How MEAP Released Anchor Sets Can Help us Improve Writing
The following information was obtained from analyzing the MDE MEAP 2007 anchor sets for Writing from Knowledge and Experience. Members of the Macomb Regional Literacy Training Center Management Team spent time analyzing MEAP anchor papers that scored fours and fives for grades 3 to 8. Not only did they surface some very important information for students and teachers about what kind of writing will score fours and fives, but they also shared how much they enjoyed the experience. They felt it would be one they would like to share with colleagues. I thought about it and was reminded how similar it was to the protocol that was used when we did the Profiles project. The only difference is the source of the papers. I know the grade-level groups worked with the papers in different ways. To enhance the process I will suggest that the actual Profile Protocol be used.
Profile Protocol (Process for Analyzing Writing)
After determining the number of words, sentences and paragraphs for the papers, engage in the following protocol to surface the attributes of the papers.
Begin with the papers that are scored four. Copy enough for each member of the grade-level group to have their own copy. Make a copy of the prompt that the students used to write the papers. Each member reads the same 3 or 4 papers. They read the papers looking for the attributes (what makes them good pieces of writing). They make margin notes indicating the where they see vivid verbs, details, snapshots, flashbacks, etc. They also note where they hear sentences presenting interesting rhythms and flow. They make comments about genre and organization. In short, they are looking for all the ways students had effectively responded to the prompt.
After the members of the team have completed their analysis of the papers, they rank them from what they consider most effective to less effective. The discussion consists of each member lobbying for his/her favorite pointing out the attributes that have been found and the rationale for the choice. This protocol encourages members to dig very deep into each paper and the discussion surfaces even more attributes. The groups come to consensus on the ranking of the papers. All papers are used to generate a list of attributes of papers written at that grade level that scored that score.
This same process can be used for papers that have scored a five at that grade level. Members follow the same procedure for the fives that was used to analyze and rank papers scored at the level of four. Comparison of papers that scored four and papers that scored five of numbers of words, sentences and paragraphs, as well as, the list of attributes will reveal the specific differences between four and five.
Using MDE MEAP Release Anchor Sets with Students
1. Models of Writing
Students can benefit from just having an opportunity to read what students have written to score fours, or fives or especially sixes. One activity is to distribute the papers to students and have them look at the papers that scored one higher than the score they received. Ask them to analyze each and determine what they need to do to their paper to make it qualify for the higher score.
2. Analyze the Papers for Comment Code attributes.
Give the students different color highlighters and a set of anchor sets at their grade level. Ask them to highlight certain attributes. For example, one of the most difficult skill is writing with relevant details. Ask the students to highlight every relevant detail they have found with one color and a regular detail with another color. You could then have them tell how the regular detail could be made relevant to the story.
3. Rewriting Anchor Papers Either Up or Down
This is an interesting activity that I learned from Gretchen Bernabei. Give students a paper written at the four and five level (at their grade level) and ask them to write it down to one score lower or you can give them the rubric and ask them to write it “down the rubric levels” from a four or five to a one. You can also give them an anchor paper scored at a lower level and have them write it up a level. A group activity could be to take a paper that scored one and write it up to a four or five.
4. Use the same Profile Protocol described above for teachers with students.
5. Use the Anchor Papers to prepare students to develop the skills for MEAP Peer Editing.
Project one of the anchor papers for all students to view. Ask the questions that are posed for the construction response in this portion of the MEAP assessment.
I want to thank the literacy team members for their work. I hope you will take advantage of this very valuable resource that could provide teachers and students information to improve writing.
Dr. Elaine Weber, Director of Macomb Regional Literacy Training Center
The Results of the MEAP 2007 Anchor Paper Analysis
Grade Three
Analysis of Anchor Papers that Scored a Four
1. Average number of words 140
2. Average number of sentences 15
3. Average number of paragraphs 2
The following attributes were observed:
1. Title for the writing
2. Interesting opening (statement including theme)
3. Transition words (moves piece along - so, then, first, next, one time)
4. Dialogue
5. Closing
6. Variety of sentences (length and kind)
7. Logical sequence of events
8. Metaphor
9. Problem and solution
10. Relevant details
11. Simile
12. Vivid verbs
Analysis of Anchor Papers that Scored a Five
1. Average number of words 145
2. Average number of sentences 14
3. Average number of paragraphs 2
The following attributes were observed:
4. Title for the writing
5. Interesting opening (statement including theme)
6. Transition words (moves piece along - so, then, first, next, one time)
7. Dialogue
8. Closing
9. Variety of sentences (length and kind)
10. Logical sequence of events
11. Metaphor
12. Problem and solution
13. Relevant details
14. Simile
15. Vivid verbs
16. Complex sentences
17. Voice
18. Thought shot
19. “Book language”
thanks to the following educators for preparing the 3rd grade data:
Nicole Provo,3rd Grade Teacher, Fitzgerald Schools
Sharon Charnesky Fraser Public Schools
Shirley Starman,Van Dyke SchoolsGrade Four
Analysis of Anchor Papers that Scored a Four
1. Average number of words 233
2. Average number of sentences 15
3. Average number of paragraphs 2
The following attributes were observed:
1. Paragraphs
2. Complex sentences
3. Foreshadowing
4. Compelling opening
5. Engaged the reader
6. Cause and effect
7. Biography
8. Precise words
9. Adverbs and adjectives
10. Voice
11. Specificity
12. Dialogue
13. Effective ending
14. Shrink a Century
15. Thought shot
16. Description
17. Cause and effect
18. Snapshot
19. Flashback
Analysis of Anchor Papers that Scored a Five
1. Average number of words 312
2. Average number of sentences 26
3. Average number of paragraphs 3
The following attributes were observed:
1. Paragraphs
2. Complex sentences
3. Foreshadowing
4. Compelling opening
5. Engaged the reader
6. Cause and effect
7. Biography
8. Precise words
9. Adverbs and adjectives
10. Voice
11. Specificity
12. Dialogue
13. Effective ending
14. Shrink a Century
15. Thought shot
16. Description
17. Cause and effect
18. Snapshot
19. Flashback
20. Simile
21. Show not Tell
22. Varying Sentences
23. Transitional words
24. Sentence fluency (rhythm)
25. Word choice
26. Engaging lead
27. Metaphor
28. Circular closing
29. Personification
thanks to the following educators for preparing the 4thrd grade data:
Clare Baxter, Literacy Coach, Roseville Schools,
Kathy Ming, Literacy Consultant, Utica Community Schools,
Mary Lou Paye, Literacy Coach, Roseville Schools, mpaye@roseville, k12.mi.us
Melissa Labadie, Literacy Consultant, Utica Community Schools, rade Five
Analysis of Anchor Papers that Scored a Four
1. Average number of words 244
2. Average number of sentences 20
3. Average number of paragraphs 4-6
The following attributes were observed:
1. Paragraphs
2. good hooks
3. dialogue
4. snapshots
5. thoughtshots
6. vivid verbs
7. complex sentences
8. transitions
9. specific nouns
10. Repetition of the theme
11. Exploded moment
12. Behind the scenes detail
13. voice
14. shrink a century
Analysis of Anchor Papers that Scored a Five
1. Average number of words 333
2. Average number of sentences 27
3. Average number of paragraphs 4
The following attributes were observed:
1. Paragraphs
2. good hooks
3. dialogue
4. snapshots
5. thoughtshots
6. vivid verbs
7. complex sentences
8. transitions
9. specific nouns
10. Repetition of the theme
11. Exploded moment
12. Behind the scenes detail
13. voice
14. shrink a century
15. Dialogue in the closing
16. Simile
17. Show not tell
18. Theme in focus
19. Circular closing
20. Metaphor
21. Voice
22. Compelling lead (snapshot)
thanks to the following educators for preparing the 5thrd grade data:
Amber White, North Branch Area Schools,
Durga Miranda, Firzgerald Schools,
Carol Karlstad, Firzgerald Schools,
Grade Six
Analysis of Anchor Papers that Scored a Four
1. Average number of words 296
2. Average number of sentences 25
3. Average number of paragraphs 5.5
The following attributes were observed:
1. Opening with dialogue
2. Specific nouns
3. Internal thoughts
4. Compelling opening
5. Personification
6. Shrink a century
7. Created hyphenated word adjective (snotty-popular)
8. Precise words
9. Show not tell
10. Voice
11. Specificity
12. Dialogue
13. Effective ending with a life’s lesson
14. Shrink a Century
15. Relevant details
16. Concrete comparison
17. Background for the story
18. Snapshot
Analysis of Anchor Papers that Scored a Five
1. Average number of words 422
2. Average number of sentences 36
3. Average number of paragraphs 8
The following attributes were observed:
1. Opening with dialogue
2. Specific nouns
3. Internal thoughts
4. Compelling opening
5. Personification
6. Shrink a century
7. Created hyphenated word adjective (snotty-popular)
8. Precise words
9. Show not tell
10. Voice
11. Specificity
12. Dialogue
13. Effective ending with a life’s lesson
14. Shrink a Century
15. Relevant details
16. Concrete comparison
17. Background for the story
18. Snapshot
19. Metaphor
20. Internal dialogue
21. Control with sentence length
22. Figure of speech personification
23. Specific time
24. Foreshadowing
25. Time transition
26. Idiom
27. Thought shot
28. Experiment with genre
29. Poetic language
30. Relevant examples
31. Lesson-learned closing
thanks to the following educators for preparing the 6thrd grade data:
Sara Taylor, Lapeer Community Schools,
Elaine Gantos-O’Brien, Literacy Consultant, Utica Community Schools,
Roberta Rickett, Lapeer Community Schools,
Grade Seven
Analysis of Anchor Papers that Scored a Four
1. Average number of words 275
2. Average number of sentences 28
3. Average number of paragraphs 5
The following attributes were observed:
1. Opening with quotation
2. Dialogue
3. Sentence variations
4. Use of short sentence to control story
5. Thoughtshots
6. Snapshots
7. Relevant details
8. Good story sequence
9. Stays on topic
10. Effective examples
11. Universal statement
12. Used prompt as hoot
13. Specific noun
14. Summary statement at the closing
15. Imagery
16. Self reflection
17. Foreshadowing
18. Universal connection
19. Voice
20. Pulled emotions of reader
21. Interesting word choice
Analysis of Anchor Papers that Scored a five
1. Average number of words 332
2. Average number of sentences 20.6
3. Average number of paragraphs 5.6
The following attributes were observed:
1. Opening with quotation
2. Dialogue
3. Sentence variations
4. Use of short sentence to control story
5. Thoughtshots
6. Snapshots
7. Relevant details
8. Good story sequence
9. Stays on topic
10. Effective examples
11. Universal statement
12. Used prompt as hoot
13. Specific noun
14. Summary statement at the closing
15. Imagery
16. Self reflection
17. Foreshadowing
18. Universal connection
19. Voice
20. Pulled emotions of reader
15. Interesting word choice
16. Time transitions
17. Examples
18. Shrink a century
19. juicy word
20. Explode a moment
21. Footnote
22. Authentic connection (real world)
23. Specific details
24. Builds suspense
25. Empathy
26. Talks directly to reader
thanks to the following educators for preparing the 7thrd grade data:
Linda Clinton, East Detroit Public Schools,
Amber Henness, Est Detroit Public Schools,
Rebecca Schmidt, Colin Powell Academy, Detroit/Harper Woods,
Grade Eight
Analysis of Anchor Papers that Scored a Four
1. Average number of words 283 (140 to 401)
2. Average number of sentences 12 -13
3. Average number of paragraphs 4-5
The following attributes were observed:
1. Relevant details
2. Good examples
3. Dialogue
4. Word Choice
5. Accurate historical facts and events
6. Interesting introduction
7. Voice
8. Creative delivery
9. Transitional words
10. Personal experiences
11. Thesis statement
12. Dialogue moves reader through text
13. Concluding statements
14. Circular ending
Analysis of Anchor Papers that Scored a Four
1. Average number of words 366
2. Average number of sentences 37
3. Average number of paragraphs 8.8
The following attributes were observed:
1. Relevant details
2. Good examples
3. 3.Dialogue
4. Word Choice
5. Accurate historical facts and events
6. Interesting introduction
7. Voice