Transcript CCR Writing MS PPT FINAL Participant Copy.

 Sticky
Note Chart paper
 Markers, Glitter markers, highlighters
 Ream of Paper, Video
(Individual)
Handout 1- The Standards
(Class Sets)
Handout 2- The Prompt and Texts
Handout 3- The Student Sample w/out Comments
Handout 4- The Student Sample with Comments
College Career Ready Conference
 Discuss
the Maryland College and Career
Ready (MCCR) standards for argument writing
 Differentiate between assigning and teaching
writing
 Identify the components of effective
argument writing
“Writing is a craft before it is an art;
writing may appear magic, but it is our
responsibility to take our students
backstage to watch the pigeons being
tucked up the magician’s sleeve.”

– Donald M. Murray, A Writer Teaches Writing
Anderson, Carl. Assessing Writers (107).
Argument
Informative/explanatory
Narrative
The Standards acknowledge the fact that
whereas some writing skills, such as the ability
to plan, revise, edit, and publish, are
applicable to many types of writing, other
skills are more properly defined in terms of
specific writing types: arguments,
informative/explanatory texts, and narratives.
Students can, without significant scaffolding,
comprehend and evaluate complex texts across
a range of types and disciplines, and they can
construct effective arguments and convey
intricate or multifaceted information.
They learn to appreciate that a key purpose of
writing is to communicate clearly to an
external, sometimes unfamiliar audience, and
they begin to adapt the form and content of
their writing to accomplish a particular task
and purpose.
Grade 6
Grade 7
Grade 8
W.6.1 Write
W.7.1 Write
W.8.1 Write
arguments to arguments to arguments to
support claims support claims support claims
with clear
with clear
with clear
reasons and
reasons and
reasons and
relevant
relevant
relevant
evidence.
evidence.
evidence.
Grade 6
Grade 7
Grade 8
W.6.1.a Introduce
claim(s) and
organize the reasons
and evidence clearly.
W.7.1.a Introduce
claim(s),
acknowledge
alternate or
opposing claims,
and organize the
reasons and evidence
logically.
W.8.1.a Introduce
claim(s),
acknowledge and
distinguish the
claim(s) from
alternate or
opposing claims,
and organize the
reasons and evidence
logically.
Grade 6
Grade 7
Grade 8
W.6.1.b Support
W.7.1.b Support
W.8.1.b Support
claim(s) with clear
claim(s) with
claim(s) with
relevant reasons
logical reasoning
logical reasoning
and evidence,
and relevant
and relevant
using credible
evidence, using
evidence, using
sources and
accurate, credible accurate, credible
demonstrating an
sources and
sources and
understanding of
demonstrating an
demonstrating an
the topic or text.
understanding of
understanding of
the topic or text.
the topic or text.
Grade 6
W.6.1.c Use
words, phrases,
and clauses to
clarify the
relationships
among claim(s)
and reasons.
Grade 7
Grade 8
W.7.1.c Use
words, phrases,
and clauses to
create cohesion
and clarify the
relationships
among claim(s),
reasons, and
evidence.
W.8.1.c Use
words, phrases,
and clauses to
create cohesion
and clarify the
relationships
among claim(s),
reasons,
counterclaims,
and evidence.
Grade 6
Grade 7
Grade 8
W.6.1.d Establish W.7.1.d Establish
W.8.1.d
and maintain a
and maintain a Establish and
formal style.
formal style.
maintain a
formal style.
Grade 6
Grade 7
Grade 8
W.6.1.e
Provide a
concluding
statement or
section that
follows from the
argument
presented.
W.7.1.e
Provide a
concluding
statement or
section that
follows from and
supports the
argument
presented.
W.8.1.e
Provide a
concluding
statement or
section that
follows from and
supports the
argument
presented.
 Establish
a clear purpose for writing,
modeling the language found in the Writing
Standards
 Specify the audience to be addressed
 State clearly the topic, issue, or idea to be
addressed
 Reference the source text(s) serving as the
stimulus for a student response
 Specify the desired form or genre of the
student reponse
What is the difference between
assigning writing and teaching
writing?
What do we do when we assign
writing?
 provide
students with the writing task
 assign a text and require students to
write an essay on a given topic
 collect and grade the task
 provide minimal feedback
 proceed to the next task
What do we do when we teach
writing?
 show
students what is expected of
them based upon the standards
 provide models of high-quality writing
 offer meaningful feedback
 allow opportunities for students to
develop and strengthen writing by
planning, revising, editing, rewriting,
or trying a new approach
 Deconstruct
the following prompt
 Read
the texts
 Take critical notes as necessary
How can we prepare
students to become
good writers?
 Write
arguments
 Support claim(s) with clear reasons and
relevant evidence
 Introduce claims
 Distinguish claims from alternate or
opposing claims
 Organize
the reasons and evidence logically
 Support
claims with logical evidence
 Use accurate, credible sources
 Demonstrate and understanding of the
topic or text
 Clarify the relationships among
claim(s),counterclaims, reasons and
evidence
 Maintain a formal style
 Provide a concluding statement or section
 Read
the student samples
 Use the writing and language standards to
provide appropriate comments where
necessary
 Construct feedback in the affirmative
At your table, what comments based on the
standards would be most helpful for this
student?
1) Read the comments provided by
achievethecore.org on the student samples.
2) In what ways did achievethecore.org use the
standards in their feedback?
What are the instructional
implications?
Modeling Writing:
“Teachers better understand the writing task when
they do it themselves. There’s no substitute for
doing when it comes to understanding.”
“Teachers, when they write, uncover the hard
parts and are thus better able to see which minilessons will most benefit their students. Writing
done by the teacher drives better instruction.”
Gallagher, Kelly. Teaching Adolescent Writers (48).
Benefits to Teachers and Students:
“Teachers can model that writing is challenging.
This demonstrates to students that good writing is
the product of multiple revisions.”
“Students see the teacher struggle with the
complexity and chaos of writing. This helps
demystify the writing process. Students no longer
maintain the false impression that good writing
just flows at will.”
Gallagher, Kelly. Teaching Adolescent Writers (48).
 www.achievethecore.org
 msde.state.md.us
 http://www.corestandards.org/ELA-Literacy/
 Carl
Anderson’s book: Assessing Writers
 Kelly Gallagher’s book: Teaching
Adolescent Writers
Please contact MSDE staff with additional
questions:
Ava Spencer <[email protected]>