1. Language Arts and Social Studies A cross-curricular approach to instruction Session 3

2. Debrief Homework Discuss the process Share your text- dependent questions Pick the best from each person Write on chart paper

3. Session Outcomes Unpack extended response prompts Examine evidence based extended response writing Explain the extended response rubric

4. Standards Addressed Language Arts Assessment Targets W.2. Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus. Social Studies Principles SSP.9. Writing analytic responses to source texts.

5. EXTENDED RESPONSE PROMPTS Integrating reading and writing

6. What is extended response? Assessment items that ask students to apply knowledge, skills, and critical thinking abilities Requires students to “construct” answers without the benefit of any suggestions or choices Requires students to generate and intertwine ideas into a response that is directly related to the texts Can be short or extended 1

7. RLA Extended Response 1

8. Social Studies Extended Response 1

9. Explain a key similarity between Truman’s speech and Roosevelt’s speech. Use evidence from both articles to support your response. Type your response in the box. This task may require approximately 25 minutes to complete. 1 Unpacking a Prompt Do/What? DoWhat Explain Key similarity between the two speeches UseEvidence from both articles TypeYour response TakeApproximately 25 minutes

10. Unpacking a Prompt Do/What? Prompt The article presents arguments from both supporters and critics of Daylight Savings Time who disagree about the practice’s impact on energy consumption and safety. Directions for the Task In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response. Type your response in the box. This should take approximately 45 minutes to complete. 1

11. Unpacking a Prompt Do/What? DoWhat analyzeboth positions determinewhich position is best supported userelevant and specific evidence typeyour response take45 minutes

12. Quick Evaluate the argument and specific claims about the “spirit of liberty” in Learned Hand’s I Am an American Day Address, assessing the relevance and sufficiency of the evidence and the validity of his reasoning.

13. Quick DoWhat evaluateargument and claims assess relevance and sufficiency of evidence assessvalidity of author’s reasoning

14. DEVELOPING AN EXTENDED RESPONSE

15. Steps for Drafting Extended Responses 1.Read the passage and question. 2.Unpack the prompt (identify key words). 3.Rewrite the question in your own words and turn the question into a topic sentence/thesis statement. 4.Collect relevant details from passage. 5.Organize details into a logical order. 6.Draft your answer. 7.Reread and revise/edit your answer making sure all parts of the question are answered. 1

16. An Effective Informative Writer Understands the task and develops a clear and precise thesis, which identifies the writer’s central purpose Critically reads the text and makes thoughtful decisions when selecting textual evidence to support the thesis Examines the effectiveness of connections between selected textual information and the thesis Organizes the information in a structure that ensures the reader can effectively follow the writer’s development of ideas

17. Develop a Thesis Statement Thesis Statement = The main idea or main point of a written assignment Clearly identifies a topic Contains a claim or stance on the topic Creates a roadmap for the writing Answers the question: “What am I trying to prove?” Usually located in the introduction 1

18. Start with Thesis Frames Although _______________ (believes, demonstrates, argues) that ________________________________, _________________ supports/provides the clearest evidence __________________________________. When comparing the two positions in this article, ____________ provides the clearest evidence that ________________________________________. Looking at the arguments regarding ___________, it is clear that _____________________________.

19. Thesis Statement Prompt: Evaluate the argument and specific claims about the “spirit of liberty” in Learned Hand’s I Am an American Day Address, assessing the relevance and sufficiency of the evidence and the validity of his reasoning. Thesis Statement: Looking at the arguments regarding the “spirit of liberty” in the I Am an American Day address, it is clear that Learned Hand has some very specific ideas about what liberty means to the people of the United States and what liberty means to him personally.

20. The Writing Process Planning Planning Text Production Evaluation Revision Self Regulation Goals Content Organize

21. What supports the claim? It’s the evidence! Evidence - that which tends to prove or disprove something Reasons and explanations Facts, examples, statements, details Key words – for example, however, because of this reason 1 Reasons, evidence, and explanation

22. Explaining the Evidence 1 Claim What is your thesis statement or claim? Using a Direct Quote What direct quote supports the claim? Paraphrasing How can you rewrite the direct quote in your own words? Explanation How does the evidence support the claim?

23. Organize the Information ClaimEvidence

24. Organize the Information I often wonder whether we do not rest our hopes too much upon constitutions, upon laws and upon courts. These are false hopes; believe me, these are false hopes. Liberty lies in the hearts of men and women; when it dies there, no constitution, no law, no court can even do much to help it. While it lies there it needs no constitution, no law, no court to save it.

25. Organize the Information ClaimEvidence Liberty is in people’s heartsIf there is no liberty in our hearts, no laws or courts could bring it back. When liberty is in our hearts, we don’t need laws or courts to keep it there. Liberty lies in the hearts of men and women; when it dies there, no constitution, no law, no court can even do much to help it. While it lies there it needs no constitution, no law, no court to save it.

26. Organize the Information It is not the ruthless, the unbridled will; it is not freedom to do as one likes. That is the denial of liberty, and leads straight to its overthrow. A society in which men recognize no check upon their freedom soon becomes a society where freedom is the possession of only a savage few; as we have learned to our sorrow.

27. Organize the Information It is not the ruthless, the unbridled will; it is not freedom to do as one likes. That is the denial of liberty, and leads straight to its overthrow. A society in which men recognize no check upon their freedom soon becomes a society where freedom is the possession of only a savage few; as we have learned to our sorrow.

28. Organize the Information ClaimEvidence Liberty is not the freedom to do anything you want. When people are able to do what they want with no constraints, liberty would only belong to those who would take that liberty from others.

29. Organize the Information Thesis Statement: In the I Am an American Day Address, Learned Hand makes some specific claims about the “spirit of liberty”.

30. Organize the Information graphic organizer thesis statement

31. The Writing Process Drafting Planning Text P roduction Evaluation Revision Self Regulation Goals Content Organize

32. Extended Response Structure 1 The introduction states the main idea or position. It begins with a topic sentence or thesis statement. The beginning restates the question and sets the stage to answer the prompt. Answer the question first. Provide important information the author stated and meant. This is where you go to the text and provide examples or evidence and important details to support the answer. Sample phrases to introduce each text reference include: … stated, in the text …, for example... Include background information as required through the prompt. Write a closing that summarizes the position taken or restates the thesis statement in a different way. Beginning Middle Ending

33. The Writing Process Revising Planning Text Production Evaluation Revision Self Regulation Goals Content Organize

34. The Writing Process Revising Make changes to the substance of the writing. 1 A dd R emove M ove S ubstitute A dd R emove M ove S ubstitute

35. The Writing Process Editing

36. Practices that Make a Difference Dedicate time to writing and writing Instruction across the curriculum. Involve students in various forms of writing. Treat writing as a process. Keep students engaged. Be enthusiastic about writing. 1

37. Practices that Make a Difference Teach often to the whole class, in small groups, and with individual students. Model, explain, and provide guided assistance. Provide support, but move towards self-regulation. Adapt writing assignments and instruction to meet students’ needs. 1 Set high expectations.

38. Quick Write a first draft. Unpack a prompt. Organize the evidence. Edit the response. Revise the first draft. Set up a claim (thesis statement). Identify evidence in the text to support the claim.

39. EXTENDED RESPONSE RUBRIC

40. Language Arts Rubric 1

41. Trait 1 Rubric Overview Argument –Creation of argument –Evidence – use of text citations to support created argument of source texts Validity –Assessment of the argument in source texts –Analysis of the issue Integration –Integration of claims, explanations and textual evidence –Connection of purpose to prompt 1

42. Trait 2 Rubric Overview Ideas –Development (reasoning) –Elaboration of ideas Progression –Progression (flow) of ideas –Connection of details to main ideas Organization –Structured to convey message –Transitional devices Words –Appropriate word choice –Advanced vocabulary application Awareness –Demonstrated to audience and purpose –Form of writing – objective rhetoric and persuasive 1

43. Trait 3 Rubric Overview Conventions –Application of standard English (e.g., homonyms/contractions, subject-verb agreement, pronoun usage, placement of modifiers, capitalization, punctuation) Sentence Structure –Variety –Clarity –Fluency (e.g., correct subordination, avoidance of wordiness, run-on sentences, awkwardness, usage of transition words, appropriate usage for formal structure Errors –Mechanics and conventions –Comprehension based on errors 1

44. Scoring Student Papers Argument –Creation of argument –Evidence – use of text citations to support created argument of source texts Validity –Assessment of the argument in source texts –Analysis of the issue Integration –Integration of claims, explanations, and textual evidence –Connection of purpose to prompt 1

45. Argument –Creation of argument –Evidence – use of text citations to support created argument of source texts Validity –Assessment of the argument in source texts –Analysis of the issue Integration –Integration of claims, explanations, and textual evidence –Connection of purpose to prompt 1 Scoring Student Papers

46. Argument –Creation of argument –Evidence – use of text citations to support created argument of source texts Validity –Assessment of the argument in source texts –Analysis of the issue Integration –Integration of claims, explanations, and textual evidence –Connection of purpose to prompt 1 Scoring Student Papers

47. Social Studies Rubric 1

48. Quick What are 3 differences between the current GED ® essay rubric and the rubric for the extended response?

49. Quick 3-2-1 Response 3 concepts you learned during this session 2 ideas you can use in your classroom 1 question you still have

50. Session Resources 1 American Council on Education, "GED Testing Service ® Train the Trainer Workshop." Accessed August 15, 2013. www.GEDtestingservice.com.

51. Contact Information Judy Franks 330-672-0753 jfranks@literacy.kent.edu Kate Fergus 614-526-8608 fergus.30@osu.edu Dianna Baycich 330-672-7841 dbaycich@literacy.kent.edu Tricia Fitzgerald plh_fitzgerald@yahoo.com