e-asttle writing all you ever wanted to know……. “launched in november 2007, the revised new...

e-asTTle WritingAll you ever wanted

to know……

“Launched in November 2007, the

Revised New Zealand Curriculum sets the

direction for teaching and learning in the 21st century” Ministry of Education, 2008

Understanding, using and creating oral, written and visual texts of increasing complexity is at the heart of English teaching and Learning……..

Students learn to deconstruct and critically interrogate texts in order to understand the power of language to enrich and shape their own and others’ lives……..

Using a set of underpinning processes and strategies, students develop knowledge skills and understandings related to:

• Text purposes and audiences.• Ideas within language contexts.• Language features which enhance

texts.• The structure and organisation of

texts.Students need to practise at each

level of the curriculum…..

National Standards in Writing…….

What is it saying to us..........

The first sentence for each writing standard……..

“students will create texts in order to meet

the writing demands of the NZC at specified

levels”

The second sentence describes how students use

writing……

“to think about, record and communicate experiences,

ideas and information”

“ to meet specific learning purposes across the

curriculum”

Lets unpack the Writing National Standards with

our colleagues…..

Key Messages…..Pg 12 and 13,

Alignment to Language Learning Progressions……..

e-asTTle and National Standards

What is the purpose of National Standards?

How does using e-asTTle writing marking and moderation align with that purpose?

Using e-asTTle writing

truly, madly, deeply?

or

using it for compliance?

What e-asTTle can offer?

•Identify student achievement

•Identify student, group, cohort and school progress…

•Inform teaching and learning..

E-asTTle Writing………………

Where am I going? How am I going? Where to next?

The approach that will really make a difference....

Construct a teaching environment to give students information as they work:

Focus on learning goals

Take stock of current work

Act to move closer to the goal

What is e-asTTle Writing?Educational resource for assessing

writing developed as part of the National Assessment Strategy.

Developed for Ministry of Education by the University of Auckland.

Sits alongside the NZ Writing Exemplars, Assessment Resource Bank Items, Literacy Learning Progressions, National Standards.

What Information does it Provide?

Teachers, Students and Parents information about:

A student’s level of achievement relative to the curriculum achievement outcomes, for levels 2,3,4,5 and 6.

A student’s level of achievement, relative to national norms of performance for students in Years 4 – 12.

How is Student Progress Measured?Persuade or argue

Instruct or lay out a procedureNarrate – inform or entertain through

narrativeDescribe/report/classify/ organise

informationExplainRecount – factual, imaginary, personalAnalyse – critically analyse, describe

and evaluate literary texts of a wide range e-g- novels, plays, poems, short stories, films ( used level 4 and above)

Making “Overall Teacher Judgments”

Together with other assessment tools, e-asTTle assists teachers to make judgments about the work and progress of their students that are:

ValidReliableNationally Consistent.

Getting Started with Writing…..

What do we need to do?

Familiarisation with the Progress Indicators – needs to be done for all purposes and all teachers…….

Develop shared understandings and expectations……..

Setting school wide writing tasks – developing longitudinal tracking and moderation points across the school.

Coming to consensus and agreement within the school – against the progress indicators. (Really Important)

Teachers collecting and moderating regularly across the curriculum ..

Understanding the Dimensions

Audience Awareness and Purpose

Judge – has the writer been able to think about – who am I writing this for? Why am I writing this? What shape will this take?

Deep Features…..

Content / Ideas

Mainly concerned with “ the aboutness ” of the text. Often refers to the “domain elements” for the particular purpose – refer Glossary.

Structure / Organisation

Focus here is on the management of text

through sequencing and linking of ideas.

Language Resources

This feature deals only with language use e.g. What is our

purpose to determine language choices, vocabulary and grammatical structures.

Surface Features…..Grammar

Accepted patterns in language use rather than with grammatical

choices made by writers to achieve particular purposes.

The writers’ ability to control language patterns at this level is

judged.

Spelling

Related to increasing skill and knowledge about high frequency

words, simple and complex spelling patterns, spelling of irregular and

technical vocabulary.

Judgment is made in the context of the text but evidence to support the

judgment needs to be considered carefully. (Spell-write lists 1-7)

Punctuation

Related to control over punctuation ranging from

showing awareness of sentence punctuation to using

complex punctuation effectively.

Evidence needed to support judgments.

Develop Consistency across the school…….

How we teach writing,

moderate writing, talk about writing,

Teachers and Students…….

E-asTTle Writing………………