Leveraging the Writing Resources from the ELA Framework

Jason Stephenson

Jason Stephenson

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• Project Manager, Secondary English Language Arts & Library Media
• Jason.Stephenson@sde.ok.gov
• 405-522-3628
• OSDE, 2018-present
• Deer Creek Public Schools, 2005-2018
• M.A. in English, University of Central Oklahoma, 2015
• B.S.E. in Education, Oklahoma Baptist University, 2005

ELA Website & Newsletter

• Do you know where to find the OSDE ELA webpages?
• https://sde.ok.gov/language-arts
• Are you subscribed to the secondary newsletter?
• 2023 newsletters: https://sde.ok.gov/ela-resources
• Sign up: https://public.govdelivery.com/accounts/OKSDE/subscribers/new

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Supplies

• Writing Utensil (e.g., pen & journal, phone, laptop) for quick writes
• Laptop or Phone to navigate the framework website

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Session Description

Teachers of grades 6-12 ELA will learn how to use the writing resources suite from the ELA Framework to improve instruction and learning of narrative, informative, argumentative, and research writing. Teachers will explore the uses of the revision and editing checklists, student writing samples with teacher feedback, and the peer feedback lesson resources.

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Slideshow Link & QR Code

bit.ly/LWRELAF23

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• Links to resources are in the Speaker Notes beneath the slides.
• A final slide has link to a resource document.

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Oklahoma Academic Standards – English Language Arts

• 6-12.2.W.3 Revising
• 6-12.2.W.4 Editing
• 6-12.3.W.1 Narrative mode
• 6-12.3.W.2 Informative mode
• 6-12.3.W.3 Argumentative mode
• 6-12.6.W.4 Research writing

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Resources

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• I like teaching writing because ___________
• I like teaching writing, but ___________
• I like teaching writing, so ___________

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Quick Write (Choose 1) for 3 Minutes

Sentence stems from:

Writing Resources from the ELA Framework

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ELA Framework Website

elaokframework.pbworks.com

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Writing Resources Hub

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ELA Framework’s Writing Resources

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Student-Friendly Revision Checklists

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Student-Friendly Revision Checklists

Students can use these writing checklists to ensure they have addressed all of the components outlined in each of these modes. Teachers can personalize some of the requirements to help students revise.

• Narrative: Grades K-12
• Informative: Grades K-12
• Opinion: Grades K-5
• Argumentative: Grades 6-12
• Research: Grades 3-12

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ELA Framework’s Student-Friendly Checklists

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Writing for All: NWEA Stances on Writing

“Quality feedback should address deep-level features of writing (ideas and structure), not just surface-level features like conventions.”

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Writing Next Recommendation

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Specific Product Goals

“Setting product goals involves assigning students specific, reachable goals for the writing they are to complete. It includes identifying the purpose of the assignment (e.g., to persuade) as well as characteristics of the final product.”

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8th Grade Informative Writing Objective

8.3.W.2 Students will compose informative essays or reports that:

• objectively introduce and develop topics
• incorporate evidence (e.g., specific facts, details, charts and graphs, data)
• maintain an organized structure
• use sentence variety and word choice to create clarity
• establish and maintain a formal style
• emulate literary devices from mentor texts

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8th Grade Informative Writing Checklist

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8th Grade Informative Writing Checklist

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8th Grade Informative Writing Objective vs. Checklist

8.3.W.2 Students will compose informative essays or reports that:

• objectively introduce and develop topics
• incorporate evidence (e.g., specific facts, details, charts and graphs, data)
• maintain an organized structure
• use sentence variety and word choice to create clarity
• establish and maintain a formal style
• emulate literary devices from mentor texts

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My informative essay or report includes. . .

• information about a specific topic (specific facts, details, charts, graphs, and/or data)
• a structure that organizes my information:
• an engaging introduction
• body paragraphs based on a text structure (compare/contrast, cause/effect, problem/solution, description, or sequential)
• an effective conclusion
• correctly formatted in-text citations for sources (MLA, APA, or ___________)
• a consistent third-person point of view
• simple, compound, complex, & compound-complex sentences of various lengths
• precise vocabulary (for example: specific nouns; active verbs; interesting adjectives; adverbs to clarify how, where, or when; prepositional phrases to specify location*)
• literary devices (figurative language and/or ________________)
• transitional words and/or phrases
• a works cited page

My informative essay avoids….

• exclamation points
• contractions
• abbreviations

8.3.W.2 Students will compose informative essays or reports that:

• objectively introduce and develop topics
• incorporate evidence (e.g., specific facts, details, charts and graphs, data)
• maintain an organized structure
• use sentence variety and word choice to create clarity
• establish and maintain a formal style
• emulate literary devices from mentor texts

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My informative essay or report includes. . .

• information about a specific topic (specific facts, details, charts, graphs, and/or data)
• a structure that organizes my information:
• an engaging introduction
• body paragraphs based on a text structure (compare/contrast, cause/effect, problem/solution, description, or sequential)
• an effective conclusion
• correctly formatted in-text citations for sources (MLA, APA, or ___________)
• a consistent third-person point of view
• simple, compound, complex, & compound-complex sentences of various lengths
• precise vocabulary (for example: specific nouns; active verbs; interesting adjectives; adverbs to clarify how, where, or when; prepositional phrases to specify location*)
• literary devices (figurative language and/or ________________)
• transitional words and/or phrases
• a works cited page

My informative essay avoids….

• exclamation points
• contractions
• abbreviations

8.3.W.2 Students will compose informative essays or reports that:

• objectively introduce and develop topics
• incorporate evidence (e.g., specific facts, details, charts and graphs, data)
• maintain an organized structure
• use sentence variety and word choice to create clarity
• establish and maintain a formal style
• emulate literary devices from mentor texts

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My informative essay or report includes. . .

• information about a specific topic (specific facts, details, charts, graphs, and/or data)
• a structure that organizes my information:
• an engaging introduction
• body paragraphs based on a text structure (compare/contrast, cause/effect, problem/solution, description, or sequential)
• an effective conclusion
• correctly formatted in-text citations for sources (MLA, APA, or ___________)
• a consistent third-person point of view
• simple, compound, complex, & compound-complex sentences of various lengths
• precise vocabulary (for example: specific nouns; active verbs; interesting adjectives; adverbs to clarify how, where, or when; prepositional phrases to specify location*)
• literary devices (figurative language and/or ________________)
• transitional words and/or phrases
• a works cited page

My informative essay avoids….

• exclamation points
• contractions
• abbreviations

8.3.W.2 Students will compose informative essays or reports that:

• objectively introduce and develop topics
• incorporate evidence (e.g., specific facts, details, charts and graphs, data)
• maintain an organized structure
• use sentence variety and word choice to create clarity
• establish and maintain a formal style
• emulate literary devices from mentor texts

26

My informative essay or report includes. . .

• information about a specific topic (specific facts, details, charts, graphs, and/or data)
• a structure that organizes my information:
• an engaging introduction
• body paragraphs based on a text structure (compare/contrast, cause/effect, problem/solution, description, or sequential)
• an effective conclusion
• correctly formatted in-text citations for sources (MLA, APA, or ___________)
• a consistent third-person point of view
• simple, compound, complex, & compound-complex sentences of various lengths
• precise vocabulary (for example: specific nouns; active verbs; interesting adjectives; adverbs to clarify how, where, or when; prepositional phrases to specify location*)
• literary devices (figurative language and/or ________________)
• transitional words and/or phrases
• a works cited page

My informative essay avoids….

• exclamation points
• contractions
• abbreviation

8.3.W.2 Students will compose informative essays or reports that:

• objectively introduce and develop topics
• incorporate evidence (e.g., specific facts, details, charts and graphs, data)
• maintain an organized structure
• use sentence variety and word choice to create clarity
• establish and maintain a formal style
• emulate literary devices from mentor texts

27

My informative essay or report includes. . .

• information about a specific topic (specific facts, details, charts, graphs, and/or data)
• a structure that organizes my information:
• an engaging introduction
• body paragraphs based on a text structure (compare/contrast, cause/effect, problem/solution, description, or sequential)
• an effective conclusion
• correctly formatted in-text citations for sources (MLA, APA, or ___________)
• a consistent third-person point of view
• simple, compound, complex, & compound-complex sentences of various lengths
• precise vocabulary (for example: specific nouns; active verbs; interesting adjectives;
• adverbs to clarify how, where, or when; prepositional phrases to specify location*)
• literary devices (figurative language and/or ________________)
• transitional words and/or phrases
• a works cited page

My informative essay avoids….

• exclamation points
• contractions
• abbreviation

8.3.W.2 Students will compose informative essays or reports that:

• objectively introduce and develop topics
• incorporate evidence (e.g., specific facts, details, charts and graphs, data)
• maintain an organized structure
• use sentence variety and word choice to create clarity
• establish and maintain a formal style
• emulate literary devices from mentor texts

28

My informative essay or report includes. . .

• information about a specific topic (specific facts, details, charts, graphs, and/or data)
• a structure that organizes my information:
• an engaging introduction
• body paragraphs based on a text structure (compare/contrast, cause/effect, problem/solution, description, or sequential)
• an effective conclusion
• correctly formatted in-text citations for sources (MLA, APA, or ___________)
• a consistent third-person point of view
• simple, compound, complex, & compound-complex sentences of various lengths
• precise vocabulary (for example: specific nouns; active verbs; interesting adjectives; adverbs to clarify how, where, or when; prepositional phrases to specify location*)
• literary devices (figurative language and/or _______________)
• transitional words and/or phrases
• a works cited page

My informative essay avoids….

• exclamation points
• contractions
• abbreviation

8.3.W.2 Students will compose informative essays or reports that:

• objectively introduce and develop topics
• incorporate evidence (e.g., specific facts, details, charts and graphs, data)
• maintain an organized structure
• use sentence variety and word choice to create clarity
• establish and maintain a formal style
• emulate literary devices from mentor texts

29

My informative essay or report includes. . .

• information about a specific topic (specific facts, details, charts, graphs, and/or data)
• a structure that organizes my information:
• an engaging introduction
• body paragraphs based on a text structure (compare/contrast, cause/effect, problem/solution, description, or sequential)
• an effective conclusion
• correctly formatted in-text citations for sources (MLA, APA, or ___________)
• a consistent third-person point of view
• simple, compound, complex, & compound-complex sentences of various lengths
• precise vocabulary (for example: specific nouns; active verbs; interesting adjectives; adverbs to clarify how, where, or when; prepositional phrases to specify location*)
• literary devices (figurative language and/or _______________)
• transitional words and/or phrases
• a works cited page

My informative essay avoids….

• exclamation points
• contractions
• abbreviation

8.3.W.2 Students will compose informative essays or reports that:

• objectively introduce and develop topics
• incorporate evidence (e.g., specific facts, details, charts and graphs, data)
• maintain an organized structure
• use sentence variety and word choice to create clarity
• establish and maintain a formal style
• emulate literary devices from mentor texts

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Narrative Revision Checklists

• Grade 6
• Grade 7
• Grade 8
• High School

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Informative Revision Checklists

• Grade 6
• Grade 7
• Grade 8
• High School

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Argumentative Revision Checklists

• Grade 6
• Grade 7
• Grade 8
• High School

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Research Checklists

• 7^th grade excerpt

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Revision Checklist Activity

• Take some time to examine a revision checklist for a grade that you teach.
• You can choose narrative, informative, argumentative, or research.
• elaokframework.pbworks.com
• Reflect on these questions: How could this checklist help…
• students write better first drafts?
• students revise their writing individually or in groups?
• teachers provide feedback to students?
• Chat with a partner or small group, and then we will share out as a whole group.

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Checklist Uses: How & When, 1 of 2

• Teach a mini-lesson for every checkbox.
• Challenge students to identify certain checkboxes from a mentor text.
• Personalize the light blue box with a particular literary element or device.
• Focus on different checkboxes on different writing pieces. Chunk the content.
• Let students monitor their own writing and check off what they think they have.

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Checklist Uses: How & When, 2 of 2

• Let students color-code in their writing 3 or so items from the checklist they have also color coded.
• Students attach their checklist to their final draft.
• Have students examine a peer’s piece of writing while using the checklist.
• Gallery walk checklist with anonymous papers.
• Assess only 1-3 items from the checklist for a particular draft. Each item could count as a separate grade in the gradebook.

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Checklist Uses: Reflection

• Which of these strategies resonates with you?
• What strategy would you add to this list?

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5-minute break

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Editing�Checklists

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Editing Checklists

Students can use these checklists to determine if they have followed all of the expectations for grammar and mechanics in their writing.

• The beginning-of-year checklist is based on rules from previous grades.
• The middle-of-the-year checklist can be used once students have learned the required expectations for their current grade.

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ELA Framework’s Editing Checklists

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Teaching Secondary Students to Write Effectively (3 Recommendations)

• Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle.
• Integrate writing and reading to emphasize key writing features.
• Use assessments of student writing to inform instruction and feedback.

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Using Assessment to Inform Instruction

“After identifying students’ specific instructional needs, support their improvement by providing tailored feedback on their written products and their use of the writing process and strategies. Feedback can come from teachers, peers, and self-assessment” (page 50).

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Editing Checklists

• Students can use these checklists to determine if they have followed the expectations for grammar and mechanics from their grade in their writing.
• The beginning-of-year checklist is based on rules from previous grades.
• The middle-of-year checklist can be used once students have learned the required expectations for their current grade.
• Since not every punctuation mark will be present, optional rules are presented with an asterisk(*).

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8^th Grade Editing Checklists

• Beginning of Year Checklist: based on rules from grades PK-7
• Use from the start of the school year. Identify any gaps in student learning to determine if another grade’s checklist would be a better fit.
• Middle of Year Checklists: based on rules from grades PK-8
• Introduce once the Standard 5 Language objectives from the OAS have been taught.

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8^th Grade Editing Checklists, Excerpts

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Beginning

Middle

Editing Checklist Activity

• Take some time to examine an editing checklist for a grade that you teach.
• You can choose beginning, middle, or both.
• Reflect on these questions: How could this checklist help…
• students monitor their usage of grammar (top portion)?
• students monitor their usage of mechanics (bottom portion)?
• teachers provide focused feedback to students?
• Chat with a partner or small group, and then we will share out as a whole group.

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Checklist Uses: How & When, Part 1

• Teach a mini-lesson for the skills from your grade before introducing the middle-of-the-year checklist.
• Avoid teaching grammar & mechanics in isolation.
• Showcase grammar & mechanics in the context of authentic writing (mentor texts) from the current mode of study.
• Former or current student writing
• Teacher-created writing
• Published writing
• Teach additional mini-lessons as needed for skills students do not know because of learning gaps.

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Checklist Uses: How & When, Part 2

• Personalize the light blue box with a particular skill.
• Limit the checkboxes you will assess at the start of the school year.
• Let students monitor their own writing and check off the skills they have practiced and/or avoided.
• Have students examine a peer’s piece of writing while using the checklist.
• Students attach their checklist to their final draft.
• What else?

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Alyssa Tyra

Project Manager, English Language Arts Assessments

Alyssa.Tyra@sde.ok.gov

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2024 OSTP Updates

• Full alignment to the 2021 standards
• Technology-enhanced items (TEI)
• Updated Test and Item Specifications (sample passages and questions)
• Grade 6 | Grade 7 | Grade 8
• Assessment Materials: https://sde.ok.gov/assessment-material

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Sample Technology-Enhanced Item (TEI)

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Sample Technology-Enhanced Item (TEI)

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Sample Technology-Enhanced Item (TEI)

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Providing Feedback on Writing

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Quick Chat (Choose 1)

• How do you like to give feedback on student writing?
• How do you like to receive feedback on your own writing?
• How has feedback helped you or your students to improve writing?

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We will discuss with a partner or small group before sharing out as a whole group.

Beliefs

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Writing for All: NWEA Stances on Writing

“When assessing student writing in the classroom, clear, timely, targeted, and actionable feedback is more useful than grades for growing students’ skills (Schinske and Tanner 2014).”

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Skill-Building Feedback

• Clear
• Timely
• Targeted
• Actionable

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Levels of Feedback

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Feedback is useful on many levels:

teacher to student

peer to peer

self-reflection by student

Teacher Feedback

Teacher feedback highlights what is working in a student’s writing and provides both scaffolding and support for aspects of the student’s text or process that can be improved.

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Peer Feedback

Peer feedback provides a level of support similar to teacher feedback, but it also teaches students how to read a peer’s writing and provide meaningful and constructive feedback.

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Self Assessments

Self assessments allow students to view their writing from the perspective of the reader, helping them to identify where they have been successful and where they need to rework text if others are to understand it.

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Framing Feedback: Glow & Grow

• Glow: something positive
• Grow: an area of concern

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Framing Feedback:

Praise Question Polish

• Praise: Something positive
• Question: Something unclear
• Polish: A way to improve

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Framing Feedback:

Bless, Press, or Address

• Bless: Only areas of strength
• Press: Only areas of concern
• Address: Specific questions

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Types of Feedback

• Corrective: edits the writing
• Directive: tells the writer what to do, but does not edit
• Interactive: questions and comments
• Evaluative: judges the writing
• Of these four types of feedback, which kind do you tend to give?
• Which kind might your students need?

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5-minute break

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Teacher�Feedback Examples

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Teacher Feedback Examples

Teachers showcase how to provide various kinds of helpful feedback on student writing in these examples from modes from each grade band. Each student essay is paired with a specific kind of teacher feedback.

• Margin Comments
• Audio Recording
• Screen Recording
• Conference Video

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ELA Framework’s Teacher Feedback Examples

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Teacher Feedback Structure

• Each grade band has the same set of essays.
• Middle School: 5 essays
• High School: 4 essays
• Each essay is paired with a particular kind of teacher feedback.
• Margin comments
• Audio recording
• Screen recording + Margin comments
• Conference Video

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Teacher Feedback Samples: Narrative

• Grade 6 Narrative with Margin Comments (Graveyard Walk)
• Grade 8 Narrative with Conference Video (Football Injury)
• Grade 10 Narrative with Screen Recording & Margin Comments (Civil Air Patrol Training)

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Teacher Feedback Samples: Informative 1

• Grade 7 Informative with Audio Recording & Margin Comments
• Topic: Theme in A Wrinkle in Time

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Teacher Feedback Samples: Informative 2

• Grade 8 Informative with Margin Comments
• Topic: the ancient Olympics

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Teacher Feedback Samples: Informative 3

• Grade 12 Informative Essay with Margin Comments
• Topic: absurdity

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Teacher Feedback Samples: Argumentative

• Grade 8: Social Media (screen recording)
• Grade 9: Mandated Vaccines (audio feedback)
• Grade 11: Handwriting (video of conference)

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• Step 1: Form a group, make introductions, and pick an essay to read. (3 min)
• Step 2: Read the essay silently or aloud (3 min)
• Step 3: Discuss what kinds of feedback you would give this student. (5 min)
• Step 4: Read, watch, or listen to the sample teacher feedback paired with the essay. (2-4 min)
• Step 5: Discuss the teacher feedback. What resonates with you? Was your feedback similar and/or different? (5 min)
• Be prepared to share out.

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Teacher Feedback Activity

Reflection

Of the kinds of feedback we examined, when would you use each one? Why?

• Margin comments
• Audio recording
• Screen recording + Margin comments
• In-person conference

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Peer Feedback Lesson

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Peer Feedback Lesson

Teachers can use the following resources to introduce students on how to provide feedback to one another about their writing. The lesson plan outlines the steps, the slideshow supplements the lesson, and the handout is intended for students to use in groups once they have completed the lesson.

• Lesson Plan
• Slideshow
• Handout

​

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Writing for All: NWEA Stances on Writing

“To achieve a supportive and motivating environment, writers must feel that they are safe to show vulnerability when writing, when sharing their writing with others, and when providing feedback to peers.”

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Writing for All: NWEA Stances on Writing

“Opportunities for peer feedback are important too. In fact, research shows that peer feedback has a more positive effect than adult feedback for students who are learning a second language (Biber, Nekrasova, and Horn 2011).”

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Using Assessment to Inform Instruction

• “When providing feedback, use the student’s strength in one area to build on the area of need” (page 53).
• “Have students provide feedback to their peers, benefiting both the students providing the feedback and the students receiving it” (page 53).

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ELA Framework’s Writing Resources

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Writing Process Stages (Not Steps)

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Peer Feedback > Peer Editing

• Feedback implies a conversation and comments more deeper than merely editing.
• Editing only focuses on grammar and mechanics.
• Feedback includes revision ideas as well as editing help.
• Not every student possesses copyeditor level editing skills, but most students can say what parts of the writing piece they liked and why and which parts, if any, gave them questions.

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Peer Feedback Lesson

Teachers can use the following resources to introduce students on how to provide feedback to one another about their writing. The lesson plan outlines the steps, the slideshow supplements the lesson, and the handout is intended for students to use in groups once they have completed the lesson.

• Lesson Plan
• Slideshow
• Handout

​

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Peer Feedback Lesson Plan

• Locate the middle school (grades 6-8) or high school (grades 9-12) lesson plans to guide students to give feedback to their peers on their writing.
• Grades 6, 7, and 8 all link to the middle school lesson plan.
• Grades 9, 10, 11, and 12 all link to the high school lesson plan.
• Read and review the lesson plan for your grade band and compare it to how your students are introduced to peer feedback in your class. We will work silently and then share with a partner.

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Peer Feedback Slideshow

Middle School High School

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Review the slideshow that pairs with the lesson plan you chose. What comes to mind as you move through the slides?

Peer Feedback Handout

• Examine the student handout for your grade band.
• Middle School: printable with 3 sections & a page of sample compliments, questions, and suggestions
• High School: fillable PDF with multiple sections
• What do you notice and wonder about how these handouts would work with your students?

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Pause, Poll, & Reflect

• Review the quotes in the attached document.
• Which of the 8 quotes from the research most resonates with you? Why?
• Join at menti.com & use code 2133 0630

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Reflection

• Of the writing resources we have explored today, which one will you implement first?
• Student-Friendly Revision Checklists
• Editing Checklists
• Teacher Feedback Examples
• Peer Feedback Lesson
• How will one of the writing resources help your students more fully understand one of the objectives from the OAS-ELA?

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Professional Learning Survey

• Thank you for your attendance and participation.
• Please complete this survey to share your thoughts on the workshop.
• You will receive a link to a PD certificate upon completion of the survey.

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bit.ly/SDEfall23 

Slideshow Link

bit.ly/LWRELAF23

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Resource Page

created for the November 2 virtual training

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https://docs.google.com/document/d/1hc9phshEv11_f06Dh5B1-FwxBSrsEfj5XQEBqBKL38Q/edit?usp=sharing

Approved Colors

Presentation Title

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