1. A Demonstration Read-to-Write Project for Content Area Learning 2015 Summer Institute Joni Koehler and Dr. L. Lennie Irvin San Antonio Writing Project lirvin@alamo.edu joniwrites4sa@gmail.com

2. Write for Texas Online Materials Related to This Writing Activity https://www.writefortexas.org/resources/professional-development-to-support- academic-writing-resources TEPT0001 --Incorporating Formal Writing in in the Content Areas --Developing Clear and Meaningful Content Area Writing Tasks --General Prewriting Guidelines for Essays: Reading and Understanding the Prompt TEPT0002—Sample Expository Text Structure: Concept and Definition TEPT0003—General Guidelines for Drafting Essays --Expository Essay Elements TEPT0004—Differences Between Expository and Persuasive Essays TRES0001—General Guidelines for Teaching Peer Conferencing TRES0002—Using Rubrics in Content Area Instruction URAW0001—Structured Note-Taking Activities --Writing Practices that Enhance Student Reading URAW003—Engaging with Informational Texts URAW0004—Guidelines for Modeling and Thinking Aloud in Content-Area Classrooms

3. Texas College and Career Readiness Standards Writing Standards A. (1-5) Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author’s purpose. Reading Standards A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths. B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Science Standards I. E. Effective communication of scientific information III. A. Scientific writing. B. Scientific reading. C. Presentation of scientific/technical information

4. Report on Invasive Species http://www.abc.net.au/lateline/content/2012/s3552805.htm

5. From InvasiveSpecies.org “an invasive species is one that does not naturally occur in a specific area and whose introduction does or is likely to cause economic or environmental harm or harm to human health.”

6. http://www.youtube.com/watch?v=qfG4vsJ5_xI

7. Our Task What causes invasive species to spread and become so destructive? You are a biologist working for the State of Texas, and you have been tasked with preparing information on invasive species to be used by legislators to make funding decisions for your department's efforts to combat various invasive species. After reading informational texts on different invasive species, write a brief report in which you relate how invasive species typically are introduced, why they spread, and what types of impacts their spread has on their new environments. Support your discussion with evidence from the text(s).

8. Let’s break it down a bit After reading informational texts on different invasive species, write a brief report in which you relate 1.how invasive species typically are introduced, 2.why they spread, 3.and what types of impacts their spread has on their new environments. Support your discussion with evidence from the text(s). You will work in groups, and each group will write a paragraph for one main section of the report. Example report from the Texas Department of Parks and Wildlife: https://tpwd.texas.gov/publications/pwdpubs/m edia/pwd_bk_w7000_0280_06_07.pdf

9. How You Will Be Graded

11. In your journal --In your own words, what are the important features of a good response to this prompt?

12. Close Reading Each of you has one article to read. Read it closely, annotating for the three topics noted on the right. Actually use the text code in the margin and underline the relevant text for that code. Text Codes to Use as You Read A= arrive Species somehow have to get to the new location. They have to arrive somehow. T= thrive Species not only have to survive by finding a place to live, but they need to thrive-- which means they have to take over a niche, reproduce effectively, and perhaps dominate or drive out other species. D = damage Species that thrive at the expense of other species and their environment cause a lot of damage. The negative effects of this domination can be ecological as well as financial.

13. Gathering Facts and Reaching Conclusions Get some chart paper, and set it up like the chart on the right.

14. Gathering Facts and Reaching Conclusions Instructions: Start working on FACTS Take turns Each researcher and species expert noting one fact from their article in each of the three areas: Arrive, Thrive, and Damage Assign a group reporter to record down what is noted.

15. Gathering Facts and Reaching Conclusions Instructions: Next work on CONCLUSIONS Examine the list of facts in each category and discuss what they together mean. What sorts of larger conclusions about that aspect of invasive species can you state? This is a generalization you are making from the specific facts.

16. Composing an Initial Draft Each group works on one section of the report Write a paragraph that – Starts with one to three sentences stating the general conclusions about that feature of invasive species that you all discussed. – Follows with two to four specific examples from your articles that illustrate this general statement you make to open the paragraph. – As you quote or paraphrase information, introduce it by citing where it came from: According to Frank Day, “quote quote quote.”

17. Peer Editing 1. TOPIC Does the first sentence include a statement of topic? Does it give you a good general description of the truth about the assigned aspect of invasive species? (Arrive, Thrive, Damage) 2. EVIDENCE What evidence did your peers use? Does the evidence justify the conclusion? Is it specific enough? 3.MECHANICS Look at your peer’s word usage and phrasing. Is there anything they could do to make their meaning clearer at the word or sentence level?

18. Final Revision and Editing Review the feedback you received from your peers. Revise any content in your paragraph first. Finally, edit to correct any phrasing or grammatical issues. Read it aloud. Make these final changes, and you are done!

19. Discussion How might you use a read-to-write, write-to- learn activity in your classroom(s)? Lennie Irvin lirvin@alamo.edu Joni Koehler joniwrites4sa@gmail.com