.___Do___
Caps.___Who___Punct.___Do___
Caps.___Who___Punct.___Do___
2
1
Caps.___Who___Punct.___Do___
Caps.___Who___Punct.___Do___
Caps.___Who___Punct.___Do___
Consider your Rubric Continuum
• List the continuum for your class or grade level
• Brainstorm, create a rubric or make notes
– Make a list of task specific rubrics you can use
– Make notes to use designing a task specific rubric
– Check out rubric making websites:
– Rubistar http://rubistar.4teachers.org/
– Recipes4Success
http://myt4l.com/index.php?v=pl&page_ac=view&type=tools&tool=rubricmaker
– Scholastic Rubric maker http://teacher.scholastic.com/tools/rubric.htm
– Rcampus http://www.rcampus.com/rubricshowc.cfm?code=E58X9W&sp=true&
– Performance Assessment Rubrics http://www.mcasmentor.com/rubrics.htm
– Movie Maker www.danetime.wikispaces.com/file/view/movie-maker-rubric1.doc
– Persuasive Writing Rubric http://www.rcampus.com/rubricshowc.cfm?code=E58X9W&sp=true&
First grade continuum
•
•
•
•
•
Phonemic Awareness
Letter sounds
Sound/Letter connection
Consonants and vowels
Sounds and letters blended
into words
• Multi-syllable words
• Words build sentences
–
–
–
–
–
–
Capitalization
Punctuation
Naming part
Action or state of being part
Describing words
Joining words
• Compound, contraction, plural,
possessive, affixes, tenses
•
•
•
•
•
•
•
Sentences that describe
Questions
Sentences build simple stories
Sentences that persuade
Technical writing
Letters and Postcards
Poetry
• rhymed and unrhymed
• Expository text
CAPITAL LETTERS
Capital Letter Use Teaching Rubric for _______________________
A sentence
begins with a
5
Capital letter
Capital letters
are used every
place they are
needed.
3
1
Capital letter
used to begin all
sentences
No capital
letters were
used correctly
Capital Letter Use Scoring Rubric for _______________________________________
A sentence
contains
Capital
letter
5
4
3
2
1
Capital
letters are
used every
place they
are needed.
3 + caps on
some/not all
proper
nouns or
titles
Capital
letter used
to begin all
sentences
Mixture of
capital and
lower case
letters used
with errors
No capital
letters were
used
correctly
ENDING PUNCTUATION
Sentence Punctuation Teacher Rubric for ______________________
Ending and other
needed punctuation
marks
5
3
1
All ending marks were
correct as were other
punctuation marks
All ending mark were
used correctly.
No ending mark
was used.
Sentence Punctuation Scoring Rubric for ________________________
Ending and
other needed
punctuation
marks
5
4
All ending
marks were
correct as
were other
punctuation
marks.
, “ ” ’ : ;
End punctuation
was correct and
other punctuation
attempted was not
completely correct.
,“ ”
3
’ : ;
All ending
marks were
used
correctly.
. ? !
2
Some ending
marks were used
correctly and
some were not.
. ? !
1
No
ending
mark
was
used.
A Complete Sentence Teaching Rubric
Complete Sentence Teaching Rubric for ________________________
Properties
5
3
1
Capital letter
Capital letters are used
every place they are needed.
Capital letter used to begin
all sentences
No capital letters
were used.
Naming part
( Who)
Several words (nouns) tell
who and what the sentence
is about.
One word (noun) tells who
or what the sentence is
about.
No word tells who or
what the sentence is
about.
Action part
( Do )
Action and/or state of being
words (verbs )are used
correctly.
An action or state of being
word (verb) is used
correctly.
No action or state of
being word (verb) is
used.
Ending or
punctuation
marks
Several punctuation
marks used correctly.
One ending mark was used
correctly.
No ending mark was
used.
Complete Sentence Scoring
Complete Sentence Scoring Rubric for ______________________________________________
Properties
5
4
3
2
1
Capital letter
Capital letters were
used every place
they were needed.
3 + caps on some/not
all proper nouns or
titles
Capital letter used
to begin all
sentences
Mixture of capital
and lower case
letters, with errors
No capital
letters were
used correctly
Naming part
( Who)
Several nouns used
tell who or what the
sentence was about.
Grammar is correct.
Several nouns used
tell who or what the
sentence was about.
Grammar is mostly
correct.
A noun told who or
what sentence was
about. Grammar is
used correctly.
One noun was
attempted but used
incorrectly.
Grammar is not
correct.
No nouns
used.
Grammar is
not correct.
Action part
( Do )
Action and state of
being verbs are
used correctly and
include adverbs to
describe the action.
Grammar is correct.
Action and state of
being verbs are used
correctly.
Grammar is correct.
An action or state
of being verb is
used correctly.
Grammar is
correct.
One verb used, but
incorrectly, as
grammar mixes
correct use with
errors
No action or
state of being
verb is used.
Grammar not
used correctly
Ending or
punctuation
marks
All ending marks
were correct as were
other marks.
Ending marks were
correct but other
punctuation was not.
All ending marks
were used
correctly.
Some ending
marks were used
correctly and some
were not.
. ? !
No ending
marks were
used.
, “ ” ’ : ;
. ? !
. ? !
Descriptive Sentence Rubrics
Descriptive Sentence Scoring Rubric for ______________________________________________
Properties
5
4
3
2
Capital letter
Capital letters were
used every place
they were needed.
3 + caps on
some/not all proper
nouns or titles
Capital letter
used to begin all
sentences
Mixed capital
and lower case
used with errors
No capital
letters were
used correctly
Naming part
( Who)
Several nouns tell
who or what the
sentence was
about. Grammar is
correct.
Several nouns tell
who or what the
sentence was
about. Grammar is
mostly correct.
A noun told who
or what
sentence was
about. Grammar
is incorrect.
One noun was
attempted, used
incorrectly.
Grammar
incorrect
No nouns used.
Grammar is not
correct.
Action part
( Do )
Several action or
state of being
verbs are used
with adverbs
Several action
and a state of
being verb
correctly used
An action or
state of being
verb is used
correctly
An action or
state of being
verb is used
incorrectly
No action or
state of being
verb used
Ending or
punctuation
marks
All ending marks
were correct as
were other marks.
, “ ” ’ : ;
Ending marks were
correct but other
punctuation was
not.
. ? !
All ending
marks were
used correctly.
. ? !
Descriptive
language
use
Shows several
details, tells others
Shows one detail,
tells others
Tells enough
details to hold
interest
One detail
No details
Illustration
Illustrations match
story and make it
outstanding
Illustrations
match story and
makes it better
Illustration
match story
Illustration
matches
sentence
Illustration
matches word
Some ending
marks used
correctly and
some were not.
1
No ending
marks were
used.
First Grade Six Trait Scoring Rubric (three traits)
Scoring
Rubric
Ideas and
Content
Organization
Conventions
5
4
3
2
1
oTells a good story
oIllustrations match story
and makes it better
oSame topic most of the
time
oDetails are used
oAttempts a story
oIllustration match
story
oTopic is general
oTelling Details
oSentences but no
story
oIllustration matches
sentence
oAttempted topic
oOnly a few details
oSome recognizable
words
oIllustration matches
word
oNo clear topic
oNo details
oTitle has a hook
oEffective transitions
oBeginning and ending
oStory is in sequential order
oTitle matches and has
details
oAttempts transitions
oBeginning with attempted
ending
oTitle matches story
oFew transitions
oBeginning with no end
oAttempts at
sequencing
oTitle does not match
story
oBeginning transitions
oBegins to group
words
oNo title
oNo transitions
oList random words
oNo sequential order
oTransitional spelling on less
frequent words(MONSTUR,
HUMUN, CLOSSED)
oAll high frequency words
spelled correctly (MY, THE,
AND)
oCapitalizes beginning and
proper nouns
oAll punctuation is correct
oParagraphs are present
oGrammar is correct
oUses both transitional and
phonetic spellings
oMost high frequency
words spelled correctly (MY,
THE, AND)
oCapitalizes beginning and
some proper nouns
oEnd punctuation is correct
and other punctuation is
attempted
oParagraph is present
oGrammar is mostly correct
oUses phonetic
spellings (MOSTR,
HUMN, KLOSD)
oSome high frequency
words spelled correctly
oCapitalizes beginning
of sentences
oEnd punctuation is
correct
oParagraph is
attempted
oSome correct
grammar
oInvented spelling
oFew high frequency
words spelled correctly
oMixed capital and
lower case letters
oEnd punctuation is
random
oNo paragraph – just
sentences
oFew correct uses of
grammar
oUnrecognizable
spellings
oNo high frequency
words spelled correctly
oCapital or lowercase
throughout story
oNo punctuation
oNo paragraph just words
oGrammar not used
correctly
5
4
3
2
1
oTells a great story
oIllustrations match story
and make it outstanding
oSame topic from beginning
to end
oShowing Details
Technical Writing - Directions
Technical Writing Rubric for “How to Eat an Oreo” for ________________
Category
5
3
1
0
Capital letters
Capital letters
were used to
begin the
sentence and on
all proper names.
A capital letter
was used to
begin each
sentence.
Some capital
letters were used
correctly with
some errors.
No capital letters
were used as
needed.
Punctuation
Ending and
additional
punctuation was
used correctly.
Ending
punctuation was
used correctly.
Ending
punctuation was
used correctly
some of the time.
No ending
punctuation was
used.
Steps are in the
right order
Each step is
sequenced in the
right order and
easily followed
Several steps are
in the right order
with only one
error.
Some steps are
in order , more
than one left out
or out of order.
None of the steps
are in the right
order.
Illustrations
reflect sequence
of the steps
Illustrations
match each step
in correct order.
Several
illustrations
match some of
the steps in the
correct order.
One illustration
matches to a
step, but most do
not reflect the
steps in order.
The illustrations
do not reflect the
order of the steps
in any way.
___Meg’s rough draft for __Christmas Vacation__
proofed by ____Marilyn &___Kori_________
We found ____5_______ errors in this draft.
We corrected ___3_____ of them.
percent of errors found ____100%___
percent of errors fixed ____60%___
Sentence/
paragraph
1
2
3
4
Write each example error found so
you can return to them later to correct them.
tom mak . ? telled
Writing Research credits:
Moskal, Barbara M. (2000). Scoring rubrics: what, when and how?. Practical Assessment,
Research & Evaluation, 7(3). Retrieved January 30, 2005 from
http://PAREonline.net/getvn.asp?v=7&n=3
Airasian, P.W. (1991). Classroom assessment. New York : McGraw-Hill.
Moskal, Barbara M. (2003). Recommendations for developing classroom performance
assessments and scoring rubrics. Practical Assessment,Research & Evaluation, 8(14).
Retrieved January 30, 2005 from http://PAREonline.net/getvn.asp?v=8&n=14
Writing Assessment: A Position Statement, NCTE National Council of Teachers of
English, Prepared by the Conference on College Composition and Communication, 1995
Matsuoka, Jan. (1998). Revising Revision: How My Students Transformed Writers'
Workshop. The Quarterly, Vol. 20, No. 1 .
http://www.nwp.org/cs/public/print/resource/880
Bradeshaw, Glorianne. (2001). Back to Square One: What To Do When Writing Workshop
Just Doesn't ... . Bradshaw Publication: The Quarterly, Vol. 23, No. 1 .
http://www.nwp.org/cs/public/print/resource/342
Cooperative Learning Research
•
In the seventh chapter of his book, Marzano, R. J. , Pickering, D. J. , & Pollock, J.
E. (2001) . Classroom instruction that works: Research-based strategies for
increasing student achievement. In, Cooperative Learning (pg. 84-91). Alexandria,
VA: ASCD. Read the book chapter on-line:
http://books.google.com/books?id=c25kDO0adxwC&dq=Cooperative+learning&
printsec=frontcover&source=bl&ots=DtrNnlXZW5&sig=ROs_VY7ussYwD2LW_TgjL
UMsDY0&hl=en&ei=pAc0SoDMGpT4MMGPY0K&sa=X&oi=book_result&ct=result&resnum=10#PPA86,M1
•
“Cooperative Learning” Captured June 13, 2009 on New Horizons for Learning
site
http://www.newhorizons.org/strategies/cooperative/front_cooperative.htm
•
Cooperative learning; a definition
http://edtech.kennesaw.edu/intech/cooperativelearning.htm
Clearly Define the Target
We must clearly define the
targets we expect students to
aim for, by teaching, creating
meaningful practice, and by
testing skills needed in life
beyond school . If we do this,
our students just might hit the
BULLS EYE!