Description: This series introduces teachers to multiple learning progression models focused on growing writer’s knowledge and use of rhetorical moves to narrate, inform, and argue—all key to helping students be successful on the redesigned SAT Essay test. In addition, the series will share strategies and resources for building effective peer to peer feedback and revision practices.

The series will be an in-depth study designed to increase teacher’s pedagogical and rhetorical content knowledge key to enacting effectively focused formative assessment. This offering will help you be prepared to incorporate the Common Core Standards into your English Language Arts course and assess for students’ writing growth.

Areas of Exploration and Study:

• Learning Progression Models (including Writing Pathways, National Writing Project: Analytic Writing Rubric, ETSCompetency Model and Provisional Learning Progressions, and the Audience-Based Argument Learning Progression)
• Recognizing relationships between the SAT Essay rubric and existing developmental learning progressions
• Adapting Learning Progressions to support classroom instruction and assessment
• Building a classroom culture of feedback
• Scaffolding effective peer to peer feedback and review tasks
• Planning for intentional formative assessment moments
• Translating peer feedback into formative data and next instructional steps

Intended Audience: 6^th -12^th Grade Teachers, Literacy Coaches and/or Coordinators, Special Education Teachers

Presenter: Susan Wilson-Golab, Oakland Writing Project Director and Oakland Schools Secondary Literacy Consultant and guest Writing Project Teacher Consultants

Guest Speaker: Dr. Jeff Grabill, MSU Writing in Digital Environments (WIDE) Research Senior Fellow