DRAFT. Presented to Bel Aire Elementary By Selah M. Bryan ELA CSS-Department of English Language Arts October 7, 2014

Transcription

1 DRAFT Presented to Bel Aire Elementary By Selah M. Bryan ELA CSS-Department of English Language Arts October 7, 2014

2 Text Evidence Academic Writing Inform or explain Explore an issue Synthesize and Analyze Present an opinion based on fact Use explicit evidence from the text Understand a text more deeply Support claims and inferences

3 The Academic Writing Text-based Writing Be direct and to the point. Show an awareness of the audience Set a purpose for writing Create voice/tone appropriate to the task Examine a topic/idea by gathering important information State the topic/idea in the introduction Organize ideas and connect relevant details Cite evidence from the text to support inferences and conclusions Provide a strong ending Avoid unnecessar y FLUFF

4 3 rd Grade Writing Standards are NOT Assessed BUT They Are Instructed!

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6 Writer s Workshop Set up the Writer s Workshop & Plan Entries for the Writer s Notebook Format of the Writer s Workshop-Intermediate Conferring with Young Writers Rules for Listening Writing TAG Compliments Collaborative Conversations Gradual Release

7 Setting up the Writer s Workshop The Writing Environment Confer with Writers Format/Routines Specific Time Tools

8 Gradual Release WE DO (Teacher & Students) I DO (Teacher) THEY DO (Students) YOU DO (Student)

9 Collaborative Conversations Purposeful Student Talk

10 Conversing Collaboratively Turn and Talk Think, Pair, Share Seed Discussion Accountable Talk Socratic Seminar

11 Collaborative Conversation Assigning Roles Assign Roles: Teacher Role:? Student Roles: Moderator Speaker Writer Illustrator Researcher Timekeeper Assign an Outcome

12 I like the way you What did you mean when you said? Maybe you can use a another word for

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14 Writer s Notebook

15 Front Cover

16 Front of Notebook: Dedication page Table of Contents Numbered pages Left side/right side Name of lesson on top line The Writing Process Characteristics of a genre

17 Dedication Page This Writer s Notebook is Dedicated to

18 Writer s Notebook Tools & Rules Tools Pencils, erasers, highlighters Sticky notes Rules Keep notebook up-to-date Left side Right side Do not tear pages out

19 Table of Contents Table of Contents Topic Page # (Skill Lesson) 5

20 Inside Pages-Right Side

21 Inside Pages-Left Side

22 The Writing Process Select a Topic Generate Ideas Organize Ideas Plan Draft Revise Edit Write Publish

23 Writing Process Objectives Planning for a Rigorous 3rd Grade Writing Lesson PLANNING: Apply the writing process to produce an opinion essay; (Refer to 4 th Grade Item Specifications) Read and understand a text-based writing prompt; Determine the purpose and task of opinion essay based on a text-based writing prompt; (Refer to 4 th Grade Item Specifications) Contribute ideas about a topic when participating in a writing community; Gather text-based evidence from multiple sources; Use text-based evidence from multiple sources to plan an opinion essay; Use a planner to organize text-based evidence into categories. DRAFT: Draft to include the features of an opinion essay; Use text-based evidence from multiple sources to draft an opinion essay; (Refer to 4 th Grade Item Specifications) Paraphrase text when responding to a text-based prompt as part of the drafting process; Demonstrate knowledge of English conventions when drafting. REVISE: Use appropriate opinion leads when writing an introduction; Revise the draft to include text-based evidence as support (the what) and elaboration (why that evidence is important to the topic); Paraphrase text when responding to a textbased prompt as part of the revising process; Revise opinion writing for word choice and content (academic and domain specific vocabulary); Use appropriate transitions al words or phrases when connecting ideas; Use closure techniques when writing a conclusion. EDIT: Edit writing for conventions: spelling, grammar, punctuation, capitalization, sentence fluency appropriate to fourth grade; Edit writing for spelling, grammar, punctuation, capitalization, and sentence fluency previously taught in grades K-3. PUBLISH: Publish an opinion essay using appropriate handwriting or typed.

24 Text-based Stimuli Reading Wonders Reading/Writing Workshop Teach & Model Literature Anthology Practice & Apply Main Selection Paired Selection Extended Text (See T.E.) Leveled Readers Time for Kids Discovery Education Photos/Illustrations Audio/Recordings

25 Reading Graphic Organizers Take it to Writing

26 Conducting the Lessons Inside Pages Notes on the Writing Process Teach & Model Exemplars Skill Lessons Practice & Apply Mini-Lessons Teacher Corrective Feedback Student Reflections References/Resources

27 Giving Feedback Inside Pages Specific Skill Lessons Lessons: I Do, We Do, They Do, You Do Explicit Corrective Feedback Reward evidence of Instruction Did It Dots

28 Features of Informative/Explanatory Essay Features of Opinion Essay Understanding the Prompt Gathering Text Evidence Organizing Text Evidence Transitional Signal Words Paraphrasing Skill Lessons

29 Features of an Informative/Explanatory Essay

30 Features of an Opinion Essay It introduces a clearly stated and strongly maintained opinion. It creates an organizational structure in which logical progression of ideas creates coherence and completeness to support the writer s purpose. It develops thorough and convincing evidence with relevant facts, definitions, concrete details, quotations, and examples with references to sources. It uses clear and effective expression of ideas using precise language and content specific words clearly appropriate for audience and purpose. It uses a variety of transitional strategies to clarify the relationships between and among ideas; linking reasons and evidence to the opinion. It provides satisfying conclusion related to the opinion.

31 Understanding the Prompt Understanding the Prompt Are there any words/phrases that you don t understand?

32 Present the Prompt Essential Question: How do people make government work? Topic: People Make Government Work You have read multiple sources on how people make government work. Describe how the authors of A Plan for the People, Every Vote Counts and Vote! give their reasons why people are important to make government work. Use evidence from all sources to support your response.

33 Gathering Text Evidence Text Coding Text coding helps students to become active readers that are aware of their thinking as they read. Text coding can be useful in identifying evidence that will support their opinion/controlling idea. As students read the sources, they mark each paragraph using appropriate codes: After students have finished reading the sources, they can go back and gather the evidence that supports their opinion/controlling idea. Students can group the evidence into categories which will help them begin their essays.

34 Gathering Text Evidence

35 Gathering Text Evidence Selective Underlining/Highlighting 1. Read the Prompt: Students must have a purpose for reading before beginning to read the selections and before underlining/highlighting. 2. Read the selections. 3. Reread one paragraph or sections at a time and begin underlining always keeping the purpose for reading. 4. Choose key words or phrases to highlight/underline, never entire sentences or paragraphs. 5. Generate topics or categories for ideas and write them in the margins. 6. Discuss and justify underlined information with a partner (only during class instruction not during assessment).

36 Organizing the Evidence Power Thinking/Notes Power 1: Stated Opinion/Identified Controlling Idea Power 2: Support or detail of Power 1 Power 3: Support or detail of Power 2 using Evidence from the Texts Power 4: Elaboration of Power 3 which explains the Why Power 2: Support or detail of Power 1 Power 3: Support or detail of Power 2 using Evidence from the Texts Power 4: Elaboration of Power 3 which explains the Why

37 Organizing the Evidence Conclusion-Support Notes What is the issue/topic? What is your Opinion/Controllin g Idea about the topic? What are your reasons for this opinion/controlling idea? What evidence from the sources support your opinion/controlling idea? Why is this evidence important to your opinion/controlling idea? What is your Conclusion?

38 Organizing the Evidence Support: What? and Why? What? Discussion Web Reasons: Support: What? and Why? What? Why? Why? What? Why? Student addresses the 2nd part of the prompt. Prompt: Student addresses the 1 st part of the prompt. What? Why? What? What? Why? Why? Conclusion:

39 Transitional Signal Words

40 Paraphrasing In My Own Words Paraphrasing is an excellent way to check one s understanding. If you can convert a written or oral message into your own words, you know you understand it. Paragraph or Section from Text In My Own Words

41 Assessing Student s Writing to Inform Instruction PFO EE Conventions

42 NEW! District Resources

43 Mini Lessons on Purpose/Focus/Organization(PFO) Features of an Opinion Essay Features of an Informative Essay Understanding the Prompt Organizing Evidence to Draft Opinion Map Informational Map One Part Prompt Planner Two Part Prompt Planner Outline/Power Notes Gather Text Evidence: Text Coding Techniques for Opinion Leads Techniques for Informational Leads Opinion Writing: Gathering Evidence Informative Writing: Gathering Evidence Closure Techniques for Opinion Closure Techniques for Informational McGraw-Hill's "Traits Lessons" for IDEAS, ORGANIZATION, and VOICE (formal).

44 Mini Lessons on Evidence/Elaboration (EE) Opinion Map Informational Map One Part Prompt Planner Two Part Prompt Planner Outline/Power Notes Gather Text Evidence: Text Coding Transitional Signal Words Paraphrasing In My Own Words Paraphrase Lesson: Read Write Think Opinion Writing: Gathering Evidence Informative Writing: Gathering Evidence Conjunctions Lesson McGraw-Hill's "Traits Lessons" for SENTENCE STRUCTURE, VOICE (formal), and WORD CHOICE.

45 Mini Lessons on Conventions Editing Checklist Nouns Prepositions Pronouns-Indefinite Pronouns-Objective Pronouns-Personal Pronouns-Possessive Pronouns-Relative Strong Verb Agreement Subject/Verb Agreement Capitalization Rules Punctuation Rules Spelling Strategy Understanding Kinds of Sentences

46 Mini-lessons Targeting Students Characteristics of Score Points 1 & 2 Responses (Below Proficient) Targeted Mini-Lessons (taking a Targeted Mini-Lessons (taking below proficient response to a below proficient proficient response) response to a proficient response) Inappropriate/casual tone/ unawareness of audience Mini-Lessons: Needs Response Characteristic s Chart Response Characteristic Characteristics of Score Points 3 & 4 Responses (Proficient) Response Characteristic Characteristics of Score Points 3 & 4 Sense of Audience Formal/Objective Tone Awareness of Audience Minimal/Absent/Misused Mini-Lessons: Academic Vocabulary Evident throughout the Response Circular/ Spin Cycle /Illogical/ Irrelevant Just grouped together/choppy/ Poor use of transitional devices throughout the response Mini-Lessons: Progression of Ideas Logical/Accurate/Purposefully grouped together Smoothly Integrated Transitional devices well utilized throughout the response

47 Characteristics Characteristics of of Score Score Points Points 1 & 2 Responses Responses (Below Proficient) (Below Proficient) Targeted Mini-Lessons (taking a Targeted Mini-Lessons (taking a below proficient response to a below proficient response to a proficient response) proficient response) Absent/Erroneous Mini-Lessons: Response Characteristic s Chart Characteristics of Score Points Response Characteristic Characteristics of Score Points 3 & 4 Responses Responses (Proficient) (Proficient) Citation More formal and consistent use of citation techniques (includes quotes, referenced text) Support irrelevant or erroneous/ Faulty Logic/Misguided or overuse of elaboration techniques Mini-Lessons: Relevance of Support Support of Evidence (What is important for the reader to know) Elaboration MUST tell the reader why it is important to know. Elaboration (why is this important) techniques applied thoughtfully and sparingly. Insufficient ( Absence might yield an unscorable) Original Work/Thought Integrated/Interwoven with Textbased information ( tightly related to effective/relevant support) Mini-Lessons: Original Work/Thought Integrated/Interwoven with Text- Based information (tightly related to effective/relevant support)

48 Characteristics of Score Points 1 & 2 Responses (Below Proficient) Targeted Mini-Lessons (taking (taking a below proficient response to below proficient response to a proficient response) proficient response) Copying verbatim without crediting the source Mini-Lessons: Response Characteristic s Chart Response Characteristic Characteristics of Score Points 3 & 4 Responses (Proficient) Paraphrasing Effective way to refer back to evidence from text When summary is all that is on the page without establishing a controlling idea or opinion to address the task Mini-Lessons: Summarizing Provides evidence from text in a way to support the response s stated controlling idea or opinion. Well balanced in order to answer the task Unclearly stated/absent/poorly implied Does not address the task Mini-Lessons: Controlling Idea Evident and supported throughout the response

49 Back of Notebook: Reference Section Topic list Academic vocabulary Expert list Mentor texts Text codes/annotation marks Planners (Based on structure) Techniques for Leads/Closures Transitional Signal Words (After instruction) Kinds of sentences Editing marks, charts, checklists Parts of speech Grammar rules Frequently misspelled words (Personalized to student s common mistakes) Punctuation rules Capitalization rules Handwriting Chart Writing survey Record of conferences Revision suggestions Writing samples Anchor papers FSA Rubrics Self-assessments Checklists Reflections Publishing Guidelines How to o o o Read the prompt Gather text evidence Organize text evidence Goal Setting/ Progress chart

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51 Publishing Print or Digital

52 Students Draft Essays: What is important when students are writing? Part 1 of 2 Consider the audience. Write as if the audience has not studied the passages. Assume the audience is intelligent but may be unfamiliar with the specific information in the passages. Focus on quality over quantity when writing, but writing that is too brief will not contain adequate evidence from the text. Responses should illustrate a balance between the use of textual evidence and the student s own view/original ideas. Otherwise, the response may become a summary of the text or mere regurgitation/ copying of the passage(s). Repetitive vocabulary or sentences weakens the writing. This includes repetitive transitional or stylistic devices. Extensive copying word for word from the text is not acceptable. Direct quotes should be relevant and connected by original writing. Students must acknowledge the source of their information. This can be informal. It becomes a more critical part of the standards as students move up in the grades.

53 Students Draft Essays: What is important when students are writing? Part 2 of 2 Beware of overused transitions without internal paragraph organization. Organization is important, but one organizational structure will NOT work with all prompts. The organizational structure must fit the task. The student s response must reflect analysis, but direct reference to every passage is not required unless evidence from every passage is used in the response or is required in the task There is more than one right way to address the prompt. The key is relevant evidence fully integrated with the student s elaboration. The evidence required is dependent on the passage and the task in the prompt. The student must dissect the prompt. Student ideas should be closely connected to the textual support and logically used to support. Precise academic vocabulary is important to the quality of the paper.

54 How should students approach the task? Students should begin by reading the prompt before reading the passage set to determine the purpose for reading and responding. Students should pay attention to the passage set title as well as each individual passage title (Each passage in the set has its own title as well.) To cite evidence, the student should refer to the specific passage title or author rather than referencing the passage set title. Students must take the time to read the passages closely. Analysis and synthesis of the textual evidence is critical to writing proficiency. It may be helpful to use marking strategies when reading the text for quick references to critical pieces of evidence to support the point being made. Students should reread and dissect the prompt, assuring that they fully understand the task. The task could have more than one part, and both should be addressed in the essay. Paying attention to the purpose in the prompt will also help the student respond in the correct mode. Before responding to the prompt, the student should plan the response according to the purpose, audience, and task.

55 What s Next? Teachers score the essays using the appropriate state rubric. What does the teacher need to know and do to support the students? TEACH THE STANDARDS!!!!! What does the standard specify for your grade level? It is helpful to lay your standards alongside the score points 3 and 4 for the domains on the rubric in order to fully understand the expectation. Work on a simple way for students to cite their source(s) without interrupting the flow of the paper. Text evidence is what is important; elaboration is why it is important. Based on students needs, the teacher will or do not make a strong point (talking to the reader) should not be encouraged. conduct mini-lessons targeting those needs. Reliance on elaborative techniques, such as rhetorical questions that are not relevant We are teaching academic writing. If there is NO original work, the response is unscorable. Teach paraphrasing. There is a difference between paraphrasing and summarizing. Use the portal. What keyboarding techniques/reminders are important? Mini-lessons can be done whole group, small group and/or one-on-one conferencing. NO emoticons, text talk. Teach students to do a hard return between paragraphs instead of indenting when typing. Indenting will be harder to accomplish in the computer-based test program

56 Questions?