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FINAL PRESENTATION Needs Analysis ~ A Performance Problem in Writing University of Colorado at Denver ~ Mae Guerra

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Page 1: Writing Learning Deficit

FINAL PRESENTATION

Needs Analysis~ A Performance Problem in Writing

University of Colorado at Denver~ Mae Guerra

Page 2: Writing Learning Deficit

GAP ANALYSIS

The ideal state at Place would be that students would be proficient at writing essays that demonstrated proper sentence structure, correct punctuation, and capitalization. The actual state at this school is that students do not consistently demonstrate these skills based on CSAP scores.

More InfoMore Info

Page 3: Writing Learning Deficit

LEARNING PROBLEM

Place Middle School 7th grade students are failing to meet the requirements of the Colorado Model Content Standards in writing.

More InfoMore Info

Page 4: Writing Learning Deficit

MULTIPLE CAUSES

1. Students lack organizational skills in writing

2. Basic grammar skills are below grade level

3. Teachers are asked to teach at grade level with curriculum that does not support learner’s needs in grammar and punctuation

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Page 5: Writing Learning Deficit

RECOMMENDATION

The need is to improve student achievement in the area of writing and improve test scores. The recommended action is to teach students the six traits of writing model and how to use it in their writing.

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Page 6: Writing Learning Deficit

LEARNING GOALS

To increase learner achievement in writing by meeting Colorado Model Content Standards and by scoring proficient on the Denver Public School’s Post-Benchmark Assessment.

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Page 7: Writing Learning Deficit

LEARNING OBJECTIVES

1. Given a PowerPoint lesson over the six traits of writing, the learner will list all six traits of quality writing.

2. Given a PowerPoint lesson over the six traits of writing, the learner will identify 3 qualities of good writing from each of the six traits.

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Page 8: Writing Learning Deficit

INSTRUCTIONAL APPROACH

A learner led interactive PowerPoint lesson over the six traits of writing intended to help students gain a broad understanding of what is working well and what needs to be improved in their writing.

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Page 9: Writing Learning Deficit

ASSESSMENT OF ACTIVITY

• Learners will complete a quiz that covers the learning objectives.

• When completed the student will give the quiz back to the instructor.

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Page 10: Writing Learning Deficit

DELIVERY SYSTEM

The teacher will guide the class through an interactive PowerPoint presentation as the students interact with the slides.

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Page 11: Writing Learning Deficit

MEDIA NEEDS

Students will need a computer with the downloaded lesson over the six traits of writing on their desktops.

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Page 12: Writing Learning Deficit

THE SIX TRAITS OF WRITING

Page 13: Writing Learning Deficit

CLICK ON THE TRAIT

Conventions

VoiceSentenceFluency

Ideas & Content Organizati

onWord

Choice

Take QuizTake Quiz

Page 14: Writing Learning Deficit

• Ideas paint pictures in a reader’s mind

• Informational text becomes reader-friendly

• Ideas demonstrate clarity, focus, sense of purpose

Page 15: Writing Learning Deficit

•Does it make sense?•Is the writing easy to follow? •Are transitions smooth and appropriate?•Is the conclusion satisfying?

Page 16: Writing Learning Deficit

isualize rganize nterpretraftlaborate

Page 17: Writing Learning Deficit

• Is there enthusiasm and expressiveness?• Are you knowledgeable about the topic? • Does the piece hold the reader’s

attention?• Does the text just repeat common

knowledge?

Page 18: Writing Learning Deficit

• Use striking words

• Eliminate tired words

• Words are specific

• Find the word that is “just right.”

Page 19: Writing Learning Deficit

• Sounds soothing to the ear• A variety of sentence length and structure• Smooth transitions support fluency• Punctuate. Periods are a good thing!• Sentences are constructed in a way that

helps make meaning clear

Page 20: Writing Learning Deficit

• Correct use of capitalization, punctuation and spelling

• Maintain verb tense and subject verb agreement throughout composition

• Use adverbs, appositives, clauses and phrases correctly

• Use homophones and other vocabulary correctly

Page 21: Writing Learning Deficit

WHY IS WRITING IMPORTANT?

“If people cannot write well, they cannot think well, and if they cannot think well, others will do their thinking for them.”

George Orwell

Page 22: Writing Learning Deficit

QUIZ QUESTIONS

1. List all six traits.

2. Identify 3 qualities of good writing from each of the six traits.

Directions: On the last page found in your packet, answer the above questions and turn into your teacher.

For more information over the six traits click the buttons below:

More InfoMore Info

Answers to

Question 1

Answers to

Question 1

Answers to

Question 2

Answers to

Question 2

Page 23: Writing Learning Deficit

ANSWERS TO QUESTION #1

1. Conventions

2. Voice

3. Sentence Fluency

4. Ideas

5. Organization

6. Word Choice

Page 24: Writing Learning Deficit

ANSWERS TO QUESTION #2

1. Conventions – correct use of capitalization, spelling and verb tense

2. Voice – knowledgeable about the topic, holds readers attention, contains enthusiasm

3. Sentence Fluency – variety of sentence length, transitions support fluency, punctuation is correct

4. Ideas – reader friendly, demonstrates focus and purpose

5. Organization – makes sense, easy to follow, conclusion is satisfying

6. Word Choice – specific words are used, striking words or phrases

Page 25: Writing Learning Deficit

LINKS

• http://senior.billings.k12.mt.us/6traits/

• http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/stlinksstudents.htm

• http://www.geocities.com/ljacoby_2000/6traits.html

Take QuizTake Quiz

Page 26: Writing Learning Deficit

LEARNING PROBLEM

Place Middle School students score below grade level in the following writing standards:•Standard 2: Students write and speak for a variety of purposes and audiences.

•Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.

(CO Dept. of Education, 2005-2006)

Page 27: Writing Learning Deficit

GAP ANALYSIS AND LOCAL DATAIn 2005-2006, Place Middle School was rated "Low" by the Colorado Department of Education for the middle school level. The Colorado Student Assessment Program (CSAP) tests students' skills in reading, writing and mathematics in grades 3 through 10 and in science in grades 5, 8 and 10. On the CSAP 26% of 7th grade Place Middle School students scored at or above proficient level on the writing portion of the CSAP assessment. The Federal No Child Left Behind states that Place Middle School did not make adequate yearly progress in 2005-2006 and the state Department of Education identified this school as "in need of improvement, Year 2" for 2006-2007. (CO Dept. of Education, 2005-2006)

Page 28: Writing Learning Deficit

MULTIPLE CAUSES

Other factors that contribute to the lack of student success on test scores consist of the inconsistency of staff, student mobility, students arriving late to class, lack of parent support, large class size and low staff morale.

Page 29: Writing Learning Deficit

DETERMINED NEED

Another recommendation is to design a curriculum that addresses writing deficiencies through the use of graphic organizers, Daily Oral Language practice sessions, grammar lessons, Pearson Knowledge Technologies’ WriteToLearn online instructional learning tool and the use of the 6 traits of writing model.


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