21st Century Expectations: Examining

Task, Purpose, and Audience

2

Housekeeping

Writing in a Variety of Genres

Flexibly use tools related to:

AudienceWho is the audience?

PurposeWhat does the

audience need to know?

TaskHow should you share this with your audience?

Every Child a GraduateAgenda 2017

Standards & Instruction– What and how should kids learn?

Assessments and Data Systems– How do we know if they learned

it?

Accountability – systems and individuals– How do we support improvement

if they don’t?

School Finance– How should we pay for schools?

Guiding Principles for Teaching and Learning

1. Every student has the right to learn2. Instruction must be rigorous and

relevant3. Purposeful assessment drives

instruction and affects learning4. Learning is a collaborative

responsibility5. Students bring strengths and

experiences to learning6. Responsive environments engage

learners

Wisconsin’s Foundational Documents

Response to Intervention

Culturally Responsive Practices The National Writing Project

and Carl Nagin state that “The emphasis on culture and identity has helped educators more effectively and sensitively teach children who are also English Language Learners. ELL studies from the last decade observe that learning a new language, in addition to being a grammatical task, also asks the student to take on a new identity (p. 28).

Task, Purpose, Audience

Production and Distribution of

Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Background

More than 500 Wisconsin ELA teachers responded that they could use more

professional learning, time, resources, or support related to:

• Teaching students how to use the writing process and technology to produce and distribute writing appropriate to task, purpose, and audience.

• Develop a balance of explanatory informative, argumentative, and narrative texts for different purposes and audiences.

Production and Distribution of Writing

What are your

beliefs about the teaching of writing?

21st Century Expectations

A text is:any communication – spoken, written, or visual – involving language

21st Century Expectations

“college and career readiness [is] the acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution …without the need for remediation” (ACT, 2010).

21st Century Expectations

Involve self-management, including the ability to regulate one’s behavior and emotions to reach goals

Intrapersonal Competencies

Involve expressing information to others, as well as interpreting others’ messages and responding appropriately

Interpersonal Competencies

21st Century Expectations

  The most common terms used to describe characteristics necessary for the successful 21st century learner are "collaboration" and "technology" (American Association of School Librarians, 2007, Partnership for 21st Century Skills, 2011, Cox, 2009, Pearlman, 2010).

21st Century Expectations

  Kalantzis, Cope, & Cloonan, (2010) support the consideration of broader implications of new technology for literacy within the “new communications environment” rather than trying to master a particular piece of software or digital tool (p. 64)

Writing in a Variety of Genres

Flexibly use tools related to:

AudienceWho is the audience?

PurposeWhat does the

audience need to know?

TaskHow should you share this with your audience?

Context and Communication

Task, purpose, and audience shape:• Type of communication• Content• Genre(Collin, 2013)*Understanding genres and sub-genres

integral to understanding relationships between content and genre

Write a range of print and digital texts of various lengths and formats

Definitions:

Narrative

Argument/Opinion

Informational/ Explanatory

Blends

Mentor Texts –or– Texts as Teachers

Mentor Texts

Integrated Nature of English Language Arts

Speaking and Listening: Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations

and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Language: Knowledge of Language3. Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Reading: Integration of Knowledge and Ideas9. Analyze how two or more texts address similar themes or topics in

order to build knowledge or to compare the approaches the authors take.

Examining Task, Purpose, and Audience

Narrative

Argument/Opinion

Informational/ Explanatory

Blends

CCR Anchor Standard 1:

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Argument/Opinion

Argument/Opinion

Audience, Task, Purpose?

Argumentation/Opinion Potential Tools

Pen/pencil paperWord doc, word

processing Google docs

Mixed InkGoodreadsAmazonKidblog

CCR Anchor Standard 2:

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Informational/Explanatoryand “Short” Research Project

Informational/Explanatoryand “More Sustained” Research

Project

Audience, Task, Purpose?

Potential Informational/Explanatory Tools

Pen/pencil paperWord doc, word

processingGoogle docsPodcasting

Weebly.com http://timeline.knightlab.com/UDL bookbuilderTimeline PiktochartVoicethreadPrinting pressKidblog

CCR Anchor Standard 6:

Use technology, including the

internet, to produce and publish writing and to interact and collaborate with others.

Narrative

Audience, Task, Purpose?

Potential Narrative Tools

Pen/pencil paperWord doc, word

processing Google docs

StorybirdCowbirdUDL BookbuilderTimeline VoicethreadKidblog StoryjumperStonesoup

Further Resources

Troy Hicks’s website

Cool Tools for School (Presentations)

Effective Use of Technology to Support At-Risk Students

1. Use of technology to explore and create—not “drill and kill”

2. Interactivity with some learner control

3. The right blend of teachers and technology– do not substitute technology for the teacher

(Darling-Hammond, Zielezinski, & Goldman, 2014)

Revisiting the Writing Process Prompt:

“The only way for sanity to prevail is for us as knowledgeable educators to know and value what we believe and for those beliefs to align with effective, research-based, and experience-based practices” (Routman, 2014).

Revisit your beliefs about the teaching of writing to extend or add to this thinking based on your experiences as a writing teacher, and the research base from this presentation.

Thank You

For questions about this resource contact:

Marci Glaus English Language Arts

Consultantmarci.glaus@dpi.wi.gov

(608)266-3551

ELA DPI Google+ Community