Transcript Slide 1

Digging into the Writing Standards
1-Day Workshop
CFN 604
Professional Development
Myra R. Rose
Educational Consultant| Pearson School Achievement Services
Outcomes
Plan appropriate writing prompts and
assignments to scaffold students to higher
standards
Apply grade-appropriate instructional
strategies that support students in writing
opinion/argument and informative/explanatory
pieces
Support ELL students in achieving the CCSS
for ELA Writing standards
Agenda
Section 1: Writing Argument
Section 2: Writing Informative/Explanatory
Section 3: Writing Narrative
Section 4: Research
1
Writing Argument
Argument develops
over time
across grade
College
and
Career
Readiness
levels.
Students need instruction in order to learn the
language and structure of argument.
Write arguments to support
claims in an analysis of
Argument
is a form
of writing
substantive
topics
or texts, that can be
using valid
reasoning
andall content areas.
meaningfully
integrated
into
relevant and sufficient
evidence.
Thinking with the end in mind….
Learning Objectives
Apply grade-appropriate instructional
strategies that support students in writing
opinion/argument
Support all students, including ELL students, in
writing successful opinion/argument papers
Develop sentence frames to help students think,
speak, and write argument
Big Questions
What does an effective argument look like?
What kinds of instruction will support students in
reaching the CCSS for ELA for argument?
What is the role of argument across grade levels
and across the curriculum?
Grant Wiggins’s Color Coding Technique
Grant Wiggins’s Color Coding Technique
Verbs
• You must look closely at all the key verbs
in the document and determine their
meaning for local curriculum, instruction
and (especially) assessment.
Grant Wiggins’s Color Coding Technique
Noun Phrases
• You must look closely at all the key noun
phrases in the document and determine
their meaning for local curriculum,
instruction and (especially) assessment.
Grant Wiggins’s Color Coding Technique
Key Qualifiers
• The qualifying adverbs or adjectives in
those phrases will typically be the key
criteria to be turned into rubrics.
Grant Wiggins’s Color Coding Technique
Argument Standard from the CCSS
• Write arguments to support claims in an
analysis of substantive topics or texts
using valid reasoning and relevant and
sufficient evidence.
Grant Wiggins’s Color Coding Technique
Argument Standard from the CCSS
• Write arguments to support claims in an
analysis of substantive topics or texts
using valid reasoning and relevant and
sufficient evidence.
“Argument” and “Persuasion”
Read the text on page 11 in your Participant
Handbook. Annotate or highlight the text using the
following marks:
+ I agree
– I do not agree
! This surprises me
? I have a question about this
0 This word or term needs clarification
Argument or Persuasion
Argument
• Convinces the audience
based on merit and
reasonableness of the
claims and proofs
Persuasion
• Uses persuasive
strategies that:
– Establish credibility,
character, or authority of
the writer
– Appeal to the self-interest,
identity, or emotions of the
audience
The Role of Argument
While all three text types are important, the Standards
put a particular emphasis on students’ ability to write
sound arguments on substantive topics and issues, as
this ability is critical to college and career readiness.
(Common Core State Standards Initiative 2010b, 24)
Argument- Grades 11–12
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax 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.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
Supporting Vertical Progression…
• Table Talk:
– How can the argument genre be supported
across grades and throughout the curriculum?
Make a claim about…
. . . the use of cell phones in school
12
The Language of Argument
Grade 2—Writing Standard 1
Write opinion pieces in which they introduce the topic or
book they are writing about, state an opinion, supply
reasons that support the opinion, use linking words
(e.g., because, and, also) to connect opinion and
reasons, and provide a concluding statement or section.
(Common Core State Standards Initiative 2010a, 19)
The Language of Argument
Grade 5—Writing Standard 1.c
Link opinion and reasons using words, phrases, and
clauses (e.g., consequently, specifically)
Grades 11–12—Writing Standard 1.c
Use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, or
between claim(s) and counterclaims
(Common Core State Standards Initiative 2010a, 20, 45)
Scaffolding Language
I liked the book ____________ because ____________.
My favorite parts of the book ___________ are
___________ and ___________ because ___________.
I also like ____________ because ____________.
Scaffolding Language
In my opinion, ______________; consequently,
______________.
On the other hand, I also believe that ______________;
thus, ______________.
I agree that _____________ because _____________.
While some expert say that ______________, an
alternate explanation is ______________.
Cell Phones in School
I strongly feel that cell phones ________________
because ________________.
In my opinion, ________________; consequently,
________________.
I agree because ________________.
I disagree because ________________.
I see the point you are making, but I am wondering if
________________.
The Vision of a College and Career
Ready Student
“They value evidence.
Students cite specific evidence when offering oral or
written interpretation of a text. They use relevant
evidence when supporting their own points in writing
and speaking, making their reasoning clear to the
reader or listener, and they constructively evaluate
others’ use of evidence.”
16
(Common Core State Standards Initiative 2010c)
2
Writing Informative/Explanatory
Informative/explanatory
texts
convey
College
and Career
Readiness
information accurately and answer questions
about why and how.
Writeshows
informative/explanatory
Research
that “writing to convey
texts to examine
and
convey
information”
is
one
of
the
most important
complex ideas and
types of
writing clearly
needed
information
and by incoming college
accurately through the
students.
effective selection,
organization, and analysis of
Informative/explanatory
writing
content.
can be
meaningfully integrated into all content areas.
Are they ready? Are we?
Learning Objectives
Define the informative/explanatory writing
genre and its purposes
Analyze the features of the genre and how they
progress across the grade levels
Identify grade-appropriate instructional strategies
to support students in reaching the standards for
informative/explanatory writing
Support English language learners and other
special needs students in achieving the
standards in this genre
Big Questions
What is informative/explanatory writing?
What does effective informative/explanatory writing
look like?
What kind of instruction will support students,
including ELLs, in meeting the CCSS for ELA for
informative/explanatory writing?
What is the role of informative/explanatory writing
across the curriculum?
Key Ideas about the Genre
The writer is writing from the stance of an expert,
so the writing grows from what the writer knows.
The writer selects information from primary and
secondary sources related to the topic.
The CCSS for ELA provide specific strategies in
each grade level for developing and organizing
information.
Elements of Explanatory Writing:
Writing Standard 2
#20
Reflection: 3-2-1 Evaluation
List 3 good teaching ideas you gleaned from this
morning’s session.
List 2 ways you will restructure your writing
instruction as you begin to implement the Common
Core State Standards for ELA.
List 1 thing that is unclear or that is bothering you
about the Writing standards.
# 26
Reflection: Developing College and
Career Readiness
How do the CCSS for ELA Reading and Writing
standards work together to develop college and
career readiness?
#43
4
Research
The ability to do research is an essential skill in
today’s society.
Students must be able to read research to gather,
comprehend, evaluate, and synthesize information.
Students must be able to write to answer
questions or solve problems, to report on
information and ideas, and to analyze print and
nonprint texts.
Students must have the skills to conduct original
research.
Quick Write
Write a brief anecdote about a time you
had to produce a researched report in
college or high school.
# 37
Learning Objectives
Explain how research is integrated throughout
the CCSS for ELA
Describe how expectations for research develop
across grade levels
Use research to support argument,
informative/explanatory, and narrative writing
Create tasks that include research as a
significant part of learning
Big Questions
What is the role of research in the CCSS for ELA?
How do expectations for research reflect one of the
core principles of the CCSS for ELA: integration of
instruction?
What is the role of research in opinion/argument,
informative/explanatory, and narrative writing?
Turn and Talk
What genre is research?
Big Ideas
The Common Core State Standards for ELA are
designed to allow for vertical alignment
The CCSS for ELA support integration of the
language arts
Writing is as important as reading
Writing is distributed across the curriculum
The CCSS for ELA provides student models in
Appendix C
The CCSS for ELA are for all students
3
Writing Narrative
Narrative writing conveys real or imagined
experience
and Career
uses time as
its deep
College
and
Readiness
structure.
Narrative writing can be used to inform and to
persuade, as well as to relate real or imagined
Write narratives to develop
experiences.
real or imagined experiences
or events using effective
The quality
andwell-chosen
sophistication of narrative
technique,
develops
over
with experience and good
details,
andtime
well-structured
event sequences.
instruction.
Learning Objectives
Define and explain the purposes, forms, and
strategies of narrative
Explain how narrative develops across grade
levels
Choose appropriate instructional strategies for
helping all students, including ELLs, write
narratives that meet the CCSS for ELA
Big Questions
What is narrative writing?
What does effective narrative writing look like?
What instructional practices will enable all
students, including ELLs, to succeed in narrative
writing?
What is the role of narrative writing across the
curriculum?
Narrative Prompt
Write a story about a special memory of
something that happened with a friend.
# 31
(America’s Choice 2009, 1)
Narrative Prompt
• Take a penny from the bag. Look at the
year and tell a story from that year.
or
• Tell the story about what or who prompted
you to become a teacher.
Questions about Your Narrative
How did you come up with something to write about?
How did you get started?
How will you know when your story is complete?
What did you deliberately do as you were drafting to
make your story compelling, funny, or interesting?
Reflection: 3-2-1 Activity
List 3 important things that you learned during this
workshop.
List 2 things that you will do as a result of this
workshop.
List 1 thing that you wish you had received from
this workshop but did not.
# 36
Closing Slide
Workshop: Digging into the Writing Standards
Myra R. Rose
References
America’s Choice. 2009. Genre Study: Narrative: The Call of Stories, Online Resources. Washington,
DC: America’s Choice.
Common Core State Standards Initiative. 2010a. “Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.” Accessed
January 1, 2011.
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf.
———. 2010b. “Common Core State Standards for English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects: Appendix A: Research Supporting Key Elements of the
Standards and Glossary of Key Terms.” Accessed January 1, 2011.
http://www.corestandards.org/assets/Appendix_A.pdf.
———. 2010c. “Students Who are College and Career Ready in Reading, Writing, Speaking,
Listening, & Language.” Accessed January 1, 2011.
http://www.corestandards.org/the-standards/english-language-arts-standards/introduction/studentswho-are-college-and-career-ready-in-reading-writing-speaking-listening-and-language/.