English I or English II Graduation Project Listed below are required pieces for the writing folders and literacy notebook in English IV. These pieces represent artifacts of the student’s writing ability, their independent reading, and their ability to respond intelligently to reading. For the senior year portfolio, the documents should reflect the following: Writing Folder Requirements: Four Formal Process Papers: College Admission Essay (all process components required; teacher-created rubric with comments and score; district cover sheet) Persuasive essay (all process components required; teacher-created rubric with comments and score; district cover sheet) Literary analysis (all process components required; teacher-created rubric with comments and score; district cover sheet) Performance Based Assessment: Documented Persuasive essay (all process components including all research process; teacher-created rubric with comments and score; district cover sheet Timed Writings: Expository (diagnostic) Persuasive (diagnostic) Expository (first nine weeks) Persuasive (second nine weeks) Expository (third nine weeks) Persuasive (fourth nine weeks) Informal Process Papers: Revision of Expository diagnostic essay Revision of Persuasive diagnostic essay Group literary analysis Creative/Reflective project Literacy Notebook Requirements: Prewriting section with extensive idea generation and revision application Craft section with extensive notes and lessons on craft Conventions section with extensive lessons and notes on conventions Reading documentation—just include list of books completed, documentation of daily/weekly independent reading Responses to reading—indication that student responded to independent and classroom reading on a regular basis; responses should represent application of reading/literary analysis lessons that were taught in class Reading mini-lessons—extensive lessons and notes on reading lessons and literary analysis lessons Word Work—lessons on vocabulary and lists of words collected by students to add to their extensive vocabularies. ELA Writing/Reading Projects 2014_2015 STAAR ELA Committees Project: Reflection for Literacy Notebook and Writing Folders You will review the pieces of writing in your English IV writing folder. Follow the directions below and produce a written reflection (typed) in response to your writing growth this year. 1. Re-read the required writing folder pieces from the first nine weeks (diagnostic essays, process paper, and timed writing; informal revised paper). 2. Re-read the required writing folder pieces from the second nine weeks (diagnostic essays, process paper, and timed writing; informal revised paper. Compare your first nine weeks work with your second nine weeks work. Use the Fletcher/Morris pyramid to reflect on the writing growth that took place over the nine week period. 3. Re-read the required writing folder pieces from the third nine weeks (diagnostic essays, process paper, and timed writing; informal revised paper. Compare your second nine weeks work with your third nine weeks work. 4. Re-read the required writing folder pieces from the fourth nine weeks (diagnostic essays, process paper, and timed writing; informal revised paper. Compare your third nine weeks work with your fourth nine weeks work. Reflect on the writing growth that took place over the nine week period. 5. Again, review the work that you completed over the year. Reflect on the writing growth that you have made over the course of the year. Select one area where you know that you need work. Also, review your literacy notebook and the writing lessons that your teacher has conducted this year. Write a minimum of two pages (double spaced; 12 point, Ariel type), discussing how you have applied what you have learned this year and your plan to improve your writing. Things to consider: Are all required pieces present in your writing folder? If not, how might missing work have impacted your growth as a writer over the year? After reviewing your written pieces, how did you personally work to improve your writing over the school year? Did you utilize your literacy notebook regularly? How might that have impacted your growth as a writer over the course of the year? Look carefully at your drafting process. How frequently did you try out the revision and editing techniques that your teacher taught you? How might that have impacted your writing growth over the course of the year? After reviewing your years’ work, do you believe that you did everything that you could as a learner to improve your ability as a writer? Why do you believe this? How do you believe your efforts impacted your writing? ELA Writing/Reading Projects 2014_2015 STAAR ELA Committees Part I: Writing Reflection Rubric Writing Reflection Not Yet Acceptable Needs a heading that includes: Name Date Heading Name, class period and project title are present Course Title Subheading: Writing Reflection Student considers and responds to bulleted items: Depth of Reflection Conventions Student considers few of the bulleted items and fails to reflect on his or her effort and its impact on his or her writing growth. Student fails to adhere to writing conventions (i.e., spelling, capitalization, punctuation) ELA Writing/Reading Projects 2014_2015 Are all required pieces present in your writing folder? If not, how might missing work have impacted your growth as a writer over the year? After reviewing your written pieces, how did you personally work to improve your writing over the school year? Did you utilize your literacy notebook regularly? How might that have impacted your growth as a writer over the course of the year? Look carefully at your drafting process. How frequently did you try out the revision and editing techniques that your teacher taught you? How might that have impacted your writing growth over the course of the year? After reviewing your years’ work, do you believe that you did everything that you could as a learner to improve your ability as a writer? Why do you believe this? How do you believe your efforts impacted your writing? Student adheres to all writing conventions. STAAR ELA Committees