GED Writing: Extended Response September 2018

What do you want to learn? Welcome! Take three blank post-it notes On each, write a personal goal for the session today– what are three key things you hope to walk away with? Hold on to these– we’ll revisit

Icebreaker Beach Ball Toss: Name What you do and where you do it One word to describe the Extended Response portion of the GED…

Writing and Adult Learners: What does the research tell us? “Why Write?” Focused Reading: -Check mark “Got it” -Exclamation point “Important!” “Interesting!” -Question mark “Unclear?” “Don’t get it?” We’ll reconvene and discuss

Discussion What is most interesting? What are your questions? How does this information connect with the work you do?

Objectives Review research about writing and adult learners Examine evidence-based writing strategies for classroom use Review GED Extended Response scoring Examine each part of the writing task– explore and practice with strategies and tools

Jigsaw Exercise Let’s take a closer look at some recommended Instructional Strategies for improving writing Quick Writes Writing to Learn Sentence Combining Writing Frames Writing Summaries

What skills do we need for the GED? Extended Response is scored in three dimensions: Creation of arguments and use of evidence Development of ideas and organizational structure Clarity and command of standard English conventions

Creation of Arguments and Use of Evidence: Trait 1 An effective writer: Generates text-based arguments and establishes purpose connected to prompt Cites relevant and specific evidence from source text(s) to support argument Analyzes issue and/or evaluates validity of argumentation (NOT the arguments themselves)

Development of Ideas and Organizational Structure: Trait 2 An effective writer: Has writing that contains well-developed, logical ideas (most ideas elaborated upon) Has a sensible progression of ideas with clear connections between details and main points Establishes an organizational structure that conveys message and purpose of response; uses transitions effectively

Continued… Establishes and maintains formal style, appropriate tone– aware of audience and purpose of task Chooses specific words to express ideas clearly

Clarity and Command of Standard English Conventions: Trait 3 An effective writer: Demonstrates largely correct sentence structure, fluency that makes writing clear Demonstrates competent application of conventions with regard to grammar Essay may contain some errors in mechanics and conventions, but errors don’t interfere with comprehension

Trait 3 Check Spend the last 4-5 minutes checking for Trait 3 issues:  varied sentence structure  avoidance of wordiness/awkward and run-on sentences  use of transition words  correct use of homonyms and contractions  subject-verb agreement  pronoun usage  appropriate word order  capitalization  punctuation  use of apostrophes

Resource Educator Scoring Tool for GED Ready Reasoning Through Language Arts (RLA) Extended Response

Approaching the GED Essay: Pre-Writing UNDERSTAND THE PROMPT Analyze; Argument; Relevant; Specific; Evidence Classic Simple Vocabulary Lesson READ PASSAGES and DECIDE WHICH POSITION PRESENTED IN PASSAGES IS BETTER SUPPORTED BY EVIDENCE FROM PASSAGES Both Sides Now

Approaching the GED Essay: Writing EXPLAIN WHY ONE POSITION IS BETTER SUPPORTED BY THE PASSAGE (you don’t have to agree…) Thesis-Claim Writing Frames resource DEFEND WITH EVIDENCE– MULTIPLE PIECES! Build main points. “Both Sides Now”– using your notes, how can you use the Frames for Incorporating Evidence?

Approaching the GED Essay ORGANIZE RESPONSE Writing Frames: Reasoning Through Language Arts CONSIDER Audience, Message, Purpose Translating Between Formal and Informal Style

Approaching the GED Essay CONNECT SENTENCES, PARAGRAPHS, IDEAS WITH TRANSITIONS Transitions and Connectives CHECK FOR VARIETY IN WORD CHOICE, SENTENCE STRUCTURE Trait Three Check REREAD…REVISE

Video Resources: ProLiteracy https://www.youtube.com/watch?v=qnW QoOf-ezQ https://www.youtube.com/watch?v=8b5P- XBoDpw

Questions and Next Steps Pull out your post-it notes Did you meet your goals for the session? If not, what will help? Other questions?

Contact Information Kathy Houghton khoughton4PD@gmail.com