The College Ready Writers Program Branson Public Schools at Missouri State University presents

#showmebranson

Dr. Keri R. Franklin Director of Assessment Director, Ozarks Writing Project Phone: Colleen Appel, M.S. Ed. English Teacher Consultant Est Pam Hankins, M.S. Ed Professional Development Coordinator Heather Payne, M.S. Ed. English Co-Director Andy Love, M.S. Ed. English High School Literacy Coach Bolivar High School Terri McAvoy, M.S Ed. Teacher Consultant

Over-Arching Goal By the end of the school year, participating Branson teachers will embed into existing curriculum multiple tools, strategies, and protocols for teaching college-ready writing to students at all grade levels. Ozark Writing Project for NWP CRWP funded by the Dept. of Education

Goals: What We Will Learn ●Use protocols to look at student work ●Experience the Argument Highway ●Use the Sources Tool to look at student work

Agenda: How We Will Learn Writing into the day ​ Quick Dip into student writing ​ Experience the Argument Highway---moves that writers make to create arguments ​ Lunch ​ First Glance at the National Writing Project’s Sources Tool ​ Collaborative Planning Time ​

Purpose/ Non-Purpose Purpose: Offer support as we co-create knowledge about argument writing Non-Purpose: To leave you isolated in this new learning.

Our Norms Which of these norms do you want to be mindful of in yourself today?

●Please take care of your personal needs. ●We will take a morning and afternoon break. ●Please place phones on vibrate. ●Questions? Post them on the Parking Lot. ●Clear your mind Post-its

Formative Assessment: A Vital Part of CRWP Work Formative Assessment is Taking a quick dip Gathering data During the learning process Adjusting teaching and learning

Guiding Questions What is our purpose? What do we want to see? What have we taught? What adjustments can we make? How much time do we have?

Looking at student work: Making Informal Arguments/Reality T.V. Reminder: The goal of this mini unit is to support students as they gather information from text, consider multiple angles on a topic, develop a nuanced claim and write a complete draft. Foundational Skills: explore an issue to make a claim, identify evidence and integrate sources.

Work with a Partner Read the same student sample Discuss what you notice Make notes Chart possible ways to reteach

A Notecatcher

Sharing our findings Let’s do a quick share around the room as we chart our findings.

What our findings tell us Evidence of TeachingEvidence For TeachingHow We Will Adjust Team 1 Team 2 Team 3 Team 4 Team 5 Team 6

Break

Argument: Messing with Our Minds Ozark Writing Project for NWP CRWP funded by the Dept. of Education Taylor Mali on Changing Minds

Argument Highway: A Metaphor Leeanne Bordelon, NSU Writing Project, 2014

Argument Highway An instructional metaphor for the ways good writers use source material, based on Rewriting: How to Do Things with Texts by Joseph Harris Leeanne Bordelon, NSU Writing Project, 2014

Coming to Terms with the Source An additional metaphor: entering the conversation Texts don’t just reveal meaning -- we must make the meaning. Be generous and fair. Ask, “What is the writer trying to do in this text?”

The vehicles are the ways to quote and use source material. Leeanne Bordelon, NSU Writing Project, 2014

Forwarding Moves Illustrating Leeanne Bordelon, NSU Writing Project, 2014 Extending Authorizing

Illustrating The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris) Leeanne Bordelon, NSU Writing Project, 2014

What Illustrating Looks Like Language that captures what an author is saying/doing, X argues that X claims that X acknowledges that X emphasizes that X tells the story of X reports that X believes that - Graff and Birkenstein’s They Say I Say: Leeanne Bordelon, NSU Writing Project, 2014

An Example of Illustrating Leeanne Bordelon, NSU Writing Project, 2014 from “The Early Bird Gets the Bad Grade” by Nancy Kalish: Nancy Kalish reports, “When high schools in Fayette County in Kentucky delayed their start times to 8:30 a.m., the number of teenagers involved in car crashes dropped, even as they rose in the state.”

Let's Find X argues that X claims that X acknowledges that X emphasizes that X tells the story of X reports that X believes that - Graff and Birkenstein’s They Say I Say: Leeanne Bordelon, NSU Writing Project, 2014 ➢ Use the article "The Early Bird Gets the Bad Grade". ➢ Glance through the article and highlight an example of illustrating. ➢ Share examples. ➢ "Thumbs up" if you agree, "thumbs sideways" if you're uncertain, and "thumbs down" if you disagree.

Let’s Practice X argues that X claims that X acknowledges that X emphasizes that X tells the story of X reports that X believes that - Graff and Birkenstein’s They Say I Say: Leeanne Bordelon, NSU Writing Project, 2014 ➢ Use one of the articles from your first mini-unit. ➢ Glance through the article and highlight a sentence or phrase that captures what the author is saying. ➢ Use one of the sentence starters from the left and write a sentence of illustration. ➢ Share sentence with a partner.

Authorizing Quote an expert or use the credibility or status of a source to support claim. Leeanne Bordelon, NSU Writing Project, 2014

What Authorizing Looks Like Language that names the expertise, credibility, and/or status of an author or source, as in these examples: Joseph Bauxbaum, a researcher at the Mount Sinai School of Medicine, found … …, according to Susan Smith, principal of a school which encourages student cell phone use. A study conducted by the Gulf Coast Center for Law & Policy Center revealed that … Leeanne Bordelon, NSU Writing Project, 2014

An Example of Authorizing from “High schools with late start times help teens but bus schedules and after-school can conflict” [T]he focus on logistics is frustrating for Heather Macintosh, spokeswoman for a national organization called Start School Later…. “What is the priority?” she said. “It should be education, health and safety.” Leeanne Bordelon, NSU Writing Project, 2014

Let’s Find ➢ Use the article "The Early Bird Gets the Bad Grade". ➢ Glance through the article and highlight an example of authorizing. ➢ Share examples. ➢ "Thumbs up" if you agree, "thumbs sideways" if you're uncertain, and "thumbs down" if you disagree. According to XX,….. A study conducted by XX revealed…

Let’s Practice ➢ Use one of the articles from your first mini-unit. ➢ Glance through the article and highlight the expertise, credibility, and/or names of an author or source and highlight a sentence or phrase that captures what the expert is saying. ➢ Use one of the sentence starters from the left and write a sentence that authorizes the source. According to XX,….. A study conducted by XX revealed…

Extending Writer’s “spin” on terms and ideas taken from other texts Leeanne Bordelon, NSU Writing Project, 2014

What Extending Looks Like Language that reframes the text, adds another layer of interpretation, and/or drives it forward to new conclusions: Leeanne Bordelon, NSU Writing Project, 2014 So now,… Because of this….. Furthermore,….

An Example of Extending

Let’s Find ➢ Use the article "The Early Bird Gets the Bad Grade". ➢ Glance through the article and highlight an example of extending. ➢ Share examples. ➢ "Thumbs up" if you agree, "thumbs sideways" if you're uncertain, and "thumbs down" if you disagree. So now,… Because of this….. Furthermore,….

Let’s Practice ➢ Use one of the articles from your first mini-unit. ➢ Glance through the article and highlight a sentence or phrase that you would like to extend or add to with your own ideas. ➢ Use one of the sentence starter templates from the left and write a sentence or two that extends the source’s thinking with your own thinking. So now,… Because of this….. Furthermore,….

The Vehicles (Countering Moves) Leeanne Bordelon, NSU Writing Project, 2014 “The aim of countering is to open up new lines of inquiry.” –Harris in Rewriting: How to Do Things with Texts All forms of Countering: Arguing the Other Side, Uncovering Values, Dissenting

Countering Moves “Push back” against the text in some way: Disagree with it Challenge it Interpret it differently Leeanne Bordelon, NSU Writing Project, 2014

What Countering Looks Like Language that takes another approach, identifies hidden or absent arguments, or explains where an argument falls short. Leeanne Bordelon, NSU Writing Project, 2014 What the author fails to consider is … This is true, but … The same thing can be said for … The author doesn’t explain why …. Another way to look at this is … The study doesn’t explore the connections between …

An Example of Countering

Let’s Practice ➢ Use one of the articles from your first mini-unit. ➢ Glance through the article and highlight a sentence or phrase that you would like to “push back” against in some way. ➢ Use one of the sentence starter templates from the left and write a sentence that counters. What the author fails to consider is … This is true, but … The same thing can be said for … The author doesn’t explain why …. Another way to look at this is … The study doesn’t explore the connections between …

Let’s Find ➢ Use the article "The Early Bird Gets the Bad Grade". ➢ Glance through the article and highlight an example of countering. ➢ Share examples. ➢ "Thumbs up" if you agree, "thumbs sideways" if you're uncertain, and "thumbs down" if you disagree. What the author fails to consider is … This is true, but … The same thing can be said for … The author doesn’t explain why …. Another way to look at this is … The study doesn’t explore the connections between …

Debriefing Two things you understand about the moves and two questions

Sources Tool

Planning Time

Goals: What We Will Learn ●Use protocols to look at student work ●Experience the Argument Highway ●Use the Sources Tool to look at student work