How many standards can be incorporated into ONE task Writing Tasks How many standards can be incorporated into ONE task This PowerPoint can be used as a way to show how standards 4-10 can support standards 1-3.

Animal Testing Standard One: Opinion/Argument Writing Animals should be used for testing products before use on humans. check the safety of products destined for human use has enabled the development of many life-saving treatments for both humans and animals there is no alternative method for researching a complete living organism strict regulations prevent the mistreatment of animals in laboratories. Let’s take an example subject such as animal testing from the debate site www.procon.org. Students make a claim after researching and reading several articles and material. The teacher has asked them to decide which side of the debate they choose to reside on and to come up with a few reasons why. They will be constructing a letter to an outspoken activist group regarding their feelings who ha recently visited their community and wishes to shut down a factory. Students meet standard 1 by making their claim and supporting it with evidence. Students begin their writing in rough draft form. They are searching through many texts to become familiar with their topic and choosing their stance carefully backing up the claim or opinion with evidence. If this is elementary writing, there is no formal marshaling in of warrants but if it is MS or HS writing, warrants have to be made along with opposing arguments. ANCHOR STANDARD REQUIREMENT: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Anchor Standards 4, 5, and 6 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Standard 4: Students produce the opinion writing based on how the teacher sets up the task specifically. We know it is best to set up authentic tasks so writing an editorial for a newspaper or blog post in the classroom is an environment that is safe for others to see without having backlash for the opinions that are held. For MS or HS students an actual blog may be one that is considered however, check with administration before proceeding. Students would go through the writing process and develop their piece formally perhaps along with considering their audience. Standard 5: The writing process continues as editing and revising will occur in writer’s workshop, guided writing or modeling sessions. Planning the paper and even re-planning may occur during this time as students collaborate with peers, teachers or one on one with coaches. Standard 6: Students use technology to write and revise their “paper” along with interacting with one another to research. Technology becomes the platform for them to create their finished product. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Anchor Standards 7, 8 and 9 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Standard 7: The writing project can and should be based on focused questions requiring students to meet standards and skills that eventually incorporate PARCC like tasks, evidence tables and the standards. The research cycle, according to PARCC, shouldn’t last more than a few weeks and should allow students to have multiple opportunities throughout a year to engage in research. A sustained research cycle may last several weeks but should definitely end before a scoring period is up. This allows students to present the information and meet some of the speaking and listening standards as well. Standard 8: When students are gathering information to support their evidentiary statements, they should be seeking multiple sources from both digital and print. Students should be instructed regularly on the validity of sources, especially digital sources, and how to synthesize these sources together to formulate their own thinking. This process allows them to avoid plagiarism from the onset and creates analytic thinkers. Standard 9: When students draw evidence from the example such as the one on animal testing, they are making a claim and supporting their thoughts with research. They have reflected by making taking their own stance and choosing what information will best support that claim. They have to dig through different resources an analyze the material decide which data and facts will support the statements they have chosen, especially if they are in MS or HS. This may not be an easy task for all students if they are writing an argument paper b/c they also have to bring in the opposing sides information and still campaign for their argument. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Building this stamina for students is imperative over the course of the year so that students can perform for a variety of reasons and settings, including standardized testing situations. We must increase the types of tasks that students are asked to perform on a daily basis and allow them to write for a variety of audiences so that they learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose.