Arguments, Informative Texts,

Slides:



Advertisements
Similar presentations
Common Core Standards (What this means in computer class)
Advertisements

On-Demand Writing Assessment
ON DEMAND Introduction. Learning targets  I can identify the modes of writing and distinguish the differences among all 3 modes  I can compare and contrast.
Strategies for Writing in the Elementary Classroom
Balanced Literacy How our instructional practices will support the implementation of Common Core.
Digging into the Writing Standards with Reading Street 2011
TEACHING WRITING 1 Nebraska Standards Writing is not caught. It must be taught. 2 Anita L. Archer, Ph.D. author, consultant, teacher
1 Scaffolding Writing Instruction: Responding to the Demands of the Common Core State Standards Arguments, Informative Texts, and Narratives.
1 Explicit Instruction for Writing in Grades Effective and Efficient Instruction Webinar Series Session 4 Writing is not caught. It must be taught.
Common Core State Standards (CCSS) Nevada Joint Union High School District Nevada Union High School September 23, 2013 Louise Johnson, Ed.D. Superintendent.
1 A Model of Writing Instruction for Struggling Writers Teaching the WHAT and HOW for any Genre.
Embedded Assessment UNPACKING
Academic Writing Carol M. Allen May 2007 Writing Styles in the Online Program Personal/Informal – –Discussion Topics –Journals Formal –Academic.
Session 6: Writing from Sources Audience: 6-12 ELA & Content Area Teachers.
Explicit Instruction - The Pathway to the Common Core State Standards and Response to Intervention Big Ideas - Part 1.
Session 6: Writing from Sources Audience: K-5 Teachers.
Foreign language and English as a Second Language: Getting to the Common Core of Communication. Are we there yet? Marisol Marcin
Revising and Editing Your Research Paper. Self-Revision In the revision step, focus on the following questions and strategies:  Assignment requirements:
Michigan Common Core Standards
PENNSYLVANIA COMMON CORE STANDARDS 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined.
Empowering Student Participation Lisa Sabella Karen Kondrick Allyson Bird Ripley Central School District.
Educator’s Guide Using Instructables With Your Students.
1 Explicit Instruction for Writing in Grades Effective and Efficient Instruction Webinar Series Session 3 Writing is not caught. It must be taught.
Writing Instruction in Intermediate and Secondary Classes
Unit 1 Learning Objectives Experience a science lesson that integrates CA CCSS speaking/listening, writing and reading with science content Identify Literacy.
The Common Core and Argument Writing. Write: What was your best writing experience? What was your worst writing experience?
CCSS: Types of Writing.
State Testing Updates. 5 th and 8 th Grade Writing Assessments Will be given sometime in April Will be passage-based Will involve two tests per grade.
1 Summer 2012 Educator Effectiveness Academies English Language Arts Transitioning to the CCSS by Making Strategic and Informed Choices in the Classroom.
Exploring a topic in depth... From Reading to Writing The drama Antigone was written and performed 2,500 years ago in a society that was very different.
Claims, Counterclaims, and Evidence Argumentative Writing.
CCSS: Types of Writing. Common Core: Writing Anchor Standards Overview 1.Write arguments using valid reasoning and evidence 2.Write informative/explanatory.
FOOTPRINTS OF FREEDOM High School UCI History ProjectSpring 2013.
Academic Essays & Report Writing
Standards! What are we writing? What are we practicing?
ELA Common Core Shifts. Shift 1 Balancing Informational & Literary Text.
Common Core National State Standards Math Language Arts Science, Social Studies, and other subject areas. Two foci: Reading and Writing.
Welcome Parents Thank you for coming! Grab a 6 th Grade Standards Handout. Sit wherever you would like.
Grade 8 – Writing Standards Text Types and Purposes (1b) Write arguments to support claims with clear reasons and relevant evidence. Support claim(s) with.
Anchor Standards ELA Standards marked with this symbol represent Kansas’s 15%
New Writing Expectations Require a New Approach: An Introduction to Ready ® Writing Grades 3-5 Adam Berkin Vice President, Product Development
DO NOW August 13 COPY THE FOLLOWING RED STATEMENT IN THE OVAL ON THE HANDOUT I GAVE YOU AS YOU CAME IN THE DOOR. WHAT ARE THE STEPS OF THE SCIENTIFIC METHOD.
Grade 5:Text Types and Purposes W1
Grade 3: Text Types and Purposes W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they.
Writing Informative Grades College and Career Readiness Standards for Writing Text Types and Purposes arguments 1.Write arguments to support a substantive.
1 TEXT-BASED SYNTHESIS WRITING: INFORMATIVE / ARGUMENT OPINION NARRATIVE Silver Shores Elementary.
FSA Writing Boot Camp—Agenda 2/21
September 26, 2013 Facilitated by: Amy Kilbridge Theron Blakeslee.
ELACC7W1 Write arguments to support claims with clear reasons and relevant evidence.
Argumentative Writing Grades College and Career Readiness Standards for Writing Text Types and Purposes arguments 1.Write arguments to support a.
Arrwa Mogalli District Instructional Coach Howe Montessori February 3rd, 2016 Dearborn Public School’s Writing Workshop.
COMMON CORE CONTENT STANDARDS Module 1: Read and Know the Standard.
Depth of Knowledge: Elementary ELA Smarter Balanced Professional Development for Washington High-need Schools University of Washington Tacoma Belinda Louie,
Writing CCSS: English Language Arts. Objectives  Become familiar with format and content of Common Core writing standards  Review writing samples for.
Common Core Shifts Ka`a`awa Elementary School February 3, 2014.
Writing – CCSS Style AACRC – October 29, Prior Knowledge 1.I don’t know anything about the ELA CCSS 2.I have some familiarity with the ELA CCSS.
ELA - 3 Common Core Vs Kansas Standards. DOMAIN Standards For Literature (RL)
+ PARCC Partnership for Assessment of Readiness for College and Careers.
1 Written Expression Instruction Teaching the WHAT and HOW for any Genre.
GENERATION Z THE 8 SECOND GENERATION. THIS GROUP OF JUNIORS HAVE NEVER TAKEN THE TAKS TEST TOOK EOC ENGLISH I ENGLISH II ALGEBRA 1 BIOLOGY 1 WILL TAKE.
Winston - Salem / Forsyth County Schools ELA Module Two: Writing.
Intermediate and Secondary Classes
6 + 1 Writing Traits Selma City Schools Summer Conference
Literature.
Narrative Writing Assessment Targets
Narrative Writing Grades 6-12
Balanced Literacy How our instructional practices will support the implementation of Common Core.
Balanced Literacy How our instructional practices will support the implementation of Common Core.
Preparation for the American Literature Eoc
Setting Writing Goals in Science The Living Environment
Presentation transcript:

Arguments, Informative Texts, Scaffolding Writing Instruction for Struggling Older Writers: Matching the Common Core Standards Arguments, Informative Texts, and Narratives

Anita L. Archer, Ph.D. archerteach@aol.com

Arguments - To convince Definition A reasoned, logical argument Demonstrating that the writer’s position, belief, or conclusion is valid Purpose Change reader’s point of view Bring about some action on reader’s part Ask reader to accept writer’s explanation Genre essay, letter, editorial

Persuasion vs. Argument (Eye on Education) Genre Definition Common Features Persuasion Appeals to the emotions of audience Uses techniques such as bandwagon, plain folks, glittering generalities, name calling, and snob appeal Argument Appeals to logic and reason Consists of a thesis/claim, evidence, concession/refutation, and a more formal style

Informative Text - To Explain or Inform Definition Text That conveys information accurately Purpose To increase reader’s knowledge of subject To help reader understand a procedure or process To provide reader with enhanced understanding of concept Genre literary analyses, reports, summaries, comparisons, instructions, manuals, memos, resumes

Narratives - To Convey an Experience Definition A written product That conveys real or imagined experiences Using time as the structure Purpose To entertain To inform To instruct To persuade Genre fictional stories, memoirs, anecdotes, autobiographies

Common Core State Standards Condense and integrate the standards Make CCSS teachable Simplify without losing essence

Argument - 7th grade CCSS Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) or counterarguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 43.)

6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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 discipline-specific tasks, purposes, and audiences.

7th Grade Writing Tasks to convince or persuade (Argument) Routine writing Extended time - research projects allowing research, reflection, revision Shorter time Variety of tasks, audiences, purposes Purposes to convince or persuade (Argument) to inform or explain (Informative) to convey an experience (Narrative)

7th Grade Writing - Argument Critical Attributes (What) Introduction Introduces claims Acknowledges alternative claims/ counterarguments Organizes reasons Body Supports claims and counterarguments With logical reasoning and relevant evidence Uses transition words, phrases, clauses to create cohesion Conclusion Contains concluding statement or section That supports argument Overall Conveys a reasoned, logical argument Maintains formal style Has clear, coherent writing Avoids plagiarism Conventions Capitalization, punctuation, spelling Standard format for citations

Writing Process (How) Editing Publishing/Sharing Planning Research, gather information and evidence Uses multiple, credible sources Includes print and digital sources Includes evidence from literary and informational text Take notes on information Organize Organizes appropriate to task, audience, purpose Writing Write Transcribes plan into clear, coherent writing Uses technology Revising Editing Conventions Rewriting Publishing/Sharing

Critical CCSS vocabulary Editing – A part of writing and preparing presentations concerned chiefly with improving the clarity, organization, concision, and correctness of expression relative to task, purpose, and audience; compared to revising, a smaller-scale activity often associated with surface aspects of a text Revising – A part of writing and preparing presentations concerned chiefly with a reconsideration and reworking of the content of a text relative to task, purpose, and audience; compared to editing, a larger-scale activity often associated with the overall content and structure of a text

Critical CCSS vocabulary Evidence – Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science

Big Idea: Writing products dependent on foundation skills Outcome: Writing Arguments, Informational Texts, Narratives Example Foundation Skills: reading, expressive vocabulary, word usage, fluent handwriting or typing, spelling, grammar, capitalization, punctuation, sentence formation, sentence sense, paragraph formation

Big Idea - Break down complex skills Complex skills and strategies should be broken down into smaller (easy to obtain) instruction units. This will promote success.

Break down complex skills. Example - Common Core Standards Body of Argument Transcription 1. When given a reason and related facts and details, can write a paragraph with a topic sentence stating the reason. 2. When given a reason and related facts and details, can write a paragraph with a topic sentence stating the reason followed by sentences containing facts and details, connected with transition words and phrases. 3. When given three reasons and related facts and details, can write three paragraphs each containing a topic sentence stating the reason followed by sentences containing facts and details, connected with transition words and phrases.

Break down complex skills. Example - Common Core Standards Body of Argument Planning and Transcribing 4. When given a position on a topic, can generate reasons to support that position. 5. When given a topic, can generate a position and reasons and details to support that position. 6. When given a topic, can generate a position and reasons to support that position, and details to logically support each reason. 7. When given a topic, can generate a plan for the body of an essay (the position, the reasons, details to support each reason) and transcribe the plan into three coherent paragraphs.

Break down complex skills. Example - Common Core Standards Introduction 8. For previously formulated argument papers, writes an introduction that: a) grabs the attention of the reader, b) states the writer’s opinion, and c) introduces reasons to support the writer’s opinion. Conclusion For previously formulated argument papers, writes a short conclusion “wraps it up” the essay by: a) summarizing the opinion and reasons, b) calling for some action to be taken, or c) explaining the outcomes of not following the writer’s suggestions. Arguments (Desired Outcome) 10. When given a topic, can plan, write, and edit an argument paper that includes: a) an effective introduction, b) a well structured body with logically organized reasons and related facts and details, linked with appropriate transition words and phrases, and c) a short conclusion that “wraps it up”.

Big Idea - Provide Explicit Instruction Practice without explicit instruction is not adequate. Remember practice does not make perfect…only permanent. Model - I do it. Guided Practice - We do it. Check understanding- You do it.

Big Idea - Scaffold Instruction Scaffold Instruction, gradually fading out teacher assistance. M T W T F I do it. We do it. We do it. We do it. We do it. You do it. ….. You do it. …… You do it.

Big Idea - Provide judicious practice. Have students write many products of focus genre to promote mastery. After initial instruction, products can be composed in a variety of classes.

Big Idea - Provide Feedback Provide feedback in real time as you circulate and monitor. Correct, Encourage, Correct Have students carefully check their products against the rubric. Have students give focused feedback to their partners. Provide feedback to students on a portion of the rubric. Provide feedback on final drafts using the rubric.

Big Idea - Consider motivation Success (perceived probability of success) Interest (interest in the topic) Choice (narrow choice when possible)

BIG IDEAS - Teach the “What” and “How” Critical attributes Rubric Example HOW Writing Process

WHAT Consider the Six Traits Ask yourself, what are the CRITICAL ATTRIBUTES of a well-written product. Consider the Six Traits Ideas Organization Word Choice Voice Sentence Fluency Conventions Consider the Descriptions in the Standards

What Design a simple, easy to understand RUBRIC. Carefully examine the genre descriptions in the Common Core State Standards. Consider introducing only a portion of the rubric initially. Focus on ideas, organization, and conventions. Provide an EXAMPLE to illustrate the critical attributes. (Optional) Guide students in analyzing a non-example to determine missing attributes.

WHAT Example # 1 descriptive paragraph rubric and example passage summary rubric, example and non-example

HOW Writing process Planning - Plan Writing - Write Revising - Revise Editing - Edit Rewriting - Rewrite Publishing - Publish

HOW - Plan Plan T = Task/Topic A = Audience P = Purpose Plan Think or Research and gather evidence

Brainstorming Think Pair Share Students record ideas. Teacher monitors and writes ideas and names on transparency or paper (depending on technology used in the classroom). Pair Students share ideas with partners. Teacher monitors and continues to record ideas and names on transparency or paper. Share Teacher shares ideas with class by displaying collection of ideas/names on the screen.

HOW - Plan Support for organization of written product Writing frames Strategies Think Sheets

Frames Writing frames Use with beginning writers. Use as an accommodation for emerging writers. Use to support specialized writing. Use to support summarization. Use to emphasize use of academic language.

Frames See examples. Example #2. Beginning writers (basic paragraph) Example #3. Accommodation for emerging writers (state report, mammal report) Example #4. Specialized writing (story problem explanation) Example # 5. Summarization narrative (story grammar) Example # 6. Summarization expository. Example #7. Academic Language

Strategies Strategy for Paragraph Writing - List - Cross-out - Connect - Number ( Write) REWARDS PLUS (Sopris West)

List - Make a list of important ideas. Penquin’s birth Male takes care of egg Female lays egg Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly Male stays on egg for two months Male doesn’t eat Egg hatches Male must care for baby

Cross-out - Cross out any unnecessary or weak. ideas Cross-out - Cross out any unnecessary or weak ideas. Connect - Connect ideas that could go in one sentence. Penquin’s birth Male takes care of egg Female lays egg Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly Male stays on egg for two months Male doesn’t eat Egg hatches Male must care for baby

Number - Number the ideas in the order that they will appear in the paragraph. Penquin’s birth 3 Male takes care of egg 1 Female lays egg 2 Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly 4 Male stays on egg for two months 5 Male doesn’t eat Egg hatches 6 Male must care for baby

Write a summary. The birth process of penguins is fascinating and quite different from that of other animals. The female penguin lays an egg. Soon after laying the egg, the female penguin leaves and spends the winter in the sea. Meanwhile the male must take care of the egg. For two months, he places the egg on his feet under his belly. During this time, the male penguin doesn’t eat. Even after the baby penguin hatches, the male penguin continues to take care of the infant penguin.

Strategies See Example #8 for summary writing Strategy Example of Strategy Use Example Summary Rubric REWARDS Plus (Sopris West)

Think Sheets Examples Example # 9 - Think sheet for organizing compare/contrast Example paragraph

Think Sheets Example # 10 - Essay to convince Example Rubric Example # 11 - Essay to explain/inform