1. 21 st Century Expectations: Examining Task, Purpose, and Audience

2. Housekeeping 2

3. Writing in a Variety of Genres Flexibly use tools related to: Audience Who is the audience? Purpose What does the audience need to know? Task How should you share this with your audience?

4. Every Child a Graduate Agenda 2017 Standards & Instruction –W–What and how should kids learn? Assessments and Data Systems –H–How do we know if they learned it? Accountability – systems and individuals –H–How do we support improvement if they don’t? School Finance –H–How should we pay for schools?

5. Guiding Principles for Teaching and Learning 1.Every student has the right to learn 2.Instruction must be rigorous and relevant 3.Purposeful assessment drives instruction and affects learning 4.Learning is a collaborative responsibility 5.Students bring strengths and experiences to learning 6.Responsive environments engage learners

6. Wisconsin’s Foundational Documents

7. Response to Intervention

8. Culturally Responsive Practices The National Writing Project and Carl Nagin state that “The emphasis on culture and identity has helped educators more effectively and sensitively teach children who are also English Language Learners. ELL studies from the last decade observe that learning a new language, in addition to being a grammatical task, also asks the student to take on a new identity (p. 28).

9. Task, Purpose, Audience Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

10. Background More than 500 Wisconsin ELA teachers responded that they could use more professional learning, time, resources, or support related to: Teaching students how to use the writing process and technology to produce and distribute writing appropriate to task, purpose, and audience. Develop a balance of explanatory informative, argumentative, and narrative texts for different purposes and audiences.

11. Production and Distribution of Writing What are your beliefs about the teaching of writing?

12. 21 st Century Expectations A text is: any communication – spoken, written, or visual – involving language

13. 21 st Century Expectations “college and career readiness [is] the acquisition of the knowledge and skills a student needs to enroll and succeed in credit- bearing, first-year courses at a postsecondary institution …without the need for remediation” (ACT, 2010).

14. 21 st Century Expectations Involve self- management, including the ability to regulate one’s behavior and emotions to reach goals Intrapersonal Competencies Involve expressing information to others, as well as interpreting others’ messages and responding appropriately Interpersonal Competencies

15. 21 st Century Expectations The most common terms used to describe characteristics necessary for the successful 21st century learner are "collaboration" and "technology" (American Association of School Librarians, 2007, Partnership for 21st Century Skills, 2011, Cox, 2009, Pearlman, 2010).

16. 21 st Century Expectations Kalantzis, Cope, & Cloonan, (2010) support the consideration of broader implications of new technology for literacy within the “new communications environment” rather than trying to master a particular piece of software or digital tool (p. 64)

17. Writing in a Variety of Genres Flexibly use tools related to: Audience Who is the audience? Purpose What does the audience need to know? Task How should you share this with your audience?

18. Context and Communication Task, purpose, and audience shape: Type of communication Content Genre (Collin, 2013) *Understanding genres and sub-genres integral to understanding relationships between content and genre

19. Write a range of print and digital texts of various lengths and formats Definitions: Narrative Argument/ Opinion Informational/ Explanatory Blends

20. Mentor Texts –or– Texts as Teachers

21. Mentor Texts Integrated Nature of English Language Arts Speaking and Listening: Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Language: Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Reading: Integration of Knowledge and Ideas 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

22. Examining Task, Purpose, and Audience Narrative Argument/ Opinion Informational/ Explanatory Blends

23. CCR Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

24. Argument/Opinion

26. Audience, Task, Purpose?

27. Argumentation/Opinion Potential Tools Pen/pencil paper Word doc, word processing Google docs Mixed Ink Goodreads Amazon Kidblog

28. CCR Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

29. Informational/Explanatory and “Short” Research Project

30. Informational/Explanatory and “More Sustained” Research Project

31. Audience, Task, Purpose?

32. Potential Informational/Explanatory Tools Pen/pencil paper Word doc, word processing Google docs Podcasting Weebly.com http://timeline.knightlab.com/ UDL bookbuilder Timeline Piktochart Voicethread Printing press Kidblog

33. CCR Anchor Standard 6: Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

34. Narrative

35. Audience, Task, Purpose?

36. Potential Narrative Tools Pen/pencil paper Word doc, word processing Google docs Storybird Cowbird UDL Bookbuilder Timeline Voicethread Kidblog Storyjumper Stonesoup

37. Further Resources Troy Hicks’s website Cool Tools for School (Presentations)

38. Effective Use of Technology to Support At-Risk Students 1.Use of technology to explore and create—not “drill and kill” 2. Interactivity with some learner control 3. The right blend of teachers and technology– do not substitute technology for the teacher (Darling-Hammond, Zielezinski, & Goldman, 2014)

39. Revisiting the Writing Process Prompt: “The only way for sanity to prevail is for us as knowledgeable educators to know and value what we believe and for those beliefs to align with effective, research-based, and experience- based practices” (Routman, 2014). Revisit your beliefs about the teaching of writing to extend or add to this thinking based on your experiences as a writing teacher, and the research base from this presentation.

40. Thank You For questions about this resource contact: Marci Glaus English Language Arts Consultant marci.glaus@dpi.wi.gov (608)266-3551 ELA DPI Google+ Community