1. FACILITATOR SARA OVERBY COORDINATING TEACHER FOR SECONDARY LITERACY SOVERBY@WCPSS.NET HTTPS://WCPSSENGLISH.PBWORKS.COM Writing Tips for Schoolwide Accountability

2. WHY??? ACT WRITING TEST SAT WITH WRITING TEST EOC WITH CONSTRUCTED RESPONSE MSL WITH CONSTRUCTED RESPONSE NC ABC’S, AYP, VALUE-ADDED GROWTH SCORES NCEES STANDARD 6 aka… Argument in your Classroom

4. CCSS for Writing (Grades 9-10) Related to Performance Tasks 1. Write arguments focused on discipline-specific content. aa Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. bb Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline- appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. aa Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. bb Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. History/Social StudiesEnglish Language Arts

5. CCSS for Writing (Grades 9-10) Related to Performance Tasks 1. Write arguments focused on discipline- specific content. cc Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. dd Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ee Provide a concluding statement or section that follows from or supports the argument presented. 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. cc Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. dd Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ee Provide a concluding statement or section that follows from and supports the argument presented. History/Social StudiesEnglish Language Arts

6. Academic Vocabulary for Argument Writing Discipline-Specific Content Claim Counterclaim Data Evidence Reasoning/Rationale Fallacies Cohesion Objective Tone Conventions of the discipline Concluding Statement that follows from the argument

7. ACT Writing Test WCPSS ACT Wiki https://wcpssenglish.pbworks.com/w/page/64350358/FrontPage https://wcpssact.pbworks.com

8. Create Your Own

9. Overlaps for deep concept learning DOK Strategic and Extended Thinking (Levels 3 and 4) DOK Strategic and Extended Thinking (Levels 3 and 4) Project-based Learning (PBL) 5E’s Instructional Model (Engage, Explore, Explain, Extend, Evaluate) Habits of Mind (Covey’s 7 Principles; Costa and Kallick’s 12 Habits; IB Learner Profile, other Mind Habits lists) Revised Bloom’s Taxonomy (Higher Order Thinking Skills) ACT Writing Test SAT Writing Test

10. Create Your Own! _________________________ 11:10-12:00 _________________________ Integrated Humanities Planning Real-world “messy problem” that crosses over content areas and can be resolved in a variety of ways. Requires problem-solvers to consider multiple perspectives on the same topic and to produce a written argument addressing Claim, Counterclaim(s), Evidence, and Rationale.