Baseline Procedures • •
3 Day Assessment: consult academic calendar for dates Students write / you observe: jot notes on significant behaviors
How they get started How they write on the paper What they put down on the paper Do they stop and start? How long did they write? What do they do when they are done? • • •
Teachers are NOT to assist unless absolutely necessary. For example, if a student is doing nothing, offer a strategy. This will be their first piece in their portfolio Writing will be assessed using P.S. 28 writing assessment rubric / matrix
DAY 1: Students write…(color pen) DAR 2: Students are given back their paper with a different color pen and informed that they will have a chance to make it better. DAY 3: Students are informed that they will have a chance to edit and publish their writing. Students are given their work and a different color pen
Day 1 MATERIALS: • Lined paper • Color pen
“Today you will write the first piece that will go in your portfolio. This is the very first piece of writing that I will ever see from you. I will use it to figure out who you are as writers, and what you are really good at as writers. I will also be looking for places in you writing that are not as strong, and those are the areas that we will focus on this year. So if you know smart ways of writing, that’s what you should show off for me today. Show off what you know well about writing. Remember that this counts as your first portfolio piece, so other people will see it. Do your best.” While the student are writing, teachers should make observations about all the behavior they notice in the students from the time they get their papers until the last person is finished writing. Teachers should notice: hoe students get stared, how they write on the paper, what they put down on their paper, if they stop writing and start again, how long they write, what they do when they are done. Teachers will also need to note if they assist the child in any way to write their piece. Please Note (Teachers are NOT to assist students unless they are absolutely in need of assistance, e.g., sitting and doing nothing or becoming anxious in some way. Then teachers should offer a strategy to try but not give the student and idea to write about or a next step) •
These notes may be the first set of notes in your conferencing records. Use these notes to build groups for small group instruction.
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PLEASE NOTE: Teachers are to read the student pieces and note everything that the students were able to do
Day 2 MATERIALS: • Previous Day’s Writing • Color pen
`Teacher gather students in the meeting area for Writing Workshop. The teacher shares that she or he read everyone’s writing and what a great job the students did writing yesterday. Then she explains to them that today she is going to give back their writing and they will have a chance to make it better in any way they think they can. Teacher gives the paper back to the students with a different color pen so that the teacher can tell what they students did to make it better. •
PLEASE NOTE: Teachers are to read the student pieces and note everything that the students were able to do
Day 3 MATERIALS: • Previous Day’s Writing • An Additional Piece Of Paper • Color pen
`Teacher gather students in the meeting area for Writing Workshop. The teacher again shares that she or he read everyone’s writing and what a great job the students are doing with their writing. Then she explain to the students that they will have an opportunity to edit and publish their work. Then they will celebrate their work. The teacher then hands back the papers and gives the students additional paper and a different color pen to do their work. •
This piece of writing that he students produce will be their baseline piece of writing. It will be the first piece in each student’s portfolio.