Practicum 3

PRACTICUM THREE INSTRUCTION PAGE

EC-6 Reading Language Arts Course – Practicum Three Instruction Page

For Practicum Three:

1. Select one of the three student writing samples provided. • Student paper #1 (page 4) – the paper where the author writes on Baseball • Student paper #2 (page 5) – the paper where the author writes on Freestyle Martial

Arts • Student paper #3 (page 6) – the paper where the author writes on Writing Books

2. Use the writing rubric (below and on the module three Blackboard page) to assess and score the paper for each of the six traits of good writing. The rubric included in this module is used to assess a student’s paper for each of the traits of writing. By assessing each of the traits of good writing, it is easier to see what the student is doing well in writing and what the student needs next to improve their writing ability. Writing instruction is about changing the writer, not changing the writing.

3. Using the scores from the student writing, decide on an instructional focus for this student. Note in the practicum exemplar that the teacher’s scores have indicated two areas that should be addressed in the student’s writing.

4. Design a mini-lesson that targets one area of writing identified from the assessment. The mini- lesson should include:

• A mentor text example • Teacher modeling and think aloud written out • Application of the lesson to students independent writing

5. Make sure to include the student paper number that you have selected as follows: • Student paper #1 – the paper where the author writes on Baseball • Student paper #2 – the paper where the author writes on Freestyle Martial Arts • Student paper #3 – the paper where the author writes on Writing Books

Adapted from 6+1 Traits Writing

Points IDEAS ORGANIZATION VOICE

4

1. The paper is clear and focused. It holds the reader’s attention.

2. The topic is narrow and manageable. 3. Facts, details and explanation are provided

that answer the reader’s anticipated questions.

4. Writing from own knowledge or experience. 5. Relevant anecdotes and details enrich the

central idea.

1. Organizational structure is clear, showcases the central idea and appropriate for the purpose and audience; paragraphing is effective.

2. The introduction clearly states the purpose, main ideas and grabs the reader’s attention.

3. Satisfying conclusion leaves reader with sense of closure.

4. Thoughtful transitions connect ideas. 5. Sequencing is logical and effective.

1. Unique perspective of the writer is evident in the piece through the use of compelling ideas and engaging language.

2. Uses topic, details and anecdotes to connect with the audience.

3. Purpose is reflected by content and arrangement of ideas.

4. Understanding of topic is evident through the use of engaging language, relevant anecdotes and revealing details.

3

1. The topic is fairly broad, yet author’s direction is clear.

2. Some details begin to define main idea or topic, yet are limited in number or clarity.

3. Reader generally understands content. 4. Author stays on topic.

1. Organization moves reader through without too much confusion; structure sometimes supports purpose, at other times reader wants to rearrange pieces.

2. Introduction states purpose and main ideas but may fail to grab readers interest.

3. Conclusion present but may not tie up loose ends.

4. Paragraphs are coming together with topic sentence and support.

5. Transitions work but predictable.

1. Attempts to connect with audience but impersonal.

2. Commitment to topic is present; author’s point of view may emerge in a place or two but is obscured behind vague generalities.

3. Voice lacks consistent engagement with topic to build credibility.

2

1. Main idea is present; may be broad or simplistic.

2. Support for topic is confusing, not focused; supporting details lack specificity.

3. Author “tells” facts rather than mixing personal knowledge to “show” the reader.

4. Reader has many unanswered questions.

1. Organization is problematic though structure is attempted; sequencing may be formulaic.

2. Introduction is present but does not state purpose, main ideas and/or grab reader’s interest.

3. Conclusion evident but leaves the reader wanting more.

4. Paragraphs are not defined with clear topic sentence and support; may contain random ideas.

5. Some transitions are used but they repeat or mislead resulting in weak chunking of paragraphs.

1. Author seems aware of reader yet favors writing in an impersonal voice; not speaking directly to the reader.

2. Tone is flat 3. Commitment to topic begins to emerge;

reader wonders if author cares about topic.

1

1. Central idea is missing, or several topics emerge.

2. Support for topic is unclear; length not adequate for development; few details present.

3. Reader has many questions due to lack of specifics.

4. Author generalizes about topic and may restate researched facts.

1. Organization is mostly ineffective; only moments here and there direct the reader.

2. Introduction is lacking or does not work. 3. Conclusion lacking or does not work. 4. No defined paragraphs or a topic sentence is

given with no support. 5. Weak transitions emerge yet offer little help

to get from one paragraph to next and not often enough to eliminate confusion.

1. Author uses only clichés or facts and does not try and connect with the reader.

2. Tone does not support writing 3. Commitment to topic is difficult to hear;

no authority about the topic to set it apart from mere lists of facts.

0

1. No central idea present 2. Support for topic is not evident; no details 3. Author is not writing from own knowledge.

1. Organization can’t be identified; writing lacks sense of direction.

2. No introduction 3. No conclusion 4. No defined paragraphs or all one paragraph. 5. Transitions between paragraphs are

confusing or nonexistent.

1. Author seems distanced from topic, purpose or audience.

2. Writing is flat; tone is not evident 3. Writing is mechanical or formulaic

SCORE IDEAS ORGANIZATION VOICE

Adapted from 6+1 Traits Writing

Points WORD CHOICE SENTENCE FLUENCY CONVENTIONS

4

1. The use of rich, colorful, and precise language that enlightens the reader.

2. Words are specific and accurate. 3. Natural, effective, and appropriate language. 4. Language enhances and clarifies meaning. 5. Correct and varied parts of speech are chosen

carefully to communicate message.

1. Writing has an easy flow, rhythm and cadence.

2. Sentences are well constructed and enhance the meaning.

3. Purposeful and varied sentence beginnings. 4. Creative and appropriate connectives.

The writer demonstrates a grasp of standard writing conventions appropriate for the grade level (refer to Oral and Written Conventions TEKS).

1. Spelling is generally correct. 2. Punctuation is accurate. 3. Capitalization skills are present. 4. Paragraphing tends to be sound.

3

1. Vocabulary is functional yet lacks energy; author’s meaning is easy to understand in general.

2. Words work and communicate message. 3. Attempts at more rich, colorful or precise

language. 4. Accurate and occasionally refined parts of

speech are functional and start to shape the meaning.

1. Writing is easy to read aloud, but may be more mechanical at times.

2. Sentence structure is correct and begins to flow.

3. Sentence beginnings vary yet are routine. 4. Connectives are original and hold piece

together but are not always refined.

The writer has a reasonable control over standard conventions for grade level; at other times, errors distract and impair readability.

1. Spelling is usually correct or reasonably phonetic on common grade level words, but not on more difficult words.

2. Punctuation is usually correct. 3. Capitalization is mostly correct. 4. Moderate editing is required to

publish.

2

1. Vocabulary is functional; some interpretation is needed to understand parts of the piece.

2. Words are adequate and correct in a general sense.

3. Vocabulary is very basic 4. Rote parts of speech; passive verbs, overused

nouns, and lack of modifiers and variety create fuzzy message.

1. Writing sounds mechanical when read aloud. 2. Sentence structure is usually correct, yet

sentences do not flow. 3. Simple and compound sentence types and

varied beginnings help strengthen piece. 4. Few simple connectives lead reader from

sentence to sentence though piece remains weak.

The writer continues to stumble in conventions even on simple tasks.

1. Spelling on simple words is incorrect; although reader can understand.

2. Punctuation is inconsistent. 3. Capitalization is applied

inconsistently except for proper nouns and sentence beginnings.

4. Too much editing is needed to publish although piece begins to communicate meaning.

1

1. Vocabulary is flawed, resulting in impaired meaning; wrong words used.

2. Vocabulary is very basic, even simple words are used incorrectly.

3. Redundant parts of speech or jargon distract from message.

1. Writing is challenging to read aloud. 2. Sentence structure words but has phrasing

that sounds unnatural. 3. There is little evidence of sentence sense. 4. Many sentences begin in same way and are

simple and monotonous. 5. Simple connectives (and, so, but, then, and

because) lead reader nowhere.

Many errors of various types of conventions are scattered throughout the text.

1. Spelling is phonetic with many errors.

2. Simple end punctuation is correct; internal punctuation is usually wrong or missing.

3. Only the easiest capitalization rules are correctly applied.

4. There is still a lot of editing required for publication; meaning is uncertain.

0

1. Vocabulary is limited. 2. Words are overly broad or generic so no

message is evident. 3. Vocabulary confuses reader and is

contradictory. 4. Words are incorrectly used making meaning

difficult. 5. Misuse of parts of speech.

1. Writing is impossible to read aloud. 2. Sentences are incorrectly structured; choppy,

incomplete, run-on, rambling or awkward. 3. No sentence sense. Determining where

sentences begin and end is nearly impossible. 4. Weak or no connectives create a jumble of

language.

Errors in conventions are the norm and repeatedly distract reader, making text unreadable.

1. Spelling errors are frequent. 2. Punctuation is often missing or

incorrect. 3. Capitalization is random,

inconsistent, and sometimes nonexistent.

4. Extensive editing is required to polish text for publication; reader must read once to decode and again for meaning.

SCORE WORD CHOICE SENTENCE FLUENCY CONVENTIONS