Transcript Document

College- and CareerReady Writing
NCTN Annual Conference
November 14, 2014
Peggy McGuire
SHARE YOUR PROFESIONAL
WISDOM
What strategies do you teach your
students NOW to help them surface
their prior knowledge and generate
ideas about a topic you want them to
write about?
OPENING ACTIVITY: FREEWRITING
Spend 3 minutes responding in freewriting to
the title of this session
• DO write whatever comes to mind
• DO keep writing even if it feels like you have
nothing to say
• DON’T worry about correcting or changing
anything you write – YOU are the only
audience!
REREAD AND REFLECT
• Identify ONE insight or question or
concern that seems to be “most
important” or seems to “stand out” in
what you wrote. Then
• Tell us what insight/question/concern
you came up with
IN THE PREVIOUS ACTIVITY, WHICH
IMPORTANT ASPECTS OF WRITING
DID YOU PRACTICE? YOU
• Reflected on your prior
knowledge/experience
• Generated text based on your reflections
• Analyzed what you wrote
• Drew inferences based on your analysis
SHARE YOUR PROFESIONAL
WISDOM
How do you teach your students
NOW to extract specific facts/ideas
from text that they are reading?
WRITING to support an idea by
using details from a text:
PROMPT
In one or two complete sentences,
identify three key outcomes that
the author says will result from
participation in this writing
session.
A “SIMPLER” WRITING TASK: list three
key outcomes that the author says
will result from participation in this
writing session.
A “MORE COMPLEX” WRITING TASK:
Summarize the key outcomes that the
author says will result from
participation in this writing session.
SHARE YOUR PROFESIONAL
WISDOM
How do you teach your students
NOW to summarize something they
have read?
SESSION OBJECTIVES
• Identify the kinds of writing that teachers can teach to meet the
kinds of writing purposes and tasks/contexts that are described
by the College and Career Readiness Standards for Adults – and
that their students may expect to find in recently-developed High
School Equivalency exams, and in postsecondary coursework;
• Explore how the components of a research-based writing process
can guide instruction at the college- and career-readiness level;
• Target instruction toward preparing students to write well
enough to meet college- and career-ready writing requirements;
and
• Try out tools and successful strategies for planning and
conducting effective writing activities with students preparing for
transition to postsecondary education and work.
OVAE’S COLLEGE AND
CAREER READINESS
STANDARDS FOR ADULT
EDUCATION: GENERAL
:
ORGANIZATION
OF
ENGLISH LANGUAGE
ARTS (ELA)
SHARE YOUR PROFESIONAL
WISDOM
How do you teach your students to
take notes
• To recall information they hear or
read?
• To analyze and “make sense” of that
information?
Adapted Cornell Format for
Note-Taking to Promote
Thinking and Learning
http://educatoral.com/cornell_notes.gif
Or search “Cornell Notes” for numerous other
resources online
ELA STANDARDS
• Identify the elements of the Common
Core State Standards for English
Language Arts and Literacy in
History/Social Studies, Science, and
Technical Subjects that are most
significant for students participating in
adult basic/literacy education programs
• Describe expectations of students – what
they should know and be able to do
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ORGANIZATION
• The standards are separated into four
strands: Reading, Writing, Speaking and
Listening, and Language.
• Because of the centrality of writing to most
forms of inquiry, research standards are
prominently included in the Writing strand as
well.
ORGANIZATION
• Each strand is headed by a strand-specific set
of College and Career Readiness (CCR) Anchor
Standards identical across all levels of
learning (providing focus and coherence).
• Each anchor standard has 5 corresponding
grade-level-specific standards (A through E)
illustrating specific, adult education levelappropriate expectations.
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OVAE’S COLLEGE AND
CAREER READINESS
STANDARDS FOR ADULT
EDUCATION:
THE
:
ANCHOR STANDARDS
FOR WRITING
CCR Anchor Standards for Writing
(same as L5 – i.e., describing
postsecondary readiness)
1. Crafting Arguments
• To support claims
• In analysis of substantive topics/texts
• Using valid reasoning
• And relevant/sufficient evidence
CCR Anchor Standards for Writing
(same as L5 – i.e., describing
postsecondary readiness)
2. Crafting Informative/Explanatory Texts
• to examine and convey complex
ideas/information
• clearly and accurately
• through effective selection, organization, and
analysis of content.
• includes the narration of historical events,
scientific procedures/experiments, or technical
processes.
CCR Anchor Standards for Writing
3. Crafting narratives
• to develop real/imagined experiences or events
• using effective technique, well-chosen details
and well-structured event sequences.
NOTE: Narrative is not explicitly described at L5
but assumed to be incorporated into
persuasive/informative writing at that level.
CCR Anchor Standards for Writing
(same as L5 – i.e., describing
postsecondary readiness)
4: Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
CCR Anchor Standards for Writing
(same as L5 – i.e., describing
postsecondary readiness)
5: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach
• focusing on addressing what is most significant for a
specific purpose and audience.
• Editing for conventions should demonstrate command
of Language standards 1–3 at this level (i.e., grammar,
usage, capitalization, punctuation, spelling, style, tone
and precision of meaning).
CCR Anchor Standards for Writing
(same as L5 – i.e., describing
postsecondary readiness)
6: Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
• Add “update” writing as well
• taking advantage of technology’s capacity to
link to other information and to display
information flexibly and dynamically.
CCR Anchor Standards for Writing
(same as L5 – i.e., describing
postsecondary readiness)
7: Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject under
investigation.
• including self-generated question or problem to
be solved
• narrow or broaden the inquiry when appropriate
• synthesize multiple sources on the subject
CCR Anchor Standards for Writing
(same as L5 – i.e., describing
postsecondary readiness)
8: Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
• authoritative sources
• advanced searches
• assess the usefulness of each source in answering the
research question
• integrate information selectively to maintain the flow of
ideas
• following a standard format for citation.
CCR Anchor Standards for Writing
(same as L5 – i.e., describing
postsecondary readiness)
9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
• Apply this standard to texts of appropriate complexity as
outlined by Reading Standard 10 (i.e., “complex literary and
informational texts”).
• For literature, includes determining meaning of words/phrases
including figurative, connotative, and technical meanings; and
analyzing cumulative impact of specific word choices on
meaning and tone
• For literary nonfiction, includes integrating quantitative or
technical analysis with qualitative analysis in print or digital text
CCR Anchor Standards –
focus and patterns
• 1 through 3 are about knowing writing
genres and their rules/conventions
• 4 and 5 are about using the full writing
process
• 6 is about technology
• 7 through 9 are about analyzing sources (i.e.,
finding and using information from text) and
conducting research
Writing and the
CCR Language Standards
• CCR Language Anchors 1-3: editing
“conventions”
• CCR Language Anchor 6: Acquire and use
accurately a range of general academic and
domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the
college and career readiness level; demonstrate
independence in gathering vocabulary
knowledge when encountering a word or phrase
important to comprehension or expression.
OVAE’S COLLEGE AND
CAREER READINESS
STANDARDS FOR ADULT
EDUCATION: THE ENGLISH
:
LANGUAGE ARTS
INSTRUCTIONAL SHIFTS
THE 3 ELA “INSTRUCTIONAL SHIFTS”: WHAT
ARE THEY, AND WHY SHOULD WE CARE?
• Taken together, they describe an overall,
integrated approach to teaching reading, writing,
speaking and listening skills
• They represent the overarching message that the
College and Career Readiness ELA Standards for
Adults send about what ought to be the focus of
Adult Education instruction
• They describe expectations of teachers (vs.
standards which describe expectations of
students)
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3 “SHIFTS” IN LEARNING FOCUS
The selection of ELA standards for adults
promotes “shifts” in instruction to focus
• on the careful examination of the text itself
• on the texts that students read and the kinds
of questions students should address as they
write and speak about them
• on the close connection between
comprehension of text and acquisition of
knowledge.
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3 “SHIFTS” IN LEARNING FOCUS
1 – Complexity: Regular practice with complex
TEXT and its academic LANGUAGE
exposing students to
• appropriately complex texts in both instruction
and assessment.
• frequently encountered academic vocabulary—
language common to complex texts across the
disciplines of literature, science, history, and the
arts.
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3 “SHIFTS” IN LEARNING FOCUS
2 – Evidence: Reading, writing, and speaking
grounded in evidence from text, both literary and
informational
• For writing, the focus is on analyzing sources and
conducting research… The standards require
students to answer questions based on their
understanding of having read a text, or multiple
texts, not entirely relying on prior knowledge or
experience.
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3 “SHIFTS” IN LEARNING FOCUS
3 – Knowledge: Building knowledge
through content-rich nonfiction
• an extended focus on literacy –
comprehension of informational text -in the domains of science, history, and
technical subject areas
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The Writing Process and
Teaching/ Learning Strategies:
from Research to Practice
Key Components of
the Writing Process
1. Planning
Attention to writing purpose
Attention to audience
Writing to think (generating ideas)
Thinking to write (organizing ideas)
2. Generating Text
3. Attending to Writing Conventions
Grammar
Sentence Structure
Spelling
Punctuation
Etc.
4. Revising Text
Applying knowledge of content
Applying knowledge of conventions
Postsecondary writing success
requires the ability to apply a
recursive composing process –
planning, drafting, evaluating,
and revising (Hillocks, 1986).
In the postsecondary classroom, … students
who write effectively draw upon strategies
that include planning, evaluating, and
revising text to accomplish a variety of goals,
such as writing a report or expressing an
opinion with the support of evidence.
…writing is (also) a means of extending and
deepening students’ knowledge, a tool for
learning subject matter.
(National Commission on Writing, 2003).
If students earn a GED credential but
cannot plan, evaluate, or revise written
text to write a report or express an
opinion with the support of evidence,
or if they cannot use writing as a tool
for learning new subject matter, they
may not be fully prepared for collegelevel coursework.
(National Commission on Writing,
2003)
National Research Council (2011). Improving
Adult Literacy Instruction: Options for Practice
and Research
Postsecondary writing success depends upon
the ability to apply the full process of writing –
planning, drafting, evaluating, and revising –
along with an ability to regulate strategy use
(how to select, implement, and coordinate
writing strategies; how to monitor, evaluate,
and adjust strategies) to achieve writing goals
The COMMON CORE developers also
say
1) high-quality writing results from careful
planning, drafting, and meaningful revising.
2) the discipline used to create, reshape, and
polish pieces of writing prepares students for
occasions when they must write quickly and
clearly on demand, whether in the workplace
or in college.
CCRS and the Writing Process
• CCRS: To be college and career ready writers,
students must take task, purpose, and
audience into careful consideration,…
• COMPONENTS OF WRITING PROCESS:
1. Planning
Attention to writing purpose
Attention to audience
CCRS and the Writing Process
• CCRS:… choosing words, information,
structures, and formats deliberately
• COMPONENTS OF WRITING PROCESS:
1. Planning
Writing to think (generating ideas)
Thinking to write (organizing ideas)
CCRS and the Writing Process
• CCR Anchor 4: Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience.
• COMPONENTS OF WRITING PROCESS:
1. Planning
Attention to writing purpose
Attention to audience
Thinking to write (organizing ideas)
CCRS and the Writing Process
• CCR Anchor 5: Develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach.
•
•
•
•
COMPONENTS OF WRITING PROCESS:
Planning
Attending to Writing Conventions
Revising
Starting to Put it
All Together
Starting to Put it All Together:
Writing
Goal/Task
The CCR Writing
Anchor Standards
The Writing
Process
Starting to Put it All Together:
How can we teach our students to
• Use the Writing Process
• to Meet the CCR Writing Standards
• to Accomplish a Specific Writing
Purpose/Task?
4 GUIDELINES: We can make sure they
know and can use strategies for…
Starting to Put it All Together:
1. clarifying writing purpose and
audience – what is this
prompt/question/situation asking me
to do in writing? Who is going to read
this? What do I need to write about?
What do I need to accomplish by
writing?
Starting to Put it All Together:
2. Identifying what kind(s) of writing will best
serve my writing purpose
• Informative if I need to explain something
• Process Analysis if I need to describe a process
• Comparison/Contrast if I need to compare
something to something else
• Argumentation if I need to support a claim
• Structured Narrative if I need to report what
happened
• Etc.
and using the appropriate “rules” for that kind
of writing
Starting to Put it All Together:
3. Writing about and based on
content from reading/text.
4. Using the full writing process
(organize, draft, revise) to meet their
writing purpose and accomplish the
writing task
Starting to Put it All Together:
AND What might it look like if we
incorporate these 4 guidelines into
our instructional planning?
Let’s consider an example:
Contact info
Peggy McGuire
[email protected]
717-964-1341
Please don’t forget to complete
a Workshop Evaluation
and
Many thanks for attending
“College- and Career-Ready
Writing”