Introduction to the ERWC (Expository Reading and Writing Course)

Activity #1 – Reflective Questions The ERWC course is designed to increase your academic preparation for college. The following questions will help you think about what to expect for college and career and what you need to work on to be successful. After responding to the questions, discuss your answers with a partner. 1.Through your high school experiences up to this point, what have you learned about your own strengths as a reader? As a writer? 2.In what areas of your reading and writing development do you still see room for improvement? 3.What are your perceptions about the academic reading and writing demands and expectations you will face in college? On what are these perceptions based? 4.How well do you believe you are prepared for the academic reading and writing you are likely to encounter in college? Explain your grounds for that belief.

Activity #2 – What Students Say About the ERWC -Students were asked “What did you learn from participating in ERWC?” These are a sample of their responses: This stuff kind of connects to us more than what we would usually read because it has to do with stuff that we face every day. Like it’s pretty neat because kids would have totally different opinions.... We argued our points pretty strongly and... we just really discussed it a lot. (Lake County) I feel that I’m a stronger reader now because I don’t just glaze over what I’m reading. I take into consideration the things that we learned beforehand about pre-reading something, doing the quick writes, skimming the vocab. Making sure that we understand everything before we read the article actually helps a lot, and I never did that before I would read something. (Temecula) I didn’t [used to] like to write. I still don’t like to write really but... now... I realize that when you read something you don’t have to agree with what they’re talking about. You can like disagree with it... and you can write about that. (Bakersfield)

Activity #2 – What Students Say About the ERWC -Students were asked “What did you learn from participating in ERWC?” These are a sample of their responses: [Now I] take little notes on the side – before I didn’t do that. It was like reading and then trying to memorize the whole book, and that would be kind of confusing ‘cause then your points would be in different places. [Now] you [can] just go back and look at your notes on the side and [remember] your feelings. (Alameda County) Well, [the curriculum]... taught us to look at [text] with an open mind and look at what the author’s saying and see bias, see holes in it,... when I was earlier in my years, like I’d read something and I’d believe it. I wouldn’t even question it and after reading this like now I’m starting to question things. (Temecula) It’s easier to write now and I find myself looking more forward to writing a paper in this class than in some other classes. (Los Angeles)

Activity #2– Quickwrite  In a five minute quickwrite, write down your thoughts to these questions: 1.After reading what the students have to say above, how do you think taking the ERWC might change you as a student? 2.What are your expectations? 3.What do you think you might learn?  Then, with your shoulder partner discuss the questions above and your quickwrite. Do you identify with the students above? Do they sound believable? Were you persuaded by them that the ERWC might be a good course for you? Why or why not?

Activity #3 - PRIDE  In your table groups, discuss one word that describes CHS. Think about students & staff.  Discuss if you think that this is the way our school should be. Would you like to choose a different word (in an ideal world)? What would this word be?

Activity #3 - PRIDE You are familiar with CHS’s Expected School-wide Learner Results (ESLRS):  P roblem Solvers  R esponsible Citizens  I nclusive Leaders  D edicated Learners  E ffective Communicators  Next we are going to discuss what those results look like in this classroom and on campus in general. I am going to assign your group a letter and you’re going to think about how you can display that characteristic in this classroom and around campus. You are seniors and are therefore looked up to on campus as leaders and role models; brainstorm from that perspective.

Activity #4– Translating Student Outcomes  The learning outcomes that will be handed out were written by professional educators for other professionals to indicate what the ERWC is supposed to teach. They were not written with a student audience in mind. Working with your table group, translate the outcome or outcomes I assign you into your own words. Those groups who have the Habits of Mind should also indicate which letter from PRIDE it relates to. Then discuss whether you and the members of your group know how to do the kinds of tasks the outcome involves. Be prepared to share your responses with the rest of the class.

Reading Outcomes - Group 1 Outcome What does this mean in our own words? I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another. I can determine an author’s point of view or purpose in a text, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Reading Outcomes - Group 2 Outcome What does this mean in our own words? I can analyze a case in which grasping point of view requires distinguishing what is directed stated in a text from what is really meant such as when an author uses satire, sarcasm, irony, or understatement. I can analyze and evaluate the effectiveness of the structure an author uses in his or her argument, including whether the structure makes points clear, convincing, and engaging. I can integrate and evaluate multiple sources of information presented in different media or formats.

Writing Outcomes - Group 3 Outcome What does this mean in our own words? I can write arguments to support claims in analysis of substantive topics or texts, using valid reasoning, counter-claims, and relevant and sufficient evidence. I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. I can gather relevant information from multiple authoritative print and digital sources, assessing the strengths and limitations of each source in terms of the task, purpose, and audience.

Speaking and Listening Outcomes - Group 4 Outcome What does this mean in our own words? I can initiate and participate in a range of collaborative discussions by coming to discussions prepared, working with peers to promote civil discussions, and propelling conversations by posing and responding to questions. I can present information, findings, and supporting evidence, conveying a clear and distinct perspective and a logical argument while using appropriate eye contact, adequate volume, and clear pronunciation.

Language Outcomes - Group 5 Outcome What does this mean in our own words? I can demonstrate a command of the conventions of English grammar, capitalization, punctuation, and spelling. I can determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context, identifying word patterns, applying knowledge of word roots, or consulting reference materials. I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Habits of Mind Outcomes - Group 6 Outcome What does this mean in our own words? I can act as a motivated, self- directed learner. I can persist during difficult academic tasks. I can consider new ways of thinking and being by considering other points of view.

Habits of Mind Outcomes - Group 7 Outcome What does this mean in our own words? I can critique my own and others’ academic work. I can reflect on my own learning and the processes that shape my knowledge.