Southside Southside Elementary School Elementary School

October 1, 2012 October 1, 2012

Carole MullinsEng/LA Regional Content Specialist

606-854-2329carole.mullins@education.ky.gov

Characteristics of Highly Effective Teaching and Characteristics of Highly Effective Teaching and LearningLearning

Five Components:Five Components:

Learning Climate

Classroom Assessment and Reflection

Instructional Rigor and Student Engagement

Instructional Relevance

Knowledge of Content

Learning Targets

I can recognize some of the instructional shifts demanded in the ELA standards.I can discuss the three modes of writing and begin to plan for their implementation at the grade level I teach.I can identify instructional tips that align with the three modes of writing.

What is meant by College and Career Readiness (CCR)

Anchor Standards?…the acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution (such as a two- or four-year college, trade school, or technical school) without the need for remediation. (ACT)

The standards were built on this vision for every single student who graduates from

high school.

4

A Shared Responsibility

“The Standards insist that instruction in reading, writing,

speaking, listening, and language be a shared

responsibility within the school.”

ELA CCSS, page 4

English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Some of the “Big” Shifts Demanded in ELA/Literacy Standards

Increased reading of Informational Texts (in elementary balance the reading of info and literary texts and vary the topics, making sure they are developmental)Work on Content Area Literacy—sharing it among ALL teachersAttend to TEXT COMPLEXITY—discern ideas of more complex textsFocus on TEXT DEPENDENT QUESTIONS – those that REQUIRE close reading of the text (vs ‘text-free’—which rely on prior knowledge instead of the actual text)Focus on WRITING –Argumentation with Evidence and Narrative Writing (to inform)Emphasize Domain-Specific VocabularyEmphasize Short and Sustained Research ProjectsMantra—we need students that “read like detectives and write like reporters” (Coleman)

Karen Kidwell, Highly Effective Teaching, Learning and Assessment: 2011 KAAC PresentationEnglish Language Arts Big Shifts Document - http://ideas.aetn.org/commoncore/strategic-plan

Distribution of Literary and Informational Passages by Grade in the

2009 NAEP Reading Framework

GRADE LITERARY INFORMATION4 50% 50%8 45% 55%12 30% 70%

The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness.

ELA CCSS Page 5

Writing Standard #1 Anchor Standard #1:

Reading (Literature and Informational)

Read closely to determine what thetext says explicitly and to makelogical inferences from it; citespecific textual evidence whenwriting or speaking to support

conclusions drawn from the text. 

K-12 Progressions

8

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing

Framework

GRADE TO PERSUADE

TO EXPLAIN

TO CONVEY EXPERIENCE

4 30% 35% 35%8 35% 35% 30%12 40% 40% 20%

It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP.

ELA CCSS Page 5

Writing Standard #1 Anchor Standard #1:

Writing

Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and

relevant and sufficient evidence. 

K-12 Progressions

10

Videos Produced byJames B. Hunt, Jr. Institute for Educational

Leadership and Policy And the Council of Chief State School Officers

(CCSSO)

Example: Writing to Inform and Make Arguments

(3:36)http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related

Common Core You Tube Videos

ELA Appendices

Appendix A:Supplementary Materials and

Glossary

Appendix B:Text Exemplars

and Sample Performance

Tasks

Appendix C:Annotated

Writing Samples at

Various Grade Levels

CCR Anchor Writing Standard #10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.

“Students mastering Standard 10 are able to communicate clearly and will be prepared for

Kentucky’s writing assessment.” Three Modes of Writing Guidelines: Page 2

The 3 Modes of Writing “Introduction Section”

“Your students need time to write their hearts out; to explore many different subjects; to write deeply about a single one…”

Fletcher and Portalupi (2001)

Write Your Heart Out…Using the provided index card, jot down a few responses to each of the prompts below: What is something(s) you know you are good at

doing? Where is your favorite place to go to relax? Is there something you find interesting that you

would like to know more about? Have you visited a place that was so interesting

you want to share about it with others?

One big change in the writing standards is the

shift from opinion/persuasion to

argumentation…

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Opinion, Persuasion and Argumentation:

What’s the difference?Opinion Persuasion Argumentation

May acknowledge other perspectives on the issue, but generally focuses on 1 point of view

Relies on opinion to support ideas; often uses emotional appeals; generalized support

Focuses on convincing the reader to adopt the opinion

May consider other perspectives on the issue

Blends facts and emotion to make its case, relying often on opinion

May predict the results of accepting the position, especially if the information will help convince the reader to adopt the opinion

Considers other perspectives on the issue

Offers facts that support the reasons; provides textual evidence

Anticipates and evaluates the consequences of accepting the argument

Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think

18

From…To…

19

What differentiates argument from opinion?

The use of textual evidence!The use of textual evidence!

Building Student’s Argumentative Skills from Elementary to Secondary

Addressing 3 Modes of Writing

KCAS in the 21st CenturyTips for understanding standards,

instruction & assessment

Winter 2012Office of Next Generation Learners

The guidebook:

includes information about the standards, instruction to support the teaching of the standards, and assessment.focuses on the 3 modes of writing and serve as a starting point for planning writing instruction.Emphasizes information about the formative assessment process.embeds details that assist teachers to address how the new KCAS English/LA standards have impacted ODW.

Section 1: Opinion/ArgumentCCR Anchor Writing Standard #1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant

and sufficient evidence.

Highlight/Review the standard at your grade levelBeginning in kindergarten, students are asked to communicate their opinions – a building block to writing effective argumentShift occurs in 6th grade from opinion to argumentation Discuss what that looks like at your grade level with an elbow partnerSuggested Mentor Text: Articles, Expository Text, Digital Text

Section 1: Opinion/Argument

Opinion WritingOpinion WritingSecond GradeSecond Grade

http://www.youtube.com/watch?http://www.youtube.com/watch?v=Icz4BrycFpov=Icz4BrycFpo

Writer’s Reference Sheet: Argumentative

Grades 5 and 6

If I am writing my opinion or creating an argument, did I

establish and maintain focus?anticipate audience’s knowledge and concerns?provide relevant background and contextual

information from the reading passage (if a passage is provided)?

use facts, details and examples to support my opinion/argument?

use words and phrases to clarify the relationship among opinions/claims, reasons, and evidence?

Section 2: Informational/Explanatory

CCR Anchor Writing Standard #2: Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately

through the effective selection, organization and analysis of content.

Highlight/Review the standard at your grade levelStudents must write to demonstrate understanding of the subjects they are studyingIt’s purpose is to increase readers’ knowledge of a subjectStudents draw not only from background knowledge, but from multiple print & non-print text Discuss what that looks like at your grade level with an elbow partner Suggested Mentor Text: articles, digital text, magazines, expository text, pictures

Steps to READING a Visual Image

Step 1: Prepare an image in advance.Step 2: Have students form pairsStep 3: Help students set up note-taking formsStep 4: Project the full imageStep 5: View by quadrantsStep 6: Monitor note-takingStep 7: Display the full image a second timeStep 8: Pairs discussStep 9: Whole class discussion

United States: The Revis family of North CarolinaFood expenditure for one week: $341.98

Favorite foods: spaghetti, potatoes, sesame chicken

Read more: http://www.time.com/time/photogallery/0,29307,1626519,00.html#ixzz1ckVgjk91

Second Viewing: Drawing Conclusions about the Visual

Image

What are the three most important details you and your partner noticed?

What conclusions about the images can you draw from these details?

If you were to give the image a title, what would it be?

Multiple Text Types for Reading and Writing

PROMPT/TASK to guide instruction for informational/explanatory writing

As part of our study of various cultures from around the world. Examine 2 photographs from the series “What the World Eats” and read 2 entries of text about 2 families. Write to inform our class blog readers about what you learn as you compare and contrast what the 2 families eat.

Writer’s Reference Sheet: Informational/Explanatory

Grades 5 and 6

If I am writing to provide information or explain, did I

establish a focused purpose?anticipate the needs of my audience?incorporate relevant background and contextual

information from the reading passage (if a passage is provided)?

use general and specific details and examples to support my thesis?

use precise language and domain-specific vocabulary?

Arguments and Explanations:

Each Has a Different Aim “Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations…start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than persuade him or her to accept a certain point of view.”

(CCSS Appendix A)

Section 3: Narrative Writing

CCR Anchor Writing Standard #3: Write narratives to develop real or imagined experiences or events using effective technique, well-

chosen details and well-structured event sequences.

Proficient writers recognize the importance of communicating clearly with an audience

Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure

Personal narrative is only one form of narrative Narratives can also take the form of creative

fictional stories, memoirs, anecdotes and autobiographies

Narrative can be used for many purposes including: 1. Inform 2. Instruct 3. Persuade 4. Entertain

Suggested Mentor Text: poems, stories, plays, digital text, autobiographies

Section 3: Narrative Writing

Writing Through A MaskWriting Through A Mask

I could design a mask that focuses on one of the things I am reading about in the book Up North at the Cabin

Design a mask that focuses on one of the things you are reading about (a smart angler, a loon, a great, gray dolphin, an acrobat, a fearless voyageur, a river, a bull moose, an armored beetle, a daredevil, an angry northern pike)

Write “through your mask” to tell the story the way your “character” might tell it using the same story setting.

Think about how writing through a mask might help your students write more “narratively” than a personal narrative or memoir

Create a unique way to celebrate this writing

Writer’s Reference Sheet: NarrativeGrades 5 and 6

If I am writing a narrative, did I establish a clear purpose?use a variety of techniques (e.g., dialogue,

description, anecdote, rhetorical question, surprising fact) to engage my audience?

convey a sense of significance of the experience?

use a sequence of events that would unfold naturally for the reader?

use concrete words and sensory details?

Next Steps

• Come up with an Action Plan on how you will address the Three Modes of Writing in your classroom/grade level

• Decide how you will bridge reading and writing• Plan how you will formatively assess your

students• Discuss, and then plan how technology will be

incorporated into your Action Plan• Create a way you will celebrate student writing

Time to Reflect3-2-13-2-1

List three best practices you learned today that will impact writing instruction in your classroom.1.2. 3.

Name 2 things you will try within the few weeks. 1. 2.

Ask 1 question you still have about today’s session around the standards and the three modes of writing.

1.

HAVE A GREAT

SCHOOL YEAR!