routine writing

Routine Writing:Teaching & Assessing Common Core

Writing with Six Traits

Hinton Public Schools8:30am—12noon; 1:00pm—3:30pm | July 24, 2012

The advent of Common Core State Standards impacts teachers of all core subjects in that their students are now expected to write at a level of preparedness for college and career readiness.

Through an examination of the writing strand of CCSS and the recursive writing process, teachers will experience writing activities geared toward engaging students in writing aligned

with CCSS. Using the six traits, teachers will identify and assess elements of good writing.

Jason StephensonTwitter: @teacherman82

[email protected]@deercreek.k12.ok.us

Deer Creek High School 6101 NW 206th Edmond, OK 73012 (405) 348-6100

Downloads: http://www.slideshare.net/teacherman82

Jeannine Rainbolt College of Education University of Oklahoma338 Cate Center Drive, Room 190 Norman, OK 73019-7441

(405) 325-3534 http://owp.ou.edu

Oklahoma Writing Project 2012 Jason Stephenson 1

The Writing Process1

Writing is a way of learning. This process is “a valuable tool for learning for all students in all subject areas at all ages.” While writing to learn, students discover connections, describe processes, express emerging understandings, raise questions, and find answers. Writing instruction should encourage whole pieces of writing for real purposes and real audiences.

Writing is recursive and has five stages: prewriting, drafting, revising, editing, and publishing. These stages do not always take place in sequential order. For example, a writer may draft a work and revise it at the same time, and then do more prewriting. After publishing, a writer can still return to the work and revise and edit it. If writing were a runner, it would be more like the Energizer Bunny than a sprinter.

Prewriting is the process that helps writers get ready to write. Students gather ideas and organize them. Prewriting should take more time than any other stage in the process. Activities may include class discussion, reading, predicting, remembering, word banks, observing, thinking, student notebooks, drawing, free writing, modeling, clustering or webbing, cubing, and brainstorming.

Drafting is putting ideas down on paper with a focus on content, and begins with notes or ideas generated during prewriting. The first draft may be kept in a journal, writer’s notebook, writing center, or on a computer. During this stage, students are encouraged to simply get their ideas down on paper, without worry about grammar, spelling, or punctuation. Perfectionist students tend to revise and edit as they draft.

Revising, which means “to see again,” is refining of content, not mechanics. Students can revise by adding, deleting, substituting, or rearranging the material. When students see their writing with fresh eyes through the help of peers or a teacher, revision is much easier.

Editing is cleaning up errors in conventions. Positive reinforcement is more effective than corrective comments to improve the quality of writing. Peer editing in writing groups helps teach and reinforce proofreading skills. Students locate and correct errors in punctuation, capitalization, spelling, usage, and sentence structure so that errors in conventions do not interfere with a reader’s ability to understand the message. Teachers who correct every mechanical error on a student’s piece should save their time and sanity by simply drawing a dot at the end of each line where an error occurred. Students can then find their own mistakes.

Publishing the student’s work is essential to the composing process. Publication provides an opportunity for the writer’s product to be shared with and/or evaluated by the intended audience or reader in general. An authentic audience, one with whom the students want to communicate, is necessary for effective writing. Students can publish by reading their writing to their friends, sharing it with the class, posting it on a blog or wall, including it in a class book, etc.

1 Taken and modified from the Oklahoma State Department of Education. http://sde.state.ok.us/Curriculum/PASS/Grade/langarts.pdf


Common Core’s 10 Anchor Standards for Writing

TASK: Place a check mark () next to the standards with which you feel comfortable. Place a circle () next to any standards for which you need help. Place a star () next to the most difficult standard.

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Six Traits of Writing

1. Ideas: the content of the writing; the main message and meaning2. Organization: the framework or structure of the piece3. Voice: the writer’s personality demonstrated through stylistic choices4. Word Choice: specific, intentional vocabulary5. Sentence Fluency: the fluidity (variability and smoothness) of sentences6. Conventions: grammar, mechanics, spelling, paragraphing, etc.* Presentation: the overall appearance of the work

Ideas Organization

Voice Word Choice

Sentence Fluency Conventions

Presentation


Stephen King’s Guide to Movie Snacks

For a magazine that prides itself on the many aspects of the movie

business it covers, Entertainment Weekly hasn’t had much to say over the years

concerning the important subject of snacks. Oh, an occasional piece about how

much they cost, but few words on their culinary wonderfulness. This needs

correcting, because, while some people eat snacks while they are at the movies,

there are some who go to the movies so they can eat snacks. That would be me.

So let me impart a few lessons years of snacking have taught me.

First, support your theater. Buy at the snack bar and damn the expense.

You could probably sneak your own food in, but if you’re caught, you’ll be

thrown out. As for bringing healthier snacks from home: Did you really hire a

babysitter and drive six miles so you could snark cucumber slices half-drowned in

buttermilk ranch out of a slimy plastic bag? Is that what you call living it up?

If you want to get healthy, there are places for that: They’re called “health

clubs.” And I find there’s something giddy about tossing down $4.50 for a box of

Gummi Bears or a bag of chocolate raisins. It makes me feel like a high roller,

especially when the matinee ticket itself only costs 50 cents more.

I always start my order with the ritual drink — Diet Pepsi if possible,

Coke Zero as a fallback, Diet Coke the court of last resort. A big diet cola sops up

the calories and cholesterol contained in movie snack food just like a big old

sponge soaks up water. This is a proven fact. One expert (me) believes a medium

diet cola drink can lower your cholesterol by 20 points and absorb as much as one

thousand empty calories. And if you say that’s total crap, I would just point out I

don’t call it a ritual drink for nothing. Sometimes I add a strawberry smoothie

with lots of whipped cream, but I’m always sure to take enough sips of my ritual

drink to absolve me of those calories, too.

With my calorie-absorbent drink in hand, I can then safely order a large

popcorn with extra butter. Of course it isn’t really butter, it’s some sort of mystery


substance squeezed from the sweat glands of small animals, but I have developed

such a taste for it over my years of filmgoing that the real stuff tastes wrong,

somehow.

If the counter guy puts on the glandular butter substitute himself, I watch

carefully to make sure he greases the middle of the bag as well as the top layer. If

it’s self-serve (at the beginning I didn’t like this option, but now I do), I proceed

to hammer on that red button until I have what I call a “heavy bag.” You know

you have a heavy bag when the bottom starts to sag and ooze large drops of a

yellow puslike substance before you even get into the theater. And don’t forget

the salt. Popcorn salt is a little strong for my taste (and it looks like powdered

urine); I prefer plain table salt. Half a shaker is about right.

With a “heavy bag,” caution is a must. Don’t put it on your lap; when the

movie’s over and the lights come up, people will think you wet your pants.

Courtesy is also a must. Don’t put it on the seat beside you, or the next person is

going to sit on a seat that oozes. Not cool, bro.

My candy of choice is Junior Mints. And while I don’t bring bootleg food

into the movies, I do bring bootleg toothpicks. Then, as I relax in my seat, I take a

toothpick and poke five or six Junior Mints onto it. It ends the dreaded Chocolate

Hand, and it’s also kind of fun to eat candy off a stick. I call them Mint-Kebabs.

And although it’s a matter of personal choice, I myself don’t eat movie

meat (go on, snicker, I can take it). My motto is “Never buy a hot dog that’s been

waiting in a foil Baggie under a heat lamp.” For all you know, that stray dog

could have been there since Revenge of the Sith. Nachos are good, but only if you

get the reserve swimming pool of cheese sauce, because one is never enough.

Now that I think of it, the same could be said of snacks. But remember: Start with

the ritual drink. After that, you’re on your own.


Lookin’ Good

By Danielle B., Deer Creek HS sophomore, Class of 2011

For a gender that thinks oh so highly of itself, the male sex seems to be

lacking basic knowledge. I understand you like girls, and that’s about your only

thought. However, to get what you want, it takes hard work. Girls as a whole want

a well groomed and put together man. You cannot expect females to flock to you

if you smell like McDonalds and appear to have just awoken from a coma. So do

the female gender a favor please, and spend a few minutes making yourselves

presentable for dates with your girlfriend or crush.

The first step in this seemingly impossible process is to bathe. Please, dear

God, bathe. I don’t care what the commercials say; you cannot simply douse

yourself in body spray. Once in the shower, locate the shampoo, and squeeze a

generous amount into your hand. Lather your hair, short or long, and rinse. If it’s

been awhile since you last showered, feel free to lather again once or twice. Once

the water runs clear, use the conditioner (it’s the stuff that’s thicker than

shampoo) and put a small amount into your hair to prevent tangles. Before you

rinse, use soap and wash your body, including your feet. Rinse off in warm water

and proceed to rinse your hair. Once free of residue, dry off and prepare to shave.

Being between the ages of thirteen and nineteen, I doubt you look as

attractive and manly as you think you do with facial hair, so get rid of it. When

you go in for that first kiss on your date, you don’t want her feeling like she just

got attacked by sandpaper. Carefully shave, avoiding nicks and cuts. Rinse off

excess shaving cream. Once your face is clean, it’s time to move to oral hygiene.

Brushing and flossing your teeth, though apparently strenuous activities,

are necessities. Nothing is quite as big of a turn off as bad breath. Remove about


six inches of floss from the container and gently push the thin string between each

tooth; I know this is time consuming, but you can do it! Next, apply a generous

amount of toothpaste to a dampened toothbrush and begin scrubbing your teeth.

Keep brushing. More. Do not stop until it has been a full two minutes. If you’re

feelin’ really crazy, you could even rinse with mouthwash. Now that we’ve

tackled from the clean-shaven neck-up, it is time to address the neck-down.

When deciding what to wear, stop trying to match to the point that you

end up in orange shorts and an OSU orange shirt. Blue on blue and red on red are

also generally a bad idea. Shorts and a t-shirt are a great option depending on the

occasion, but generally it’s acceptable and makes you seem comfortable around

her. If going the jeans route, wear a belt. As awesome as your seahorse boxers

are, I don’t want to see seven inches of them. Once dressed, style your hair as

usual and put on deodorant. Seeing as the girl you’re trying to impress is likely

shorter than you, you don’t want her gagging when you put your arm around her.

For the final touch, make sure your hands are presentable. Your nails

should be clean and not overgrown. If the skin on your knuckles is beginning to

crack, I would suggest lotion. Don’t worry: there are some odorless lotions on the

market. After a final look in the mirror, retrieve your wallet including your

money, driver’s license, and anything else you’ll need. A well groomed and

prepared man is sure to sweep any girl off of her feet. However, once you’re out

of the door, you’re on your own. “What to Say to a Woman to Keep Her Semi-

Interested in You” is a whole different paper.


Writing Modes in Common CoreIn each of the following boxes, write down any writing prompts, activities, or assignments that you currently use in your classroom. Which modes, if any, need improvement in your classroom?

Argument Informational/Explanatory

Narrative Blending of the 3 Genres


Arguments

Sometimes I have my students grade themselves before I grade them. They already know what the rubric looks like before they turn in their essay. I ask them to evaluate each aspect of their writing using the left rubric. When I grade, I use the right rubric. By comparing the student’s self-analysis with my own assessment, I can see how well they can analyze their own writing.

PERSUASIVE ESSAY RUBRIC

Great 3 (A)Good 2 (B)Okay 1 (C)Missing 0 (F)

Criteria Score

Title

MLA formatting

Thesis

Authority / Ethos

Logic / Logos

Personal Appeal / Pathos

Rhetorical Question

Order of Arguments

Concession

Rebuttal

Signal phrase

Direct quote

Paraphrase

Grammar

Works Cited

Total (out of 45 points)

Name ______________________________

PERSUASIVE ESSAY RUBRIC

Great 3 (A)Good 2 (B)Okay 1 (C)Missing 0 (F)

Criteria Score

Title

MLA formatting

Thesis

Authority / Ethos

Logic / Logos

Personal Appeal / Pathos

Rhetorical Question

Order of Arguments

Concession

Rebuttal

Signal phrase

Direct quote

Paraphrase

Grammar

Works Cited

Total (out of 45 points)

Name ______________________________


The Opportunity GapSource: David Brooks | The New York Times | July 9, 2012

http://www.nytimes.com/2012/07/10/opinion/brooks-the-opportunity-gap.html

Instructions:

Over the past few months, writers from Charles Murray to Timothy Noah have produced alarming work on the growing bifurcation of American society. Now the eminent Harvard political scientist Robert Putnam and his team are coming out with research that’s more horrifying.

While most studies look at inequality of outcomes among adults and help us understand how America is coming apart, Putnam’s group looked at inequality of opportunities among children. They help us understand what the country will look like in the decades ahead. The quick answer? More divided than ever.

Putnam’s data verifies what many of us have seen anecdotally, that the children of the more affluent and less affluent are raised in starkly different ways and have different opportunities. Decades ago, college-graduate parents and high-school-graduate parents invested similarly in their children. Recently, more affluent parents have invested much more in their children’s futures while less affluent parents have not.

They’ve invested more time. Over the past decades, college-educated parents have quadrupled the amount of time they spend reading “Goodnight Moon,” talking to their kids about their day and cheering them on from the sidelines. High-school-educated parents have increased child-care time, but only slightly.

A generation ago, working-class parents spent slightly more time with their kids than college-educated parents. Now college-educated parents spend an hour more every day. This attention gap is largest in the first three years of life when it is most important.

Affluent parents also invest more money in their children. Over the last 40 years upper-income parents have increased the amount they spend on their kids’ enrichment activities, like tutoring and extra curriculars, by $5,300 a year. The financially stressed lower classes have only been able to increase their investment by $480, adjusted for inflation.

As a result, behavior gaps are opening up. In 1972, kids from the bottom quartile of earners participated in roughly the same number of activities as kids from the top quartile. Today, it’s a chasm.

Richer kids are roughly twice as likely to play after-school sports. They are more than twice as likely to be the captains of their sports teams. They are much more likely to do

nonsporting activities, like theater, yearbook and scouting. They are much more likely to attend religious services.

It’s not only that richer kids have become more active. Poorer kids have become more pessimistic and detached. Social trust has fallen among all income groups, but, between 1975 and 1995, it plummeted among the poorest third of young Americans and has remained low ever since. As Putnam writes in notes prepared for the Aspen Ideas Festival: “It’s perfectly understandable that kids from working-class backgrounds have become cynical and even paranoid, for virtually all our major social institutions have failed them — family, friends, church, school and community.” As a result, poorer kids are less likely to participate in voluntary service work that might give them a sense of purpose and responsibility. Their test scores are lagging. Their opportunities are more limited.

A long series of cultural, economic and social trends have merged to create this sad state of affairs. Traditional social norms were abandoned, meaning more children are born out of wedlock. Their single parents simply have less time and resources to prepare them for a more competitive world. Working-class jobs were decimated, meaning that many parents are too stressed to have the energy, time or money to devote to their children.

Affluent, intelligent people are now more likely to marry other energetic, intelligent people. They raise energetic, intelligent kids in self-segregated, cultural ghettoes where they know little about and have less influence upon people who do not share their blessings.

The political system directs more money to health care for the elderly while spending on child welfare slides.

Equal opportunity, once core to the nation’s identity, is now a tertiary concern. If America really wants to change that, if the country wants to take advantage of all its human capital rather than just the most privileged two-thirds of it, then people are going to have to make some pretty uncomfortable decisions.

Liberals are going to have to be willing to champion norms that say marriage should come before childrearing and be morally tough about it. Conservatives are going to have to be willing to accept tax increases or benefit cuts so that more can be spent on the earned-income tax credit and other programs that benefit the working class.

Political candidates will have to spend less time trying to exploit class divisions and more time trying to remedy them — less time calling their opponents out of touch elitists, and more time coming up with agendas that comprehensively address the problem. It’s politically tough to do that, but the alternative is national suicide.

Writer’s Notebook Topics:

Bike Riding 101: a Fable about Teaching WritingBy Jason Stephenson

One summer morning when school was a distant thought, a group of teachers gathered to discuss a problem they were all facing: Their students still could not ride bikes well.

“I don’t know why they keep falling off,” said one teacher. “I made them learn all the terms assigned to our grade. They know brake and chain and shifter.”

“Vocabulary isn’t the only answer,” said another teacher. “Sometimes I show videos of people riding bikes. I think that’s been helpful. Still, I think there’s room for improvement.”

“My middle school students aren’t ready to ride bikes yet,” said one teacher. “We talk about what bikes they want to ride, and we research different kinds of bikes, just like the curriculum says.”

“In freshman year, the students are still getting used to high school,” said the only male teacher. “I try to ease them in by having them draw pictures of bikes. Later on, we do the big project. Students have to take a bike apart and put it back together. That’s always a big hit.”

“When they are sophomores, they obviously need to get a lot of feedback on their bike riding abilities. I hate all the grading, but that’s the only way they’ll learn to ride a bike.”

“So how does grading work for you?” asked the new teacher.“Well, I have students record themselves riding a bike, and then they email the video to

me. I have to watch their techniques and tell them what they’re doing wrong. They make so many careless mistakes. It’s like they don’t even know the basics.”

“I have a silly question,” said the new teacher. “Can everyone here ride a bike?”“Huh!” scoffed the oldest teacher. “I’ve been teaching students how to ride a bike for

over twenty-five years. Of course I can ride a bike.”“Then let’s see,” said the new teacher. “I rode my bike to this meeting. Let’s go out to the

parking lot. You have lots of experience, so we’ll watch you ride. Maybe we’re missing something.”

The experienced teacher looked surprised, but she didn’t say anything. The rest of the teachers agreed that a riding experiment might be helpful in finding new ways to teach bike riding.

Near the entrance to the school, a shiny red bike was chained to the bike rack. The new teacher removed the chain and handed her helmet to the experienced teacher.

“Oh, helmets are very important in bike riding,” said one of the middle school teachers. “We spend a six-week unit on helmets. I even have my students design their own helmets as a culminating activity.”

The experienced teacher examined the helmet, but didn’t put it on. “I’m not really dressed appropriately for bike riding,” she said. “I really ought to be wearing a better pair of shorts, and my shoes are kind of old.”

“Nonsense!” the male teacher said. “If you won’t ride it, I will.”Upon hearing that challenge, the experienced teacher swung her leg over the bike, sat

down on the seat, and snapped on the helmet. She flipped the kickstand up with the heel of her shoe and pushed the pedals up and down. The other teachers clapped and cheered as she snaked across the parking lot, but she soon stopped in the shade of the big oak tree.

“What’s wrong?” one of the teachers shouted.“Nothing,” the teacher called back, but she remained motionless.“Let’s go see what’s going on,” the new teacher said.


Before the teachers arrived at the oak tree, they could hear the experienced teacher’s heavy breathing. Once closer, they could see beads of sweat dripping down her brow. Her face was red. It was obvious that she had not ridden a bike in a long time. No one wanted to embarrass her, so they thanked her for sharing her ability.

“It’s very hot today. Let’s go back inside. I miss the air conditioning,” said the new teacher. She was beginning to realize something.

Back in the classroom, the teachers sat back down in a circle. The experienced teacher fanned herself with a piece of paper. “It’s a good thing we have the summer off,” she said. “Our students could not ride bikes in this heat.”

“They would need to stay hydrated if they did,” the male teacher said.“Are there any other teaching strategies we use?” asked the new teacher. “I’ve heard you

all discuss terms, research, projects, grading, and videos of bike riders. Have I missed anything?”“I don’t think so,” said one teacher. “And with the new state curriculum arriving next

year, students will be expected to be even better bike riders. They’ll have to learn how to pop a wheelie! That’s some really advanced bike riding.”

“I have an idea,” said the new teacher.“What?” asked the teacher to her left.“How about we let our students ride bikes during class time? They can’t become better

bike riders if they aren’t riding bikes.”“But that would take away from class time,” one teacher said. “How am I supposed to

teach all the terms if they’re riding bikes all the time?”“And how am I supposed to grade all their riding?” said another teacher. “I’m already

overwhelmed with the grading I already do. I can’t imagine what it would be like it they rode their bikes every day.”

“If they ride, they might get hurt, even while wearing helmets,” said the experienced teacher. “What if our school gets sued?”

“Where would we store all their bikes?” asked the male teacher. “Our parking lot is not very big. Where would we get the money to purchase all the bike racks that we need?”

The new teacher listened patiently to all these questions. She now understood why students could not ride bikes well at the end of high school. She wondered how her colleagues would respond when during the first week of school she took her students out to the parking lot and coached them in their bike riding abilities.


Oklahoma Writing Project

What is the Oklahoma Writing Project?The Oklahoma Writing Project, an affiliate of the National Writing Project, is a network of teachers dedicated to improving the quality of composition instruction in elementary and secondary schools. Founded in 1978, the Oklahoma Writing Project has over 175 in-service titles available for schools across the state. In fact, the 250 teacher consultants with OWP have held over 5,000 workshops for teachers. The Oklahoma Writing Project is sponsored by the University of Oklahoma, the College of Education, the National Writing Project, the State Regents for Higher Education, and the State Department of Education.

How can you become an OWP Teacher Consultant?If you are interested in becoming certified as a teacher consultant for the Oklahoma Writing Project, you must first participate in the three-week Invitational Summer Institute at the University of Oklahoma. Participants must submit an application including samples of student writing and go through an interview process. Please contact Priscilla Griffith, Director of OWP ([email protected]), or Audra Plummer, Co-Director of Inservice ([email protected]). Check the OWP website (http://owp.ou.edu) for details on registration.

Where do some OWP teacher consultants teach?• Moore

• Norman

• Putnam City

• Deer Creek

• Wagoner

• Lawton

• Midwest City

• Dickson

• Mid-Del

• Blanchard

• Noble

• Fletcher

• Chickasha

• Oakdale

• Shawnee

• Tecumseh

• Elgin

• Bishop McGuiness

• All Saints Catholic School (Norman)


WORKS CITED

6 TraitsCulham, Ruth. 6 + 1 Traits of Writing: the Complete Guide. New York, NY: Scholastic, 2003.---. 6 + 1 Traits of Writing: the Complete Guide for the Primary Grades. New York,

NY: Scholastic, 2005.---. Using Picture Books to Teach Writing with the Traits. New York, NY: Scholastic, 2004.Spandel, Vicki. Creating Writers: through 6-Trait Writing Assessment and Instruction, 3rd ed.

New York, NY: Addison Wesley Longman, 2001.“Six Trait Analytic Writing Rubric.” Arizona Department of Education. Web. 22 July 2012.

<http://www.azed.gov/standards-development-assessment/six-traits>.“Writing Traits.” Writing Fix, 2011. Web. 22 July 2012. <http://writingfix.com/Traits.htm>.“6+1 Traits of Writing.” LiveBinders, 22 June 2011. Web. 22 July 2012.

<http://www.livebinders.com/play/play_or_edit?id=126365>.“6+1 Trait® Rubrics (aka Scoring Guides).” Education Northwest, 2012. Web. 22 July 2012

< http://educationnorthwest.org/resource/464>.

Writing InstructionAnderson, Jeff. Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s

Workshop. Portland, ME: Stenhouse, 2007.Gallagher, Kelly. Write Like This: Teaching Real-World Writing Through Modeling & Mentor

Texts. Portland, ME: Stenhouse, 2011.Kittle, Penny. Write Beside Them: Risk, Voice, and Clarity in High School Writing. Portsmouth,

NH: Heinneman, 2008.Rief, Linda. 100 Quickwrites. New York: Scholastic Teaching Resources, 2003.

ExemplarsKing, Stephen. “Stephen King’s Guide to Movie Snacks.” Entertainment Weekly. 27 July 2008.

Web. 22 July 2012. <http://www.ew.com/ew/article/0,,20215177,00.html>.Stein, David Ezra. Interrupting Chicken. New York, NY: Scholastic, 2010.

Reading InstructionGallagher, Kelly. Readicide: How Schools are Killing Reading and What You Can do about it.

Portland, ME: Stenhouse, 2009.Jago, Carol. With Rigor For All: Meeting Common Core Standards for Reading Literature.

Portsmouth, NH: Heinemann, 2011.Miller, Donalyn. The Book Whisperer: Awakening the Inner Reader in Every Child. San

Francisco, CA: Jossey-Bass, 2009.Tovani, Cris. So What Do They Really Know?: Assessment That Informs Teaching and Learning.

Portland, ME: Stenhouse, 2011.


OWP Workshop Reflection

OWP Teacher Consultant: Jason Stephenson Date: July 24, 2012 School: Hinton

Title of Presentation:Routine Writing: Teaching & Assessing Common Core Writing with 6 Traits

On a scale of 5-1 (5 = excellent, 3 = average, 1 = poor), please evaluate the following:

Clarity of objectives 5 4 3 2 1

Writing Process Explanation 5 4 3 2 1

Writing activities 5 4 3 2 1

Student samples 5 4 3 2 1

Handouts / Packet 5 4 3 2 1

Works Cited 5 4 3 2 1

Knowledge / Research 5 4 3 2 1

Audience involvement 5 4 3 2 1

Relevance to my classroom 5 4 3 2 1

OWP Explanation 5 4 3 2 1

The most important thing I got from this presentation was....

You did a good job of...

If you present to other audiences, consider....

_____Yes, please send my school information about the OWP Summer Institute.

________________________________________ __________________________________Printed Name (optional) Name of School (optional)


routine writing

Education

stephen kings

national writing

oklahoma writing

educated parents

complete guide

movie snacks

teaching amp

parking lot