SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 1
COMMON CORE 6-12Early Release Day Focus 2013-2014
Writing
ACROSS
THE SECONDARY
SUBJECT MATTER DISCIPLINES
Shift 2: Knowledge in the Disciplines
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 2
USThem
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 3
TODAY’S GOAL
PROVIDE SECONDARY TEACHERS WITH STRATEGIES TO IMPROVE THE QUALITY OF WRITING IN GRADES 6-12.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 4
Students Can Write 2 Learn
Rather than refer to what students read they are expected to learn from what they read.
The students 'process of making the material their own.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 5
One thing is for sure is that you can’t avoid thinking when you are writing.
Think
Write Listen
Learn
SpeakRead
And each discipline has its own language…
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 6
CCSS Instructional ShiftsPrimary Responsibility Language Arts
TeacherContent Area
Teacher
1.Balancing Informational and Literary Text
X X
2. Knowledge in the Disciplines X
3.Staircase of Complexity X X
4. Text-Based Questions and Answers
X X
5.Writing from Sources X X
6. Academic Vocabulary X X
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 7
What does the common core expect students to accomplish through writing?
• Cite textual evidence to support claims
• Use valid reasoning
• Convey complex ideas and information
• Organize and use well structured event sequences
• Use technology to produce and publish writing
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 8
What content teachers don’t have to do?
• Complete the entire cycle of the writing process. (pre-write, draft, revise, edit, publish)
• Complete a piece of writing in one time setting.
• Check harshly for grammar and sentence structure (content area)
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 9
Types of writing in the coreExplanatory/Informative
Argumentative/Opinion
Narrative
Share information or ideas and provide explanations
and evidence.
Personal opinions are supported by explanations and/or textual evidence.
Requires the student to investigate a topic; collect,
generate, and evaluate evidence; and establish a position on the topic in a
concise manner.
Personal opinions are supported by textual
evidence.
Writing used to tell a story grounded in an
understanding of textual evidences.
Details in the story are consistent with textual
evidence.
CCSS says that secondary grades will focus primarily on explanatory and argumentative writing.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 10
Types of writing tasks in the core
On Demand Range of Writing
• Used to examine the breadth of student writing aligned to the common core standards and integration of ideas throughout the curriculum.
• Uniform prompt, useful in building an understanding of grade-specific goals and expectations.
Content area teachers should spend most of their time using on-demand writing tasks.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 11
PARCC supported writing forms Adventure stories
Autobiography
Biography
Book reviews
Brochures
Character Sketches
Descriptions
Diaries
Encyclopedia or Wiki entries
Endings
Essays
Explanations
Persuasive letters
Reports
Reviews
Scenes (from a play)
Short stories
Science articles
Science fiction stories
Sequels
Speeches Anecdotes
Apologies
Complaints
Editorials
Interviews
Fables Fantasy stories Fiction How-to-do-it articles Humorous stories Legends Letters Magazine articles Myths News articles Pamphlets Satires Spoofs Testimonials Blue- unique to middle grades
Red-unique to high school grades
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 12
Priority checks in student writing
Priority 1: Content – Is the information accurate? – Is the information complete?– Cite textual evidence?
Priority 2: Organization – Did the student RSVP?
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 13
Organization-R.S.V.P
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 14
4 Principles for Constructing a Writing Assignment
1. Tie the writing task to your specific learning goal.
2. State the purpose of the assignment.
3. Break down the task into manageable steps.
4. Spell out a grading criteria.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 15
Writing task walkthrough (teacher)
1. Great historical events often have deep effects upon the people who live through them. Depending on the person and the situation, those effects can be very different. (Engage them)
2. You are going to read a short article about the Dust Bowl days in American history titled “Black Blizzard.” You will also look at some photographs taken during that time period. As you read and study the photographs, think about how this experience may have affected the individual people who lived through it. (manageable chunks)
3. Finally, you will write a narrative, showing how a particular small moment during this experience affected one person. (manageable chunk)
*Engage the students, tell them the purpose of the text and what you want them to cue in on. (text features) – we will talk about this in a future meeting.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 16
Writing task walkthrough (cont.)Remember, a good narrative: (Activate prior knowledge)Establishes a clear point of viewFocuses closely on one character or charactersUses strong sensory details to make the character(s) and event come aliveUses precise language May use dialogue and description to capture the character(s) and eventConcludes effectively
Here are your choices for your narrative: (add choices)A. A young child watching the “black blizzard” rolling in over the plainsB. A young child, watching a tractor knock down his family home in Oklahoma, several
years into the Dust Bowl droughtC. A mother sitting on her front steps in a migrant camp in CaliforniaD. An unemployed father, arriving at a squatter camp in California from Oklahoma
*Activates prior knowledge and supports students’ need for autonomy
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 17
Writing task walkthrough (cont.)(Spell out the criteria)
Priority 1: Content (50%)– Is the information accurate? (20) – Is the information complete? (10)– Cite textual evidence? (20)
Priority 2: Organization (50%)– Did the student RSVP? (50)
Provide teacher commentary
*If no why? (stimulate reflection)
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 18
Tips for avoiding lousy writing….
1. Spell out key criteria
2. Give out models of good documents
3. Require peer review
4. Teacher commentary – Stimulate reflection “Why” , “How do you know”
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 19
Quick Check
• Describe the three types of writing?
• List the two priorities for student writing in secondary subject areas?
• How can we avoid lousy writing?
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 20
Take it to the classroom!
Strategies for
Motivation and Summarizing
to Improve Writing
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 21
Motivating Students to Write
1. Shared Events
2. Yourself as a Model
3. Hold Off on Grading
4. Casual Talk to Generate Writing
5. Think Like a Football Coach
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 22
Shared Events• Use shared events of students’
lives to inspire writing.
– A poem inspired by a fresh haircut or a tattered book bag.
– A new baby in the family, a lost tooth, and the death of one student’s father are play of serious inspirations for student writing.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 23
Yourself as a Model
• Display a picture of yourself doing a task like fishing, riding a bike, playing basketball, etc.
• Write a short phrase under the picture.
• Ask students to help you write a sentence about this picture.
• Use the words who, where,
and when to help students
construct a piece about the
picture with you.
• Allow students to bring in
a picture to use as a model.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 24
Hold off on Grading• Grades get in the way of the
writing progress.
• The weaker students stop trying and others rely on grades as the only standard by which they judged their own work.
• Postpone grading until the final piece is complete.
• Being less quick to judge their work, students are better able to evaluate their efforts themselves.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 25
Casual Talk to Generate Writing
• "Monday morning gab fest” is used as a warm-up with fifth grade students.
• On Monday mornings, students write personal headlines about their weekends and post them on the bulletin board. Students have a chance to guess the stories behind them.
• The writers then told the stories behind their headlines. They begin to rely on suspense and "purposeful ambiguity" to hold listeners' interest.
• On Tuesday, students commit their stories to writing. Because of the "Headline News" experience, students are able to generate writing that is focused, detailed, and well ordered.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 26
Think Like a Football Coach• The writing teacher can't stay on the
sidelines.
• Like the coach, the writing teacher
should praise strong performance rather than focus on the negative.
• The writing teacher should apply the KISS theory. In writing class, a student who has never written a poem needs to start with small verse forms such as a haiku.
• Practice and routine are important both for football players and for writing students, but football players and writers also need the "adrenaline rush" of the big game and the final draft.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 27
Summarizing
1. Read-Sketch-Write
2. Somebody, Wanted, But, So
3. ABC Summary
4. The Last Word
5. Get the GIST
6. Think-Pair-Write-Share
7. $2 Summaries
8. Headline Summaries
9. Shaping Up Review
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 28
Read-Sketch-Write
Read – Sketch - Write
Sketch Main Idea
Summary
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 2929
Somebody Wanted But So
Somebody Wanted But SoAnne Frank To hide from the
NazisSomeone turned her in
She died in a concentration camp
Adolph Hitler To control all of Europe
The Allies fought against him
He killed himself and Germany was defeated
Christopher Columbus
To sail to India to buy spices
He ran into the Caribbean Islands
He claimed the area for Spain
Thomas Edison To invent the incandescent light bulb
His light bulb blackened (the Edison effect)
It later led to the electron tube, the basis of the electronics industry
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 3030
ABC Summary
• Uses the letters of the alphabets as prompts for remembering important ideas or information about a topic.
• Students attempt to recall and connect summary words or phrases about the topic they have been studying to letters of the alphabet.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 3131
The Last Word• When using the Last
Word, the topic to be summarized becomes an acronym.
• Students brainstorm all for the things they can remember about the topic studied and then elaborate on those ideas to create a phrase that start with each letter in the topic.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 3232
Get the GIST
• The word gist is defined as "the main or essential part of a matter."
• The GIST strategy helps students read expository text and get the main idea.
• Students must then convey the gist of what they read in 20 words.
• The strategy is can be used with narrative text if students are asked to summarize after each chapter.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 33
Think-Pair-Write-Share
Think – Pair – Write– Students are given a
topic/ question– They brainstorm it with
a partner– Then each student
writes his/her own response.
33
Think – Write – Share– Similar to above but the
sharing is oral.
– Students think about a question, write a response, then share with their partners.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 3434
$2 Summaries
• With each word worth 10 cents, write a $2 summary of the learning from the lesson.
• This can be scaffolded by giving students specific words related to the learning that they must include in their summaries.
• This can be increased to any amount of money.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 3535
Headline Summaries
• Similar to $2 summaries, have students write a newspaper headline that gives the main points of the lesson.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 3636
Shaping Up Review
• Students will synthesize major concepts from the lesson using four different
shapes.
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 37
Your Writing Tool BoxWriting Tasks
Types of Writing
Quality Checks
PARCC Writing FormsUnique to 6-12
Writing Strategies
Motivational Strategies
On Demand
Informative/Explanatory
Argumentative/Opinion
Content
Organization
Anecdotes Apologies Complaints Editorials Interviews Satires Spoofs Testimonials
*All PARCC writing forms are useful for grades 6-12.
1. Read-Sketch-Write
2. Somebody Who
3. GIST4. ABC
summary5. The Last
Word6. Think Pair
Share7. Think Pair
Write8. $2
Summaries9. Shaping Up
Review
1. Shared Events
2. Yourself as a Model
3. Hold Off on Grading
4. Casual Talk to Generate Writing
5. Think Like a Football Coach
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 38
USThem
SAK 5090 MOHD HASAN SELAMAT- chapter 8 Slide 39
Thank your for a great session!
Cindy Gipson
Shelita Brown
Stacy Sanchez
[email protected] AND RETURN YOUR EVALUATION FORM