Assessing

Writing
by Steve Peha
Assessing
Writers
For More inForMation
Visit ttMs.org

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The best way to teach
is the way that makes sense
to you, your kids,
and your community.
www.ttms.org
Student sample papers are copyrighted by their respective copyright holders and are provided here for non-commercial educational purposes only.
For more information, or for additional teaching materials, please contact: Teaching That Makes Sense, Inc. E-mail stevepeha@aol.com Web www.ttms.org
4
Every study of young writers
Ive done for the last twenty
years has underestimated
what they can do. In fact,
we know very little about the
human potential for writing.
Donald Graves, A Fresh Look at Writing (p.99)
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Assessment
Best Practice Writing Instruction Page 1
1995-2003 by Steve Peha Web www.ttms.org E-mail stevepeha@aol.com
What is Best Practice Writing Instruction?

Writing is very important in education today so everyone wants to know the best way to teach it.
But that can be a challenge because there are so many different ideas out there. Fortunately, in the
last decade, a national consensus has emerged regarding the essential elements of successful in-
struction. In the book Best Practice: New Standards For Teaching and Learning in Americas
Schools, written by Harvey Daniels, Steve Zemelman, and Arthur Hyde (2nd edition, 1999, pub-
lished by Heinemann), the path to effective writing instruction is defined as follows:

Increase student ownership and responsibility by:
helping students choose their own topics and goals
for improvement; using brief teacher-student confer-
ences; teaching students to review their own pro-
gress.
Decrease teacher control of decision making by:
teacher deciding on all writing topics; suggestions for
improvement dictated by teacher; learning objectives
determined by teacher alone; instruction given as
whol e-class activity.
Increase class time spent on writing whole, original
pieces through: establishing real purposes for writing
and student involvement in the task; instruction in and
support for all stages of the writing process.
Decrease time spent on isolated drills on subskills
of grammar, vocabulary, spelling, paragraphing, pen-
manship, etc.
Increase teacher modeling writing as a fellow author
and as a demonstration of processes.
Decrease teacher talks about writing but never writes
or shares own work.
Increase learning of grammar and mechanics in con-
text, at the editing stage, and as items are needed.
Decrease isolated grammar lessons, given in order
determined by textbook, before writing is begun.
Increase writing for real audiences, publishing for the
class and for wider communities.
Decrease assignments read only by the teacher.
Increase making the classroom a supportive setting
for shared learning, using: active exchange and val u-
ing of students ideas; collaborative small-group work;
conferences and peer critiquing that give responsibil-
ity for improvement to authors.
Decrease devaluation of students ideas through: stu-
dents viewed as lacking knowledge and language
abil ities; sense of class as competing individuals;
work with fellow students viewed as cheating or dis-
ruptive.
Increase writing across the curriculum as a tool for
learning.
Decrease writing taught only during language arts
periodi.e., infrequently.
Increase constructive and efficient evaluation that in-
volves: brief informal oral responses as students
work; thorough grading of just a few student -selected,
polished pieces; focus on a few errors at a time; cu-
mulative view of growth and self-evaluation; encour-
agement of risk taking and honest expression.
Decrease evaluation as negative burden for teacher
and student by: marking all papers heavily for errors,
making teacher a bottleneck; teacher editing paper,
and only after completed, rather than student making
improvements; grading seen as punitive, focused on
errors, not growth.

The message of best practice is clear: the more we apply proven principles of successful teaching,
the more engaged our students will be in successful learning. This is a gradual process that unfolds
over time. Teachers proceed on a continuum of development just like their students. With ongoing
exposure to effective teaching methods through high quality in-service training and consistent ad-
ministrative leadership that supports and validates contemporary instruction, teachers gradually re-
place less successful approaches with proven techniques that maximize student achievement.

Since the early 1990s when the best practice movement in American education began to take
shape, thousands of teachers and administrators have begun the process of making research-based
instruction an integral part of their schools. There is already a large best practice community in our
country and many resources to help teachers make the transition. In the face of increasing pressure
to improve student learning, everyone is looking for solutions. Best practice defines those solutions
and provides for us the most logical and responsible path we can take.
Best Practice Writing Instruction Page 2
1995-2003 by Steve Peha Web www.ttms.org E-mail stevepeha@aol.com
How Do Teachers Achieve Best Practice?

Learning about best practice is vital but its only the beginning. Knowing what best practice is
helps us define where we want our teaching to end up. But it doesnt necessarily tell us how to get
there. In our work, we have found that teachers achieve best practice when they concentrate their
efforts on the following six instructional areas:

Writers Workshop
A system for classroom management
and the development of an effective
writing community.
Focused mini-lessons taught in the context of authentic writing; status of
the class; the majority of class time reserved for writing; conferencing;
sharing; students choosing their own topics and forms; emphasis on au-
thentic audiences and purposeful communication; writers not ebooks;
frequent teacher modeling; five days a week, 45-60 minutes per day at
elementary, three days a week at secondary; etc.
Writing Process
Teaching students how to write the
way real writers write.
Pre-writing to develop ideas; drafting to increase fluency and expres-
sion; sharing to get feedback; revision to apply feedback; editing to pro-
duce conventional writing; publishing to make work available with others
(twice a month on average); assessing to understand strengths and
weaknesses and determine goals for improvement.
Writing Strategies
Reliable, re-usable techniques that
help writers solve common problems.
Topic T-Chart; What -Why-How; Idea-Details; Tell-Show; Transition-
Action-Details; Draw-Label-Caption; Action-Feelings-Setting; Content-
Purpose-Audience; The Five Big Questions; The Five Facts of Fiction;
lead strategies; ending strategies; pacing strategies, transition strat e-
gies, sentence strategies, conventions strategies; etc.
Six Traits
A language of quality that defines
good writing.
Ideas: main idea, details, showing, purpose, originality; Organization:
leads, endings, transitions, pacing, sequencing; Voice: personality, style,
respect for audience; honesty; control; Word Choice: strong verbs, spe-
cific nouns and modifiers, appropriate vocabulary, memorable phrases,
grammar and usage; Sentence Fluency: length, beginnings, sound, ex-
pression, construction; Conventions: capitalization, ending punctuation,
internal punctuation, paragraphing, spelling.
Authentic Forms
Helping students explore and master
the kinds of writing done by real peo-
ple in the real world.
The creation of whole pieces that match as closely as possible the same
types of writing done by adults; Primary emphasis on the personal essay
(narrative, expository, persuasive) as the foundation of all writing; infor-
mational writing, reviews; letters; newspaper and magazine journalism;
secondary emphasis on career-related forms such as technical writing,
business writing, proposals, etc.; Occasional work on fiction, poetry,
drama; etc.
Reading-Writing Connection
Helping students internalize reading
and writing as complimentary aspects
of literate communication.
Writing strategies used in reverse as comprehension strategies; ana-
lyzing reading texts for writing techniques; Explicit training in expressive
reading to improve understanding of conventions; Conventions reading;
Studying the same forms in reading that we want students to write;
Reading and evaluating the writing of other students; etc.

In addition to dramatic improvements in test scores, teachers who have based the development of
their own writing programs on the model presented here note the following advantages over the
traditional approaches they used in the past: (1) Students enjoy writing; (2) Students write signif i-
cantly more; (3) Low students often make as much progress as high students; (4) Students work in-
dependently with significantly greater on-task performance; (5) The burden of correcting and grad-
ing is reduced significantly; (6) Parents are thrilled; (7) Overall literacy improves across a broad
range of reading, writing, and thinking skills; (8) Students gain confidence; (9) Students demon-
strate more accountability and demonstrate greater effort; (10) Success in writing carries over into
other subjects; (11) Student behavior improves making the classroom easier to manage; (12) Stu-
dents enjoy school more.

What Do I Look For in Writing? Page 1

1995-2003 by Steve Peha Web: www.ttms.org E-mail: stevepeha@aol.com

1. Quality

What is good writing? What does it look like? How can we describe it
in words? What criteria do we use to say that some pieces are better
than others? How do we justify our judgments and support our
analyses?

The goal of this area of the writing curriculum is to provide students
with an effective vocabulary that matches real world standards for
appreciating the quality of a piece of writing and identifying oppor-
tunities for improvement.


1.1 General

__ Uses a shared language of quality to express judgments in
ways that others understand.
__ Knows that different quality standards apply in different situa-
tions.
__ Knows that some traits are more important than others.
__ Knows that some traits are more important in some forms.
__ Understands how the traits interact, knows that strengths and
weaknesses in one trait may be linked with other traits.
__ Knows that Voice is the most important trait.
__ Knows that, in general, the communication of ideas is more im-
portant than correctness, but also understands community values
with regard to conventions and strives to meet this standard.
__ Knows that success in all traits is required in order to produce
successful writing.


1.2 Ideas

__ Defines and develops an important main idea.
__ Supports ideas with interesting and relevant details.
__ Uses "showing" or "descriptive" detail effectively.
__ Produces writing that demonstrates a clear and consistent sense
of purpose.
__ Occasionally includes something unusual or unexpected that is
appropriate and effective.
__ Produces writing that displays insight, knowledge, experience,
and depth of thought.
__ Produces writing that makes sense.
__ Values the meaning of ideas over organizational structure.









1.3 Organization

__ Chooses organizational structure based on structure of own
ideas.
__ Uses authentic organizational structures, avoids inauthentic "rec-
ipe" and "fill-in" approaches.
__ Creates effective beginnings that catch the audience's attention
and make them want to read more.
__ Creates effective endings that feel finished and give the audience
something to think about.
__ Determines sequencing based on the logical progression of ideas
and the needs of the audience.
__ Paces writing effectively, spends the right amount of time on each
part.
__ Produces writing that is easy to follow from section to section.


1.4 Voice

__ Chooses own topics.
__ Cares about own writing.
__ Takes ownership of own writing.
__ Writes in ways that make readers care.
__ Respects the needs of the audience.
__ Writes with honest statements and strong feelings.
__ Shows own personality in appropriate ways.
__ Writes with energy under thoughtful control.
__ Uses humor appropriately.
__ Takes risks with writing that lead to new learning.
__ Demonstrates an understanding of the connection between Voice
and choice.
__ Consistently asserts personal preferences in ways that make own
writing more effective.
__ Produces writing that shows evidence of originality and unique-
ness.
__ Attempts to develop and assert a personal writing style.
__ Asserts individuality in ways that are valued by the community.
__ Constructively resists conformity when it is inconsistent with per-
sonal values.


What Do I Look For in Writing?
What Do I Look For in Writing? Page 2

1995-2003 by Steve Peha Web: www.ttms.org E-mail: stevepeha@aol.com
1.5 Word Choice

__ Uses language that is appropriate to content, purpose, audience,
and form.
__ Uses strong verbs effectively.
__ Writes with specific and precise adverbs and adjectives.
__ Produces writing that includes memorable words and phrases.
__ Demonstrates effective usage.
__ Uses appropriate grammar.
__ Demonstrates an understanding of the difference in vocabulary
between formal and informal writing.
__ Knows the meanings of words used including connotative mean-
ings.
__ Uses colloquial language effectively and appropriately.
__ Engages in word play.
__ Demonstrates a basic understanding of etymology.


1.6 Sentence Fluency

__ Reads own writing with expression.
__ Displays effective variety in sentence beginnings.
__ Displays effective variety in sentence lengths.
__ Produces writing that is easy to read expressively.
__ Uses rhythm, rhyme, alliteration and other "sound" effects appro-
priately.
__ Constructs sentences in ways that make them easy to under-
stand.
__ Modifies sentence structure for audience.
__ Uses fragments effectively.


1.7 Conventions

__ Applies conventions in ways that makes sense to the audience.
__ Alters writing conventions appropriately according to content,
purpose, audience, and form.
__ Understands the vocabulary of writing conventions and uses
terms appropriately.
__ Knows that conventions are not hard and fast rules but agree-
ments within communities and that these agreements change
from time to time.
__ Knows that specific rules are determined by publishers who follow
a particular "style" that may, in some respects, be unique to their
particular publications.
__ Uses capitalization to indicate where new ideas begin; capitalizes
the word "I" as well as names, places, and things that are one of
a kind.
__ Uses marks of terminal punctuationperiods, question marks,
and exclamation marksto indicate the ends of statements,
questions, and exclamatory remarks.
__ Uses marks of internal punctuationcommas, colons, semico-
lons, dashes, and parenthesesto improve readability and en-
hance meaning by indicating clause boundaries and logical rela-
tionships.
__ Uses apostrophes to indicate possession and contractions.
__ Uses quotation marks to indicate dialog, to indicate an uncom-
mon use of a word or phrase, and to signal irony.
__ Uses the ellipsis to indicate that text is missing or that something
repeats indefinitely.
__ Uses paragraphs to indicate groups of related ideas and to signal
a new speaker when writing dialog; indents or skips a line be-
tween paragraphs according to appropriate style.
__ Uses hyphens to indicate the breaking of a word, at a syllable
boundary, that is continued on the next line.
__ Spells words correctly as defined by audience or publisher's style.


1.8 Presentation

__ Produces legible writing.
__ Produces work that is visually appealing.
__ Uses appropriate letter formation, size, slant, and spacing.
__ Stays on the lines.
__ Uses appropriate margins.
__ Uses appropriate fonts and other computer formatting.
__ Uses layout techniques that increase readability and visual ap-
peal.
__ Uses effective illustrations and other visual components such as
diagrams, tables, charts, photographs, etc.


What Do I Look For in Writing? Page 3

1995-2003 by Steve Peha Web: www.ttms.org E-mail: stevepeha@aol.com
2. Process

How do writers write? What stages do they go through to turn raw
ideas into polished pieces? What do writers attempt to accomplish at
each stage? How do writers develop and refine their own writing
process?

The goal of this part of the writing curriculum is to help students de-
velop an effective and reliable process for creating finished pieces.


2.1 General

__ Knows the stages of the "generic" writing processpre-writing,
drafting, revising, editing, publishing.
__ Understands the purpose of each stage in the writing process.
__ Understands the cyclical nature of the writing process.
__ Develops and uses own writing process.
__ Demonstrates an appreciation of or tolerance for the writing
processes of others.


2.2 Pre-writing

__ Pre-writes when necessary.
__ Uses a variety of pre-writing strategies,.
__ Selects appropriate pre-writing strategies for specific situations.
__ Saves pre-writing materials for use at other times.
__ Develops own pre-writing strategies.
__ Saves pre-writing material for later use.
__ Devotes an appropriate amount of time to pre-writing.


2.3 Drafting

__ Skips spaces between lines to facilitate easier revision when writ-
ing by hand.
__ Makes use of pre-writing to generate material.
__ Attends to conventions as they arise in accordance with ability but
does not let correctness impact fluency.
__ Writes fluently for sustained periods of time with reasonable pro-
duction.
__ Handles writer's block effectively.
__ Expresses self freely and unselfconsciously.
__ Puts thoughts into words comfortably and naturally.
__ Demonstrates a willingness to take risks.
__ Writes until ideas are thoroughly expressed, not for word or page
counts, arbitrary periods of time, or other quantitative measures.


2.4 Sharing

__ Shares regularly at all stages of the writing process.
__ Acknowledges feedback.
__ Understands feedback, asks for clarification or elaboration when
confused.
__ Asks audience for specific help when sharing.
__ Shares parts of a piece when the whole might be too long.
__ Gives other writers an equal opportunity to share.
__ Allows another writer or the teacher to share own writing when
unwilling or unable to read own work.
__ Reads own work with confidence in a loud, clear, and pleasant
manner.
__ Demonstrates an understanding of the value of sharing to self,
others, and the writing community as a whole.


2.5 Revising

__ Uses specific revision strategies to solve common problems.
__ Regular revises beginnings and endings.
__ Applies feedback from sharing to improve writing; makes good
decisions about when and when not to apply feedback.
__ Often makes more than one revision pass.
__ Revises to meet the needs of an authentic audience.
__ Adds material when needed based on own analysis or the re-
quests of others.
__ Re-organizes material to improve sequencing.
__ Deletes material when it is unnecessary or when length require-
ments apply.
__ Spends more time in revision than in other stages.


What Do I Look For in Writing? Page 4

1995-2003 by Steve Peha Web: www.ttms.org E-mail: stevepeha@aol.com
2.6 Editing

__ Finds own errors.
__ Corrects own writing.
__ Uses editing marks when necessary.
__ Helps other writers edit their writing.
__ Asks for specific help with specific conventions.
__ Finds and fixes one type of error at a time when engaged in for-
mal proofreading.
__ Makes several "passes" over a piece to insure correctness.
__ Asks others to review own writing for correctness, accepts feed-
back and applies it.
__ Expends reasonable effort to make writing as correct as it can be
using all available resources and strategies.


2.7 Publishing

__ Publishes writing regularly.
__ Produces finished pieces with legible handwriting.
__ Illustrates work when appropriate using drawings, photographs,
graphics, artwork, etc.
__ Types and formats own writing using a computer or typewriter.
__ Keeps a portfolio of work.
__ Displays and/or distributes work for appreciation by others.
__ Has some familiarity with desktop publishing, computer-aided
slideshows, and web publishing.
__ Submits finished work for formal publications like school or class-
room newspapers, or for other situations like contests, admis-
sions requirements, etc.
__ Produces finished writing outside of school without being told to
do so.
__ Shows good judgment with regard to the publication of personal
information and ideas others may find troubling or offensive.


2.8 Assessing

__ Expresses judgments of quality using appropriate criteria.
__ Produces written reflections about own writing.
__ Assesses both process and product of own writing.
__ Understands own writing process.
__ Accurately assesses own writing and the writing of others.
__ Understands own strengths and weaknesses.
__ Sets goals for improvement
__ Achieves most learning goals.
__ Asks for specific help and uses it.
__ Sees self as a writer.
__ Understands how to improve or seeks to find out.
__ Finds writing enjoyable and valuable.
__ Focuses on growth and improvement over time rather than on the
success or failure of a single piece.


What Do I Look For in Writing? Page 5

1995-2003 by Steve Peha Web: www.ttms.org E-mail: stevepeha@aol.com
3. Forms

What kinds of writing are most likely to help students become better
writers? What kinds of writing should students practice occasionally
in order to develop familiarity though perhaps not mastery? What
kinds of writing exist in the world today? What kinds of writing are
relevant and practical for each individual student?

The goal of this area of the writing curriculum is to expose students to
the most common authentic forms of writing that exist in the world
today and to help them develop competence in those forms that are
most valuable to them.

Note: I recognize that this section could be very long as hundreds of
forms of writing exist in the world and new forms continue to arise.
In this draft, I have chosen to focus on those forms which I feel are es-
sential for learning how to write and are beneficial to all students.
New forms, and new learning goals, should be added as needed, es-
pecially with regard to authentic forms in subject areas outside of the
Language Arts.


3.1 General

__ Uses a variety of authentic forms to express ideas, to demon-
strate learning, and to clarify and formalize thinking.
__ Knows the difference between authentic and inauthentic forms.
__ Chooses own forms.
__ Expresses personal preferences about forms, has favorite forms.
__ Knows different forms have different requirements.
__ Can identify key elements that make one form different from an-
other.
__ Has some familiarity with the history of some writing forms, knows
that forms change over time in response to technology and cul-
ture.
__ Understands the connection between content, purpose, audience,
and form.
__ Practices the forms that are mostly likely to improve own writing
ability.
__ Focuses on those forms that are most relevant and valuable to
own life.
__ Uses all modes of argument (narrative, expository, persuasive,
descriptive) effectively, can mix and move between them effec-
tively in the same piece.



3.2 Personal Narrative

__ Knows that personal narrative writing is the best form for improv-
ing writing skills and the basis for all other forms.
__ Writes accurately and honestly from own experience.
__ Draws connections in personal narrative writing between own ex-
perience and the experiences of others.
__ Interprets events, draws meaningful conclusions, explores life les-
sons.
__ Effectively explores own beliefs and world view in ways that others
find entertaining and thought provoking.
__ Relates personal experiences naturally in ways the audience can
appreciate.
__ Draws on a variety of experiences for material.


3.3 Informational and Expository

__ Selects own topics for research based on personal interest within
the framework of the curriculum.
__ Produces writing with a clear and well-defined thesis.
__ Focuses on a narrowly defined topic area or small set of ques-
tions.
__ Knows how to develop good questions for study, pursues follow-
up questions thoroughly.
__ Uses a variety of authentic sources such as: original documents,
interviews, the experience of colleagues, personal experience,
etc.
__ Constructs logical arguments that are sound, meaningful, and ef-
fective.
__ Supports conclusions with reasons and evidence.
__ Models informational writing after contemporary newspaper and
magazine journalism.


3.4 Persuasive

__ Demonstrates strong belief in positions.
__ Understands the perspective of the audience.
__ Anticipates and handles all reasonable objections.
__ Argues respectfully.
__ Supports opinions with ample detail.
__ Asserts positions with clarity.
__ Uses credible and effective evidence to sustain arguments.
__ Demonstrates thoroughness by dealing with all relevant aspects
of a given issue.
__ Occasionally succeeds in persuading some readers.



What Do I Look For in Writing? Page 6

1995-2003 by Steve Peha Web: www.ttms.org E-mail: stevepeha@aol.com
3.5 Book Reviews and Literary Criticism

__ Selects own texts to be reviewed.
__ Assesses the quality of the text.
__ Draws meaningful connections and comparisons within and
across texts.
__ Summarizes effectively.
__ Offers thoughtful commentary and original insights based on
thorough analysis.
__ Provides sufficient information to allow others to decide if they
would like to read a text.
__ Sites sections of the text to support opinions.


3.6 Journaling

__ Uses journaling as an opportunity for personal reflection.
__ Uses journaling as a means of saving thoughts for use in other
writings.
__ Uses journaling to record and track progress.
__ Uses journaling to increase fluency.


3.7 Correspondence

__ Demonstrates an understanding of the formal conventions of
various kinds of correspondence.
__ Writes letters regularly, replies when written to.
__ Demonstrates an understanding of e-mail and instant message
etiquette.
__ Writes letters of inquiry for research topics and other needs.
__ Writes letters to family and friends.
__ Writes letters to express opinions about school, community, and
the world.
__ Writes "thank you" letters.
__ Demonstrates familiarity with common business correspondence.


3.8 Note Taking

__ Takes notes in ways that are useful at a later time.
__ Knows some specific note taking strategies.
__ Knows when and when not to take notes.
__ Shows good judgment about what and what not to write down.
__ Saves notes for later use.


3.9 Fiction

__ Occasionally attempts, but may not always finish, short fiction.
__ Demonstrates a familiarity with strategies for creating stories, de-
veloping characters, constructing plots, etc.
__ Demonstrates an understanding of how fiction works.
__ Demonstrates a knowledge of common sub-genres.
__ Uses information learned through the writing of fiction to improve
ability to read fiction.
__ Attempts some of the common techniques used by professional
fiction writers.


3.10 Test Writing

__ Knows how to write appropriately and effectively for tests.
__ Understands the criteria of the test and the process of how work
will be scored.
__ Uses specific test taking strategies when necessary.
__ Knows that test writing is not the same as authentic writing,
merely a genre of writing that is practiced only occasionally.


3.11 Other Forms

__ Has attempted the common forms of newspaper and magazine
journalismstraight news, feature story, interview, commentary,
editorial, etc.
__ Has attempted the commonly used authentic forms of writing in
mathematics, the physical sciences, and the social sciences.
__ Has attempted to write poetry, songs, and drama.
__ Has attempted technical writing.
__ Has practiced writing college entrance essays or similar works
produced for similar situations.
__ Has some familiarity with important business documents
business plan, request for proposal, invoice, job cost estimate,
letter of complaint, memorandum, job offer, employment contract,
etc.
__ Has written a resume.
__ Writes successfully in forms that match a personal interest but
may not be taught in school: sports writing, travel writing, restau-
rant and movie reviews, spiritual writing, interactive writing, televi-
sion and movie scripts, e-mail and instant messaging, etc.



What Do I Look For in Writing? Page 7

1995-2003 by Steve Peha Web: www.ttms.org E-mail: stevepeha@aol.com
4. Strategies

What is a writing strategy? What are the problems writers face and
which strategies do writers use to solve them? Which strategies are
most efficient and effective? Which strategies are best for which types
of writing? What does it mean to think strategically about writing?

The goal of this area of the writing curriculum is to provide students
with a large repertoire of reliable techniques for solving the common
problems writers face and to expose students to the idea of thinking
strategically about writing.


4.1 General

__ Notices frequent problems and selects appropriate strategies for
solving them.
__ Develops a repertoire of strategies for elements in the criteria for
quality, for each stage in the writing process, and for relevant
forms.
__ Uses a large repertoire of authentic and reliable strategies that
can be used in a variety of writing situations.
__ Chooses strategies to match genre, form, or mode of writing.
__ Uses many strategies for selecting effective topics, knows what a
good topic is.
__ Uses at least one strategy for creating or refining a main idea,
knows what a main idea is and how it functions in a piece of writ-
ing.
__ Uses at least one strategy for identifying and clarifying purpose
and writing toward that goal.
__ Uses strategies for determining and meeting the needs of an au-
dience.
__ Uses strategies for determining when a piece is finished.
__ Uses strategies for sounding out words independently.
__ Uses many strategies for the creation of supporting details,
knows what a detail is and how it functions in a piece of writing.
__ Uses single strategies or strategy sets that are particularly effec-
tive for certain forms, genres, or modes of writing.
__ Uses many strategies for creating effective beginnings, often tries
several different beginnings for a piece.
__ Uses many strategies for creating effective endings, often tries
several different endings for a piece.
__ Uses strategies to identify and correct errors in writing conven-
tions.
__ Uses strategies to determine the meaning or correct spelling of a
word.
__ Uses strategies for dealing with writer's block.
__ Uses strategies for effective summarizing.
__ Uses strategies for narrative sequencing and procedural writing.
__ Develops own repertoire of personal strategies based on own
writing process.
__ Demonstrates an eagerness to learn new strategies.
__ Thinks strategically about writing.
5. Community

What is a writing community? What value is there in working with
other writers when learning to write? How do we create and sustain
a supportive environment for writing? What rules or other agree-
ments should we follow so that all writers have an opportunity to
learn? What format or structure should we use in our writing class-
room?

The goal of this area of the writing curriculum is to provide students
with the knowledge and abilities they need to work together effectively
as writers and to establish guidelines that assure the success of all
participants and the teacher.


5.1 General

__ Contributes to the success of the writing community.
__ Shares regularly.
__ Provides helpful responses to other writers.
__ Conferences regularly with the teacher.
__ Applies conference suggestions offered by the teacher.
__ Peer conferences effectively.
__ Participates effectively in small group sharing.
__ Requests specific feedback and incorporates it as needed.
__ Moves from stage to stage in the writing process independently.
__ Makes good decisions about when to move on to a new piece.
__ Functions independently when required.
__ Requests specific help and applies it effectively.
__ Knows which writers to ask for certain kinds of help.
__ Makes deadlines.
__ Helps others.
__ Participates appropriately.
__ Shares "status" when asked.
__ Works well during work time.
__ Attends well to mini-lessons.
__ Applies lesson content.
__ Takes writing seriously.
__ Has appropriate writing materials.
__ Observes the rules of the writing community.



What Do I Look For in Writing? Page 8

1995-2003 by Steve Peha Web: www.ttms.org E-mail: stevepeha@aol.com
6. Connection

What is the reading-writing connection? How are reading and writ-
ing related? How can we learn about one subject while engaging in
the other? What is the value of studying reading and writing as two
parts of the same thing? How do we define reading and writing as
complimentary processes?

The goal of this area of the writing curriculum is to help students use
the knowledge and skills of reading to improve their knowledge and
skills in writing and vice versa.


6.1 General

__ Analyzes and assesses reading models to learn more about writ-
ing.
__ Acquires new writing techniques from reading.
__ Identifies forms and analyzes their components.
__ Applies writing strategies in reverse to improve reading compre-
hension.
__ Demonstrates knowledge of the complimentary nature of reading
and writing.
__ Imitates texts read in writing.
__ Demonstrates an understanding of the connection between ex-
pressive reading, sentence fluency, and writing conventions.
__ Reads own writing thoroughly.
__ Reads the writing of other student writers.
__ Learns about the use of conventions from examples in books.
__ Analyzes and attempts to emulate the writing style of favorite au-
thors.
__ Writes down and keeps favorite passages from other texts.
__ Uses sentences in other texts as models for sentence structures
in writing.

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r
o
n
g

s
e
n
s
e

o
f

p
u
r
p
o
s
e
.

4

S
u
p
p
o
r
t

i
s

a
t
t
e
m
p
t
e
d
,

b
u
t

d
o
e
s
n

t

g
o

f
a
r

e
n
o
u
g
h

y
e
t

i
n

f
l
e
s
h
i
n
g

o
u
t

t
h
e

m
a
i
n

p
o
i
n
t

o
r

s
t
o
r
y

l
i
n
e
.

4

D
e
t
a
i
l
s

o
f
t
e
n

b
l
e
n
d

t
h
e

o
r
i
g
i
n
a
l

w
i
t
h

t
h
e

p
r
e
d
i
c
t
a
b
l
e
.

1

A
s

y
e
t
,

t
h
e

p
a
p
e
r

h
a
s

n
o

c
l
e
a
r

s
e
n
s
e

o
f

p
u
r
p
o
s
e

o
r

c
e
n
-
t
r
a
l

t
h
e
m
e
.

T
o

e
x
t
r
a
c
t

m
e
a
n
i
n
g

f
r
o
m

t
h
e

t
e
x
t
,

t
h
e

r
e
a
d
e
r

m
u
s
t

m
a
k
e

i
n
f
e
r
e
n
c
e
s

b
a
s
e
d

o
n

s
k
e
t
c
h
y

d
e
t
a
i
l
s
.

T
h
e

w
r
i
t
i
n
g

r
e
f
l
e
c
t
s

m
o
r
e

t
h
a
n

o
n
e

o
f

t
h
e
s
e

p
r
o
b
l
e
m
s
:

4

T
h
e

w
r
i
t
e
r

i
s

s
t
i
l
l

i
n

s
e
a
r
c
h

o
f

a

t
o
p
i
c
,

o
r

h
a
s

n
o
t

b
e
g
u
n

t
o

d
e
f
i
n
e

t
h
e

t
o
p
i
c

i
n

a

m
e
a
n
i
n
g
f
u
l
,

p
e
r
s
o
n
a
l

w
a
y
.

4

I
n
f
o
r
m
a
t
i
o
n

i
s

v
e
r
y

l
i
m
i
t
e
d

o
r

u
n
c
l
e
a
r
.

4

T
h
e

t
e
x
t

m
a
y

b
e

r
e
p
e
t
i
t
i
o
u
s
,

o
r

m
a
y

r
e
a
d

l
i
k
e

a

c
o
l
l
e
c
t
i
o
n

o
f

d
i
s
c
o
n
-
n
e
c
t
e
d
,

r
a
n
d
o
m

t
h
o
u
g
h
t
s
.

4

E
v
e
r
y
t
h
i
n
g

s
e
e
m
s

a
s

i
m
p
o
r
t
a
n
t

a
s

e
v
e
r
y
t
h
i
n
g

e
l
s
e
;

t
h
e

r
e
a
d
e
r

h
a
s

a

h
a
r
d

t
i
m
e

s
i
f
t
i
n
g

o
u
t

w
h
a
t

s

c
r
i
t
i
c
a
l
.


O
r
g
a
n
i
z
a
t
i
o
n

T
h
e

i
n
t
e
r
n
a
l

s
t
r
u
c
t
u
r
e

o
f

a

p
i
e
c
e
,

t
h
e

t
h
r
e
a
d

o
f

c
e
n
t
r
a
l

m
e
a
n
i
n
g
,

t
h
e

l
o
g
i
c
a
l

p
a
t
t
e
r
n

o
f

i
d
e
a
s
.

5

T
h
e

o
r
g
a
n
i
z
a
t
i
o
n

a
d
v
a
n
c
e
s

a
n
d

s
h
o
w
c
a
s
e
s

t
h
e

c
e
n
t
r
a
l

i
d
e
a

o
r

s
t
o
r
y

l
i
n
e
.

T
h
e

o
r
d
e
r
,

s
t
r
u
c
t
u
r
e
,

o
r

p
r
e
s
e
n
t
a
t
i
o
n

o
f

i
n
-
f
o
r
m
a
t
i
o
n

i
s

c
o
m
p
e
l
l
i
n
g

a
n
d

m
o
v
e
s

t
h
e

r
e
a
d
e
r

t
h
r
o
u
g
h

t
h
e

t
e
x
t
.

4

D
e
t
a
i
l
s

s
e
e
m

t
o

f
i
t

w
h
e
r
e

t
h
e
y

a
r
e

p
l
a
c
e
d
;

s
e
q
u
e
n
c
i
n
g

i
s

l
o
g
i
c
a
l

a
n
d

e
f
f
e
c
t
i
v
e
.

4

A
n

i
n
v
i
t
i
n
g

i
n
t
r
o
d
u
c
t
i
o
n

d
r
a
w
s

t
h
e

r
e
a
d
e
r

i
n
;

a

s
a
t
i
s
f
y
i
n
g

c
o
n
c
l
u
s
i
o
n

l
e
a
v
e
s

t
h
e

r
e
a
d
e
r

w
i
t
h

a

s
e
n
s
e

o
f

r
e
s
o
l
u
t
i
o
n
.

4

P
a
c
i
n
g

i
s

w
e
l
l

c
o
n
t
r
o
l
l
e
d
;

t
h
e

w
r
i
t
e
r

k
n
o
w
s

w
h
e
n

t
o

s
l
o
w

d
o
w
n

a
n
d

e
l
a
b
o
r
a
t
e
,

a
n
d

w
h
e
n

t
o

p
i
c
k

u
p

t
h
e

p
a
c
e

a
n
d

m
o
v
e

o
n
.

4

T
h
o
u
g
h
t
f
u
l

t
r
a
n
s
i
t
i
o
n
s

c
l
e
a
r
l
y

s
h
o
w

h
o
w

i
d
e
a
s

c
o
n
n
e
c
t
.

4

O
r
g
a
n
i
z
a
t
i
o
n

f
l
o
w
s

s
o

s
m
o
o
t
h
l
y

t
h
e

r
e
a
d
e
r

h
a
r
d
l
y

t
h
i
n
k
s

a
b
o
u
t

i
t
.

3

T
h
e

o
r
g
a
n
i
z
a
t
i
o
n
a
l

s
t
r
u
c
t
u
r
e

i
s

s
t
r
o
n
g

e
n
o
u
g
h

t
o

m
o
v
e

t
h
e

r
e
a
d
e
r

t
h
r
o
u
g
h

t
h
e

t
e
x
t

w
i
t
h
o
u
t

u
n
d
u
e

c
o
n
f
u
s
i
o
n
.

4

T
h
e

p
a
p
e
r

h
a
s

a

r
e
c
o
g
n
i
z
a
b
l
e

i
n
t
r
o
d
u
c
t
i
o
n

a
n
d

c
o
n
c
l
u
s
i
o
n
.

T
h
e

i
n
-
t
r
o
d
u
c
t
i
o
n

m
a
y

n
o
t

c
r
e
a
t
e

a

s
t
r
o
n
g

s
e
n
s
e

o
f

a
n
t
i
c
i
p
a
t
i
o
n
;

t
h
e

c
o
n
c
l
u
-
s
i
o
n

m
a
y

n
o
t

t
i
e

u
p

a
l
l

l
o
o
s
e

e
n
d
s
.

4

S
e
q
u
e
n
c
i
n
g

i
s

u
s
u
a
l
l
y

l
o
g
i
c
a
l
,

b
u
t

m
a
y

s
o
m
e
t
i
m
e
s

b
e

s
o

p
r
e
d
i
c
t
a
b
l
e

t
h
a
t

t
h
e

s
t
r
u
c
t
u
r
e

t
a
k
e
s

a
t
t
e
n
t
i
o
n

a
w
a
y

f
r
o
m

t
h
e

c
o
n
t
e
n
t
.

4

P
a
c
i
n
g

i
s

f
a
i
r
l
y

w
e
l
l

c
o
n
t
r
o
l
l
e
d
,

t
h
o
u
g
h

t
h
e

w
r
i
t
e
r

s
o
m
e
t
i
m
e
s

s
p
u
r
t
s

a
h
e
a
d

t
o
o

q
u
i
c
k
l
y

o
r

s
p
e
n
d
s

t
o
o

m
u
c
h

t
i
m
e

o
n

d
e
t
a
i
l
s

t
h
a
t

d
o

n
o
t

m
a
t
t
e
r
.

T
r
a
n
s
i
t
i
o
n
s

o
f
t
e
n

w
o
r
k

w
e
l
l
;

a
t

o
t
h
e
r

t
i
m
e
s
,

c
o
n
n
e
c
t
i
o
n
s

b
e
-
t
w
e
e
n

i
d
e
a
s

a
r
e

f
u
z
z
y
.

4

T
h
e

o
r
g
a
n
i
z
a
t
i
o
n

s
o
m
e
t
i
m
e
s

s
u
p
p
o
r
t
s

t
h
e

m
a
i
n

p
o
i
n
t

o
r

s
t
o
r
y

l
i
n
e
;

a
t

o
t
h
e
r

t
i
m
e
s
,

t
h
e

r
e
a
d
e
r

f
e
e
l
s

a
n

u
r
g
e

t
o

s
l
i
p

i
n

a

t
r
a
n
s
i
t
i
o
n

o
r

m
o
v
e

t
h
i
n
g
s

a
r
o
u
n
d
.

1

T
h
e

w
r
i
t
i
n
g

l
a
c
k
s

a

c
l
e
a
r

s
e
n
s
e

o
f

d
i
r
e
c
t
i
o
n
.

I
d
e
a
s
,

d
e
-
t
a
i
l
s
,

o
r

e
v
e
n
t
s

s
e
e
m

s
t
r
u
n
g

t
o
g
e
t
h
e
r

i
n

a

l
o
o
s
e

o
r

r
a
n
d
o
m

f
a
s
h
i
o
n
,

o
r

e
l
s
e

t
h
e
r
e

i
s

n
o

i
d
e
n
t
i
f
i
a
b
l
e

i
n
t
e
r
n
a
l

s
t
r
u
c
t
u
r
e
.

T
h
e

w
r
i
t
i
n
g

r
e
f
l
e
c
t
s

m
o
r
e

t
h
a
n

o
n
e

o
f

t
h
e
s
e

p
r
o
b
l
e
m
s
:

4

S
e
q
u
e
n
c
i
n
g

n
e
e
d
s

w
o
r
k
.

4

T
h
e
r
e

i
s

n
o

r
e
a
l

l
e
a
d

t
o

s
e
t

u
p

w
h
a
t

f
o
l
l
o
w
s
,

n
o

r
e
a
l

c
o
n
c
l
u
s
i
o
n

t
o

w
r
a
p

t
h
i
n
g
s

u
p
.

4

P
a
c
i
n
g

f
e
e
l
s

a
w
k
w
a
r
d
;

t
h
e

w
r
i
t
e
r

s
l
o
w
s

t
o

a

c
r
a
w
l

w
h
e
n

t
h
e

r
e
a
d
e
r

w
a
n
t
s

t
o

g
e
t

o
n

w
i
t
h

i
t
,

a
n
d

v
i
c
e

v
e
r
s
a
.

4

C
o
n
n
e
c
t
i
o
n
s

b
e
t
w
e
e
n

i
d
e
a
s

a
r
e

c
o
n
f
u
s
i
n
g

o
r

m
i
s
s
i
n
g
.

4

P
r
o
b
l
e
m
s

w
i
t
h

o
r
g
a
n
i
z
a
t
i
o
n

m
a
k
e

i
t

h
a
r
d

f
o
r

t
h
e

r
e
a
d
e
r

t
o

g
e
t

a

g
r
i
p

o
n

t
h
e

m
a
i
n

p
o
i
n
t

o
r

s
t
o
r
y

l
i
n
e
.

V
o
i
c
e

T
h
e

h
e
a
r
t

a
n
d

s
o
u
l

o
f

a

p
i
e
c
e
,

t
h
e

m
a
g
i
c
,

t
h
e

w
i
t
.

I
t

i
s

t
h
e

w
r
i
t
e
r

s

u
n
i
q
u
e

a
n
d

p
e
r
s
o
n
a
l

e
x
p
r
e
s
s
i
o
n

e
m
e
r
g
i
n
g

t
h
r
o
u
g
h

w
o
r
d
s
.

5

T
h
e

w
r
i
t
e
r

s
p
e
a
k
s

d
i
r
e
c
t
l
y

t
o

t
h
e

r
e
a
d
e
r

i
n

a

w
a
y

t
h
a
t

i
s

i
n
d
i
v
i
d
u
a
l
i
s
t
i
c
,

e
x
p
r
e
s
s
i
v
e
,

a
n
d

e
n
g
a
g
i
n
g
.

C
l
e
a
r
l
y
,

t
h
e

w
r
i
t
e
r

i
s

i
n
v
o
l
v
e
d

i
n

t
h
e

t
e
x
t
,

i
s

s
e
n
s
i
t
i
v
e

t
o

t
h
e

n
e
e
d
s

o
f

a
n

a
u
d
i
e
n
c
e
,

a
n
d

i
s

w
r
i
t
i
n
g

t
o

b
e

r
e
a
d
.

4

T
h
e

r
e
a
d
e
r

f
e
e
l
s

a

s
t
r
o
n
g

i
n
t
e
r
a
c
t
i
o
n

w
i
t
h

t
h
e

w
r
i
t
e
r
,

s
e
n
s
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.

4

T
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4

T
h
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w
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,

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4

T
h
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w
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g

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t
s

a

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o
r
e
.

3

T
h
e

w
r
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t
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r

s
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m
s

s
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n
c
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T
h
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.

4

T
h
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w
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g

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m
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a
r
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,

p
l
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m
a
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n
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r
.

M
o
m
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s

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r
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s
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,

a
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m
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4

V
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c
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m
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n

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4

T
h
e

w
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t
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h
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d
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a
s

m
u
c
h

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t
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v
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.

4

T
h
e

w
r
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t
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r

s
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m
s

a
w
a
r
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a
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a
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e
,

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s

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o

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w
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p
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l
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s
.

1

T
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w
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e
.

A
s

a

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;

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.

T
h
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p
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f
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m
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4

I
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.

T
h
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w
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d
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4

T
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4

T
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4

T
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w
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d
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s
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m
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r
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I
d
e
a
s
:


_
_
_
_
_
_
_

S
c
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r
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f
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r

t
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a
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O
r
g
a
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:

_
_
_
_
_
_
_

S
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f
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t
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V
o
i
c
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:

_
_
_
_
_
_
_




W
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C
h
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T
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r
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c
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5

W
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4

W
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s
p
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c
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a
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a
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c
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;

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t

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4

T
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a
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;

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v
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4

L
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v
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b
s

e
n
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z
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t
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w
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.

P
r
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m
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4

S
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w
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.

4

C
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e
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t
.

3

T
h
e

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f
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t
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p
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;

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s

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4

W
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a
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a
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a
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;

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h
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k

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r
.

4

F
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w
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s

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.

S
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.

4

A
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c
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4

E
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v
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p
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a
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t
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;

t
h
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r
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a
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l
o
n
g
s

f
o
r

m
o
r
e
.

1

T
h
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w
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w
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T
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m
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4

L
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t
e
r

s
h
o
w
s

r
e
a
s
o
n
a
b
l
e

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o
n
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l

o
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r

a

l
i
m
i
t
e
d

r
a
n
g
e

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f

s
t
a
n
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a
r
d

w
r
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t
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n
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c
o
n
v
e
n
t
i
o
n
s
.

C
o
n
v
e
n
t
i
o
n
s

a
r
e

s
o
m
e
t
i
m
e
s

h
a
n
d
l
e
d

w
e
l
l

a
n
d

e
n
h
a
n
c
e

r
e
a
d
a
b
i
l
i
t
y
;

a
t

o
t
h
e
r

t
i
m
e
s
,

e
r
r
o
r
s

a
r
e

d
i
s
t
r
a
c
t
i
n
g
.

4

P
a
r
a
g
r
a
p
h
i
n
g

i
s

a
t
t
e
m
p
t
e
d
.

P
a
r
a
g
r
a
p
h
s

s
o
m
e
t
i
m
e
s

r
u
n

t
o
g
e
t
h
e
r

o
r

b
e
g
i
n

i
n

t
h
e

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n
g

p
l
a
c
e
s
.

4

P
r
o
b
l
e
m
s

w
i
t
h

g
r
a
m
m
a
r

o
r

u
s
a
g
e

a
r
e

n
o
t

s
e
r
i
o
u
s

e
n
o
u
g
h

t
o

d
i
s
t
o
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t

m
e
a
n
-
i
n
g
.

4

T
e
r
m
i
n
a
l

(
e
n
d
-
o
f
-
s
e
n
t
e
n
c
e
)

p
u
n
c
t
u
a
t
i
o
n

i
s

u
s
u
a
l
l
y

c
o
r
r
e
c
t
;

i
n
t
e
r
n
a
l

p
u
n
c
t
u
a
-
t
i
o
n

(
c
o
m
m
a
s
,

s
e
m
i
c
o
l
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n
s
,

d
a
s
h
e
s
,

c
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o
n
s
,

e
t
c
.
)

i
s

s
o
m
e
t
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s

m
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s
s
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n
g

o
r

w
r
o
n
g
.

4

S
p
e
l
l
i
n
g

i
s

u
s
u
a
l
l
y

c
o
r
r
e
c
t

o
r

r
e
a
s
o
n
a
b
l
y

p
h
o
n
e
t
i
c

o
n

c
o
m
m
o
n

w
o
r
d
s
.

4

M
o
d
e
r
a
t
e

e
d
i
t
i
n
g

i
s

r
e
q
u
i
r
e
d

t
o

p
o
l
i
s
h

t
h
e

t
e
x
t

f
o
r

p
u
b
l
i
c
a
t
i
o
n
.

1

E
r
r
o
r
s

i
n

s
p
e
l
l
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n
g
,

p
u
n
c
t
u
a
t
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o
n
,

g
r
a
m
m
a
r
,

c
a
p
t
a
l
i
z
a
t
i
o
n
,

e
t
c
.
,


r
e
p
e
a
t
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d
l
y

d
i
s
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t

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h
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a
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a
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d

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a
k
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t

t
o
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a
d
.

T
h
e

w
r
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t
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g

r
e
f
l
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t
s

m
o
r
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n

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n
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o
f

t
h
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p
r
o
b
l
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m
s
:

4

P
a
r
a
g
r
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p
h
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n
g

i
s

m
i
s
s
i
n
g
,

i
r
r
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,

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.
,

e
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e
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o

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4

E
r
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s

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n

g
r
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m
m
a
r

o
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u
s
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g
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r
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v
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o
t
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b
l
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m
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g
.

4

P
u
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n

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s

o
f
t
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n

m
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s
s
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g

o
r

i
n
c
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r
r
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c
t
.

4

S
p
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l
l
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g

e
r
r
o
r
s

a
r
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f
r
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q
u
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n
t
,

e
v
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n

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n

c
o
m
m
o
n

w
o
r
d
s
.

4

T
h
e

r
e
a
d
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r

m
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s
t

r
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a
d

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n
c
e

t
o

d
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c
o
d
e
,

t
h
e
n

a
g
a
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n

f
o
r

m
e
a
n
i
n
g
.

E
x
-
t
e
n
s
i
v
e

e
d
i
t
i
n
g

i
s

r
e
q
u
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r
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d
.

S
c
o
r
e

f
o
r

t
h
e

t
r
a
i
t

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f

W
o
r
d

C
h
o
i
c
e
:


_
_
_
_
_
_
_

S
c
o
r
e

f
o
r

t
h
e

t
r
a
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t

o
f

S
e
n
t
e
n
c
e

F
l
u
e
n
c
y
:

_
_
_
_
_
_
_

S
c
o
r
e

f
o
r

t
h
e

t
r
a
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t

o
f

C
o
n
v
e
n
t
i
o
n
s
:

_
_
_
_
_
_
_


1

B
E
G
I
N
N
I
N
G

T
h
e

w
r
i
t
e
r

i
s

s
e
a
r
c
h
i
n
g
,

e
x
p
l
o
r
i
n
g
,

s
t
r
u
g
g
l
i
n
g
;

l
o
o
k
i
n
g

f
o
r

a

s
e
n
s
e

o
f

p
u
r
p
o
s
e

o
r

a

w
a
y

t
o

b
e
g
i
n

w
o
r
k
i
n
g

w
i
t
h

t
h
i
s

t
r
a
i
t
.

T
h
i
s

i
s

a
n

e
a
r
l
y

p
e
r
f
o
r
m
a
n
c
e
;

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h
e
r
e

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s

g
r
e
a
t

n
e
e
d

f
o
r

r
e
v
i
s
i
o
n
.

2

E
M
E
R
G
I
N
G

T
h
e
r
e

a
r
e

b
r
i
e
f

m
o
m
e
n
t
s

w
h
e
n

w
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g
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t

a

g
l
i
m
p
s
e

o
f

t
h
e

w
r
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t
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r

s

a
b
i
l
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t
y

w
i
t
h

t
h
i
s

t
r
a
i
t
,

b
u
t

n
o

c
o
n
s
i
s
t
e
n
t

u
s
e
.

T
h
e

p
a
p
e
r

s
h
o
w
s

p
r
o
m
i
s
e
,

a

h
i
n
t

o
f

t
h
i
n
g
s

t
o

c
o
m
e
,

b
u
t

t
h
e
r
e

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s

a

n
e
e
d

f
o
r

r
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v
i
s
i
o
n

a
s

w
e
a
k
-
n
e
s
s
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s

c
l
e
a
r
l
y

o
u
t
w
e
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g
h

s
t
r
e
n
g
t
h
s
.

3

D
E
V
E
L
O
P
I
N
G

T
h
e

w
r
i
t
e
r

i
s

b
e
g
i
n
n
i
n
g

t
o

t
a
k
e

c
o
n
t
r
o
l

o
f

t
h
i
s

t
r
a
i
t
.

T
h
e

p
a
p
e
r

s
h
o
w
s

a

b
a
l
a
n
c
e

b
e
t
w
e
e
n

s
t
r
e
n
g
t
h
s

a
n
d

w
e
a
k
n
e
s
s
e
s
.

T
h
e
r
e

i
s

d
e
f
i
n
i
t
e

d
i
r
e
c
t
i
o
n
,

c
o
h
e
r
e
n
c
e
,

m
o
m
e
n
t
u
m
,

a
n
d

a

s
e
n
s
e

o
f

p
u
r
p
o
s
e
,

b
u
t

s
o
m
e

r
e
v
i
-
s
i
o
n

i
s

c
a
l
l
e
d

f
o
r
.

4

M
A
T
U
R
I
N
G

T
h
e

w
r
i
t
e
r

i
s

s
h
o
w
i
n
g

m
o
r
e

c
o
n
t
r
o
l

o
f

t
h
i
s

t
r
a
i
t

i
n
c
l
u
d
i
n
g

t
h
e

c
o
n
f
i
d
e
n
c
e

t
o

e
x
p
e
r
i
m
e
n
t
.

S
t
r
e
n
g
t
h
s

d
e
f
i
n
i
t
e
l
y

o
u
t
w
e
i
g
h

w
e
a
k
n
e
s
s
e
s
.

O
n
e

m
o
r
e

r
e
v
i
s
i
o
n

w
i
l
l

p
r
o
b
a
b
l
y

b
r
i
n
g

i
t

t
o

c
l
o
s
u
r
e
.

5

S
T
R
O
N
G

T
h
e

w
r
i
t
e
r

h
a
s

c
o
n
t
r
o
l

o
f

t
h
i
s

t
r
a
i
t

a
n
d

i
s

a
b
l
e

t
o

u
s
e

i
t

s
k
i
l
l
f
u
l
l
y

t
o

s
h
a
p
e

t
h
e

d
i
r
e
c
t
i
o
n

o
f

t
h
e

w
r
i
t
i
n
g
.

T
h
i
s

i
s

a

v
e
r
y

s
t
r
o
n
g

a
n
d

c
o
n
t
r
o
l
l
e
d


p
e
r
f
o
r
m
a
n
c
e

(
t
h
o
u
g
h

n
o
t

n
e
c
e
s
s
a
r
i
l
y

p
e
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f
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t
)
.

L
i
t
t
l
e

o
r

n
o

r
e
v
i
s
i
o
n

i
s

n
e
e
d
e
d
.


F
o
r

m
o
r
e

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n
f
o
r
m
a
t
o
n

v
i
s
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t

w
w
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n
w
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l
.
o
r
g

O
f
f
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c
i
a
l

S
i
x

T
r
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t
s

C
r
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t
e
r
i
a

F
r
o
m

N
W
R
E
L

(
P
a
g
e

2
)



































A
d
a
p
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b
y

S
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r
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w
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t
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1
9
9
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A
d
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n



s
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S
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T
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R
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h

P
a
p
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s


R
a
t
e
r
:
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

P
a
p
e
r
:
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

D
a
t
e
:
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

I
n
s
t
r
u
c
t
i
o
n
s
:

(
1
)

R
e
a
d

t
h
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p
a
p
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a
l
l

t
h
e

w
a
y

t
h
r
o
u
g
h
.

(
2
)

S
t
a
r
t

w
i
t
h

t
h
e

c
r
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t
e
r
i
a

f
o
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a

a
n
d

w
o
r
k

d
o
w
n
.

(
3
)

R
e
a
d

e
a
c
h

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m

a
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d

e
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t
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f
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f
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n
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f
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s
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o
f

;

M
a
r
k

y
o
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r

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c
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a
t

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h
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b
o
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p
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p
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l
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m
n
.

(
4
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Y
o
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n
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d

n
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m
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;

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f
e
e
l

s
e
r
v
e

t
o

j
u
s
t
i
f
y

y
o
u
r

s
c
o
r
e
.


(
5
)

D
o
n

t

a
g
o
n
i
z
e
;

t
r
u
s
t

y
o
u
r

g
u
t

r
e
a
c
t
i
o
n
.

(
6
)

T
h
e
r
e

a
r
e

n
o

r
i
g
h
t

o
r

w
r
o
n
g

s
c
o
r
e
s
.

J
u
s
t

b
e

s
u
r
e

y
o
u

c
a
n

j
u
s
t
i
f
y

y
o
u
r

a
s
s
e
s
s
m
e
n
t

u
s
i
n
g

t
h
e

c
r
i
t
e
r
i
a
.

(
7
)

B
e

a
c
c
u
r
a
t
e
,

n
o
t

e
m
o
t
i
o
n
a
l
.

Y
o
u

r
e

n
o
t

g
i
v
i
n
g

o
u
t

a

g
r
a
d
e

o
r

t
e
l
l
i
n
g

s
o
m
e
o
n
e

t
h
a
t

h
e

o
r

s
h
e

i
s

a

b
a
d

o
r

a

g
o
o
d

w
r
i
t
e
r
;

y
o
u

r
e

j
u
s
t

t
r
y
i
n
g

t
o

f
i
n
d

o
u
t
,

a
s

b
e
s
t

y
o
u

c
a
n
,

w
h
a
t

t
h
e

p
a
p
e
r

s

s
t
r
e
n
g
t
h
s

a
n
d

w
e
a
k
n
e
s
s
e
s

a
r
e
.


I
D
E
A
S

T
h
e

h
e
a
r
t

o
f

t
h
e

m
e
s
s
a
g
e
,

t
h
e

c
o
n
t
e
n
t

o
f

t
h
e

p
i
e
c
e
,

t
h
e

m
a
i
n

t
h
e
m
e

t
o
g
e
t
h
e
r

w
i
t
h

t
h
e

d
e
t
a
i
l
s

t
h
a
t

e
n
r
i
c
h

a
n
d

d
e
v
e
l
o
p

t
h
a
t

t
h
e
m
e
.

5

T
h
e

p
a
p
e
r

i
s

c
l
e
a
r

a
n
d

f
o
c
u
s
e
d
.

I
t

t
h
o
r
o
u
g
h
l
y

a
n
s
w
e
r
s

a

w
e
l
l
-
d
e
f
i
n
e
d

k
e
y

q
u
e
s
t
i
o
n

i
n

u
n
d
e
r
s
t
a
n
d
a
b
l
e
,

c
o
n
v
i
n
c
i
n
g
,

a
n
d

e
x
p
a
n
s
i
v
e

t
e
r
m
s
.

4

T
h
e

m
a
i
n

i
d
e
a
,

t
h
e
s
i
s
,

o
r

r
e
s
e
a
r
c
h

q
u
e
s
t
i
o
n

i
s

c
l
e
a
r
l
y

d
e
f
i
n
e
d

a
n
d

d
e
t
a
i
l
e
d
.

T
h
e
r
e

m
a
y

b
e

m
o
r
e

t
h
a
n

o
n
e

k
e
y

p
o
i
n
t
,

b
u
t

t
h
e

p
a
p
e
r

i
s

n
o
t

s
i
m
p
l
y

a

l
i
s
t
.

4

T
h
e

w
r
i
t
e
r

s
e
e
m
s

w
e
l
l

i
n
f
o
r
m
e
d

a
n
d
,

a
s

a
p
p
r
o
p
r
i
a
t
e
,

d
r
a
w
s

o
n

r
e
l
e
-
v
a
n
t

i
n
f
o
r
m
a
t
i
o
n

f
r
o
m

a

v
a
r
i
e
t
y

o
f

r
e
s
o
u
r
c
e
s

(
e
.
g
.
,

p
e
r
s
o
n
a
l

e
x
p
e
r
i
-
e
n
c
e
,

r
e
a
d
i
n
g
,

i
n
v
e
s
t
i
g
a
t
i
o
n
,

i
n
t
e
r
v
i
e
w
s
,

o
b
s
e
r
v
a
t
i
o
n
s
,

f
i
l
m
s
)
.

4

T
h
e

w
r
i
t
e
r

c
o
n
t
i
n
u
o
u
s
l
y

a
n
t
i
c
i
p
a
t
e
s

a
n
d

r
e
s
p
o
n
d
s

t
o

t
h
e

r
e
a
d
e
r

s

i
n
-
f
o
r
m
a
t
i
o
n
a
l

n
e
e
d
s

a
n
d

q
u
e
s
t
i
o
n
s
.

4

S
u
p
p
o
r
t
i
n
g

d
e
t
a
i
l
s

(
e
x
a
m
p
l
e
s
,

f
a
c
t
s
,

a
n
e
c
d
o
t
e
s
,

q
u
o
t
a
t
i
o
n
s
,

e
t
c
.
)

a
r
e

a
c
c
u
r
a
t
e
,

s
i
g
n
i
f
i
c
a
n
t
,

a
n
d

h
e
l
p
f
u
l

i
n

c
l
a
r
i
f
y
i
n
g

o
r

e
x
p
a
n
d
i
n
g

t
h
e

m
a
i
n

i
d
e
a
(
s
)
.

3

T
h
e

p
a
p
e
r

a
d
d
r
e
s
s
e
s

a
n

i
d
e
n
t
i
f
i
a
b
l
e

k
e
y

q
u
e
s
t
i
o
n

b
y

o
f
-
f
e
r
i
n
g

t
h
e

r
e
a
d
e
r

g
e
n
e
r
a
l
,

b
a
s
i
c

i
n
f
o
r
m
a
t
i
o
n
.

4

T
h
e

r
e
a
d
e
r

c
a
n

i
d
e
n
t
i
f
y

o
r

i
n
f
e
r

a
t

l
e
a
s
t

o
n
e

m
a
i
n

a
s
s
e
r
t
i
o
n

o
r

t
h
e
s
i
s
.

4

S
o
m
e

s
u
p
p
o
r
t

s
e
e
m
s

g
r
o
u
n
d
e
d

i
n

r
e
s
e
a
r
c
h

o
r

e
x
p
e
r
i
e
n
c
e
.

S
o
m
e

s
e
e
m
s

b
a
s
e
d

o
n

c
o
m
m
o
n

k
n
o
w
l
e
d
g
e

o
r

b
e
s
t

g
u
e
s
s
e
s
.

4

T
h
e

w
r
i
t
e
r

s
o
m
e
t
i
m
e
s

r
e
s
p
o
n
d
s

t
o

t
h
e

r
e
a
d
e
r

s

i
n
f
o
r
m
a
t
i
o
n
a
l

n
e
e
d
s
;

a
t

o
t
h
e
r

t
i
m
e
s
,

i
m
p
o
r
t
a
n
t

q
u
e
s
t
i
o
n
s

a
r
e

l
e
f
t

u
n
a
n
s
w
e
r
e
d
.

4

M
o
r
e

i
n
v
e
s
t
i
g
a
t
i
o
n
,

s
t
r
o
n
g
e
r

s
u
p
p
o
r
t
,

a
n
d

g
r
e
a
t
e
r

a
t
t
e
n
t
i
o
n

t
o

d
e
t
a
i
l

w
o
u
l
d

s
t
r
e
n
g
t
h
e
n

t
h
i
s

p
a
p
e
r
.

1

T
h
e

w
r
i
t
e
r

h
a
s

n
o
t

y
e
t

c
l
a
r
i
f
i
e
d

a
n

i
m
p
o
r
t
a
n
t

q
u
e
s
t
i
o
n

o
r

i
s
s
u
e

t
h
a
t

t
h
i
s

p
a
p
e
r

w
i
l
l

a
d
d
r
e
s
s
.

O
n
e

o
r

m
o
r
e

o
f

t
h
e

f
o
l
l
o
w
-
i
n
g

p
r
o
b
l
e
m
s

m
a
y

b
e

e
v
i
d
e
n
t
:

4

T
h
e

p
a
p
e
r

m
a
y

w
a
n
d
e
r

o
r

d
i
s
s
o
l
v
e

i
n
t
o

a

r
a
m
b
l
i
n
g

l
i
s
t

o
f

i
d
e
a
s
.

I
t

n
e
e
d
s

f
o
c
u
s
.

4

S
u
p
p
o
r
t

i
s

e
i
t
h
e
r

m
i
s
s
i
n
g
,

o
r

t
o
o

v
a
g
u
e

o
r

q
u
e
s
t
i
o
n
a
b
l
e
,

t
o

b
e

h
e
l
p
-
f
u
l
.

4

T
h
e

w
r
i
t
e
r

d
o
e
s

n
o
t

s
e
e
m

t
o

h
a
v
e

t
h
e

q
u
e
s
t
i
o
n
s
,

n
e
e
d
s
,

o
r

i
n
t
e
r
e
s
t
s

o
f

t
h
e

a
u
d
i
e
n
c
e

c
l
e
a
r
l
y

i
n

m
i
n
d
.

4

T
h
e

w
r
i
t
e
r

d
o
e
s

n
o
t

y
e
t

h
a
v
e

o
r

u
s
e

t
h
e

i
n
f
o
r
m
a
t
i
o
n

n
e
e
d
e
d

t
o

h
e
l
p

a

r
e
a
d
e
r

u
n
d
e
r
s
t
a
n
d

t
h
i
s

t
o
p
i
c
.


O
R
G
A
N
I
Z
A
T
I
O
N

T
h
e

i
n
t
e
r
n
a
l

s
t
r
u
c
t
u
r
e

o
f

a

p
i
e
c
e
,

t
h
e

t
h
r
e
a
d

o
f

c
e
n
t
r
a
l

m
e
a
n
i
n
g
,

t
h
e

l
o
g
i
c
a
l

p
a
t
t
e
r
n

o
f

i
d
e
a
s
.

5

A

s
t
r
o
n
g

i
n
t
e
r
n
a
l

s
t
r
u
c
t
u
r
e

g
i
v
e
s

p
u
r
p
o
s
e

a
n
d

d
i
r
e
c
t
i
o
n

t
o

t
h
e

m
a
i
n

t
h
e
s
i
s
.

T
h
e

o
r
g
a
n
i
z
a
t
i
o
n

p
r
o
p
e
l
s

t
h
e

r
e
a
d
e
r

t
o
w
a
r
d

t
h
e

k
e
y

p
o
i
n
t
(
s
)

o
r

l
o
g
i
c
a
l

c
o
n
c
l
u
s
i
o
n
s

t
h
e

w
r
i
t
e
r

w
a
n
t
s

t
o

e
m
p
h
a
-
s
i
z
e
.

4

T
h
e

i
n
t
r
o
d
u
c
t
i
o
n

e
n
g
a
g
e
s

t
h
e

r
e
a
d
e
r

a
n
d

s
h
o
w
s

w
h
e
r
e

t
h
e

w
r
i
t
e
r

i
s

h
e
a
d
e
d
.

4

P
l
a
c
e
m
e
n
t

o
f

d
e
t
a
i
l
s
,

a
n
e
c
d
o
t
e
s
,

f
a
c
t
s
,

a
n
d

e
x
a
m
p
l
e
s

s
e
e
m
s

w
e
l
l

t
h
o
u
g
h
t

o
u
t
,

d
e
l
i
b
e
r
a
t
e
,

a
n
d

h
e
l
p
f
u
l

t
o

t
h
e

r
e
a
d
e
r

s

u
n
d
e
r
s
t
a
n
d
i
n
g
.

4

P
u
r
p
o
s
e
f
u
l

t
r
a
n
s
i
t
i
o
n
s

g
u
i
d
e

t
h
e

r
e
a
d
e
r

t
o

k
e
y

p
o
i
n
t
s

a
n
d

c
o
n
c
l
u
s
i
o
n
s
.

4

T
h
e

c
o
n
c
l
u
s
i
o
n

e
f
f
e
c
t
i
v
e
l
y

r
e
s
o
l
v
e
s

l
e
f
t
o
v
e
r

q
u
e
s
t
i
o
n
s

a
n
d

s
h
o
w
s

t
h
e

r
e
a
d
e
r

h
o
w

e
v
e
r
y
t
h
i
n
g

t
i
e
s

t
o
g
e
t
h
e
r
.

4

T
h
e

r
e
a
d
e
r

s

u
n
d
e
r
s
t
a
n
d
i
n
g

o
f

t
h
e

t
o
p
i
c

g
r
o
w
s

t
h
r
o
u
g
h
o
u
t

t
h
e

p
a
p
e
r
.

3

T
h
e

o
r
g
a
n
i
z
a
t
i
o
n
a
l

s
t
r
u
c
t
u
r
e

i
s

s
t
r
o
n
g

e
n
o
u
g
h

t
o

m
o
v
e

t
h
e

r
e
a
d
e
r

t
h
r
o
u
g
h

t
h
e

t
e
x
t

w
i
t
h
o
u
t

u
n
d
u
e

c
o
n
f
u
s
i
o
n
.

4

T
h
e

i
n
t
r
o
d
u
c
t
i
o
n

o
f
f
e
r
s

a
t

l
e
a
s
t

a

h
i
n
t

o
f

t
h
i
n
g
s

t
o

c
o
m
e
.

4

D
e
t
a
i
l
s
,

e
x
a
m
p
l
e
s
,

f
a
c
t
s
,

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r
e

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a
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d

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o

m
a
i
n

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d
e
a
s
,

t
h
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h
e
y

m
a
y

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o
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m
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o
p

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p

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n

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l
l
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c
a
l

p
l
a
c
e
s
.

4

T
r
a
n
s
i
t
i
o
n
s

a
r
e

a
t
t
e
m
p
t
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d
,

b
u
t

t
h
e

w
r
i
t
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r

s
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m
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t
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m
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s

m
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r
-
t
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o

g
u
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d
e

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h
e

r
e
a
d
e
r

s

t
h
i
n
k
i
n
g
.

4

T
h
e

c
o
n
c
l
u
s
i
o
n

w
r
a
p
s

u
p

t
h
e

d
i
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u
s
s
i
o
n
,

b
u
t

m
a
y

l
e
a
v
e

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o
o
s
e

e
n
d
s

u
n
a
t
t
e
n
d
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d
.

4

D
e
s
p
i
t
e

s
o
m
e

q
u
e
s
t
i
o
n
s
,

t
h
e

r
e
a
d
e
r

c
a
n

f
o
l
l
o
w

w
h
a
t

i
s

b
e
i
n
g

s
a
i
d
.

1

T
h
e

o
r
g
a
n
i
z
a
t
i
o
n
a
l

s
t
r
u
c
t
u
r
e

n
e
e
d
s

a

s
t
r
o
n
g
e
r

s
e
n
s
e

o
f

p
u
r
p
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s
e

a
n
d

d
i
r
e
c
t
i
o
n
.

T
h
e

r
e
a
d
e
r

m
a
y

f
e
e
l

c
o
n
f
u
s
e
d

a
b
o
u
t

w
h
a
t

t
o

f
o
c
u
s

o
n

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r

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a
t

c
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n
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o
n
s

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o

d
r
a
w
.

O
n
e

o
r

m
o
r
e

o
f

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h
e

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o
l
l
o
w
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n
g

p
r
o
b
l
e
m
s

m
a
y

b
e

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v
i
d
e
n
t
:

4

A

s
t
r
o
n
g

l
e
a
d

i
s

n
e
e
d
e
d

t
o

s
e
t

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p

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e

p
a
p
e
r
;

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t

j
u
s
t

s
t
a
r
t
s

i
n
.

4

I
d
e
a
s

a
n
d

s
u
p
p
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t
i
n
g

d
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t
a
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l
s

s
e
e
m

r
a
n
d
o
m
l
y

o
r
d
e
r
e
d
;

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h
e

r
e
a
d
e
r

o
f
-
t
e
n

w
o
n
d
e
r
s

w
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e
r
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e

w
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t
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r

i
s

h
e
a
d
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d
.

4

S
t
r
o
n
g
e
r

t
r
a
n
s
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t
i
o
n
s

a
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d

c
o
n
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e
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t
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o
n
s

w
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l
d

h
e
l
p

t
h
e

r
e
a
d
e
r

l
i
n
k

i
d
e
a
s
.

4

T
h
e

r
e
a
d
e
r

m
a
y

m
i
s
s

t
h
e

w
h
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l
e

p
o
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n
t

o
r

h
a
v
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g
r
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a
t

d
i
f
f
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c
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l
t
y

f
o
l
l
o
w
-
i
n
g

w
h
a
t

t
h
e

w
r
i
t
e
r

i
s

t
r
y
i
n
g

t
o

s
a
y
.

4

T
h
e

c
o
n
c
l
u
s
i
o
n

d
o
e
s

n
o
t

h
e
l
p

t
h
e

r
e
a
d
e
r

m
a
k
e

g
r
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a
t
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r

s
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n
s
e

o
f

w
h
a
t

h
a
s

a
l
r
e
a
d
y

b
e
e
n

s
a
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d
.

V
O
I
C
E

T
h
e

h
e
a
r
t

a
n
d

s
o
u
l

o
f

a

p
i
e
c
e
,

t
h
e

m
a
g
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c
,

t
h
e

w
i
t
.

I
t

i
s

t
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e

w
r
i
t
e
r

s

u
n
i
q
u
e

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n
d

p
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r
s
o
n
a
l

e
x
p
r
e
s
s
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o
n

e
m
e
r
g
i
n
g

t
h
r
o
u
g
h

w
o
r
d
s
.

5

T
h
e

w
r
i
t
e
r

a
d
d
r
e
s
s
e
s

t
h
e

a
u
d
i
e
n
c
e

i
n

a

v
o
i
c
e

t
h
a
t

i
s

l
i
v
e
l
y
,

e
n
g
a
g
i
n
g
,

a
n
d

w
h
o
l
l
y

a
p
p
r
o
p
r
i
a
t
e

t
o

t
h
e

t
o
p
i
c

a
n
d

p
u
r
p
o
s
e

o
f

t
h
e

p
a
p
e
r
.

4

T
h
e

w
r
i
t
e
r

s

p
a
s
s
i
o
n

a
n
d

e
n
t
h
u
s
i
a
s
m

f
o
r

t
h
i
s

t
o
p
i
c

a
r
e

e
v
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d
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n
t

t
h
r
o
u
g
h
o
u
t

t
h
e

p
i
e
c
e
.

4

T
h
e

w
r
i
t
e
r

s
e
e
m
s

t
o

k
n
o
w

h
i
s

o
r

h
e
r

a
u
d
i
e
n
c
e

w
e
l
l

a
n
d

t
o

s
p
e
a
k

r
i
g
h
t

t
o

t
h
e
m
,

d
r
a
w
i
n
g

t
h
e
m

i
n
t
o

t
h
e

d
i
s
c
u
s
s
i
o
n

a
n
d

s
h
o
w
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n
g

c
o
n
c
e
r
n

f
o
r

t
h
e
i
r

u
n
d
e
r
s
t
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n
d
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n
g

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f

t
h
e

t
o
p
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c
.

4

F
r
o
m

o
p
e
n
i
n
g

t
o

c
l
o
s
e
,

t
h
e

w
r
i
t
e
r

s
u
s
t
a
i
n
s

a

k
i
n
d

o
f

e
n
e
r
g
y

t
h
a
t

h
o
l
d
s

t
h
e

r
e
a
d
e
r

s

a
t
t
e
n
t
i
o
n
.

4

T
h
e

r
e
a
d
e
r

f
i
n
d
s

h
i
m
s
e
l
f

o
r

h
e
r
s
e
l
f

c
a
u
g
h
t

u
p

i
n

t
h
i
s

t
o
p
i
c
.

3

T
h
e

w
r
i
t
e
r

p
r
o
j
e
c
t
s

a

t
o
n
e

a
n
d

v
o
i
c
e

t
h
a
t

s
e
e
m

s
i
n
c
e
r
e
,

p
l
e
a
s
a
n
t
,

a
n
d

g
e
n
e
r
a
l
l
y

a
p
p
r
o
p
r
i
a
t
e

f
o
r

t
h
e

t
o
p
i
c

a
n
d

a
u
d
i
-
e
n
c
e
.

4

E
n
t
h
u
s
i
a
s
m

a
n
d

c
o
m
m
i
t
m
e
n
t

t
o

t
h
e

t
o
p
i
c

a
r
e

s
o
m
e
t
i
m
e
s

e
v
i
d
e
n
t
,

t
h
o
u
g
h

o
f
t
e
n

r
e
s
t
r
a
i
n
e
d
.

4

M
o
m
e
n
t
s

o
f

s
p
o
n
t
a
n
e
i
t
y

e
n
l
i
v
e
n

t
h
e

p
i
e
c
e

b
u
t

m
a
y

b
e

s
o
m
e
w
h
a
t

d
a
m
p
e
n
e
d

b
y

a

m
o
r
e

p
r
o
s
a
i
c

v
o
i
c
e

t
h
a
t

s
e
e
m
s

l
e
s
s

i
n
v
o
l
v
e
d
.

4

T
h
e

w
r
i
t
e
r

s
e
e
m
s

o
c
c
a
s
i
o
n
a
l
l
y

a
w
a
r
e

o
f

t
h
e

i
n
f
o
r
m
a
t
i
o
n
a
l

n
e
e
d
s

o
r

i
n
t
e
r
e
s
t
s

o
f

t
h
e

a
u
d
i
e
n
c
e
.

4

T
h
e

r
e
a
d
e
r

f
e
e
l
s

i
n
f
o
r
m
e
d

b
u
t

n
o
t

r
e
a
l
l
y

i
n
v
i
t
e
d

i
n
.

T
h
e

w
r
i
t
e
r

s
e
e
m
s

i
n
d
i
f
f
e
r
e
n
t

t
o

e
i
t
h
e
r

t
o
p
i
c

o
r

a
u
d
i
e
n
c
e
,

a
n
d

a
s

a

r
e
s
u
l
t
,

t
h
e

t
o
n
e

m
a
y

b
e

d
i
s
t
a
n
t
,

f
l
a
t
,

j
a
r
g
o
n
i
s
t
i
c
,

s
t
i
l
t
e
d
,

o
r

j
u
s
t

i
n
a
p
p
r
o
p
r
i
a
t
e
.

O
n
e

o
r

m
o
r
e

p
r
o
b
l
e
m
s

m
a
y

b
e

e
v
i
d
e
n
t
:

4

T
h
e

w
r
i
t
e
r

d
o
e
s

n
o
t

s
e
e
m

t
o

r
e
a
c
h

o
u
t

t
o

t
h
e

a
u
d
i
e
n
c
e

o
r

t
o

t
h
i
n
k

h
o
w

t
h
e

t
o
n
e
,

s
t
y
l
e
,

o
r

l
a
n
g
u
a
g
e

o
f

t
h
e

p
i
e
c
e

m
i
g
h
t

a
f
f
e
c
t

t
h
e
i
r

r
e
-
s
p
o
n
s
e
.

4

T
h
e

w
r
i
t
e
r

s
e
e
m
s

b
o
r
e
d
,

d
i
s
t
r
a
c
t
e
d
,

o
r

j
u
s
t

a
n
x
i
o
u
s

t
o

b
e

d
o
n
e

w
i
t
h

i
t
;

c
o
n
s
e
q
u
e
n
t
l
y
,

i
t

i
s

h
a
r
d

f
o
r

t
h
e

r
e
a
d
e
r

n
o
t

t
o

f
e
e
l

t
h
e

s
a
m
e
.

4

M
o
m
e
n
t
s

o
f

e
x
c
i
t
e
m
e
n
t
,

w
h
i
c
h

m
i
g
h
t

h
a
v
e

b
r
o
u
g
h
t

t
h
i
s

t
o
p
i
c

t
o

l
i
f
e
,

j
u
s
t

a
r
e

n
o
t

t
h
e
r
e
.

4

T
h
e

w
r
i
t
e
r

m
a
y

b
e

w
r
i
t
i
n
g

m
o
r
e

f
o
r

h
i
m
s
e
l
f

o
r

h
e
r
s
e
l
f

t
h
a
n

f
o
r

a
n

a
u
-
d
i
e
n
c
e
,

a
n
d

t
h
e

r
e
s
u
l
t

i
s

i
m
p
e
r
s
o
n
a
l

c
a
l
c
u
l
a
t
e
d

m
o
r
e

t
o

s
h
o
w

o
f
f

t
h
e

w
r
i
t
e
r

s

s
p
e
c
i
a
l
i
z
e
d

k
n
o
w
l
e
d
g
e

t
h
a
n

t
o

e
n
g
a
g
e

t
h
e

r
e
a
d
e
r
.

S
c
o
r
e

f
o
r

t
h
e

t
r
a
i
t

o
f

I
d
e
a
s
:


_
_
_
_
_
_
_

S
c
o
r
e

f
o
r

t
h
e

t
r
a
i
t

o
f

O
r
g
a
n
i
z
a
t
i
o
n
:

_
_
_
_
_
_
_

S
c
o
r
e

f
o
r

t
h
e

t
r
a
i
t

o
f

V
o
i
c
e
:

_
_
_
_
_
_
_





W
O
R
D

C
H
O
I
C
E

T
h
e

u
s
e

o
f

r
i
c
h
,

c
o
l
o
r
f
u
l
,

p
r
e
c
i
s
e

l
a
n
g
u
a
g
e

t
h
a
t

m
o
v
e
s

a
n
d

e
n
l
i
g
h
t
-
e
n
s

t
h
e

r
e
a
d
e
r
.

I
t

i
s

t
h
e

l
o
v
e

o
f

l
a
n
g
u
a
g
e
,

a

p
a
s
s
i
o
n

f
o
r

w
o
r
d
s
,

c
o
m
-
b
i
n
e
d

w
i
t
h

a

s
k
i
l
l

i
n

c
h
o
o
s
i
n
g

w
o
r
d
s

t
h
a
t

c
r
e
a
t
e
s

j
u
s
t

t
h
e

r
i
g
h
t

m
o
o
d
.

5

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4

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4

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4

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4

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4

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4
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S
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F
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4

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4

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4

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T
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4

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4

T
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f
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p
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.

3

E
r
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m
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,

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4

E
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o

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g

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4

T
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d

s
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,

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r
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d

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4

A

t
a
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q
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d
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g

i
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d
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u
s
e
-
f
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l
.

4

F
o
o
t
n
o
t
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s

a
n
d
/
o
r

b
i
b
l
i
o
g
r
a
p
h
y

a
r
e

p
r
e
s
e
n
t

b
u
t

r
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q
u
i
r
e

s
o
m
e

e
d
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t
i
n
g
.

4

M
o
d
e
r
a
t
e

e
d
i
t
i
n
g

w
o
u
l
d

b
e

r
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q
u
i
r
e
d

t
o

p
r
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p
a
r
e

t
h
i
s

t
e
x
t

f
o
r

p
u
b
l
i
c
a
t
i
o
n
.

1

N
u
m
e
r
o
u
s

e
r
r
o
r
s

i
n

w
r
i
t
i
n
g

c
o
n
v
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n
t
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o
n
s

c
o
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s
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s
t
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n
t
l
y

d
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s
-
t
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a
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t
h
e

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a
d
e
r

a
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d

m
a
k
e

t
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e

t
e
x
t

d
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f
f
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c
u
l
t

t
o

r
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a
d
.

O
n
e

o
r

m
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r
e

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f

t
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f
o
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l
o
w
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p
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m
s

m
a
y

b
e

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v
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d
e
n
t
.

4

E
r
r
o
r
s

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n

b
a
s
i
c

c
o
n
v
e
n
t
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o
n
s

a
r
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f
r
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q
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t

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s
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r
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o
u
s

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n
o
u
g
h

t
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a
t

i
t

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s

s
o
m
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t
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m
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s

h
a
r
d

t
o

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n
d
e
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s
t
a
n
d

o
r

f
o
c
u
s

o
n

t
h
e

m
e
s
s
a
g
e
.

4

T
i
t
l
e
s

o
r

s
u
b
t
i
t
l
e
s

w
o
u
l
d

b
e

h
e
l
p
f
u
l

b
u
t

a
r
e

n
o
t

u
s
e
d
.

4

A

t
a
b
l
e

o
f

c
o
n
t
e
n
t
s

w
o
u
l
d

b
e

h
e
l
p
f
u
l

b
u
t

i
s

n
o
t

u
s
e
d
;

i
f

u
s
e
d
,

i
t

c
o
n
-
t
a
i
n
s

m
a
n
y

e
r
r
o
r
s

t
h
a
t

n
e
e
d

c
o
r
r
e
c
t
i
n
g
.

4

F
o
o
t
n
o
t
e
s

a
n
d
/
o
r

b
i
b
l
i
o
g
r
a
p
h
y

a
r
e

n
e
e
d
e
d

b
u
t

a
r
e

n
o
t

u
s
e
d
;

i
f

u
s
e
d
,

t
h
e
y

c
o
n
t
a
i
n

m
a
n
y

e
r
r
o
r
s

t
h
a
t

n
e
e
d

c
o
r
r
e
c
t
i
n
g
.

4

E
x
t
e
n
s
i
v
e

e
d
i
t
i
n
g

w
o
u
l
d

b
e

r
e
q
u
i
r
e
d

t
o

p
r
e
p
a
r
e

t
h
i
s

t
e
x
t

f
o
r

p
u
b
l
i
c
a
t
i
o
n
.

S
c
o
r
e

f
o
r

t
h
e

t
r
a
i
t

o
f

W
o
r
d

C
h
o
i
c
e
:


_
_
_
_
_
_
_

S
c
o
r
e

f
o
r

t
h
e

t
r
a
i
t

o
f

S
e
n
t
e
n
c
e

F
l
u
e
n
c
y
:

_
_
_
_
_
_
_

S
c
o
r
e

f
o
r

t
h
e

t
r
a
i
t

o
f

C
o
n
v
e
n
t
i
o
n
s
:

_
_
_
_
_
_
_


1

B
E
G
I
N
N
I
N
G

T
h
e

w
r
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t
e
r

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s

s
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,

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p
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,

s
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;

l
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f
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a

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a

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T
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p
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-
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;

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g
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v
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.

2

E
M
E
R
G
I
N
G

T
h
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r
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a
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f

m
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s

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y

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Could this be a report card?
Erin Coomes 3RD GRADE SUNRISE ELEMENTARY ROOM 406 MRS. GOFFE 1ST QUARTER 1999-2000
WRITING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Chooses good topics.
Uses good word choice.
Uses strong feelings; lots
of voice.
Reads pieces with
expression; commands
attention of her audience.
Pieces have purpose.
Accepts feedback and uses
it to improve.
Listens well; offers good
feedback.
Uses good lead strategies.
Published: Personal
narrative, autobiography,
book review, newspaper
article, and Veteran's Day
contest piece (some after
the deadline.) Also has a
second book review in
drafting and a third book
review in pre-writing.
Developed a sense of
paragraphing.
Binder is well organized.
Has learned the writing
process.
Meet deadlines more
consistently.
Visit less with other
students, and use work
time more efficiently.
More personal narratives.
Become a peer editor and
perhaps an editor our
class newspaper.
Begin typing instruction.
Talk with her about
deadlines and set up a
monitoring system.
Talk about working during
work time and will set up a
self-monitoring system if
necessary.
Require her to wrtie 3
personal narratives this
term.
Talk with her about being a
peer editor.
Start working with our
classroom typing program.
Help her at home to keep
track of important
deadlines.
Is she aware that talking
during work time is
causing her to miss
deadlines?
Talk with her about
childhood memories;
encourage her to use the
best ones for pieces in
class.
Continue typing practice at
home; make sure she is
touch typing using the
home row.
READING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Reads a variety of genres:
fiction, poetry, non-fiction,
magazines, etc,
Reads expressively.
Great tutor: models
expressive reading and
positively supports her first
grade reading buddy.
Understands humor: as in
"Amelia Bedlia" books.
Understands author's
purpose.
Shares regularly.
Works well with her 1st
grade buddy.
Has read: Stellaluna, Olive,
the Other Reindeer, Winds
in the Willows--10 pps.,
The Tale of Peter Rabbit,
Lady and the Tramp, Story
of the Statue of Liberty,
One Hundred and One
Dalmations,--pp. 2-12,
Martha Speaks, Duck Tails,
Webby saves the Day,
Berenstein Bears.
Developed an interest in
series books.
Understands book review
format.
Encourage her to become
a reading tutor for other
kids in class.
Encourage her to develop
a knowledge of and
preference for a particular
author.
Encourage her to read
more challenging books
a particularly more
substantial chapter books.
Assess her own strengths
as a reader particularly as
they relate to her
strengths in writing.
Show her how to help
others through her ability
to read expressively.
Talk with her about
reading books by a certain
author based on other
books she has read.
Find her the right books to
help her reach the next
level in a way that she
feels comfortable with.
Talk with her about how it
is that she writes at a
much higher level than she
is reading.
Have her read for you out
loud at home and praise
her use of expression.
When the next book order
comes out look for a good
authorBeverly Cleary,
Roald Dahl, etc. Encourage
her to try some of their
chapter books.
Talk to her about books
she would like to read.
Talk with her about how
she feels about her
reading. (Shes very good
at it. Wed just like her to
try some harder books.)
MATH
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Notebook is very well
orgaized; clear and easy to
read.
Enjoys our beginning
algebra work.
Writes real life math stories
with well thought out
solutions.
Trades in addition and
borrows in subtraction
using traditional and
alternative strategies.
Master basic addition and
subtraction facts in mental
math. (She does better on
paper than she does in her
head.)
Consistenly get 8 or more
out of the 10 daily mental
math problems correct.
More work with graph
paper and triangle
strategies.
Talk to her about how to
visualize math problems.
Provide graph paper for
her at home.
When she does math
homework encourage her
to visualize the numbers in
her head as she works out
problems.

A plan book? A grade book? A curriculum guide? Assessment data?

It could be all of these. It could be all of your classroom record keeping.
Interactive Planning, Assessment, and Reporting

very teacher has to plan. But we all know what happens to even the best laid plans. Every teacher

has to assess. Thats just part of the job; teachers do it all the time whether they are conscious of it

or not. And every teacher has to report student progress. But no teacher should have to spend hour

after frustrating hour recording information, processing data, and filling out forms that dont help them

teach, dont help their students learn, or dont help parents and other adults support children effectively

outside of school. And yet, this is exactly what most planning, assessment, and reporting is like today.
This is so very true! In my experiences over the last 33 years, I have to admit that most (about 31) of those years I
would sit down with a district textbook, write down objectives, outcomes, etc., all based on the information from the
text. I never really thought about basing my teaching on my kids, I just followed along with the district curriculum. But
now Im following my students by teaching to their individual needs, and the difference is amazing. Im having my best
year ever, my students are doing better, and I havent looked in a single textbook all year.

Most teachers treat planning, assessment, and reporting as three separate and loosely related activities.

They plan first even though accurate planning is hard to do before you know much about your students.

Then, somewhere in the process of executing their planmost often at the endthey attempt to assess

student learning. But often those assessments are based on inauthentic activities that tell them little about

what children have really learned, and by assessing at the end of an instructional unit, the data gathered

is of little use to anyone (this traditional teach first, test later approach is completely backwards and

thats why its not effective). Finally, at the end of a quarter, trimester, or semester teachers sit down, often

for hours on end, with all the information theyve gathered, and try to put it into some kind of standar

d

-

ized report.
I would spend hours correcting papers and recording scores into a grade book, and then at the end of each quarter I
would somehow try to come up with grades that represented what my students had learned. It was always impossible
to capture each childs performance in a grade or with those standardized comments, so I would end up spending even
more time writing lengthy narratives to try to make up for it. I realize now that it was all pretty much a waste of time be-
cause none of itnot the planning, or the correcting, or the grading, or even the narrativeshad anything to do with
what my students needed to learn or what I needed to do to help them.

The typical results are these:

1)

What happens in the classroom on a day-by-day basis rarely matches the

pre-conceived plan, or if it does, its only because the teacher ignores the individual needs of the students;

2)

The assessment data that teachers gather is rarely used to guide instruction because its typically gat

h

-

ered at the end of a unit right before moving on to the next area of study;

3)

The reports teachers spend

so much time on rarely convey any meaningful information about student lear

n

ing.
E
I found that the only way I could actually stick to my plans was to be a total fanatic. And thats what I was. It didnt
matter what the kids were learning, I just pushed right ahead. I had a principal who held us to our plans and I wasnt
going to be caught off guard. Meanwhile, the assessment information I was supposed to collect really ended up being
more of a report about what Id taught during the unit. It was more about me than it was about the kids. And when the
unit ended, I just moved on to the next one. Some kids made progress while others didnt, but because I was teaching
to a textbook it didnt really matter. I just followed the Teachers Guide. When it came time for progress reports, it was
very hard for me to offer detailed information about individual students. I remember one year looking back on the re-
ports Id written previously: it was mostly vague teacher comments that I wrote just to make myself sound smart
like I really knew the kids, when in reality I didnt know them very well at all, at least not like I do now.

The problem is not with planning, assessment, or reporting per se. After all, these are just the necessary

parts of every teachers craft. The problem is that we dont put these three essential elements together in a

sensible way that accounts for how they interact.
Before I switched to this new approach everything I did seemed unrelated. And when we started using continuums,
things didnt get much betterand I was on the committee that designed them! I realized that all I was doing was
checking things off, and sometimes I didnt even know what those check-offs meant. I wasnt following a textbook quite
as much but I was now following a continuum that I didnt understand, one that didnt seem to match my kids or my
teaching style. No matter how I looked at it, it just didnt add up. I know now that I wasnt teaching to the needs of my
kidsand believe me, theres really no other way to do it. As far as real assessment goes, we have never been well
trained in what we are supposed to assess and how to go about it. But I was amazedand challenged!to find that
this new approach actually helped me to improve my assessment skills while I was assessing. I found that the things I
was supposed to look for were built right in. And each assessment could be different for each child. As a result, I feel
much more confident now about assessing my students and teaching to their individual needs. I also learnedand this
was the challenging partwhere I need to improve in my ability to teach and to observe my students accurately.

Planning, assessment, and reporting should be closely related in a teachers work because they are insep

a

-

rable in a teachers craft. Instructional planning should be determined by assessment information gat

h

-

ered

before

instruction begins. And in the end, reporting should be a simple plain-English analysis of

what a student has learned, along with an inventory of what has been taught and what needs to be

learned next in order for that student to be successful. To achieve all this in an efficient and effective way,

planning, assessment, and reporting must be combined into a single, purposeful task that provides teac

h

-

ers with meaningful insight into their work. This is the idea behind

i

PAR: Interactive Planning, Asses

s

-

ment, and Reporting.

There are three main components to

i

PAR (pronounced eye-par):


SAGIS

(pronounced say-

jiss) is a method of recording and reporting individual st

u

-

dent progress relative to instruction. It is the heart of the

i

PAR system. The acronym

stands for

S

uccesses,

A

cco

m

plishments,

G

oals,

I

nstruction, and

S

upport.


SCaN

(

S

uccesses,

C

hallenges,

a

nd

N

ew Instruction) is a planning tool teachers can use

to identify the successes they are experiencing, the challenges that need to be addressed,

and the new material they plan to introduce next.


ClipNotes

are simple, two-sided printouts teachers can carry on a clipboard and use to

record student pr

o

gress while monitoring their instructional goals.
Having just finished my first quarter conferences with this approach, I know that parents are overwhelmingly pleased.
These were the easiest conferences Ive ever had; I felt so prepared, and many parents commented on how well they
felt I knew their kids. And whats even better is that I have already planned for the next quarter because the assess-
ment part and the planning part fit together so easily. I put my assessment information into SAGIS, used SCaN for my
overall planning, and then created my ClipNotes for each subject. Now each day I just take out a copy of my ClipNotes
and start teaching. As I observe and conference individually with students, I make brief notes about their progress. I
can keep track of everything Im doing while I teach, and Im actually gathering assessment data, following my plan, and
filling out my progress reports more or less at the same time.

Finally, because planning, assessment, and reporting are such important aspects of teaching, the methods

we use to perform these activities should make us more effective teachers. In order to be effective, teac

h

-

ers need to know three things:


They need to know their subject:



i

PAR helps teachers to know their subject better by

encouraging them to make instructional decisions based on authentic activities and ta

n

-

g

i

ble results.


They need to know their students:



i

PAR helps teachers know their students better by

encouraging them to make more frequent and more accurate observations of student

behavior and attitudes.


And they need to know themselves:



i

PAR helps teachers to know themselves better by

showing them where they are strong in each subject area and where they may need

some assistance. It also helps them to identify the specific questions they need to ask in

order to acquire the information they need to i

m

prove.

In short,

i

PAR helps to produce not only better teaching but better teachers as well. By using

i

PAR, teac

h

-

ers can actually improve in their craft simply by using the tools on a regular basis as part of their normal

planning, assessment, and reporting work.
I cant believe how much Ive changed this year! And a lot of it is because Im teaching in this new way. For the first
time in my long career teaching really makes sense. I am focused on my students. I know what Im doing every day, and
for once I know why Im doing what Im doing because its always based on whatever has happened the day before. Ive
still got a lot to learn, but at least now Im asking the right questions and I know where to go to find the right answers.
Assessment is...

The gathering of information for the purpose of guiding instruction.

As in...

When I looked at their last published pieces, I noticed that many

kids were having trouble with run-on sentences.

A good assessment...


Uses specific and appropriate language to describe the data gathered and the

patterns that are observed.


Is based on authentic data gathered in an authentic manner from within an

authentic context.

Before you perform any assessment, ask yourself: "How do I plan to use the data I am gathering to guide

my instruction?" If you don't know what you're going to do with the data, don't waste time gat

h

ering it.
Evaluation is

A decision made based upon the information gathered through assessment.

As in...

"Because I noticed that many kids were not using periods and capitals

correctly, I'll teach some sentence punctuation mini-lessons in writing

and support that with simple inquiry activities during reading time

where Ill have the kids identify sentence boundaries by ear using e

x

-

pressive reading techniques."

A good evaluation...


Includes a specific plan of action.


Uses the assessment data as its rationale.

Before you create an evaluation, ask yourself this question: How do I know that the plan I have outlined

will address the needs I have identified through assessment?
Reporting is

The way assessment and evaluation information is communicated to others.

As in...

(See SAGIS example elsewhere in this document...)

A good report...


Is presented in a form that is accessible to the audience, and written in la

n

-

guage they understand.


Is constructive in nature: it provides its audience with information that can be

used to construct specific solutions to issues of concern.

Before you produce a report, ask yourself this question: What is my purpose in sharing this inform

a

tion?
What is an authentic activity?

Something real that real people in the real world really do, done the way real

people really do it, for real reasons that really matter.

Something real


Is the activity performed in the real world?


Can I show the kids a real world model?


Can we develop real world criteria to describe the model?

that real people in the real world really do,


Who does this?


Can we learn about real people who do this real activity?


Under what circumstances do they do it? Why do they do it? How do they do it?

done the way real people really do it,


How do real people do this?


What is their "work process"?


What strategies do they use to solve the problems they encounter?

for real reasons that really matter.


Why do people do this?


Who is the audience?


How can we provide a real world social context for this activity in the artificial world of

school?

Theres nothing wrong with doing inauthentic activities. We do them all the time in our own lives.

In the classroom we do them to build community, ease tension, or just to have fun. Not everything

we do in school need be authentic, nor is there any such thing as a completely authentic school

activity. (School is artificial after all.) But authentic activities should account for

most

of what our

children do in school because the more authentic an activity is the more likely it is that children will

develop authentic skills from doing it.

There is one area in our work where we should always stress authenticity and that is in assessment.

Assessment information is only useful to the extent that it accurately reflects a students authentic

abilities and guides our authentic instruction.

We cannot accurately assess our students abilities,

or guide authentic instruction, when we base our analyses on the results of inauthentic tasks.
What is authentic assessment?

A real way of gathering performance information that a real person

would really use in the real world.

A real way of gathering real performance information


How is information gathered about this activity in the real world?


What information is worth gathering?


Why do people in the real world do this?

that a real person


What role does this person play in the real world?


In the real world, what is this assessors relationship to the person being assessed?


How does the assessor communicate assessment information to the person being assessed?

would really use


What information can be gathered without affecting the results?


What information can be used to guide our instruction?


How is specific instruction connected to specific outcomes?

in the real world.


How is this assessment information used in the real world?


What are the assessors ultimate real-world goals?


What is the value of the assessment process?

Whenever we collect assessment data we need to ask ourselves how we know we can trust the data

we collect. One way to increase the reliability of assessment data is to make sure that we gather it by

authentic means. This doesnt mean we have to throw out all data gathered by traditional academic

techniques. It simply means that whenever possible we should base our instructional decisions on

data that has been gathered in an authentic way, and that we should always strive to reduce the

amount of time, effort, and energy we put into inauthentic methods of gathering assessment data

such as tests, worksheets, textbook exercises, and so on.

The best way to insure that our data is reliable is to offer students as many choices as we possibly

can. Whenever there is choice, there is at least some measure of authenticity because the learner is

directly responsible for guiding some parts of the activity. Learners also perform better in situations

where they feel they have some control over how they are to complete a task.
The iPAR Process

[1]

Establish a safe learning environment.

[2]

Put students in authentic problem-solving situations.

[3]

Assess students through informal observation to determine

their strengths.

[4]

Provide many opportunities for students to produce

authentic work and note their accomplishments.

[5]

Assess authentic work and set developmentally appropriate

goals for each student.

[6]

Survey individual goals for patterns that can be addressed

through whole class instruction.

[7]

Plan for the next assessment period: build on current

successes, address current challenges, introduce new

material.

[8]

Align the instructional plan with state and district

standards.

[9]

Execute the plan through carefully chosen whole class

mini-lessons and small group work, but primarily through

focused individual conferences.

[10]

Adjust the plan as needed; set new goals for individual

students; follow the students by basing each days teaching

on what has occurred previously.

November 17, 1999

Dear Parents,

This year in Room 406 we are piloting a new kind of progress report called SAGIS: Strengths, Acco

m

-

plishments, Goals, Instruction, and Support. We have chosen this report because we feel it is the best way

we can answer the five most important questions you have about your childs education:


What are my childs

STRENGTHS

in reading, writing, and math?


What has my child

ACCOMPLISHED

this term that shows those strengths?


Based on my childs accomplishments, what

GOALS

do you have for my

child next term?


What

INSTRUCTION

will my child receive in order to meet these goals?


Based on the instruction you will be offering in class, how can I

SUPPORT

my child at home?

Some parents seek an answer to a sixth question: How does my child compare to other children in the

same grade? If you would like a detailed assessment of how your child compares to other 3rd graders

across the country, we would be happy to provide this assessment to you in writing. It is our belief, ho

w

-

ever, that your childs ranking relative to other children in the same grade is not relevant to their success,

your support, or our instruction.

In addition to the SAGIS report, you also have two other sources of information about your child: 1) The

Gates-

MacGinitie test; and 2) The

Enumclaw School District report card.

The Gates-

MacGinitie test provides information about a childs reading vocabulary but is not a good ind

i

-

cator of literacy development. To properly assess your childs reading performance, and to plan appropr

i

-

ate instruction, we use much more accurate and thorough techniques. If you would like information

about the assessment techniques we use in reading, we would be happy to provide that for you.

The

Enumclaw School District report card was designed to indicate your childs growth over time. Ho

w

-

ever, we have found in previous years that Mrs.

Goffes students often exhibit abilities that are not repr

e

-

sented here. We have also found that we cannot use this tool to guide our teaching. The SAGIS report, by

contrast, helps us follow your child closely, by listing all significant indicators that we observe. It then

helps us to design accurate and effective instruction that meets your childs individual needs.

In the SAGIS report we have noted the best information we have at this time on your childs growth in

each of the three major subject areas. The report describes how your child is doing, how we expect your

child to develop next term, and what you can do to support your child at home.

Were very excited about the SAGIS report and we hope you like it, too. However, if you dont like it, we

need to hear from you right away so that we can provide you with whatever other information you would

like. If you have any questions for us, or any suggestions about how we can communicate with you more

effectively, please let us know as soon as possible.

Were having a great year and we hope that you are, too. Thank you for taking the time, effort, and e

n

-

ergy to help us create the best education possible for your child.

Sincerely,

Esther

Goffe, Judy

Bruggeman, and Steve Peha
SAGIS Report, 1
st
Quarter, 1999 2000 Mrs. Goffe, 3
rd
Grade, Rm. 406 Sunrise Elementary School, Enumclaw School District
The SAGIS report form was created by Steve Peha and is 1999 by Teaching That Makes Sense, Inc. All rights reserved.
SAGIS is part of IA: Tlo Inloraclivo IIanning and Assossmonl Syslom. For more information, contact Steve Peha at stevepeha@aol.com.
Mitch Stewart
WRITING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Chooses good topics.
Listens attentively during
sharing and asks good ques-
tions.
Uses audience feedback to
improve his pieces.
Extremely conscientious.
Reads his own writing ex-
pressively.
Has published: personal nar-
rative, autobiography, a book
review, movie review for
newspaper, and Veteran's
Day contest piece. Has a
second book review in draft-
ing.
Fairly accurate self-
assessment.
Has begun touch typing
practice.
Share more often earlier in
the writing process to avoid
re-starts and getting too far
ahead of himself.
Improve use of capitals and
periods.
Use more editing strategies
to avoid complete re-
copying/re-writing.
Meet deadlines more regu-
larly: his perfectionism is get-
ting in the way of his ability to
complete tasks.
Conference with him early in
the writing process to more
closely monitor his progress
on individual pieces.
Help him see that he is often
using commas in place of pe-
riods.
Conference with him during
editing to review editing
marks and their uses.
Encourage him to use editing
marks instead of re-copying.
Watch closely for perfectionist
tendencies. Make sure he
doesn't try so hard on things
that he misses out on learn-
ing opportunities.
Monitor how often he wants
to redo things from scratch at
home.
Monitor your interactions with
him around school and non-
school activities to assess
where he might be develop-
ing his concerns about per-
fectionism.
READING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Chooses books at appropri-
ate levels.
Reads a wide variety of texts:
fairy tale, fiction, non-fiction,
newspapers, magazines, etc.
Summarizes well: uses only
relevant details.
Has a good vocabulary: can
often explain to others what
words mean.
Excellent expressive reader.
Works well with 1st grade
reading buddy.
Can determine author's pur-
pose and main idea..
Has read: Pokemon, Mrs.
Piggle Wiggle, 1,000 Facts
about the Earth, Alaska Crit-
ters, Loveable Lyle, McGwire
and Sosa, Hurricane Floyd,
Use Your Brain, Patrick Har-
rington Bollmer Speaks,
Cecily Small and Rainy Day
Adventures, Mrs. Peter Rab-
bit, Curious George.
Has written two book reviews.
Has learned basic book re-
view format and has started
to experiment with his own
approaches.
Read more challenging
books.
Write more complex book re-
views that include more detail
and an expansion of our ba-
sic book review form.
Develop a knowledge of and
preference for a particular
author.; encourage him to
begin an author study.
Provide him with more com-
plex texts: he recently asked
for a Harry Potter book. (He
just started it.)
Show him some other ways of
structuring a book review.
Talk with him about reading
books by certain authors
based on other books he has
read. I'd like him to identify a
favorite author by the end of
next term. (Maybe the author
of the Harry Potter series?)
Take him to a good kids
bookstore (All for Kids or
University Bookstore in Se-
attle), or to the library, and
have him pick out a few
books for upper elementary
age readers: Roald Dahl, Gary
Paulson, Avi, more Harry
Potter books, etc...
Talk with him about the books
he is reading using The 5
Facts of Fiction and The 5
Big Questions.
MATH
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
His writing in math is well or-
ganized: it's clear and easy
to read.
Shares frequently.
Writes out math problems
very thoroughly: explains his
thinking well.
Has mastered basic addition
and subtraction facts.
Works well with multi-digit
addition and subtraction us-
ing both alternative and tra-
ditional strategies.
Consistently scores 9 or bet-
ter out of 10 on mental math.
Develop mastery of basic
multiplication and division
facts.
Write more challenging math
problems.
Encourage him to become a
math tutor for other kids.
Continue with graph paper
and triangle strategies; write
real life problems using mul-
tiplication and division.
Show him examples of more
complex problems. Encour-
age him to pick problems
from his everyday life.
Show him how to help others
through his ability to think
clearly and explain math pro-
cedures.
Make him aware of when he
uses math in his life: with
money, time, dates, sports,
games, etc...
Ask him to talk you through
some of the math he does at
home.
Help him to become aware of
when he might encounter
multiplication and division in
his life.
SAGIS Report, 1
st
Quarter, 1999 2000 Mrs. Goffe, 3
rd
Grade, Rm. 406 Sunrise Elementary School, Enumclaw School District
The SAGIS report form was created by Steve Peha and is 1999 by Teaching That Makes Sense, Inc. All rights reserved.
SAGIS is part of IA: Tlo Inloraclivo IIanning and Assossmonl Syslom. For more information, contact Steve Peha at stevepeha@aol.com.
Jaqueline Grant
WRITING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Includes lots of detail.
Strong sense of purpose.
Shows strong feelings.
Chooses good topics.
Meets deadlines.
Shows a good understanding
of basic writing conventions.
Keeps binder well organized.
Published a personal narra-
tive, autobiography, two book
reviews, newspaper article,
and a Veteran's Day contest
piece. Has a second book re-
view and a third narrative in
drafting with a third book re-
view in pre-write.
Fairly accurate self-
assessment of best piece.
Has begun touch typing
practice.
Do more pre-writing. Specifi-
cally, more use of the Idea-
Details and What-Why-How
strategies.
Read own pieces more ex-
pressively.
Assert her own preferences
more when receiving feed-
back from the audience.
Help her to improve her
sense of paragraphing.
Re-visit pre-writing strategies
and conference with her dur-
ing pre-writing.
Encourage her to project
more when she reads in front
of the class.
Validate what she's doing well
and encourage her to only
make the changes that she
truly wants to make.
Help her to analyze para-
graphs in published books
and begin to articulate the
rules of paragraphing.
Encourage Jaqueline to as-
sert her preferences and
opinions about things.
Talk with Jacqueline about the
pieces she is writing. Ask her
questions that will bring out
things that she feels strongly
about.
READING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Can summarize what she has
read.
Can say why she has chosen
a particular book.
Chooses books at appropri-
ate level.
Fluent oral reader.
Loves to share.
Very good tutor for her 1st
grade buddy reader.
Has read a variety of books:
chapter books, series books,
non-fiction, newspaper, etc.
(She did not turn in her
reading list because she was
absent. Well update and in-
clude this information on her
next report.)
Has published two book re-
views and is working on a
third.
Oral reading has slowed to an
appropriate pace.
Read more non-fiction.
Improve her ability to summa-
rize by analyzing main idea
and author's purpose.
Encourage her to choose
more challenging books.
Improve expression in oral
reading: project more; more
emphasis on important words
and phrases.
Introduce her to non-fiction
books in areas of personal
interest.
Use "Five Big Questions"
especially #3 and #4.
Offer her a selection of
harder books and talk with
her about how to know if they
are appropriate.
Encourage her to project
more and to identify signifi-
cant parts of text for empha-
sis.
Model expressive reading for
her and talk with her about
what you do to make the text
come alive.
Encourage her to read non-
fiction books in her interest
areas.
Share your own reading of
non-fiction texts.
MATH
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Her writing in math is well or-
ganized; it's clear and easy
to read.
Shares frequently.
Very consistent in her work
production.
Successfully solves multi-digit
addition problems using tra-
ditional and alternative
strategies.
Has command of basic addi-
tion and subtraction facts.
Consistently scores 9 or bet-
ter out of 10 on mental math.
Has begun to write out her
solutions more thoroughly.
Improve work with borrowing
in subtraction.
Seek new challenges inde-
pendently.
Improve understanding of
place value.
Spend more time exploring
subtraction. Re-visit subtrac-
tion strategies. Make sure
she can use the traditional
strategy as well as the alter-
native strategies.
Encourage her to do more
peer tutoring.
Conference with her about
her understanding of place
value and formulate a specific
plan.
Talk with her about her math
homework: ask her to explain
to you what she's doing and
why she's doing it.
Can she help her younger
brother with math?
Talk with Jacqueline about
math in your life. Let her help
out around the house when-
ever possible.
SAGIS Report, 1
st
Quarter, 1999 2000 Mrs. Goffe, 3
rd
Grade, Rm. 406 Sunrise Elementary School, Enumclaw School District
The SAGIS report form was created by Steve Peha and is 1999 by Teaching That Makes Sense, Inc. All rights reserved.
SAGIS is part of IA: Tlo Inloraclivo IIanning and Assossmonl Syslom. For more information, contact Steve Peha at stevepeha@aol.com.
Jared Farmer
WRITING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Meets deadlines.
Has a good command of ba-
sic writing conventions.
Listens well during sharing
time and asks good ques-
tions.
Asks for feedback to improve
his writing.
Has a large vocabulary; vol-
unteers to give definitions of
words for the class.
Published a personal narra-
tive, autobiography, book re-
view, movie review, and Vet-
erans Day contest piece. Has
a personal narrative and a
second book review in draft-
ing, with a third book review
in pre-writing.
Began touch typing practice.
Learned to use the Writing
Process.
Listen more carefully to di-
rections, follow through the
first time they are given; use
work time more effectively.
Do more pre-writing: more
use of the Idea-Details and
What-Why-How strategies.
Ask questions in a respectful
tone of voice.
Speak to him about listening
and, if necessary, set up a
self-monitoring system to
help him be more aware of
how he is using work time.
Re-visit pre-writing strategies
and conference with him
during pre-writing.
Discuss and set up good
questioning techniques.
Talk with Jared at home about
his writing so he can develop
more pride in his work.
Share and discuss the details
about pieces you have read
in books or newspapers.
Include Jared in family discus-
sions which involve ques-
tioning others on their opin-
ions or thoughts in a re-
spectful way.
READING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Large vocabulary; often vol-
unteers to give definitions of
words for the class.
Enjoys reading; chooses to
read during free time after
work is completed.
Chooses both fiction and
non-fiction to read.
Loves to share; easily and
eagerly shares thoughts and
opinions while discussing lit-
erature.
Has read: Schmernoff Discov-
eries, Holes, Escape from the
Black Forest, The Iron Scep-
ter, Harry Potter and the
Scorcer's Stone, Penguin
Group, The Tower of Ga-
berhea.
Has written two book reviews.
Write more complex book re-
views that include more rele-
vant details.
Experiment with our basic
book review form.
Slow down and read with ex-
pression; take extra care to
pronounce words more
clearly.
Improve his interactions with
his 1st grade buddy: he
needs to be more patient and
more supportive.
Show him some other ways of
structuring a review.
Re-visit expressive reading;
remind him to project more
and to speak more clearly.
Assign him to a different
buddy; talk to him about how
he can be kinder and more
responsive to this new child.
Talk about books that you
have read. Discuss the rele-
vant details and lessons
learned from your reading.
Have Jared read for you. If he
reads quickly, remind him
that fast reading is not good
reading; good reading is
slow, expressive, and clearly
spoken.
Talk with Jared about how he
interacts with his 1st grade
buddy. Find out why he is so
impatient and why he some-
times ignores his buddy or
refuses to help.
MATH
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Loves mental math problems.
Has a good understanding of
place value.
Has a good understanding of
algebraic equations.
Good command of basic ad-
dition and subtraction facts;
consistently gets 9 or 10 on
daily mental math.
Works successfully in multi-
digit addition and subtraction
with both traditional and al-
ternative strategies.
Uses measurement strategies
well.
Improve organization of
notebook: go page-by-page,
organize material more
neatly, etc..
Solutions to real life story
problems need to be written
specifically in the format we
have designed.
Write more challenging math
problems.
Encourage him to become a
math tutor for other kids, and
to support other learners
more effectively.
Improve mastery of multipli-
cation and division facts.
Speak to him about how to
use the fronts and back of
pages and how to keep the
problems easy to read.
Conference with him about
writing out the solutions to
real life math problems.
Show him examples of more
complex problems from real
life.
Show him how to help others
through his ability to think
clearly and explain math pro-
cedures.
Encourage him to continue
using his graph paper and
triangle strategies.
Encourage him to use his
math knowledge to help you
solve problems around the
house.
Talk with him and make him
aware of complex math
problems in your daily life.
Discuss the steps you use to
solve your own math prob-
lems.
SAGIS Report, 1
st
Quarter, 1999 2000 Mrs. Goffe, 3
rd
Grade, Rm. 406 Sunrise Elementary School, Enumclaw School District
The SAGIS report form was created by Steve Peha and is 1999 by Teaching That Makes Sense, Inc. All rights reserved.
SAGIS is part of IA: Tlo Inloraclivo IIanning and Assossmonl Syslom. For more information, contact Steve Peha at stevepeha@aol.com.
Erin Coomes
WRITING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Chooses good topics.
Uses good word choice.
Uses strong feelings; her
spirit comes out in her
pieces.
Reads own pieces with ex-
pression; presents well;
commands the attention of
her audience.
Pieces have purpose.
Accepts feedback and uses it
to make her pieces better.
She is an attentive listener
who offers good feedback to
others.
Uses good leads strategies.
Published: Personal narra-
tive, autobiography, book re-
view, newspaper article, and
Veteran's Day contest piece
(some of these after the
deadline.) Also has a second
book review in drafting and a
third book review in pre-
writing.
Developed a sense of para-
graphing.
Binder is very well organized.
Has learned the writing proc-
ess.
Meet deadlines more consis-
tently.
Visit less with other students,
and use work time more effi-
ciently.
More personal narratives.
Become a peer editor and
perhaps an editor our class
newspaper.
Begin typing instruction.
Talk with her about deadlines
and set up a monitoring sys-
tem.
I will speak to her about
working during work time and
will set up a self-monitoring
system if necessary.
Require her to produce 3
personal narratives this term.
Talk with her about being a
peer editor, see if she is in-
terested, and pair with ap-
propriate students.
Start working with our class-
room typing program.
Help her at home to keep
track of important deadlines.
See if she is aware that her
talking during work time is
causing her to miss dead-
lines.
Talk with her about childhood
memories and encourage her
to use the best ones for
pieces in class.
Continue with typing practice
at home but please make
sure she is touch typing us-
ing the correct home row
key and finger relationships.
READING
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Reads a variety of genres;
fiction, poetry, non-fiction,
newspapers, magazines, etc,
Reads expressively.
Great tutor: models expres-
sive reading and positively
supports her first grade
reading buddy.
Understands humor: as in
"Amelia Bedlia" books.
Understands author's pur-
pose.
Shares regularly.
Works well with her 1st grade
buddy.
Has read: Stellaluna, Olive,
the Other Reindeer, Winds in
the Willows--10 pps., The
Tale of Peter Rabbit, Lady
and the Tramp, Story of the
Statue of Liberty, One Hun-
dred and One Dalmations,--
pp. 2-12, Martha Speaks,
Duck Tails, Webby saves the
Day, Berenstein Bears.
Developed an interest in se-
ries books.
Understands book review
format.
Encourage her to become a
reading tutor for other kids in
class.
Encourage her to develop a
knowledge of and preference
for a particular author.
Encourage her to read more
challenging booksa par-
ticularly more substantial
chapter books.
Assess her own strengths as
a reader particularly as they
relate to her strengths in
writing.
Show her how to help other
readers through her ability to
read expressively.
Talk with her about reading
books by a certain author
based on other books she
has read.
Find her the right books to
help her reach the next level
in a way that she feels com-
fortable with.
Talk with her about how it is
that she writes at a much
higher level than she is
reading. (Perhaps she's just
never challenged herself in
reading or has some per-
sonal concerns about it.)
Have her read for you out
loud at home and praise her
use of expression.
When the next Scholastic
book order comes out look
for a good author--Beverly
Cleary, Roald Dahl, etc.. En-
courage her to try reading
some of their chapter books.
Talk to her about new books
she would like to read.
Talk with her about how she
feels about her reading.
(Shes very good at it. Wed
just like her to try some
harder books.)
MATH
STRENGTHS ACCOMPLISHMENTS GOALS INSTRUCTION SUPPORT
Notebook is very well orga-
ized; clear and easy to read.
Enjoys our beginning algebra
work.
Writes real life math stories
with well thought out solu-
tions.
Trades in addition and bor-
rows in subtraction using tra-
ditional and alternative
strategies.
Master basic addition and
subtraction facts in mental
math. (She seems to be able
to do better on paper than
she does in her head.)
Consistenly get 8 or more out
of the 10 daily mental math
problems correct.
More work with graph paper
and triangle strategies.
Talk to her about how to
visualize math problems.
Provide graph paper for her
at home.
When she does math home-
work encourage her to visu-
alize the numbers in her head
as she works out problems.
Its Easier Than it Looks
In a message dated 10/25/99 6:39:39 AM Pacific Daylight Time, sshelton@indep.k12.mo.us
writes:
> Hi Steve,
>
> I am working to assess my students using SAGIS. I have stumbled upon a
> mental block. I am having trouble identifying concise ways to list
> their strengths and I am having trouble with the Support column.
>
> Shannon

Dear Shannon,

Yeah, it takes a bit of a rethink to start doing this. Each of us who has tried it has bumped into this little

road block. Just shows you how far we've strayed over the years from simple plain English ways of

talking about kids.

Here's what I do when I get stuck:

[1]

I realize that I don't need a different set of descriptors for every kid. In fact,

when I assess the kids I teach, I find they all get the same basic set of items.

Why? Well, those are the things I teach them and look for in their work to

guide my teaching. So most kids should come out with very similar

information although theres plenty of opportunity to individualize it as

needed.

[2]

I realize that I don't need very many descriptors to tell the story I want to tell.

Three or four in each column does the trick. This is very different from

contemporary report cards where there are sometimes dozens of things to

check off. The difference here is that were checking off only the ones that

really matter for each kid.

[3]

I think about what really makes the difference between successful learners and

unsuccessful learners. Again, there are only a few basic things for me. Attitude

and effort are very big for me. Im sure you have a few key things that you look

for. Stick with these.

Finally, I have some guidelines I keep in mind for coming up with items in each column:

The STRENGTHS Column

A strength is something a student brings to all of his or her learning. Its an attitude or belief. Its also a

habit. For example, here are some strengths that I think make a difference:

Shares regularly; Asks good questions; Takes risks; Uses audience feedback;

Tries hard even when things aren't going well; Finds unusual solutions to

common problems; Finds multiple solutions to the same problem; Works hard

consistently; Always willing to help others, Etc...

Strengths are things kids bring to their work; they are not the work itself.

The ACCOMPLISHMENTS Column

Accomplishments represent tangible evidence that learning is occurring. Obviously, any student work

counts here. But so do things that don't manifest themselves in paper records. For example, in one 3rd

grade class the kids are learning how to do expressive readings. There's no paper record of these so I will

be noting how many some kids have done and the quality of their work. For kids who are very reluctant,

sometimes just sharing for the first time is an accomplishment.

An accomplishment is something a student has done that shows evidence of growth.

The GOALS Column

This is the easiest column for me. It's just what I want the kid to do next. I try to include a mix of items

that I know I'll be covering with the entire class as well as a couple that are unique to each kid. Whole

class items will be covered in mini-lessons; individual items will be covered in conferences.

A goal is simply something I want the child to be able to do in the next reporting period. It can be the

development of a strength or a specific accomplishment.

The INSTRUCTION Column

This is another easy column for me. All I do is list the instructional techniques I'm going to use to help

the student achieve the goals. This can be mini-lesson content, specific activities or assignments, or just a

series of conversations I plan to have with a student in conference.

Instruction is what I'm going to do to help students reach their goals.

The SUPPORT Column

This can be tricky but only because we're not used to thinking about it. Many teachers start from the

assumption that parents won't help their kids at home, or that they don't know how and won't want to

learn. Even though this may be true, it's not a good place to start.

What I do before I write this column is look at the kid and make a vision of what I believe to be the ideal

home support system. Then, I write that up in a few short bullet points. I try to treat each parent as

though they're all Moms and Dads of the Year. Eventually, most of them start to act that way.

What I know is that in order to grow kids need the following things:


Time:

I ask parents to make sure their kids have time to read, write, talk, do

homework, etc... And that the time they are putting in is quality time.


Choice:

I encourage parents to give their children a range of choices with

regard to how they study and do their school work at home.


Audience:

I ask parents to be good audiences for their children. I tell them to

be curious not corrective when working with their kids, and I stress the role

that their approval has in their child's development.


Purpose:

I want parents to help their children understand the reasons why we

do the things we do. Often, this simply means sharing their own reasons for

doing things. Frankly, it just comes down to being honest and open with

children in a way that they can respect and feel comfortable with.


Models:

I ask parents to model their own literacy and problem-solving skills,

and to include their children in many of the basic adult learning experiences

they encounter.


Advice:

I caution parents about giving advice to their children with regard to

school work. I tell them that they must hold themselves to giving out advice

that is TRUE, USEFUL, and UNDERSTANDABLE. And if they're not SURE that

what they have to offer their children meets all three of these criteria, then they

should simply leave the advice giving to me. One technique I try to teach to

every parent is the technique of turning a criticism or a concern into a

question. Thats a wonderful way to support a learner.

I can offer ideas to parents for support in each of these six categories but I never do all six. I try to limit

my advice to three or four crucial things at the most. In the end, I just want parents to spend time with

their kids doing simple things like reading or helping them with math. And I always want them to have

fun and to make their kids feel loved and very safe.
Writing Plan
SUCCESSES Things that are going well. Procedures Strategies Qualities
Students averaged 5-6 published pieces each in Q1. Continue to set tight deadlines. Have kids put deadlines on TO DO lists;
ask them to review deadlines weekly.
Good variety of forms. Present more diverse models.
Students love to write. Stick to 1-hr-a-day schedule; dont miss
a day.
Students love to share. Begin small group sharing; do more
sharing with other classes.
Introduce different ways of sharing. Create criteria for good sharing.
Everyone published in first class newspaper. Put out 1 issue per month. Review professional and student papers.
Everyone knows and uses the Writing Process. Take status by writing process stage. Have kids teach WP to 1st graders.; talk
about circular nature of WP.
Everyone is using their binder. Continue with monthly binder clean-out. Create criteria for a good binder.
Students are choosing good topics. Whats a Good Idea?; CPA Create criteria for good topics.
Many have begun paragraphing. Require editing pass for paragraphs. Formalize paragraphing rules.
Many are beginning to add more detail. Require 1 detail strategy during writing
process.
Review detail strategies.
Comments
I am extremely pleased with how things have gone this first quarter. Weve made more progress in nine weeks than we usually make in the whole first semester. I have pushed these kids harder and they
have responded. When I consider that they havent had much experience with workshop-style teaching, the Writing Process, or choosing topics, Im even more impressed with how far theyve come.
Shelbys comment last month was very telling: At first I didnt like this writing because it was too hard. But Im glad I did it because I can really write now.
CHALLENGES Things that need to be improved. Procedures Strategies Qualities
A little too noisy during work time. Short periods of silent writing. Use Are you talking? self-monitoring;
change some seating assignments.
Create criteria for work time.
Carelessness with spelling. Require spelling edit pass. More use of Have-A-Go sheets; more
emphasis on Word Wall.
Talk more about what good spellers do to
check their spelling; create checklist. In-
troduce spell check on the computer.
Carelessness with periods and caps. Require separate edit pass. Expressive reading; reverse conventions
reading; review rules for sentence punc-
tuation.
Show models from last years class.
Inaccurate self-assessment. Introduce Assessment stage of WP. Teach Six Traits assessment using sam-
ple assessment sets.
ML: Whats a good assessment?
Some overly critical commenting during sharing. Questions only during sharing. Ask WHY and HOW questions. ML: Whats a good comment?
Class is getting a bit competitive. More peer review and editing. Talk about working together.
Author Pockets are looking shabby. Require kids to clean up own pockets. ML: What should your pocket look like?;
What kind of work should you put in your
pocket?
Comments
This group continues to be somewhat of a management challenge. I think I need to be a bit tougher with them. I need to provide a bit more structure for how we behave during work times. I want them
to take more pride in their work and in the way they treat each other. Theyre a rough bunch and at time they are rough on each other. I need to do more to increase the sense of community in the
room and to make the kids who are hanging back feel more safe about taking risks.
NEW STUFF Things were going to start on. Procedures Strategies Qualities
Fiction writing. Require pre-write with 5 Facts of Fiction. 5 Facts of Fiction. Analyze books w/5 Facts of Fiction.
More advanced book reviews. Book review checklist. T-A-D for plot summary. Analyze models from last years class.
Commas for separating clauses. Phrase-by-phrase reading. Analyze models; Conventions reading.
Apostrophe for possession. Apostrophe rules. Analyze models; Conventions reading.
Homonyms. Require editing pass for homonyms Use Homonym Word Wall. Set up Homonym Word Wall
Classroom newspaper editorial staff. Set up deadlines and editing procedures. ML: Who works at a newspaper?
Keyboarding. Set up schedule for typing practice. Use keyboarding program. ML: Good typing is slow and accurate.
Punctuating dialog. Require editing pass for dialog. Rules for dialog punctuation. Analyze models; Conventions reading.
Comments
Im very excited about introducing fiction writing using the Five Facts of Fiction. The kids have been clamoring to write stories and now I think theyre ready. Well also be using Five Facts of Fiction in
reading and with our book reviews so they should have plenty of chances to get good at it. Were really going to get the newspaper going formally this term. I need to set up the staff and the editorial
procedures. I also need to get these kids typing so I dont have to do it for them. Finally, I want them to buckle down and really work hard on their conventions.
SCaN: Successes, Challenges, and New Stuff Writing Mrs. Goffe Room 406 2nd Quarter 1999-2000
Writing Plan Aligned with Standards for Washington State
PROCEDURES Guidelines for the community. STRATEGIES Tools for problem solving. QUALITIES Standards for good work.
Continue to set tight deadlines.
WR 3.5 Publishes.
Stick to 1-hr-a-day schedule; dont miss a day.
[None]
Begin small group sharing; sharing with other classes.
WR 4.2 Seeks and offers feedback.
CO 3.1 Uses language to interact effectively with others.
CO 3.2 Works cooperatively as a member of a group.
Put out one issue per month of class newspaper.
WR 2.1 Writes for different audiences.
WR 2.2 Writes for different purposes.
WR 2.3 Writes in a variety of forms.
WR 3.5 Publishes.
Take status by writing process stage.
WR 3.1 - WR 3.5. DraftsPublishes.
Require editing pass for paragraphs.
WR 1.3 Applies writing conventions.
WR 3.4 Edits.
Require one detail strategy during writing process.
RE 2.1 Comprehends important ideas and details.
WR 3.1 Prewrites.
Short periods of silent writing.
WR 3.2 Drafts.
Require spelling edit pass.
WR 1.3 Applies writing conventions.
WR 3.4 Edits.
Require separate edit pass for periods and caps.
WR 1.3 Applies writing conventions.
WR 3.4 Edits.
Introduce Assessment stage of the writing process.
WR 4.1 Assesses own strengths and needs for improvement.
WR 4.2 Seeks and offers feedback.
Questions only during sharing.
CO 1.2 Listens and observes to gain and interpret information.
CO 4.2 Seeks and offers feedback.
More peer review and editing.
WR 3.3 Revises.
WR 3.4 Edits.
CO 4.2 Seeks and offers feedback.
Require kids to clean up own author pockets.
WR 3.5 Publishes.
Require pre-write with 5 Facts of Fiction.
RE 1.4 Understands elements of literature: fiction.
RE 2.3 Thinks critically and analyze authors' use of lan-
guage, style, purpose, and perspective.
RE 3.3 Reads for literary experience.
WR 3.1 Prewrites.
Expand book review checklist.
RE 2.3 Thinks critically and analyze authors' use of lan-
guage, style, purpose, and perspective.
RE 4.3 Develops interests and shares reading experiences.
WR 2.3 Writes in a variety of forms.
Require editing pass for homonyms.
WR 1.3 Applies writing conventions.
WR 3.4 Edits.
Set up deadlines for newspaper and determine pro-
duction procedures.
CO 4.3 Analyzes mass communication.
CO 4.4 Analyzes how communication is used in career settings.
Set up schedule for typing practice.
WR 3.5 Publishes.
Require editing pass for dialog.
WR 1.3 Applies writing conventions.
WR 3.4 Edits.
Use keyboarding program.
WR 2.4 Writes for career applications.
Use Are you talking? self-monitoring.
CO 1.1 Focuses attention.
CO 1.2 Listens and observes to gain and interpret information.
More use of Have-A-Go sheets and Word Wall.
WR 1.3 Applies writing conventions.
Expressive reading; reverse conventions reading; re-
view rules for sentence punctuation.
RE 1.3 Reads fluently, adjusting for purpose and material.
RE 2.1 Comprehends important ideas and details.
RE 3.3 Reads for literary experience.
WR 1.3 Applies writing conventions.
CO 2.5 Uses action, sound, and/or images effectively to
support presentations.
Teach 6-Traits assessment with sample assessment sets.
RE 2.3 Thinks critically and analyze authors' use of lan-
guage, style, purpose, and perspective.
WR 4.1 Assesses own strengths and needs for improvement.
WR 4.2 Seeks and offers feedback.
Ask WHY and HOW questions.
CO 1.1 Focuses attention.
CO 1.2 Listens and observes to gain and interpret information.
CO 1.3 Checks for understanding by asking questions.
Have kids put deadlines on TO DO lists; ask them to
review deadlines weekly.
WR 3.5 Publishes.
Introduce different ways of sharing.
CO 1.1 Focuses attention.
CO 1.2 Listens and observes to gain and interpret information.
CO 2.1 Communicates clearly to a range of audiences.
Continue with monthly binder clean-out.
[None]
Whats a Good Idea?
WR 1.1 Develops concept and design.
Formalize paragraphing rules.
WR 1.3 Applies writing conventions.
Review detail strategies.
WR 1.1 Develops concept and design.
5 Facts of Fiction.
RE 1.4 Understands elements of literature fiction.
RE 2.1 Comprehends important ideas and details.
RE 2.2 Expands comprehension by analyzing, interpreting,
and synthesizing information and ideas.
RE 2.3 Thinks critically and analyze authors' use of lan-
guage, style, purpose, and perspective.
RE 3.3 Reads for literary experience.
Content-Purpose-Audience,
RE 2.1 Comprehends important ideas and details.
RE 2.2 Expands comprehension by analyzing, interpreting,
and synthesizing information and ideas.
RE 2.3 Thinks critically and analyze authors' use of lan-
guage, style, purpose, and perspective.
RE 3.1 Reads to learn new information.
Transition-Action-Details for summary in book reviews.
RE 1.4 Understands elements of literature fiction.
RE 4.3 Develops interests and shares reading experiences.
WR 1.1 Develops concept and design.
WR 2.3 Writes in a variety of forms.
Phrase-by-phrase reading.
RE 1.3 Reads fluently, adjusting for purpose and material.
RE 2.2 Expands comprehension by analyzing, interpreting,
and synthesizing information and ideas.
Apostrophe rules.
WR 1.3 Applies writing conventions.
Use Homonym Word Wall.
WR 1.3 Applies writing conventions.
Rules for dialog punctuation.
WR 1.3 Applies writing conventions.
Create criteria for good sharing.
CO 3.2 Works cooperatively as a member of a group.
CO 4.1 Assesses strengths and need for improvement.
Review writing samples; present diverse models.
RE 2.3 Thinks critically and analyze authors use of lan-
guage, style, purpose, and perspective.
WR 2.1 Writes for different audiences.
WR 2.2 Writes for different purposes.
WR 2.3 Writes in a variety of forms.
Have kids teach WP to 1st graders.
WR 3.1 WR 3.5 DraftsPublishes.
CO 2.1 Communicates clearly to a range of audiences.
CO 2.4 Uses effective language and style.
Create criteria for a good WP binder.
WR 3.1 WR 3.5 DraftsPublishes.
Create criteria for good topics.
WR 1.1 Develops concept and design.
WR 4.1 Assesses own strengths and needs for improvement.
WR 4.2 Seeks and offers feedback.
Talk about what good spellers do to check their spelling;
create checklist. Introduce spell check on computer.
WR 1.3 Applies writing conventions.
Show models from last years class.
RE 2.3 Thinks critically and analyze authors use of lan-
guage, style, purpose, and perspective.
WR 2.1 Writes for different audiences.
WR 2.2 Writes for different purposes.
WR 2.3 Writes in a variety of forms.
ML: Whats a good assessment?
WR 4.1 Assesses own strengths and needs for improvement.
ML: Whats a good comment?
CO 3.1 Uses language to interact effectively with others.
CO 3.3 Seeks agreement and solutions through discussion.
CO 4.2 Seeks and offers feedback.
Talk about working together.
CO 4.1 Assesses strengths and need for improvement.
CO 4.2 Seeks and offers feedback.
ML: What should your pocket look like? What kind of
work should you put in your pocket?
WR 3.5 Publishes.
Analyze books w/5 Facts of Fiction.
RE 1.4 Understands elements of literature fiction.
RE 2.1 Comprehends important ideas and details.
RE 2.2 Expands comprehension by analyzing, interpreting,
and synthesizing information and ideas.
Transition-Action-Details strategy for plot summary.
RE 2.1 Comprehends important ideas and details.
RE 2.3 Thinks critically and analyze authors use of lan-
guage, style, purpose, and perspective.
Analyze models; Conventions reading; apostrophes.
WR 1.3 Applies writing conventions.
WR 3.4 Edits.
Analyze models; Conventions reading; dialog.
WR 1.3 Applies writing conventions.
WR 3.4 Edits.
Set up Homonym Word Wall
WR 1.3 Applies writing conventions.
WR 3.4 Edits.
ML: Who works at a newspaper?
CO 4.3 Analyzes mass communication.
ML: Good typing is slow and accurate.
WR 3.5 Publishes.
Analyze models; Conventions reading; caps and periods.
WR 1.3 Applies writing conventions.
WR 3.4 Edits.
Create criteria for work time.
CO 3.2 Works cooperatively as a member of a group.
Writing Plan Alignment Mrs. Goffe Room 406 2nd Quarter 1999-2000
Writing Instruction
JACQUELINE GRANT CHRIS STEVENS ASHLY WRIGHT MITCH STEWART NICK EDWARDS
Pre-writing strategies.
Project more when reading.
Make only the changes she
wants to make.
Analyze paragraphs.
Notes:
Idea-Details.
Main Idea strategies.
Transition-Action-Details.
Observe sentence lengths and
structures in expressive reading.
Notes:
Analyze paragraphs.
What-Why-How.
Idea-Details and Tell-Show.
Talk about her writing process.
Notes:
Conference during pre-writing.
Watch commas for periods.
Conference during editing.
Use editing marks; no re-copy.
Notes:
Monitor around deadlines.
Publish every 2-3 weeks.
Monitor during work time.
Re-organize binder.
Follow directions.
Notes:
DERICK SWAN STEPHANIE KAYDUS JARED FARMER ADAM WEISS KARA RADEBAH
Idea-Details; What-Why-How.
Paragraphing with more detail.
Conference during pre-writing
and drafting.
Keep him on task.
Notes:
Conference more.
Set up self monitoring system.
Organize binder.
Share for her; encourage her to
share on her own.
Notes:
Monitor his listening and work
time behavior.
Pre-writing strategies.
Questioning techniques.
Notes:
Organize binder.
Analyze paragraphs in books.
Monitor his listening and work
time behavior.
Pre-writing strategies.
Notes:
Binder organization.
Prioritize; improve use of time.
Basic pre-writing strategies.
S-A-F, and Idea-Details.
Conference during revision.
Notes:
SHELBY PYLE TRICIA WILSON KEVIN OLSEN JACOB LEE BRANDON TVEDT
I-D, T-S, W-W-H, S-A-F.
Word choice; vocabulary
Attitude when sharing.
3 narratives this term.
Topics that explore life lessons.
Notes:
Handwriting practice.
Pre-writing strategies.
Binder organization.
I-D and T-A-D.
3 narratives this term.
Notes:
Binder organization.
Pre-writing help.
What-Why-How and Idea-Details.
Expressive reading of own
pieces.
Notes:
S-A-F and Idea-Details
Meeting deadlines.
More conferences especially
near deadlines.
3 narratives this term.
Notes:
What-Why-How and Idea-Details.
Analyze paragraphs.
Editing for spelling.
Notes:
JOREY JOHNSON ERIN COOMES NICK FORSBERG GENERAL NOTES
Monitor around deadlines.
Use work time efficiently.
Binder organization.
Paragraphing.
Notes:
Monitor around deadlines.
Use work time efficiently.
3 narratives this term.
Peer editor.
Begin keyboarding.
Notes:
Wrist support.
Special writing paper.
Notes:
PROCEDURES STRATEGIES QUALITIES
Set tight deadlines.
1 hr. a day for writing.
Small group sharing.
Cross-class sharing.
1 newspaper a month.
Status by WP stage.
Edit pass for paragraphs.
1 detail strategy in WP
Silent writing.
Spelling edit pass.
Edit pass: periods + caps
Edit pass: dialog.
Assessment stage of WP.
Questions during sharing.
Peer share and edit.
Clean up author pockets.
Pre-write with 5 F of F.
Book review checklist.
Edit pass: homonyms.
Newspaper procedures.
Typing practice.
Deadlines on TO DO lists
Review deadlines weekly.
Different ways of sharing.
Monthly binder clean-out.
Whats a Good Idea?
CPA
Paragraphing rules.
Detail strategies.
Use Are you talking?
Change seating.
Have-A-Go sheets.
Keyboarding program.
Word Wall.
Expressive reading.
Reverse conv. reading.
Sentence punctuation.
6T assessment.
Why and How quests.
5 Facts of Fiction.
T-A-D for plot summary.
Read phrase-by-phrase.
Apostrophe rules.
Use Homonym Word Wall.
Dialog punctuation.
More diverse models.
Criteria for good sharing.
Review newspapers.
Teach WP to 1st graders.
Circular nature of WP.
Criteria for a good binder.
Criteria for good topics.
Analyze w/5 F of F.
Conv reading: dialog.
Conv reading: commas.
Conv reading: apostro.
Jobs at a newspaper.
Criteria for work time.
What good spellers do.
Spell check on computer.
Models from last year.
Good assessments.
Good comments.
Working together.
Good author pockets.
Good typing.
ClipNotes Writing Instruction Mrs. Goffe Room 406 2nd Quarter 1999-2000
Writing Goals
JACQUELINE GRANT CHRIS STEVENS ASHLY WRIGHT MITCH STEWART NICK EDWARDS
Use I-D and W-W-H strategies.
Read pieces expressively.
Assert preferences.
Improve paragraphing.
Notes:
Use more detail.
Stay focused on topic.
Narravitve sequencing.
Periods and capitals.
Notes:
Paragraph more consistently.
More pre-writing.
Write with more detail/depth.
Become a classroom leader.
Notes:
Share earlier in the writing
process to avoid re-starts.
Capitals and periods.
Use editing strategies to avoid
complete re-copying/re-writing.
Meet deadlines more regularly.
Notes:
Meet deadlines more regularly.
Publish more pieces.
Make better use of his time.
Keep binder more organized.
Follow directions.
Notes:
DERICK SWAN STEPHANIE KAYDUS JARED FARMER ADAM WEISS KARA RADEBAH
Do more prewriting
Use more details.
Meet deadlines more regularly.
Use work time more effectively.
Notes:
Meet deadlines.
Draft and publish more pieces.
Use work time more effectively.
Organize binder.
Follow directions.
Share writing voluntarily.
Ask good questions in sharing.
Notes:
Follow dirctions.
Use work time more effectively.
More pre-writing: I-D and W-W-H.
Ask questions in a respectful
tone of voice.
Notes:
Keep binder more organized.
Paragraphing.
Follow directions.
More pre-writing: I-D and W-W-H.
Notes:
Keep binder more organized.
Follow directions.
Ask for help when she is not
sure about what to do.
More pre-writing.
Re-read to eliminate repetition.
Re-organize revision.
Notes:
SHELBY PYLE TRICIA WILSON KEVIN OLSEN JACOB LEE BRANDON TVEDT
More depth and detail.
More advanced Word Choice.
More enthusiasm when sharing.
More personal narrative writing.
Attempt more mature topics.
Notes:
Slow down while writing and
improve legibility of handwriting.
More pre-writing: I-D and W-W-H.
Keep binder more organized.
Keep like details together.
More personal narrative writing.
Notes:
Better organizing of binder.
Meet deadlines.
Use more pre-writing strategies.
Share with more confidence;
read pieces with expression.
Notes:
Use more pre-writing strategies
to get more detail.
Meet deadlines consistently.
Improve conventions: particularly
periods and caps, spelling.
More personal narratives.
Notes:
Use more pre-writing strategies
for details and organization.
Begin paragraphing.
Improve spelling.
Improve grouping of details.
Notes:
JOREY JOHNSON ERIN COOMES NICK FORSBERG GENERAL NOTES
Consistently meet deadlines.
Use work time more efficiently;
get more pieces published.
Organize binder.
Begin paragraphing.
Notes:
Meet deadlines consistently.
Visit less with other students;
use work time more efficiently.
More personal narratives.
Become a peer editor.
Begin typing instruction.
Notes:
Make handwriting easier for
other people to read.
Read pieces more slowly when
sharing.
Project more when sharing.
Answer questions from audience
after sharing.
Notes:
SUCCESSES CHALLENGES NEW STUFF
Students averaged 5-6 published pieces each in Q1.
Good variety of forms.
Students love to write.
Students love to share.
Everyone published in first class newspaper.
Everyone knows and uses the Writing Process.
Everyone is using their binder.
Students are choosing good topics.
Many have begun paragraphing.
Many are beginning to add more detail.
A little too noisy during work time.
Carelessness with spelling.
Carelessness with periods and caps.
Inaccurate self-assessment.
Some overly critical commenting during sharing.
Class is getting a bit competitive.
Author Pockets are looking shabby.
Fiction writing.
More advanced book reviews.
Commas for separating clauses.
Apostrophe for possession.
Homonyms.
Classroom newspaper editorial staff.
Keyboarding.
Punctuating dialog.
ClipNotes Writing Goals Mrs. Goffe Room 406 2nd Quarter 1999-2000
1995-2002 by Steve Peha. For more information, or for additional teaching materials, please contact: Teaching That Makes Sense, Inc. E-mail stevepeha@aol.com Web www.ttms.org
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