e-asTTle WritingAll you ever wanted
to know……
“Launched in November 2007, the
Revised New Zealand Curriculum sets the
direction for teaching and learning in the 21st century” Ministry of Education, 2008
Understanding, using and creating oral, written and visual texts of increasing complexity is at the heart of English teaching and Learning……..
Students learn to deconstruct and critically interrogate texts in order to understand the power of language to enrich and shape their own and others’ lives……..
Using a set of underpinning processes and strategies, students develop knowledge skills and understandings related to:
• Text purposes and audiences.• Ideas within language contexts.• Language features which enhance
texts.• The structure and organisation of
texts.Students need to practise at each
level of the curriculum…..
National Standards in Writing…….
What is it saying to us..........
The first sentence for each writing standard……..
“students will create texts in order to meet
the writing demands of the NZC at specified
levels”
The second sentence describes how students use
writing……
“to think about, record and communicate experiences,
ideas and information”
“ to meet specific learning purposes across the
curriculum”
Lets unpack the Writing National Standards with
our colleagues…..
Key Messages…..Pg 12 and 13,
Alignment to Language Learning Progressions……..
e-asTTle and National Standards
What is the purpose of National Standards?
How does using e-asTTle writing marking and moderation align with that purpose?
Using e-asTTle writing
truly, madly, deeply?
or
using it for compliance?
What e-asTTle can offer?
•Identify student achievement
•Identify student, group, cohort and school progress…
•Inform teaching and learning..
E-asTTle Writing………………
Where am I going? How am I going? Where to next?
The approach that will really make a difference....
Construct a teaching environment to give students information as they work:
Focus on learning goals
Take stock of current work
Act to move closer to the goal
What is e-asTTle Writing?Educational resource for assessing
writing developed as part of the National Assessment Strategy.
Developed for Ministry of Education by the University of Auckland.
Sits alongside the NZ Writing Exemplars, Assessment Resource Bank Items, Literacy Learning Progressions, National Standards.
What Information does it Provide?Teachers, Students and Parents
information about:
A student’s level of achievement relative to the curriculum achievement outcomes, for levels 2,3,4,5 and 6.
A student’s level of achievement, relative to national norms of performance for students in Years 4 – 12.
How is Student Progress Measured?Persuade or argue
Instruct or lay out a procedureNarrate – inform or entertain through
narrativeDescribe/report/classify/ organise
informationExplainRecount – factual, imaginary, personalAnalyse – critically analyse, describe
and evaluate literary texts of a wide range e-g- novels, plays, poems, short stories, films ( used level 4 and above)
Making “Overall Teacher Judgments”
Together with other assessment tools, e-asTTle assists teachers to make judgments about the work and progress of their students that are:
ValidReliableNationally Consistent.
Getting Started with Writing…..
What do we need to do?
Familiarisation with the Progress Indicators – needs to be done for all purposes and all teachers…….
Develop shared understandings and expectations……..
Setting school wide writing tasks – developing longitudinal tracking and moderation points across the school.
Coming to consensus and agreement within the school – against the progress indicators. (Really Important)
Teachers collecting and moderating regularly across the curriculum ..
Understanding the Dimensions
Audience Awareness and Purpose
Judge – has the writer been able to think about – who am I writing this for? Why am I writing this? What shape will this take?
Deep Features…..
Content / Ideas
Mainly concerned with “ the aboutness ” of the text. Often refers to the “domain elements” for the particular purpose – refer Glossary.
Structure / Organisation
Focus here is on the management of text
through sequencing and linking of ideas.
Language Resources
This feature deals only with language use e.g. What is our
purpose to determine language choices, vocabulary and grammatical structures.
Surface Features…..Grammar
Accepted patterns in language use rather than with grammatical
choices made by writers to achieve particular purposes.
The writers’ ability to control language patterns at this level is
judged.
Spelling
Related to increasing skill and knowledge about high frequency
words, simple and complex spelling patterns, spelling of irregular and
technical vocabulary.
Judgment is made in the context of the text but evidence to support the
judgment needs to be considered carefully. (Spell-write lists 1-7)
Punctuation
Related to control over punctuation ranging from
showing awareness of sentence punctuation to using
complex punctuation effectively.
Evidence needed to support judgments.
Develop Consistency across the school…….
How we teach writing,
moderate writing, talk about writing,
Teachers and Students…….
E-asTTle Writing………………