Component 2 writing Samples-EMC Literacy

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Component 2 writing Samples-EMC Literacy

by Amieg84

Nov 19, 2016

Hi all,

I am really struggling with what 2 writing samples to analyze..I'm currently working on more informational text with my kids, so I was thinking a summary? My student struggles with summarizing, but is that substantial enough? Was also thinking of an opinion writing paper? Does hat promote enough literacy if it's a free choice opinion paper? Please advise, I'm stressing over this!!

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What Works Hello Amieg84,

The types of writing you mention in your post can both work. Essentially C2 is assessing how you incorporate the Architecture of Accomplished Teaching into your practice. The AAT is the NB version of an accomplished lesson plan. Here is an acronym to help you remember the steps: SSTARS

S=Students (know your student'...See More

Nov 20, 2016

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Dherald I am struggling on what to choose for my evidence as well. I teach fifth grade writing to all 90 of my students. We are getting ready to begin a unit on opinion pieces, and I am wanting to use this unit for my samples, but how do I choose what standard to focus on? Do I focus on the writing piece as a whole, or do I focus on one aspect of it (how t...See More

Nov 20, 2016

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What Works Hello herald and others,

Choosing the writing samples is important. You want to choose samples that show growth. If you're using opinion pieces, you might choose an early sample and then a later one that shows improvement in the specific skills you've identified as the student's need.

You don't focus on just one Standard. At the b...See MoreHello herald and others,

Choosing the writing samples is important. You want to choose samples that show growth. If you're using opinion pieces, you might choose an early sample and then a later one that shows improvement in the specific skills you've identified as the student's need.

You don't focus on just one Standard. At the beginning of your C2 instructions is a LIST of Standards. There needs to be evidence of all of them. But don't panic...the prompts are designed to elicit that evidence. When you respond to the various prompts, you show evidence for the various Standards.

Basically the sequence is approximately as follows:

1. You look at a piece of 2 students' work and analyze them for strengths and weaknesses. This is like a baseline assessment. You decide what writing skills (objectives) each needs to work on. I suggest choosing students with DIFFERENT needs so that you can show how you DIFFERENTIATE your instruction the NAME of this Component!).

HOW do you differentiate? Of course some instruction can be the same, but differentiation is important. Could you use: different topics? different graphic organizers? different strategies (1-1, peer editing, word lists etc.)? Show you are meeting EACH student's needs.

2. Now you teach lessons based on what each student needs to work on.

3. You continue to analyze (assess) their writing samples so that you can decide (reflect on) if they've learned the skill (objective)and can move on to a new skill OR if they need more practice with this one.

4. Based on your knowledge of #3, you plan the next steps.

These steps are the basis for the Architecture of Accomplished Teaching which is the NB version of an accomplished lesson/unit plan. Here is a handy acronym: SSTARS:

S=Students (Know your students) S-Set Goals (based on your knowledge) T=Teach (skills you know your students need) A=Assess (analyze student work) R=Reflect S= Start over (set new goals)

I hope this helps.

On 11/20/16, Dherald wrote: > I am struggling on what to choose for my evidence as well. I > teach fifth grade writing to all 90 of my students. We are > getting ready to begin a unit on opinion pieces, and I am > wanting to use this unit for my samples, but how do I choose > what standard to focus on? Do I focus on the writing piece > as a whole, or do I focus on one aspect of it (how the > student is able to use strong evidence)? We complete > multiple opinion pieces throughout the unit. Do I choose one > that the student completes at the beginning of the unit, and > one he/she completes at the end (similar to a pre and post > assessment)? Thank you for ANY advice. - DH

Nov 21, 2016

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