CFN 604 Professional Development Myra R. Rose Educational Consultant| Pearson School Achievement...

CFN 604Professional Development

Myra R. RoseEducational Consultant| Pearson School Achievement Services

Digging into the Writing Standards1-Day Workshop

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 levels.

Students need instruction in order to learn the language and structure of argument.

Argument is a form of writing that can be meaningfully integrated into all content areas.

Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

College and Career Readiness

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 is the role of argument across grade levels and across the curriculum?

What kinds of instruction will support students in reaching the CCSS for ELA for argument?

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.


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.


Key Qualifiers

• The qualifying adverbs or adjectives in those phrases will typically be the key criteria to be turned into rubrics.


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

(Common Core State Standards Initiative 2010b, 24)

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.

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

(Common Core State Standards Initiative 2010a, 19)

Grade 2—Writing Standard 1Write 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.

The Language of Argument

(Common Core State Standards Initiative 2010a, 20, 45)

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

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.”

(Common Core State Standards Initiative 2010c)

16

2 Writing Informative/Explanatory

Informative/explanatory writing can be meaningfully integrated into all content areas.

Informative/explanatory texts convey information accurately and answer questions about why and how.

Research shows that “writing to convey information” is one of the most important types of writing needed by incoming college students.


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

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 CCSS for ELA support integration of the language arts

Writing is as important as reading

Writing is distributed across the curriculum

The Common Core State Standards for ELA are designed to allow for vertical alignment

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 uses time as its deep structure.

Narrative writing can be used to inform and to persuade, as well as to relate real or imagined experiences.

The quality and sophistication of narrative develops over time with experience and good instruction.


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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?

What did you deliberately do as you were drafting to make your story compelling, funny, or interesting?

How will you know when your story is complete?

Reflection: 3-2-1 Activity

# 36

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.

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/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-and-language/.

CFN 604 Professional Development Myra R. Rose Educational Consultant| Pearson School Achievement...

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