Southside Elementary School October 1 2012 Carole Mullins

Southside Elementary School October 1, 2012 Carole Mullins Eng/LA Regional Content Specialist 606 -854 -2329 carole. mullins@education. ky. gov

Characteristics of Highly Effective Teaching and Learning 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 English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects “The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. ” ELA CCSS, page 4

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 teachers Attend to TEXT COMPLEXITY—discern ideas of more complex texts Focus 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 Vocabulary Emphasize Short and Sustained Research Projects Mantra—we need students that “read like detectives and write like reporters” (Coleman) Karen Kidwell, Highly Effective Teaching, Learning and Assessment: 2011 KAAC Presentation English 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 4 8 12 LITERARY 50% 45% 30% INFORMATION 50% 55% 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 the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing 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 4 8 12 TO PERSUADE 30% 35% 40% TO EXPLAIN 35% 40% TO CONVEY EXPERIENCE 35% 30% 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

Common Core You Tube Videos Produced by James 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_2 j. I 010 WU&feature=related

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

The 3 Modes of Writing “Introduction Section” 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

“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… 17

Opinion, Persuasion and Argumentation: What’s the difference? Opinion Persuasion v. May acknowledge other v May consider other perspectives on the issue, but perspectives on the issue generally focuses on 1 point of view v. Blends facts and emotion to make its case, relying often on v. Relies on opinion to support opinion ideas; often uses emotional appeals; generalized support v. May predict the results of accepting the position, v. Focuses on convincing the especially if the information reader to adopt the opinion will help convince the reader to adopt the opinion Argumentation v Considers other perspectives on the issue v. Offers facts that support the reasons; provides textual evidence v. Anticipates and evaluates the consequences of accepting the argument Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think 18

Building Student’s Argumentative Skills from Elementary to Secondary From…To… Stating opinions Supporting with evidence Supporting with textual evidence What differentiates argument from opinion? The use of textual evidence! 19

Addressing 3 Modes of Writing KCAS in the 21 st Century Tips for understanding standards, instruction & assessment Winter 2012 Office 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/Argument CCR 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 level Beginning in kindergarten, students are asked to communicate their opinions – a building block to writing effective argument Shift occurs in 6 th grade from opinion to argumentation Discuss what that looks like at your grade level with an elbow partner Suggested Mentor Text: Articles, Expository Text, Digital Text

Section 1: Opinion/Argument Opinion Writing Second Grade http: //www. youtube. com/watch? v=Icz 4 Bryc. Fpo

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 level Students must write to demonstrate understanding of the subjects they are studying It’s purpose is to increase readers’ knowledge of a subject Students 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 pairs Step 3: Help students set up note-taking forms Step 4: Project the full image Step 5: View by quadrants Step 6: Monitor note-taking Step 7: Display the full image a second time Step 8: Pairs discuss Step 9: Whole class discussion

United States: The Revis family of North Carolina Food 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#ixzz 1 ck. Vgjk 91

Second Viewing: Drawing Conclusions about the Visual Image What are 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 wellstructured 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 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: Narrative Grades 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 Reflect 3 -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.

T A E R G A E V A H ! R A E Y L O O H SC