Writing Learning Walks May 2014 WV
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Writing Learning Walks West Vincent May, 2014
description
Summary of Feedback
Transcript of Writing Learning Walks May 2014 WV
Writing Learning Walks
West Vincent
May, 2014
Introduction
• Learning walkthroughs were conducted to assess the level of implementation for the Calkins Units of Study in Writing in order to inform next steps in professional development.
• Regardless of the “numbers” that follow, there is a collective strength across WV classroom that promotes an authentic and meaning approach to the teaching of writing grades K-6!
• The information that follows should be used for PD in the 2014-15 school year.
• The WV staff should be commended for their efforts to learn the new program and to implement such quality writing instruction!
Writing Mini-Lesson Components 95
76 76 76
100 100
67
80
0
10
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Connection Teaching Point Active Engagement Link
Jan-14
May-14
Writing Expectations, Objectives, & Resources
71
95 95
45 57
29
100 93 100
27
100 87
0102030405060708090
100
ObjectiveExplicitly
Stated
ExpectationsMeet Grade
LevelExpectations
Students Writefor a RealPurpose
Students UseWord
Wall/SpellingResource
Students UseTaught Skill in
Notebooks
GraphicOrganizers are
ConsistentAcross Grade
Level
Jan-14
May-14
Summary of Feedback Strengths
• Growth in the teaching of the mini-lesson.
• Application of writing lesson in notebooks.
• Only 1 observation noted expectations did not meet grade level
expectations.
• Consistency of lessons across grade level.
Summary of Feedback Next Steps
• Active engagement should get students started on how they can use the
learning right away.
• The link needs to be clear to students in having them state what they will try
in the workshop “today” through turn and talk (this is not explicit in
Calkins, but until students become more used to the Units we should
implement each mini-lesson.
• Personal word walls should be part of every notebook and reinforced
consistently as a tool.
