Monroe County School District Department of Teaching and Learning

Monroe County School District Department of Teaching and Learning
Everybody Writes! Monroe County School District Department of Teaching and Learning

Everybody Writes Set your students up for rigorous engagement by giving them the opportunity to first reflect in writing before discussing.

Everybody Writes! What do you think of when you hear Everybody Writes? 3 minutes This ‘sand timer’ will start on a mouse click anywhere on the slide. The ‘sand’ will drain from the top section to the lower section and when completed will show the word ‘End’. To change the timings of this timer, you need to enter the animation settings, and change the timings for the Isosceles Triangles. There will be 2 that need changing (to the same amount) – one animates the top triangle emptying, whilst the other animates the bottom triangle filling. When you change the timings these have to entered as a number of seconds. Take three minutes to write something down in response and then we will discuss. End

Benefits to Everybody Writes
Allows a focused starting point for discussion Students become “cold call ready” Every student can be part of the conversation. Writing refines thoughts. Sets standards and steers students in the right direction. Students remember twice as much of what they are learning if they write it down. At least six benefits are cited in the text, Teach Like a Champion. Teachers can select effective responses to begin the discussion by reviewing student responses in advance. Because students have written something down, they are ready to become part of the discussion and called at anytime. Since all students have written something down, all student are able to participate. Processing thoughts in writing refines them, a process that challenges students intellectually, engages them, and improves the quality of their ideas and their writing. For example, you could advise them to write a sentence defining a vocabulary word, to describe characters, connect to the text, etc. !!! These six benefits work on at least three axes: they increase the quality of the ideas discussed in your class and expand the number of students likely to participate and their readiness to do so. And regardless of who actually speaks up, the exercise increases the ration since it causes everybody to answer the question, not just those who discuss.

Everybody Writes: IN ACTION
(insert video)

Make It Work by… Keeping time tight Making the question matter
Setting expectations Building the habit of writing Allow students time to reflect but maintain urgency of the clock Err on the side of clarity. Write in advance Complete sentences or with attention to other various aspects? Does it need to be neat? Will you collect it? Request it frequently. Designate a place for it.

Technology Supports Padlet is essentially an electronic parking lot. Students can respond instantly on this platform. Some think of it as a virtual sticky note that can be used for collaboration. We will use this tool today. Edmodo is a student/education friendly “Facebook”; training is available directly through the Edmodo site. Edmodo can be used to support this initiative because of its capacity to allow students to instantaneously respond to a question set that the teacher poses as well as to articles and other assignments. Accelerated 360, demo video. Training is on October 20, 8:30-11:30 at Marathon High School.

Virtues of Everybody Writes
Focused starting point for discussion Cold call ready classroom Enables “version 2.0” Supplies direction Upgrades students’ memory Gets everybody to answer Connects notes and evidence Here are seven of many virtues- some are repeats of the benefits. Allows you to select effective responses for which to begin your discussion. Makes your classroom cold call ready. Allows students to refine and improve their thinking before it becomes public. Steers students right away into thinking that will help them to shape meaningful discussion. People remember twice as much of what they write as what they say or hear. 6. 7. Writing before connection can get students in the habit of sourcing evidence by consulting the text or their notes.

Choose One Examine the Seven Virtues and select one that speak to you.
Choose one of the seven virtues whose value grabs you most strongly. Give your best concrete example of how adding Everybody Writes would benefit a specific class activity you've been thinking about in pursuit of a major lesson objective Examine the Seven Virtues and select one that speak to you. Choose one of the seven virtues whose value grabs you most strongly. Give your best concrete example of how adding Everybody Writes would benefit a specific class activity you've been thinking about in pursuit of a major lesson objective. Go to PADLET:

Choose One Focused starting point for discussion
Cold call ready classroom Enables “version 2.0” Supplies direction Upgrades students’ memory Gets everybody to answer Connects notes and evidence Here are seven of many virtues- some are repeats of the benefits. Allows you to select effective responses for which to begin your discussion. Makes your classroom cold call ready. Allows students to refine and improve their thinking before it becomes public. Steers students right away into thinking that will help them to shape meaningful discussion. People remember twice as much of what they write as what they say or hear. 6. 7. Writing before connection can get students in the habit of sourcing evidence by consulting the text or their notes.

Collaboration Suggestions
School-Wide Collaboration District-Wide Collaboration Within Content: PD360 Edmodo Wiki-Spaces Grade level Collaboration Content Area Collaboration Vertical Teaming PLCs Lesson Study These are existing ways in which we work. Training is not just a one time event so in addition to using the train-the-trainer model, we expect to see District-Wide/ School-Wide Collaboration.

Sentence Frames Text Structure Sentence Frame Description
A ________ is a kind of ________that Compare/Contrast ________ and ________are similar in that they both but _______ while______ . . Sequence _________ begins with continues with and ends with Problem/Solution _____________ wanted but so Cause/Effect _______________ happens because OR _______________ causes ©Project CRISS®, CRISS Manual Chapter 5, pp

Completed Sentence Frames: The Three Little Pigs
Text Structure Sentence Frame Description A brick is a kind of material that can build a strong house. Compare/Contrast Pig 1 and Pig 2 are similar in that they both did not build strong houses but Pig 1 used straw while Pig 2 used wood. Sequence The Three Little Pigs begins with each Pig making a home continues with the wolf blowing down the first and second home and ends with the pigs eating the wolf. Problem/Solution The wolf wanted to eat the pigs but the pigs ran safely to the brick home so the wolf wasn’t able to eat the pigs. Cause/Effect The third Pig builds a brick house because he is smart. ©Project CRISS®, CRISS Manual Chapter 5, pp

Paragraph Frame (author’s credentials), (author’s first and last name), in her/his/the (genre) (title of text), (verb: argues, states, suggests, hypothesizes, discusses, notes….) that (main claim or argument presented in the text). S/he supports this claim by….. S/he next proceeds to show that….Finally, s/he argues (or other verb) that….. (author;s last name) purpose is to … in order to…S/he adopts (or other verb)…. a(n) tone for …. (intended audience). 2008 AVID

Paragraph Frame President of the NSTM, Susan Boyle in her/his/the monthly editorial, NSTM Monthly, (verb: argues, states, suggests, hypothesizes, discusses, notes….) that mathematics is the foundation of success for tomorrow’s leaders. S/he supports this claim by….. S/he next proceeds to show that….Finally, s/he argues that…..Boyle’s purpose is to … in order to… S/he expresses a(n) excitement for …. the future of our countries youth. 2008 AVID

Ways to Initiate Everybody Writes
... on a formatted "reflections" page that is sometimes turned in at the end of class ... on "a piece of scratch paper" ... in response to teacher-generated written questions ... in response to student-generated, teacher-vetted questions ... in response to a question framed verbally by the teacher at the moment it's assigned ... a "free write" in response to something the teacher just read aloud ... a "free write" in response to something students just read ... in response to one question

School Expectations/Deliverables
September: NEFEC Part I delivered October: Everybody Writes in every classroom November: Content Specific Strategy Implementation December: Rubric Calibration across all grades January: TBA

Train-the-Trainer Follow-up: October
1. Everybody Writes 45-60 Minutes Whole Group 2. Content Area Specific Strategies 45-90 Minutes Small Group 3. JRF Dirty 30 30 Minutes Whole Group/Small Group

District Calendar of Training
August: NEFEC Writing Training Part I September: Everybody Writes Initiative to Teacher Trainers October: Envisioning the CIS with Reading Coaches/Contacts November: Content Area Writing with Reading Coaches; NEFEC Part II December: ELA Product Implementation focused on Writing with Reading Coaches/Representatives from School January-April: TBA

Everybody Writes! in Reading
Sarah Adams Morton

Comprehension Instructional Sequence (CIS): A Tool for Planning
Hook Question Students discuss in groups or pairs Predictive Writing Students respond in writing and then discuss Text Coding Students code the text while reading (with initial modeling from teacher) and compare codes Written Response to Text Directed Note Taking Students take notes with a focus and discuss Discussion Teacher poses debate question to encourage reflection and preparation for final writing Written Response Students respond in writing and discuss Question Generation Students develop their own questions with direction from the teacher The CIS was a tool used for planning the model lesson that will be shared today. The diagram is one way of thinking about the components of a Common Core lesson. The model lesson that was developed contains each of the above elements. We will explain each of the component as we walk you through the steps to develop a CC lesson. You will also be able to identify the components when we share the final lesson plan.

CIS Lesson Development
Identify Standards Choose Text Identify Key Vocabulary Develop Written Response Questions Select categories for coding and directed note-taking Plan Question Generation Activity Design Formative Assessments The diagram is similar to the one shared in the previous slide. However, this one demonstrates the steps the teacher takes while PLANNING a CCSS lesson. Develop Hook Question Develop Guiding Question for Note Taking Create Final Discussion Question

Identify Standards Choose Text Identify Key Vocabulary Develop Written Response Questions Select categories for coding and directed note-taking Plan Question Generation Activity Design Formative Assessments Develop Hook Question Develop Guiding Question for Note Taking Create Final Discussion Question

Identify Standards Choose Text Identify Key Vocabulary Develop Written Response Questions Select categories for coding and directed note-taking Plan Question Generation Activity Consider Formative Assessments Develop Hook Question Develop Guiding Question for Note Taking Create Final Discussion Question

Everybody Writes! Comprehension Instructional Sequence (CIS)
Middle/High Example

Comprehension Instructional Sequence Civics Lesson: Birthright Citizenship
Just Read, Florida!

Comprehension Instruction Sequence: Hook Question
Students discuss in groups or pairs Predictive Writing Students respond in writing and then discuss Text Coding Students code the text while reading (with initial modeling from teacher) and compare codes Written Response to Text Directed Note Taking Students take notes with a focus and discuss Discussion Teacher poses debate question to encourage reflection and preparation for final writing Written Response Students respond in writing and discuss Question Generation Students develop their own questions with direction from the teacher Participants will discuss the hook question verbally before moving to the predictive write. This sequence was deliberately chosen to support students in need of intervention; talking before writing and listening to their peers provides a scaffold before writing independently.

Hook Question Before reading:
What does it really mean to be a citizen of the United States? Unit 1, Session 2 – Comprehension Instructional Sequence Slide 3 (10 minutes) Task: Set the purpose for reading. Teach from an essential questions to bring world relevance to text reading: Hook Question (Before reading): Based on your perspective, in social revolutions, how often do the ends justify the means? ALWAYS SOMETIMES ALMOST NEVER Teacher (facilitator) asks the question on the slide and leads a whole class discussion based on the question. Provide an example such as during the American Revolution, American Patriots confiscated property from and even hung some British Loyalists. Was this okay? Purpose: To bring world relevance to text reading. Briefly review Handout 2 – the CIS plan with participants.

Comprehension Instruction Sequence: Predictive Writing
Hook Question Students discuss in groups or pairs Predictive Writing Students respond in writing and then discuss Text Coding Students code the text while reading (with initial modeling from teacher) and compare codes Written Response to Text Directed Note Taking Students take notes with a focus and discuss Discussion Teacher poses debate question to encourage reflection and preparation for final writing Written Response Students respond in writing and discuss Question Generation Students develop their own questions with direction from the teacher Predictive writing is a step that occurs before the first reading of text in a CIS

Predictive Writing Before text reading: Use the Essential Question Handout to record your answer to this question: Predict how United States citizenship is defined. Base your response on your current background knowledge. Predictive Written Response to Essential Question Predict Predict how United States citizenship is defined. Unit 1, Session 2 – Comprehension Instructional Sequence Slide 4 (10 minutes) Facilitator directs participants to the Handout 4 – the essential question handout in the Participant’s Handbook and participants write in response to the predictive essential question statement. If participants do not quickly respond, you may note that a written response of, “I have no idea,” may be appropriate at this point in instruction. As participants complete this activity, point them toward Handout 3 - “The Revolutionary War – Military Affairs, from: History of the United States” by Charles A. Beard and Mary R. Beard (1921) and explain that this is the text that will be used for multiple activities in this session.

Vocabulary Front Loading
Words for Vocabulary Word Wall: Words introduced in this section: visas, repudiation Word introduced previously in text-reading: jurisdiction Paragraph # Academic or Discipline Specific Vocabulary Word Part or Context 4 Visas context 11 jurisdiction - word part repudiation Additional words to consider: Words introduced in this section: visas, repudiation, naturalized, jurisdiction, deportation, fear-mongerer Words introduced previously in text-reading: trudge, pronounced, rooted, coalition, painstaking, patently, fiscal Unit 1, Session 2 – Comprehension Instructional Sequence Para-graph # Academic or Discipline Specific Vocabulary Word Part or Context 4 Visas - The phrase containing this term reads, “…many of them frequent border crossers with valid visas who have crossed the border legally to take advantage of better medical care.” This phrase would lead us to believe that visas are important documents linked to legal border crossings. context 11 jurisdiction - Note that the root ‘juris’ appears along with ‘diction’ and that ‘juris’ means law and ‘diction’ in this case means word. Knowing this helps us to ascertain that the word jurisdiction in this context has to do with the authority of the constitution being the ‘word of law’ for all citizens. word part repudiation – Many times background knowledge is necessary in using context to determine word meanings. In this case, the background knowledge is provided but students must read the entire paragraph and think through the information to determine the meaning of repudiate. The information in the paragraph states that the Supreme Court’s 1857 ruling was, “that people of African descent could never be American citizens.” It says that the 14th Amendment said citizenship applied to all persons born or naturalized in the U.S. It says the 14th Amendment was a “repudiation” of the Supreme Court’s ruling, so it must mean that it was a reversal or rejection of the Supreme Court decision. Additional words to consider: Words introduced in this section: visas, repudiation, naturalized, jurisdiction, deportation, fear-mongerer Words introduced previously in text-reading: trudge, pronounced, rooted, coalition, painstaking, patently, fiscal

Comprehension Instruction Sequence: Text Coding
Hook Question Students discuss in groups or pairs Predictive Writing Students respond in writing and then discuss Text Coding Students code the text while reading (with initial modeling from teacher) and compare codes Written Response to Text Directed Note Taking Students take notes with a focus and discuss Discussion Teacher poses debate question to encourage reflection and preparation for final writing Written Response Students respond in writing and discuss Question Generation Students develop their own questions with direction from the teacher

Text Marking Listen as the facilitator reads the following text:
“Birthright Citizenship Looms as Next Immigration Battle” Mark the text with the following codes: P – Pro: This section of text includes information for immigration reform. A – Anti: This section of text includes information against immigration reform. N – Neutral: This section of text includes information neither for nor against immigration reform. Unit 1, Session 2 – Comprehension Instructional Sequence Text Marking P – Pro: This section of text includes information for immigration reform. A – Anti: This section of text includes information against immigration reform. N – Neutral: This section of text includes information neither for nor against immigration reform. Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner and discuss similarities and differences.

Text Marking After text marking:
In small groups, compare and discuss differences in text coding. Support your suggested answers from the text. Unit 1, Session 2 – Comprehension Instructional Sequence Slide 7 (7 minutes) After reading the text aloud, invite participants to ask questions they had about the text while listening and discuss differences in text coding.

Comprehension Instruction Sequence: Directed Note Taking

Directed Note-taking Birth-right Legal Process Loyalty/ Patriotism
Guiding Question: According to the article, how is American citizenship defined? Birth-right Legal Process Loyalty/ Patriotism Family Affiliation Be sure to utilize the text features such as charts, graphs, photographs, and illustrations as you take notes Unit 1, Session 2 – Comprehension Instructional Sequence Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently. Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

After Directed Note-taking
Compare notes in pairs or small groups Place a star next to the most significant note in each category: Birth-right Legal Process Loyalty/Patriotism Family Affiliation Unit 1, Session 2 – Comprehension Instructional Sequence Slide 10 (8 minutes) After participants finish their note-taking: Have participants compare notes (in pairs or in small I) Compare notes in pairs or small groups. Place a star next to the most significant note in each category: Geography/Sea/Supply Lines Military Personnel Women/Domestic Industry Public Morale

Directed Note Taking: Title of Text
Guiding Question: According to the article, how is American citizenship defined? Para- graph # NOTES Check relevant categories below Birth-right Legal Process Loyalty/ Patriotism Family Affiliation 3 “…next big immigration battle centers on offspring, who are granted automatic citizenship like all other babies born on American soil.” X 7 “…lawmakers are considering instead a move to create two kinds of birth certificates in their states, one for the children of citizens and another for the children of illegal immigrants.” 10 “It strikes me as unwise, un-American and unconstitutional.” 17 “the children of illegal immigrants born in the U.S. cannot actually prevent deportation of their parents. It is not until they reach the age of 21 that the children are able to file paperwork to sponsor their parents for legal immigration status.”

After Directed Note-taking
Take positions and discuss which of the following factors have the most significant impact on defining American citizenship. Use text to justify all positions. Birth-right Legal Process Loyalty/ Patriotism Family Affiliation Unit 1, Session 2 – Comprehension Instructional Sequence Slide 11 (15 minutes) Engage in the discussion delineated on the slide. The facilitator/teacher remains neutral and truly is a facilitator of the discussion. The facilitator should constantly direct students/participants to the text to justify their answers. Ask for page, paragraph and line for the justification. Encourage student responses one to another. The more diverse the answers and reasoning, the better.

Comprehension Instruction Sequence: Written Response

First Writing Response After Reading
After the initial reading, use the Essential Question Handout in the participant notebook to answer the following question: According to the text and your directed note taking discussion, how is United States citizenship defined? Unit 1, Session 2 – Comprehension Instructional Sequence Slide 8 (5 minutes) Complete step two of Handout 4. Be sure to highlight the fact that the participants should go back to the text to support their answers. First Draft Written Response to Essential Question According to the text, how is United States citizenship defined? Handout 3

Comprehension Instruction Sequence: Written Response (Final)

Text Based Essential Questions
Discussion: According to the text and, in your opinion, how is American citizenship defined? Unit 1, Session 2 – Comprehension Instructional Sequence Slide 16 (30 minutes) Develop an essential question aligned to FCAT Item Specifications. Questions from the textbook may be adapted to align with the specifications. Point participants to the following essential question for the example lesson: [This question aligns with Language Arts Benchmark LA (2007) - The student will identify cause-and-effect relationships in text.] According to the text, which factor most significantly impacted the outcome of the American Revolution? Direct students to use information from their completed graphic organizer/notes to help write their final response to the essential question on the Essential Question Handout. Direct students to Handout 5 - their completed Directed Note-Taking Handout as a tool for responding to the essential question. Students share their answers with a partner or in small groups. Students who have difficulty reading the text effortlessly may need to partner with another student within their small group to complete this task. As part of whole class discussion, record student responses to the essential question in multiple choice format. (See Sample Responses in box below) Teachers record responses below the essential question, using: The most relevant word, phrase, or sentence for the correct answer A variety of plausible words, phrases, or sentences as distracters SAMPLE RESPONSES A. Geography/Sea/Supply Lines B. Military Personnel C. Women/Domestic Industry D. Public Morale

Comprehension Instruction Sequence: Question Generation

Final Written Response to Text Dependent Question
According to the text and further discussion, in your opinion, how is American citizenship defined?

Comprehension Instruction Sequence: Question Generation

Question Generation What if your parents are American citizens and you are born in another country? (P#12) 2. Do ‘anchor babies’ have dual citizenship in Mexico? (P#3 Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. Unit 1, Session 2 – Comprehension Instructional Sequence Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions. Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension. Handout 5

Question Generation Share questions with the whole group to identify which are common, and which questions are most relevant to the topic and/or significant to learning Record/post common and relevant/significant questions on the Question Generation Poster for future use in: *extended text discussion *seeking answers in text-reading throughout the remainder of the chapter/unit * focusing on unanswered questions in collaborative inquiry. Unit 1, Session 2 – Comprehension Instructional Sequence Slide 14 (25 minutes) NOTE TO FACILIATORS: “Question generation is different from question answering in that the emphasis is on students producing the questions they need (or want) to answer from reading a passage. To teach this strategy, “good” question generation needs to be modeled for students and students need to be actively involved in the process of activating prior knowledge, comparing it to what might be expected from the passage, and generating questions to fill the gaps. Question generation is an extremely potent technique, showing larger effects than other comprehension strategy instruction techniques.” from Elements of Successful Reading Instruction, Center on Innovation and Improvement, Michael Kamil (2008) To conclude question generation, the teacher: has students share their questions with the whole class to identify which questions they have in common, and which questions are most relevant or significant to their learning records/posts common and relevant/significant questions on Handout 6 - the Question Generation Poster for future use in: extended text discussion seeking answers in text-reading throughout the remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry. The teacher or the students themselves can post student questions and classify them by categories established during the discussion to reinforce the Social Studies skills of sourcing and corroboration as students search, locate, and validate answers to some of the questions throughout the remainder of the unit.

The Comprehension Instructional Sequence Facilitates Students:
Using background knowledge, i.e., predicting, inferring Identifying key ideas from text Learning and using text structures Monitoring comprehension and employing fix-up strategies Using a variety of reading strategies effectively Paraphrasing, explaining, and summarizing information to construct conclusions Engaging in question generation Extended text discussion and writing Unit 1, Session 2 – Comprehension Instructional Sequence Slide 17 (7 minutes) Indicate to participants that additional writing and research activities can be incorporated into the sequence. Ask the participants, now with their “teacher hats” on to discuss the value of what they just experienced. What aspects of the sequence are especially powerful in this type of teaching? Point out the strategies on the slide that were used in the CIS and ask groups to share out others. Share and discuss with participants the other sample CIS Units provided as Handouts There are two short stories The Interlopers and The Two Brothers (language arts) and a science article, Stranglers of the Tropics.

Document Based Questions Reading and Writing About History
Social Studies Document Based Questions Reading and Writing About History

Types of Reading Texts Types of Literary Text
Types of Informational Text Fiction Short Stories Poetry Historical fiction DBQs Fables make these Folk tales, tall tales types of texts Legends accessible and Myths relevant to Fantasy students Drama Excerpts from longer works Nonfiction Biographical & autobiographical sketches Diaries, memoirs, journals & letters Essays (personal and classical narratives) Critiques Primary Sources/Nonfiction Historical documents (e.g., Bill of Rights) Essays (e.g., informational, persuasive, analytical, historical scientific) Letters, journals, diaries Secondary Sources/Nonfiction Magazine articles Newspaper articles Editorials Encyclopedia articles Functional Materials Consumer documents (e.g., warranties, manuals, contracts, applications) How-to articles Brochures, flyers Schedules Web pages Explain how DBQs make the texts relevant to students – this is the type of readings that will be on the FSA and DBQs will help them analyze documents so they can get a deeper understanding of the topic.

The DBQ Project Method Step 1: The Hook (Engaging the students)
Step 2: The Background Essay (Building Context) Step 3: Clarifying the Question (Defining Key Terms & Pre-bucketing) Step 4: Close Analysis (Understanding the Document ) Step 5: Grouping the Documents (Post-Bucketing) Step 6: Writing (From Thrash-out to Essay) Go through the 6 steps briefly – you will go into more detail in the presentation

The DBQ Project Method Step 1: The Hook Engaging the students
The Hook is essential because it “grabs” the students attention. Limited time should be spent on the hook – no more than 15 minutes

Here is an example of the hook from the “Fall” of Rome – You can have the teachers look at it in their packet

DBQ Reflection: Hook Activity Best Practices
A maximum of Minutes Limit Pre-teaching Leave hook with engagement peaking Highlight the best practices

Step 2: The Background Essay
The DBQ Project Method Step 2: The Background Essay Building context Time, place and story The students read the background essay using the literacy strategies that will help them learn the vocabulary, code the text, and figure out difficult concepts using context clues and understanding idioms.

Step 2: The Background Essay Literacy Strategies
Vocabulary – CIS Word Parts (prefix, suffix, root words, compound words) Context Clues (Signal Words & Multiple Meanings Words) Pre-reading (Numbering the text) Coding the Text (i.e. Strengths/Weaknesses) Read aloud (Model Fluency)/Think aloud (Model thought process) Idioms/Figurative Language Go through the 5 strategies briefly you will go more in-depth in presentation

1. Vocabulary Instruction
The DBQ Project Method Step 2: The Background Essay Literacy Strategies 1. Vocabulary Instruction How do you choose vocabulary to explicitly teach with this DBQ? How many vocabulary terms should you choose? How would you implicitly reinforce this vocabulary and teach additional vocabulary? It is important for the students to understand the vocabulary – they will use word parts and context clues to help them figure out the vocabulary as they read. But it is important to call attention to some words that they need to know before the pre-reading begins.

The DBQ Project Method Step 2: The Background Essay Literacy Strategies
Word Parts Affixes (prefixes and suffixes) Root Words: Teach Latin and Greek roots words. Teach those roots words that are most commonly found in social studies courses. Compound Words: These words are best taught as they arise during class. Go over the slide

Context Clues: Context clues can be used to help students decipher meaning of an unknown word by using other words, and punctuation surrounding the unknown word. Signal words, phrases or punctuation can give clues as to a words’ meaning. For example, commas that appear after nouns or proper nouns can signal a definition to the word. Example: ”It was a time known as Pax Romana, the time of Roman peace.” Go over slide

Context Clues: Multiple meaning words can also be deciphered by placing them in context. The teacher pulls out a multiple meaning word such as “sacked” and has students give as many definitions as they know for the word. By then replacing the word in the text with these meanings, the class works until they find one definition that make sense within the context. Go over slide

2. Prepping the Document Numbering Paragraphs Marks the text (student ownership) Text Structure (Chronological, Cause & Effect,) Text Features (Headings, subheadings, insets, titles, bolded text, captions) Previews the text (topic sentences) Point of reference (find specific words or text for during and after reading discussions). Prepping the document is very important – this is marking the text. They need to make sure the student is going step by step in this process.

2. Prepping the Document (cont.)
The DBQ Project Method Step 2: The Background Essay Literacy Strategies 2. Prepping the Document (cont.) Text Structure Chronological (will tell a story on a timeline) Cause & Effect (will show how one event/action led to a consequence) Problem and Solution (will show how a problem was addressed) Compare and Contrast (will take two or more things and show the similarities and differences) Description (will describe an act, thing, person, place, event, etc.) Main Idea and Details (will make a statement and provide evidence to support it) Each background essay is different depending on what the DBQ is asking of them. Some will show cause and effect, some will give the problems and solutions but they need to be able to identify what type of reading they are doing. This will help when they write their essay.

3. Read Aloud or Think Aloud To hear fluency and thought process during reading 4. Coding the Text Objective for this activity: Students will follow along while the teacher reads the background essay. Students will comprehend each paragraph as the teacher reads the background essay. Read Aloud or Think Aloud is a very effective strategy to gage for weaknesses and strengths in the students Coding the text – helps the students understand the reading – when looking for strengths and weaknesses for example in the essay it keeps the students on task as they are listening so they code their background essay

5. Idioms/Figurative Language: Idioms: fixed expressions with nonliteral meaning (examples: “kick the bucket,” “wild goose chase” Figurative Language: a word or phrase that departs from everyday literal language for the sake of comparison, emphasis, clarity, or freshness. Similes and metaphors are the most common. (example: “Rome had developed a soft belly.” This is especially helpful for ELL students. We cannot assume just because we understand the idiom or figurative language that the students will – most will not.

1) W S 5) 2) W S 8) S 3) It is absolutely essential to breakdown the question into the simplest terms, if they do not understand what is being asked how can they be expected to answer the question. Coding is important to help the students comprehend each paragraph as the teacher reads it. The s stands for strengths the w for weaknesses and the n for neutral. 6) W W 4) S 7) N

“drifted,” “survived,” “staggered”
Idiom: “spilling over” Figurate Language: “drifted,” “survived,” “staggered” Figurate Language: “developing a soft belly” Some examples to go over Context Clues: Comma signifying a definition is upcoming Word Parts: compound word “sacked”

DBQ Reflection: The Background Essay Best Practices
Requires direct instruction Model and incorporate literacy strategies (Think Aloud) Craft 2-3 sentences summarizing Time, Place & Story All students must leave with Time, Place & Story Go over best practices The students “Time, Place, and Story” is a good formative check – possible exit slip idea.

What Were the Primary Reasons for the “Fall” of Rome?
The DBQ Project Method Step 3: Clarifying the Question Part One: Defining Key Terms Discussion Question(s): What words/terms/phrases do you think your students would struggle with understanding? What Were the Primary Reasons for the “Fall” of Rome? Students can not go any further until they understand exactly what the question is asking them They need to understand what “fall” means in this context.

What Were the Primary Reasons for the “Fall” of Rome?
Step 3: Clarifying the Question (continued) Part Two: Identifying the Task Discussion Question(s): What is the question asking your students to do? What Were the Primary Reasons for the “Fall” of Rome?

Step 3: Clarifying the Question Pre-bucketing
Reason 1 Rome Fell Reason 1 Rome Fell Reason 2 Rome Fell Reason 3 Rome Fell Pre-bucketing is important – the students need to know they will group the documents in three categories “buckets” In this example what were the 3 reasons Rome fell? It is your choice if you want to guide them on what the reasons were. For ELL/ESE students you may want to give them the exact reasons.

Formative Check (exit slip) Reteach, as necessary Generate hypothesis
DBQ Reflection: Clarifying the Question and Pre-bucketing Best Practices Display the question Formative Check (exit slip) Reteach, as necessary Generate hypothesis These steps will probably all you get through on the first day so it is a perfect opportunity for a formative check that could be done as an exit slip.

Understanding the Documents
The DBQ Project Method Step 4: Close Analysis Understanding the Documents Day 2 will usually begin with a close analysis of the documents for deeper understanding of the topic.

The Gradual Release Model
TEACHER RESPONSIBILITY “I do it, you watch.” Modeled Instruction Guided Instruction “We do it together.” Guided Practice “You do it together, I watch, guide.” Collaborative Independent Practice Independent “You do it alone, we reflect on your learning.” Here is graphic organizer which shows the how the Gradual Release Model works with DBQs. GO over the graphic highlighting the release of the student to work independently – usually the teacher does one or two documents with the class, then they work in groups but one document should be saved for them to do on their own. STUDENT RESPONSIBILITY The Gradual Release Model Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The DBQ Project Method Step 4: Close Analysis Understanding the Documents
Modeled Instruction An important component to making sure the students understand what it is they are supposed to do is modeling how to analyze the documents. The teacher should model one or two documents before releasing to do with their groups.

Sourcing: Before reading the document ask yourself:
Who wrote this? What is the author’s point of view? Why was it written? When was it written? (A long time or short time after the event?) Is this source believable? Why? Why not? Go over slide

Sourcing: Before reading the document ask yourself:
What claims does the author make? What evidence does the author use to support those claims? How is this document supposed to make me feel? What words or phrases does the author use to convince me that he/she is right? What information does the author leave out? Go over slide

Document Analysis Steps
What do you see? Draw a box around everything you see Write the ? on top of the box Mark the doc (letter/number); source; note(s) and caption(s) with an Examine the source(s) Consider the notes and captions Close read of document – CIS Go over the 6 steps Each document should be marked up in this way so the student can go back and look at their notes while they write their essay. This along with the document analysis worksheet will help them gain a deeper insight to each document they are analyzing.

4. How does this help answer the question?
What is the source? 2. What do you see? 3. What does it mean? 4. How does this help answer the question? Example of one the document analysis sheets – go over the 4 questions

What Were the Primary Reasons for the Fall of Rome?
Who is Priscus? Roman Ambassador to the Huns What is the author’s point of view? When was it written? Why was it written? Who wrote this? Primary Source What Were the Primary Reasons for the Fall of Rome? Why were some Romans happy about being conquered by the Huns? What would you predict the former Roman citizen said about life under the Huns? “The climax of misery is to have to pay in order to obtain justice” It is absolutely essential to breakdown the question into the simplest terms, if they do not understand what is being asked how can they be expected to answer the question. This is an example of what each document should look like when they are done with it. Consider does Priscus account seem reliable? How could you relate this account to the US today?

An excerpt from a historical text
Economic Corruption 449 CE Priscus, Roman ambassador to the Huns x Roman ambassador speaking to conquered Roman citizens (pro or anti Roman?) Conditions of Roman subjects very severe during times of peace Interviewee’s says his new life is better than it was under the Romans “The climax of misery is to have to pay in order to obtain justice.” There was corruption in the Roman society. Wealthy people can pay bribes to escape penalties for breaking the law. Life was better under the Huns than it was under the Romans. The rich bought their way out of trouble while the poor were punished. The fault lay with the Roman governors who lacked “the spirit of former generations.” Example of the sheet filled out Document # or letter: for identification for citation later on Source: Credibility, Authentication, Bias or Point of View Date: Primary or Secondary, what is going on at the time Author: expertise, bias, point of view Primary v. Secondary source: primary gives a feel for the time, travel back in time, secondary is removed so maybe not as sure but also maybe more objective Bias Point of view: can be used within paper to make argument stronger or more credible, or to make a counterargument This conversation shows how corrupt Roman society was, and that former Roman citizens were much happier under the Huns. Economic & Civic Decay

The DBQ Project Method Step 4: Close Analysis Working with Collaborative Group Work
Everyone has a role with responsibilities Clear Procedural Directions Strict Time Limits Circulate After the teacher has done one or two documents they should be put in groups to complete all but one. GO over the 4 tips

The DBQ Project Method Step 4: Close Analysis Understanding the Documents
Independent Practice The last one or one that the teacher has selected should be done indepently

DBQ Reflection: Close Analysis Best Practices
Develop forming habits directions Incorporate fostering discovery directions Utilize the Gradual Release Method Review documents analysis sheets daily, as a formative check GO over best practices

Grouping & Organizing the Documents
The DBQ Project Method Step 5: Post-Bucketing Grouping & Organizing the Documents Next up is the post-bucketing – this is where the students will group and organize their documents – best done at first together as a class – if you want to step up the level of difficulty it could be done independently – but you should at least model one or two of the documents to show them how it is done

Step 5: Grouping the documents Post Bucketing
Reason 1 Military Mistakes Reason 2 Economic & Civic Decay Reason 3 Political Instability Again you can give them all the reasons, one or two of the reasons or you can have them come up with all 3 on their own. It really will depend on the level of your students. Here are the reasons Rome “fell”

Reason 2 Economic & Civic Decay Political Instability
The DBQ Project Method Step 5: Grouping the documents Post Bucketing Rank Order the Buckets D F E F C B A Reason 2 Economic & Civic Decay Reason 3 Political Instability Reason 1 Military Mistakes Here is the example of where the documents would be organized in the Rome DBQ

DBQ Reflection: Bucketing Best Practices
Student led document analysis presentations with emphasis on bucketing text based evidence

The DBQ Project Method Step 6: Writing
The Thesis Answers the question States a Claim. Next up is the writing! It must begin with a thesis. The thesis answers the question and states a claim.

The DBQ Project Method From thrash-out to essay
To help them organize their thoughts use the “chicken foot”

From thrash-out to essay
The DBQ Project Method Step 6: Writing From thrash-out to essay military mistakes The Roman Empire “fell” because of decay in economic and civic life Here is an example of how the chicken foot helps them with thrashing out their thoughts to come up with their thesis the most important reason, political instability

The DBQ Project Method Step 6: Writing The Thrash Out
Round #1 – probably a lot of opinion Round #2 – want to see “evidence” used from documents Round #3 – want to hear arguments being made, “so what?” “what does that explain?,” “why does that matter?” Round #4 – try for counterargument and point of view AS a class thrash out the documents. Do it in rounds so they understand the process and how opinion really doesn’t matter – it is all about what the evidence states

The DBQ Project Method Step 6: Writing The Thrash Out
Clarify thoughts Chance to correct document analysis errors Prod them to take it out to argument Hear others thoughts Counterargument Voice and passion Hear students making connections b/t documents Go over why thrash out is so important – makes them think and listen to others. The students will also make the connections between the documents during the thrash out.

The DBQ Project Method Step 6: Writing Step 6: Writing
Writer’s Workshop Now time for them to WRITE their essay

The DBQ Project Method Step 6: Writing Writer’s Workshop
Argumentative Essay REQUIRES EVIDENCE There are different types of essays but they all require EVIDENCE

Here is an example the essay outline they can receive – it breaks it down for them and lays out exactly what each paragraph should have in it.

Elements of a Proficient Essay
The DBQ Project Method Step 6: Writing Elements of a Proficient Essay BABY THESIS Must mirror the thesis Must state a claim Each paragraph begins with a baby thesis that should mirror the thesis and state a claim.

Elements of a Proficient Essay
The DBQ Project Method Step 6: Writing Elements of a Proficient Essay EVIDENCE Information that comes directly from the documents which is presented to prove claim. The baby thesis is followed up with evidence that comes directly from the documents that are proving their claim

The DBQ Project Method Step 6: Writing From thrash-out to essay Citation
In document A, …. Edward Gibbon, in his book The History of the Decline and Fall of the Roman Empire… There were 22 different emperors, at least 12 of whom were assassinated (Doc A). Here is an example of how the evidence can be cited

The DBQ Project Method Step 6: Writing From thrash-out to essay Point of View
This is the point of view of the author/creator of the document Interwoven into essay with a purpose It is also important to try to incorporate the point of view of the author or creator of the document – but only if it serves a purpose

The DBQ Project Method Step 6: Writing Elements of a Proficient Essay
ARGUMENT Explains how evidence proves your baby thesis claim After the evidence is presented the student should then prove their argument directly correlating it back to their baby thesis.

The very end is their conclusion.

DBQ Reflection: Thrash-out to Essay Best Practices
Utilize the chickenfoot Include a thrash-out Take a scaffolded approach to essay writing Set-up writing portfolios Go over the best practices

Questions?? Ask if they have questions – if they ask some you cannot answer jot them down and send to me

Updates from the Just Read Florida Office!
The Dirty 30 of Text-Based Writing Instruction

Best Practice for Text-Based Writing Instruction
How should students approach the task? 1. Students should begin by reading the prompt before reading the passage set to determine the purpose for reading and responding. 2. Students should pay attention to the passage set title as well as each individual passage title. (Each passage in the set has its own title as well.) To cite evidence, the student should refer to the specific passage title or author rather than referencing the passage set title.

How should students approach the task? 3. Students must take the time to read the passages closely. Analysis and synthesis of the textual evidence is critical to writing proficiency. It may be helpful to use marking strategies when reading the text for quick references to critical pieces of evidence to support the point being made. 4. Students should reread and dissect the prompt, assuring that they fully understand the task. The task could have more than one part, and both should be addressed in the essay. Paying attention to the purpose in the prompt will also help the student respond in the correct mode. 5. Before responding to the prompt, the student should plan the response according to the purpose, audience and task.

What is important when students are writing? 6. It is helpful for the student to consider the audience and write as if the audience has not studied the passages. Students should assume the audience is intelligent but may be unfamiliar with the specific information in the passages. 7. The students should focus on quality over quantity when writing, but writing that is too brief will not contain adequate evidence from the text.

What is important when students are writing? 8. The response should illustrate a balance between the use of textual evidence and the student’s own view/original ideas. Otherwise, the response may become a summary of the text or mere regurgitation/copying of the passage(s). 9. ***Repetitive vocabulary or sentences weakens the writing. This includes repetitive transitional or stylistic devices***. 10. Extensive copying word for word from the text is not acceptable. Direct quotes should be relevant and connected by original writing. Students must acknowledge the source of their information. This can be informal. It becomes a more critical part of the standards as students move up in the grades.

What is important when students are writing? 11. ***Beware of overused transitions without internal paragraph organization***. 12. Organization is important, but one organizational structure will NOT work with all prompts. The organizational structure must fit the task. 13. The student’s response must reflect analysis, but direct reference to every passage is not required unless evidence from every passage is used in the response or is required in the task.

What is important when students are writing? 14. There is more than one right way to address the prompt. The key is relevant evidence fully integrated with the student’s elaboration. 15. The evidence required is dependent on the passage and the task in the prompt. The student must dissect the prompt. 16. Student ideas should be closely connected to the textual support and logically used to support. 17. **Precise academic vocabulary is important to the quality of the paper.**

What does the teacher need to know and do to support the students? 18. TEACH THE STANDARDS!!!!! What does the standard specify for your grade level? It is helpful to lay your standards alongside the score points 3 and 4 for the domains on the rubric in order to fully understand the expectation. 19. Work on a simple way for students to cite their source(s) without interrupting the flow of the paper. 20. Text evidence is what is important; elaboration is why it is important.

What does the teacher need to know and do to support the students? 21. Reliance on elaborative techniques, such as rhetorical questions that are not relevant or do not make a strong point (talking to the reader), should not be encouraged. 22. The use of Role, Audience, Format, Topic (RAFT), Document Based Questions (DBQs) and Comprehension Instructional Sequence (CIS) are excellent teaching strategies for standards-based instruction and thus, preparation for the assessment. 23. We are teaching academic writing.

What does the teacher need to know and do to support the students? 24. If there is NO original work, the response is unscorable 25. Teach paraphrasing. There is a difference between paraphrasing and summarizing. 26. Use the FSA portal.

What keyboarding techniques/reminders are important? 27. NO emoticons, text talk. 28. Teach students to do a hard return between paragraphs instead of indenting when typing. Indenting will be harder to accomplish in the computer-based test program.

What other elements are essential for Text-Based Writing Instruction? 29. Use the strategy, Everybody Writes. 30. Write more, write better.

Monroe County School District Department of Teaching and Learning

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