It’s Showtime!
• https://www.youtube.com/watch?v=LUapZhcsdx8
Focus on Writing
January 3, 2016
Learning Target
• I can construct a writing prompt that will allow students in my
class an opportunity to practice the ACT Aspire format relative
to my content area.
• I can apply the ACT Aspire rubric to the student responses.
• I can support high levels of student writing in my class.
Performance of Understanding
• I will demonstrate I can do this by…
• Constructing a writing prompt using the appropriate gradelevel mode based on content from my discipline area.
• Scoring student responses holistically using the ACT Aspire
writing rubric.
ACT Aspire Writing
• Grade 3 – Reflective Narrative Writing – story
• Grade 4 – Analytical Expository Writing – essay
• Grade 5 – Persuasive/Argumentative Writing – essay
• Grade 6 - Reflective Narrative Writing – story
• Grade 7 - Analytical Expository Writing – essay
• Grade 8 - Persuasive/Argumentative Writing – essay
• Early HS - Analytical Expository Writing – essay
Reflective Narrative Writing - Story
• Recount an experience and think critically about its meaning i.e., what
was learned
• Targeted questions to encourage generation of story elements (who,
what, when, where, why, and how)
• Narrative detail (plot, characters, setting, conflict)
http://rachelreedevans.weebly.com/coachs-blog/reflective-narrative-writing-6th-grade-act-aspire
http://www.sisd.net/cms/lib/TX01001452/Centricity/Domain/699/cb_sb_ela_miu_L4_WW4_TE.pdf
Analytical Expository Writing - Essay
• Explain a topic or subject
• Arrive at insight and deeper understanding by way of
exploration and analysis
• Include reasons and details
• Target questions to stimulate analysis
of subject
Persuasive/Argumentative Writing – Essay
• Expand rhetorical mode by recognizing
that rhetorical skill includes not just
appeals to facts/logic (logos), but also to
shared sentiment/emotion (pathos) and
personal knowledge and experience i.e.,
credibility/authority (ethos)
• Give reasons for choice and explain why
choice better than another option
• Generate argument from localized to
generalized ideas
Persuasive Essay Structure
1. Take a stand!
• Bad: The DH rule in baseball has good and bad aspects.
• Good: Both the American and National leagues should adopt the DH rule.
2. Select a topic that lends itself to a reasonable difference of opinion.
• Bad: Murder is bad.
• Good: The death penalty is not the solution to end murder.
3. Know your audience & purpose. Are you trying to change the readers’
minds? Are you trying to just present another viewpoint? Are you offering a
call to action?
4. Provide evidence, explanations, comments, logic, and supporting details to
support your claims.
ACT Aspire Writing Prompt Template
• You are going to write a story/an essay about…
• Think about…
• Here are some questions to help you think about your story and plan it.
(series of questions meant to stimulate student thinking about the topic)
•
•
•
•
•
•
•
What did you…
How did you feel…
Did you…
Will you…
Who…
Why…
How did this change…
• Now, write…
Scored Areas – 25% each – holistic approach
• Ideas and Analysis – writer’s generation of idea; engagement with the
writing task; consideration of writing purpose and audience; relevancy to
situation
• Development & Support – ideas supported with reasons, examples, and/or
detailed descriptions; help reader understand thinking about the topic
• Organization – ideas organized with clarity and purpose; relationship
between ideas clear; reader guided through reflection, analysis, or
argument about the topic
• Language use & conventions – grammar, syntax, & mechanics; word choice;
tone; audience awareness
Writing Tips
• Paragraphs are not necessarily required to have a good score – especially
in the lower grades
• Holistic scoring – not a checklist
• Spelling does NOT count against students
• A competent piece of writing (a score of 5 or above on the rubric) is
skillfully organized. (A 4 is considered adequate.)
• Quote from ACT Aspire: “One of the most important things to keep in mind
when looking at the rubric is that it is not a checklist! It would be very
unrealistic for us to expect a student to hit every aspect at a given score
point. Raters are trained to look for a “best fit” within each trait.”
Writing Traits – Common Vocabulary
• Ideas – around a topic
• Organization – internal structure
• Voice – tone & tenor; clear purpose
• Word choice – strong verbs, striking words/phrases, specific
• Sentence fluency – flow, varied sentence patterns
• Conventions – mechanical correctness
• Presentation – physical appearance
Writing – Test Item Types
1. Select a grade level
2. Identify the required writing mode
3. Review the ACT Aspire exemplars
As you are working through the above steps, keep in mind you
will be writing a prompt for your students based on your
content area.
Student Writing
• https://www.youtube.com/watch?v=_CqgnZhb--Q
ACT Writing Competencies Model
• http://www.livebinders.com/play/play?present=true&
id=1770184 (NOTE: CREATE SHORT URL PRIOR TO)
• Aspire Test Design LiveBinder (Blue Tab)
• Writing (Red Tab)
• Test Item Type (Yellow Tab)
• P. 27 – Identify the writing mode you will be using
Writing Exemplars
• Select the Exemplars Yellow Tab
• On the right hand column, select the Writing tab
• Scroll down for the Exemplar Test Question Booklets (PDF)
• Select the appropriate grade level
• Read the Sample Prompt – note the template format
• Review the rubric
• Review the sample essays and score explanations
Task
• Construct a writing prompt for students in one of your classes.
• Develop exemplar pieces for each scoring level using the ACT
Aspire rubric.
• Schedule in your lesson plans when you will provide students with
the writing opportunity.
• Administer the prompt when scheduled, score the writing, and
discuss the results in grade level/collaborative planning
meetings.
Performance of Understanding
1. Completed writing prompt
2. Completed performance level exemplars
3. Peer review sign-off
The Power of Words
• https://www.youtube.com/watch?v=YfNO3rd1Pcg