Post on 05-Jan-2016
LITERACY COACHESWRITING
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OUTCOMES
Literacy Coaches will:become familiar with the CC Literacy Writing Standards 1,2, 10 (range of writing)have a solid understanding of the elements of argument and explanatory writing and the differences between English and other content areasunderstand the concepts of “on-demand” writing and identify ways it may occur in different disciplinesunderstand holistic gradingunderstand implications for post-secondary writing
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OUTCOMES
Literacy Coaches will understand Literacy Coach Standard 2.1.8 which states that coaches will help teachers:
•increase amount and the quality of writing instruction•increase amount and the quality of writing students produce•scaffold writing genres particular to content
Remember: The Anchor Standards remain the
same for ELA and Disciplinary Literacy; however, the grade level standards are different for each.
The Anchor Standards are the College and Career Ready (CCR) standards with which students should have achieved mastery upon leaving high school.
The grade level standards build to the anchor standards from PreK to Grade 12.
The Disciplinary Literacy Standards
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The Disciplinary Literacy Standards
“…each discipline acquires, develops and shares knowledge in distinct ways, educators in each field must take ownership of building robust instruction around discipline-specific literacy skills to prepare students for college and careers.”*
*From the PARCC Content Frameworks
Unpack the Standards
Review the CCR Anchor Standards for Writing
and Review the Common Core Standards for
Literacy in Social Studies, Science and Technical Subjects
Connect to Literacy Coach Standard 2.1.8
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After Examining the Disciplinary Literacy Standards . . .
What are your observations?What are some possible instructional implications?
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For Your Consideration . . .
Why do you think our previous efforts to implement writing across the
curriculum have not succeeded? What do you think is needed to
ensure that literacy instruction is implemented in all disciplines?
How will the emphasis on Disciplinary Literacy and the CCSS help us to succeed where previous attempts have failed?
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http://www.ccsso.org/resources/digital_resources/common_core_implementation_video_series.html
Types of Writing: Introduction
Types of Writing Argument: A reasoned, logical
way of demonstrating that the writer’s position, belief of conclusion is valid.
Explanatory: Conveys information accurately.
*Narrative: Conveys experience, either real or imaginary, and uses time as its structure.
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Review Materials
Argument Booklets
Quick Cards: Explanatory and Argument
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ON-DEMAND WRITING
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What is it?When might you use it?
Grading/Rubrics
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Read the sample essays. Identify strengths of the essay
Refer to rubrics for things to “look for”
Discuss with a partner Share observations
Additional Thoughts……
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Articles
Read “What Do Professors Really Say about College Writing”
Thoughts….
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Articles
Read “Persistence of the Five-Paragraph Essay”
Thoughts….
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These are:
• IDEAS-- the main message
• ORGANIZATION--the internal structure of the piece
• VOICE-- the personal tone and flavor of the author's message
• WORD CHOICE-- the vocabulary a writer chooses to convey meaning
• SENTENCE FLUENCY--the rhythm and flow of the language
• CONVENTIONS-- the mechanical correctness
• and PRESENTATION--how the writing actually looks on the page
http://educationnorthwest.org/resource/503
The WRITING PROCESS
HCPSS High School Manual and Style Guide
http://www.hcpss.org/aboutus/writing_manual.pdf
Purdue University's OWL
Online Writing Lab Resources
General WritingResearch and Citation
Teacher and Tutor ResourcesSubject Specific Writing
Job Search WritingCurrent OWL Exercises
and More