Transcript WRITING WORKSHOP

WRITING WORKSHOP
Writing for the Kansas College and
Career Ready Standards
February and March, 2015
Norms
Handouts: http://tinyurl.com/writingmdpt
Restrooms
Breaks
Professionalism
Be open to learning
Parking lot for potentially derailing questions
MDPT = Multidisciplinary Performance Task
Today’s Primary Objective
Move you from
this…
…To this!
Objectives
Today’s focus:
1) Showcase and walk participants through the MDPT
support materials,
2) Help educators develop a deep understanding of
similarities and differences between extended, more
“polished” writing vs. shorter “on-demand” writing, and why
both are important for students, and
3) Help all educators integrate quality writing instruction into
their existing curriculum in ways that will meet students’
needs in a variety of extended and on-demand writing
contexts.
How are you feeling today?
Introductions: 4 corners
• Grade level and content area
•Writing
•I don’t do it.
•I do it because I have to.
•I’m getting better at it.
•My code name is “Writing King/Queen”
Our goal: Keep them in “the learning
zone”
The panic zone
The learning zone
The comfort zone
Source: Colvin, 2009
“If you want to feel secure,
do what you already know how to do.
But if you want to grow…
go to the cutting edge of your competence,
which means a temporary loss of security.
So, whenever you don’t quite know
what you are doing,
know that you are growing…”
-Viscott, 2003
What is the
Multidisciplinary
Performance
Task?
Multiple Texts and Disciplines
Writing on Demand
Multidisciplinary Performance Task
(MDPT)
A performance task incorporating multiple
disciplines which requires students to engage
with texts, images, diagrams and other
resources and then compose a narrative,
informational/ explanatory text, or opinion (35)/argument (6-HS).
Reviewing “the basics”
During MDPT Activity
1, Students will…
• READ 2-3 related resources
• 750 words total (3-5), 1000 words total (6-8)
• Text to speech option for all students
• Guiding questions
• Text type.
• Notes
• be able to use graphic organizers or other writing tools
regularly used for writing instruction, as long as they are
student-selected.
Reviewing “the basics”
During Activity
2, Students will…
• Prompt (narrative, expository/informational, or
opinion/argument)
• Notes from Activity 1
• Student-friendly “Reminders”
• Access to texts
• Spell check tool in KITE
• be able to use graphic organizers or other writing tools
regularly used for writing instruction, as long as they are
student-selected.
Reviewing “the basics”
What is a field test?
The purpose of a field test is to determine whether
items/prompts will produce valid and reliable
information.
What does this mean for teachers and students?
This year, scores will not “count” for accountability
purposes.
A representative sample of student responses will be
scored by volunteer scorers.
Student scores will not be released for this field test
year.
Why?
Economy
Utility
Whose Standards Are These?
Whose Standards Are These?
Whose Standards Are These?
Where is our common ground?
Because instructional time is
valuable, the MDPT
assessment focuses on the
“common ground” between
these content areas. This
keeps students from having
to take multiple lengthy
performance tasks.
Likewise, focusing on a
common set of skills could
help with students’ ability to
transfer those skills into
multiple contexts.
ELA
Standards
Science
Standards
HGSS
Standards
The MDPT is…
…(1) closely reading
(2) related resources and
(3) responding in writing to those
resources.
A Taste of MDPT
What will students experience?
Response length expectations for MDPT:
Grades 3-5 – Approx. 1-3 paragraphs
Grade 6-HS – Approx. 3-5 paragraphs
For adults practicing: Long enough!
Reflections
Turn and Talk:
What was required of
you as a reader?
What is required of a reader?
•
Read with a purpose.
•
•
•
Use guiding questions to focus.
Read text closely and carefully.
Take notes or draw pictures to
“make thinking visible.”
How did you…
• Establish a purpose?
•
Use guiding questions?
• Make sense of what you read?
• Make your thinking visible?
• Analyze three texts?
Reflections
Turn and Talk:
What was required of
you as a writer?
What is required of a writer?
•
•
•
•
•
•
Write to a prompt.
Use notes to guide writing.
Understand required text type.
Know purpose, audience, context.
Use evidence from the text.
Use modified writing process.
• Synthesize three texts?
How did you…
•
•
•
Attack the prompt?
Use your notes?
Frame the text type and/or
organize your thoughts?
• Acknowledge audience?
• Decide which evidence to use?
• Use the writing process?
Developing the Skills and Strategies of
the Reader and Writer
•Record your thinking on chart paper
So…how can we help
students acquire these
skills?
Brain
Break!
So…how can we help
students acquire these
skills?
How did you…
• Establish a purpose?
•
Use guiding questions?
• Make sense of what you read?
• Make your thinking visible?
• Analyze three texts?
Read (Watch) with a Purpose
Use Guiding Questions
1. How did students make sense of what
they were reading?
2. What did his close reading process look
like?
3. How did the students record their
thinking?
Video – Close Reading
• Read (Watch) with a Purpose
Use Guiding Questions
1. How did students make sense of what
they were reading?
2. What did his close reading process look
like?
3. How did the students record their
thinking?
Add strategies to your visual from
this morning. Should be able to
address:
• How do I establish a purpose?
•
How do I use guiding questions?
• How do I make sense of what Iread?
• How do I make your thinking visible?
LUNCH
Please be back and ready by 1:00 p.m.
English Challenges
How did you…
•
•
•
Attack the prompt?
Use your notes?
Frame the text type and/or organize
your thoughts?
• Acknowledge audience?
• Decide which evidence to use?
• Use the writing process?
• Synthesize three texts?
The text types
Argument/Opinion
Three Informational/
Text
Explanatory Writing
Types
Narrative Writing
Support a claim with sound
reasoning and relevant
evidence
Increase subject knowledge
Explain a process
Enhance comprehension
Convey experience i.e. fictional
stories, memoirs, anecdotes,
autobiographies
KSDE
MDPT
Rubrics
Graphic organizers to support
instruction: OPINION/ARGUMENT
Should probably include…
1) CLAIM - What is being argued?
2) EVIDENCE - What information
supports the claim?
3) DETAILS – What explanation
connects the evidence to claim?
Graphic organizers to support
instruction:
INFORMATIVE/EXPLANATORY
Should probably include…
1) MAIN IDEA – What’s “the gist”?
2) SUPPORTING DETAILS – What
helps explain the main idea?
Graphic organizers to support
instruction:
NARRATIVE
Should probably include…
1) CHARACTERS – Who is this about?
2) GOALS/ ATTEMPTS– What is the
character aspiring to do?
3) IMPORTANT EVENTS – What
events or actions take place?
Add strategies to your visual from
this morning. Should be able to
address:
•
•
How do I take notes?
How do I frame the text type and/or
organize my thoughts?
• How do I decide which evidence or
details to use?
Burning Question
How do we make the instruction for on
demand writing CONNECTED to the
curriculum so it isn’t another “test prep”
activity?
“Preparing students for tests
need not be separate from
delivering good writing
instruction. To the contrary, it
can underscore best practice
and exemplify best teaching.”
Gere, Christenbury and Sassi, 2005
The writing process is how we
translate ideas into written text.
▪
▪
▪
▪
▪
Prewriting
Drafting
Revising
Editing
Publishing
The 6+1 traits are key qualities
that define strong writing.
▪Ideas
▪Organization
▪Word choice
▪Voice
▪Sentence Fluency
▪Conventions
▪Presentation
So…
What might an on-demand
writing process look like?
What is different about these
processes?
1) Length of time engaged in each step.
2) Often an absence of revision.
3) Usually can only complete the process
once (missing a bit of the recursive nature
of the writing process)
What could be the
same?
1) The use of a process in the first place
2) Most of the steps are present.
3) Presence of purpose, audience, context,
and form
4) Attention to quality (6 traits) to some
degree
How can we capitalize
on the similarities
between long and short
writings in our
instruction?
“[The] processes of writing on
demand can be learned within a
larger, more robust engagement
with a writing process that
encourages student
independence.”
- Sassi and Gere, 2014
Brain
Break!
The Power of Teamwork
Add strategies to your visual from
this morning. Should be able to
address:
• How do I use the writing process?
• Synthesize three texts?
MDPT
samples for all
assessed
grades and
text types are
available at
community.ksde.org/ela.
Potential uses of MDPT
samples
• Use them as-is.
• Weave elements of the samples into
instruction.
• Use the format to create your own
samples.
Source: KSDE MDPT Sample Guide, Dec. 2014
Creating a resource set
This
template
will guide
our work.
Step 1: Select a topic and
create essential questions.
Please note that the MDPT Performance Task encountered
during the state test will not include essential questions.
What is an Essential Question?
“Essential Questions are questions that are not
answerable with finality in a single lesson or a brief
sentence. Their aim is to stimulate thought, provoke
inquiry, and spark more questions, including thoughtful
student questions, not just pat answers. They are
provocative and generative. By tackling such
questions, learners are engaged in uncovering the
depth and richness of a topic that might otherwise be
obscured by simply covering it.”
Source: McTighe and Wiggins, Essential Questions, p. 3
True or False?
Essential Questions should have a single, final, and correct
answer.
They are worth revisiting again and again.
Essential questions are aimed to the lower levels of Blooms
– basic, essential knowledge-level questions students must
answer initially.
An essential question is the same as a prompt.
An essential question may cause students to ask additional
questions and sparks further inquiry.
Essential Question or NOT an Essential Question?
Kahoot
Step 2: Add a set of resources
that support the selected topic.
Select texts that:
•are organized around a single topic.
•represent different types of texts.
•represent texts students might encounter at their grade level.
‘Good Reading on the Web’
Ready-to-use short texts, resources, and website descriptions for students and teachers:
*Not all resources are appropriate for all students.
www.nationalgeographic.com/kids
www.timeforkids.com/TFK
www.nwf.org/kids
www.loc.gov
www.nytimes.com/learning
www.thinkquest.org
www.howstuffworks.com
www.whyfiles.org
www.nobelprize.org
www.freedomcenter.org
www.ocean.com
www.ecokidsonline.com
www.nws.noaa.gov
www.exploratorium.org
www.learner.org
www.learner.org/students
www.learner.org/biographyofamerica
www.classicsforkids.com
www.siforkids.com
www.si.edu
www.dogonews.com
http://edspace.nasa.gov
www.pbs.org/teachersource
www.mos.org
www.ushmm.org/education
www.sandiegozoo.org/teachers
http://helloliteracy.blogspot.com/search/label/texts
http://www.poetry4kids.com/poems
www.readworks.org
http://www.wegivebooks.org/books
http://freeclassicaudiobooks.com/
http://newsela.com/
https://student.societyforscience.org/educators
www.archives.gov
www.kshs.org
www.thinkfinity.org
www.tolerance.org
www.picturingamerica.neh.gov
www.sheg.stanford.edu
www.creativecommons.org
www.kslib.info
Many listed addresses from The Comprehension Toolkit, Page 138-139
Step 3: Craft rich,
authentic prompts
that support the
writing type and
prompt students to
use resource
evidence to share
their learning.
CRAFTS
Context
Role
Audience
Format
Topic
Strong verb
Step 4: Construct
guiding questions that
help students
recognize aspects of
the resources that will
be helpful in answering
the prompt.
Guiding questions are:
•supportive of each writing type
•text dependent and focus students on using
the text as evidence
•focused on synthesis of content in
preparation for the prompt task
Step 5: Produce a list
of student-friendly
reminders that state
what should be
included in the finished
product based on the
MDPT Rubrics.
Where are the Student
Samples?
Actual MDPT student writing samples
will come from the MDPT field test, but
until then, here is a helpful resource:
In Common:
http://achievethecore.org/content/upload
/Big_1_DR8.12.pdf
Possible uses of samples
Student analysis to help students
consider qualities of good or poor writing
Compare/contrast a good piece of
writing to their own in order to guide
revisions
What else?
Additional Information Available To You
Find it all here:
community.ksde.org/ela
FAQs - New Information available!
Rubrics
PowerPoint Slides
Recorded Presentations
Sample Performance Tasks at each assessed grade level
Link to resources about on-demand writing
The KCCRS Standards
Link to assessment details
Evaluation
•1) What information or activities did you find most
beneficial today?
•2) What information or activities did you find not
beneficial today?
•3) What additional information or professional
learning do you see a need for? Include an
audience specification if necessary.
Final Thoughts
The MDPT is really just…
…(1) Closely reading (2) related resources and (3) responding
in writing to those resources.
On-Demand Writing is really just…
…an abbreviated writing process that requires students to
write a complete work in a single sitting.
Final Thoughts
“The assessments associated with the
[standards] offer one challenge, but it is only
one in the variety of contexts, audiences, and
purposes students will contend with when they
write – in college, in the working world, and in
their personal lives – to give voice to their
knowledge and views, and to make a
difference.”
- Sassi and Gere, 2014
The Joys of Winter
Thank you!
Please complete an evaluation before you leave.
For questions:
Suzy Myers
[email protected]