Middle School Professional Learning: Expository Reading and Writing Modules

Overview of our three days togetherDecember 11, 2013 February 11, 2014 February 25, 2014

Overview and background of ERWC

Debrief homework; Review ERWC outcomes

Debrief homework; Status check

Alignment of the CCSS standards and ERWC outcomes

What writers need, effective writing practice and writing argument

Integration of reading and writing to support academic literacy

Effective readers, academic literacy, close reading

Continued work with academic literacy

Differentiating ERWC for ELs, SPED, and advanced learners

Experience with a module and the assignment template

Adapting the assignment template to your own curriculum

Planning time

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Agenda: February 11, 2014 Debrief of “homework” Laurie & Erika What writers need, effective writing practice Laurie & Erika

– Supporting the development of habits of mind

Argument in writing Laurie Academic literacy, close reading, text complexity Erika

– Connections to the Assignment Template Examination of an 8th grade module: Social Networking Erika  Adapting the assignment template to your own curriculum Erika Homework: Teach all or part of one of the existing modules

– OR Adapt one of your current unit’s to the Assignment Template

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Writing activities and assignments should be designed with genuine purposes and audiences in mind in order to foster flexibility and rhetorical versatility.

Framework for Success in Postsecondary Writing, co-authored by the Council of Writing Program Administrators, NCTE and NWP, as quoted in the Content Specifications for the Summative Assessment of the Common Core State

Standards for English Language Arts and Literacy , pp. 45

Writing in the Common Core

Writing in the Common Core

Standardized writing curricula or assessment

instruments that emphasize formulaic writing for

non-authentic audiences will not reinforce the

habits of mind and the experiences necessary for

success as students encounter the writing

demands of postsecondary education” [and the

world of work and career]. Framework for Success in Postsecondary Writing, co-authored by the Council of Writing Program

Administrators, NCTE and NWP, as quoted in the Content Specifications for the Summative Assessment of the Common Core State Standards for English Language Arts and Literacy , pp. 45

Timeline of writing experiences

Create a timeline of your writing experiences in (and out) of school from when you first remember writing to now. Put positive experiences above the line and negative below the line.

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Writing: What works?

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Hillocks Meta-analysis

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Effective Writing Instruction for Grades 6-12

Writing Next: http://www.all4ed.org/files/WritingNext.pdf

Carnegie report that identified 11 elements of current writing instruction found to be effective for helping students in grades 4-12 learn to write well and use writing as a tool for learning. All eleven elements are supported by rigorous research but even taken together do not constitute a writing curriculum.

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11 Elements:Writing strategies • Prewriting Inquiry activities • Study of modelsCollaborative writing •SummarizationWord processing • Process writing approachSentence combiningSpecific Product goalswriting for content learning

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Quickwrite:What do

writer’s need?

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What writers need: Time • Room Structure: Predictability basic structure

Choice procedures for solving

Immersion in writing problems

Response circulate & conference

Demonstration: Models/Mentor texts Process centered approach Direct Instruction Expectation of success 12

Ralph Fletcher:MentorsA love of wordsVoiceA significant subjectBeginnings, endingsSafe place to take risksThe art of specificityUnforgettable languageRevision

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Knowledge writers need:According to Hillocks, all writers must have five kinds of knowledge to write effectively:

1.Declarative knowledge of form2.Declarative knowledge of substance3.Procedural knowledge of form4.Procedural knowledge of substance5.Knowledge of context 14

How do we create these conditions for effective writing?

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The Special Place of Argument

Argument is, “a serious and

focused conversation among people

who are intensely interested in getting to the bottom of things cooperatively . . . -Joseph M. Williams and Lawrence McEnerney as quoted in Appendix A of the CCSS

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Neil Postman (1997) called argument the soul of an education because argument forces a writer to evaluate the strengths and weaknesses of multiple perspectives

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From Appendix A of CCST“While all three text types are important, the Standards put particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is to critical to college and career readiness. English and education professor Gerald Graff (2003) writes that ‘argument literacy’ is fundamental to being educated. The university is largely an ‘argument culture,’ Graff contends; therefore K-12 schools should ‘teach the conflicts’ so that students are adept at understanding and engaging in argument.”

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“A 2009 national curriculum survey of postsecondary instructors of composition, freshman English and Survey of American literature courses (ACT, Inc., 2009) found that ‘write to argue or persuade readers’ was virtually tied with ‘to convey information’ as the most important type of writing needed by incoming college students.”

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Why argument?

“argument” is a significant part of the English/ Language Arts Content Standards, the recently adopted Common Course Standards (across disciplines) and college readiness.

“argument” is the central aspect of “reading rhetorically” and each of the modules (grades 7-10) – which have been designed – expressly – to be standards based AND to increase AP and college readiness

we and our students are not necessarily familiar with the language of “argument” used in this context

because . . .

“argument” is a significant part of the English/ Language Arts Content Standards

Grade 7

Reading Comprehension 2.0

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

Reading Comprehension 2.4

Identify and trace the development of an author’s argument, point of view, or perspective in a text

Reading Comprehension 2.5

Assess the adequacy, accuracy, and appropriateness to support claims and assertions, noting instances of bias and stereotyping

Speaking Applications 2.4

a. State a clear position or perspective in support of an argument or proposalb. Describe the points in support of the argument and employ well-articulated evidence.

Writing Strategies 1.0 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples

Writing Applications 2.4

2.4 (Write persuasive compositions)c. Anticipate and address reader concerns and counterarguments

Why argument?

“argument” is a significant part of the cross disciplinary California Common Core State ELA/Literacy Standards

Grade 7

Reading 1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading 6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Reading 7 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning and the evidence is relevant and sufficient to support the claims.

Writing 1 Write arguments to support claims with clear reasons and relevant evidence . . .

Speaking and Listening 2

Delineate a speaker’s argument and specific claims, and attitude toward the subject, evaluating the soundness of reasoning and the relevance and sufficiency of the evidence

Speaking and Listening 4a

Plan and present an argument that: supports a claim, acknowledges counterarguments, organizes evidence logically, uses words and phrases to create cohesion, and provides a concluding statement that supports the argument presented

Why argument?

Theories underpinning CCSS Different kinds of writing work differently. Writing

requires task specific knowledge as opposed to the position that believes writers work in essentially the same way regardless of the kind of writing they are doing.

. Note the sequence and introduction of complexity in argument in the CCSS. Become familiar with the way the complexity of argument builds through the standards. It’s not enough to know the expectation of your particular grade level. As teachers we must be familiar with the anchor standard and how it spirals through the grades. 23

“Those values [of argument] are also an integral part of your education in college. For four years, you are asked to read, do research, gather data, analyze it, think about it, and then communicate it to readers in a form . . . which enables them to assess it and use it. You are asked to do this . . . because in just about any profession you pursue, you will do research, think about what you find, make decisions about complex matters, and then explain those decisions—usually in writing—to others who have a stake in your decisions being sound ones.”

“argument” is a significant part of college readiness

Why argument?

~ Joseph M. Williams and Lawrence McEnerney as quoted in Appendix A of the CCSS

“argument” is the central aspect of “reading rhetorically”

“ ‘reading rhetorically’ [is defined] as attending to a writer’s purposes within a rhetorical situation by examining both what the author says and how he or she says it.“In most cases, a writer’s goal is to change a reader’s understanding of a topic in some way . . . . and their efforts to do so involve both direct and indirect means. . . .”

~ Bean, Chappell, Gilliam, Reading Rhetorically, xii

Why argument?

Essential Concepts

Text Argument

Claim Analysis Audience Purpose Rhetoric / Persuasive Strategies The Two Components of Critical Reading and Thinking

we and our students are not necessarily familiar with the language of “argument” used in this context

Why argument?

"By reading . . . we mean something more than simply lifting information out of books and articles. To read a text or event is to do something to it, to make sense out of its signals and clues . . . . Reading is thus not something we do to books alone. Or, to put it another way, books and other printed surfaces are not the only texts we read. Rather, a ‘text’ is anything that can be interpreted, that we can make meaning out of or assign value to. In this sense, all culture is a text and all culture can be read."

~ Joseph Harris and Jay Rosen, eds, The Media Journal

The Language of Argument: Text

ar • gu • ment[ahr-gyuh-muhnt]

a. A discussion in which disagreement is expressed; a debate. b. A quarrel; a dispute. c. A course of reasoning aimed at demonstrating truth or

falsehood

Latin root – arguere – to make clear

Our Simple, Straightforward, and User-Friendly Definition

A claim an author makes about how things are and/or ought to be.

The Language of Argument: Argument

Arguments are: explicit (clearly stated) or implicit/implied supported by reasons and evidence rooted in an author’s philosophical beliefs/assumptions placed in particular contexts – historical, social, political,

religious, etc – and therefore respond to, are informed by, and shape what’s happening around them

Some argue that all writing is an argument!

The Language of Argument: Argument

For students to engage in this way, they must accept certain beliefs about the nature of knowledge: that knowledge is created; that they themselves are capable of creating knowledge; that authors present knowledge in the form of claims rather than truths; that the knowledge claims of one author often conflict with those of another; and that they can test knowledge claims and decide which are worthy of acceptance because they’re backed by good reasons.

~ Carolyn Boiarsky, Academic Literacy in the Classroom: Helping Underprepared and Working Class Students Success in College

The Language of Argument: Claim

an • a • lyze[an-l-ahyz]

to examine methodically by separating into parts and studying their interrelations.

The Language of Argument: Analyze

[aw-dee-uhns]

1. the group of spectators at a public event; listeners or viewers collectively, as in attendance at a theater or concert: The audience was respectful of the speaker's opinion.

2. the persons reached by a book, radio or television broadcast, etc.; public: Some works of music have a wide and varied audience.

au·di·ence

The Language of Argument: Audience

[pur-puhs]

1. the reason for which something exists or is done, made, used, etc.

2. an intended or desired result; end; aim; goal.

pur·pose

The Language of Argument: Purpose

o the art or study of persuasion

o the art or study of using language effectively and persuasively

rhet o ric[ret-er-ik]

The Language of Argument: Rhetoric

Logosthe use of

logic, which appeals to

the audience’s reason and

intellect

Ethosthe speaker’s attempts to

project his or her character

as wise, ethical, and

practical Pathosappeals to the emotions or

sympathies of the audience

The Language of Argument: Persuasive

Strategies

Persuasion • Ethos (author credibility)• Pathos (emotional appeals)

Argument • Logos (logical appeals)• Reason

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Argument and persuasion With its roots in orality, rhetoric has a bias for viewing

audiences as particular. Aristotle said, ‘The persuasive is persuasive to someone.’ In contrast to rhetoric, writing has a bias for an abstract audience or generalized conception of audience. . . . For this reason, a particular audience can be persuaded, whereas the universal audience must be convinced; particular audiences can be approached by way of values, whereas the universal audience (which transcends partisan values) must be approached with facts, truths, and presumptions.” ~Miller & Charney 37

Argument or persuasion

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Teaching argument writing

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What is a good leader?1. Pass out copies of “The Voluptuary” and ask students what they think of the man.2. Ask students what a voluptuary is and why this man might be labeled one.3. Ask, “What makes a good king?” and encourage them to justify their responses. Record their thinking. At the end of the discussion, you have a list of criteria for your question.

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What makes a good king?4. Work with the class to apply one of their criteria to the prince pictured in “The Voluptuary”. Record:

Claim Evidence Warrant (Explanation)

Prince is not Book on the floor Anyone with gambling good money called “Debts of debts is probably not a manager. Honor” which good manager of money

means gambling. because spending money on gambling results in debt.

It is common knowledge you lose money gambling.

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5. Put students in groups of 3-4 and ask them to work with the remaining criteria established by the class.

6. Students write an argument of judgment.

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What is courage?

Developing and supporting criteria for arguments of judgment.

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Slip or trip?Puzzles from Crime and Puzzlement :

Solve them yourself picture mysteries by Lawrence Treat

Solving mysteries to teach simple arguments of fact.

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Resources for teaching argument

See student samples in Appendix C of CCSS. They have samples for every grade. Go to:

http://www.corestandards.org/assets/Appendix_C.pdf

Download ELA Appendix C

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iCivicsIn 2009, Justice Sandra Day O’Connor founded iCivics to reverse Americans’ declining civic knowledge and participation. iCivics prepares young Americans to become knowledgeable, engaged 21st century citizens by creating free and innovative educational materials.

http://www.icivics.org/curriculum/persuasive-writing

In this language arts unit, students learn how to “argue on paper” using a fictional case about a school dress code rule against band t-shirts. The lessons take them through the process of writing two persuasive essays: one supporting the rule and one opposing it. 47

Free Resources ASCD worked with the Literacy Design Collaborative

to develop these resources. These modules, written by educators working through LDC, are designed to support core content teachers in implementing the Common Core State Standards. A standard format provides clarity and support for teachers as well as the flexibility for them to be creative. Each module focuses on a specific teaching task and includes the skills students need to be successful, a set of mini-tasks to guide instruction, and a scoring guide/rubric to help assess student performance. 48

Sample argumentation modules can be found at: http://educore.ascd.org/channels/c8920746-9ae8-49bf-bae3-f8b6cac46173 (These are for grades 6-12)

Sample informational modules can be found at: http://educore.ascd.org/channels/c8920746-9ae8-49bf-bae3-f8b6cac46173

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Hillocks, G. (2011) Teaching argument writing grades 6-12. Heinemann.

iCivics: http://www.icivics.org/curriculum/persuasive-writing

Lapp & Fisher, Persuasion = Stating and arguing claims well. English Journal. April 2012

Smith, M., J. Wilhelm & J. Redricksen. (2012) Oh Yeah?! Putting argument to work both in school and out. Heinemann.

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NC

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Academic literacy—developing habits of mindText complexity, close reading, text-dependent questioning are part of academic literacy. Academic literacy is really about habits of mind.

Read through the three handouts (habits of mind, students who are college and career ready, classroom discussion strategies).Annotate to note the big ideas, interesting concepts, and important points.Make notes about what habits do your students already exhibit and what habits they are working toward.Put the big ideas onto sticky notes (one idea per note).

Create a concept map to represent your thinking about the concepts.

www.asccc.org/Publications/Papers/AcademicLiteracy/main.htm

Generate-Sort-Connect

Concept Map

an a lyze: to examine methodically by separating into parts and studying their interrelationships

rough synonyms: listen, observe, understand, break down, deconstruct

facilitated by “listening to the text,” “trying to understand it on its own terms . . . trying to consider the ideas fairly and accurately before rushing to judgment” (Bean et all, Reading Rhetorically 52).

involves: Argument Analysis Rhetorical Analysis

e val u ate: to examine carefully for the purpose of determine value

rough synonyms: judge, conclude, decide

facilitated by “questioning the text” and “carefully interrogating a text’s claims and evidence and its subtle forms of persuasion” in order to “make sound judgments and offer thoughtful responses” (Bean et all, Reading Rhetorically 70).

Analysis Evaluation

The Two Major Components of Critical Reading and Thinking

The Language of Argument: Critical Reading and Thinking

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Review the “Reading the Assignment” section of the module, and answer the questions together in table groups.

Writing

Review the writing prompt from Social Networking. Discuss the following:

What appears to be the key learning objective of this prompt/assignment?

What is the expected product?

How does this kind of writing task prepare students to meet Common Core standards?

Report to the group.

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Writing

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Review the expectations for revision. How will you support your students in this work? Why is this work a good investment of your time?

Writing

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Editing happens only when revision is complete. How can you help your students see these as separate processes?

Writing

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Academic Literacy states that students should “demonstrate initiative and develop ownership of their education” How does this activity develop that skill?

Writing

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Non-Examples & ExamplesIn “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous? Give some examples of the humor from text.

What can you infer from King’s letter about the letter that he received? Explain to whom he was addressing in this letter and give examples of how you know this.

What year was “The Gettysburg Address,” and according to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

8th Grade Module: Social Networking Read pages 1 & 2 from the module. Annotate the text

through your teacher lens. – What is important to know about this module?

– How do the module objectives connect to academic literacy and habits of mind?

Do activity 1: Getting Ready to Read

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Social Networking—Reading the textRead the text: Teenage Social Media Butterflies May

Not Be Such a Bad Idea.Prepare to discuss what makes it complex using both

qualitative and quantitative criteria (day 1).Identify the reader and task considerations that might

be posed for YOUR students.

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When you look at a module like Social Networking, with what aspects of it would your students be ready to engage and where would they require more support?

What moves will you make to

– construct opportunities for students to do the hard work of analyzing the text?

– support students who are unprepared for this work?

– assess students along the way

What do you need to do to prepare for instruction of this module? Mark the module with your instructional notes.

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Assignment Template

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Homework for Day 3

Teach a module. Please bring in three copies each of two students

’ papers with the writing prompt attached.

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