Paris District Training

June 1st and 2nd 2015Barbara L. Preston

Welcome

For the next two days we are going to look at critical reading (close reading) and writing.

Please give your group a name. This name will be yours for the two days we are in session.

Please be aware that we are all at different spots in our knowledge of reading and writing.

• Stay on task• No sidebars that will interfere with listening, learning, and creating.• Reflect when we take breaks on how you can use the information at

your grade level and move around. The brain needs that time.• Try to be present. Ask questions. I am here to support you in what

you do for your students. • Last, but not least, thank you for all you do as educators.

Here is what you said you needed

• Finding 2 texts to compare for literary analysis and also the strategies to teach students to use for this task.

• Where to find good close reading materials and a review of close reading procedures

• Telling a narrative from a different point of view Students were expected to do this on PARCC, and we had not addressed this task.

• Kids were confused on the wording of the questions and tasks on PARCC. How can we address this problem?

Close Reading Materials and Resources • http://

www.isbe.state.il.us/common_core/pls/level2/html/close-reading.htm

• http://saludaschools.org/Page/2357 Show• http://

achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/642/text-complexity-collection Go to What Makes This Text Complex

• http://www.criticalthinking.org/pages/the-art-of-close-reading-part-one/509 Beginning of understanding critical thinking and reading

Model Content Frameworks 5th Gr. ELA

• http://www.isbe.net/common_core/pls/level2/pdf/5th-brochure.pdf

Let’s look at this and see if it makes sense to spend time throughout this year to understand it and use it.

Look at what PARCC says a student should be closely reading and writing throughout the year

Close Reading Bookmark

Look at the bookmark and see if you could use this or revise it for your grade level.

Talk to a partner about it.

Handout 1 Bookmarks

Critical Reading Needs:

• paraphrasing • inference • vocabulary in context • Summarizing/inferring main idea)

http://www.criticalreading.com/ To non-critical readers, many texts offer the truth, the whole truth, and nothing but the truth. To the critical reader, any single text provides but one portrayal of the facts, one individual's "take" on the subject. Dan Kurland

Let’s look at handout 1 and 1 a and 2Rubric for Critical Thinking and Critical Reading

Critical Reading Skills-Dan Kurland

• The initial step of critical reading involves recognizing a text as a presentation in its own right. This step is concerned with identifying such elements as:

• The existence of a beginning, middle, and end The use of illustrations to explicate remarks The use of evidence to support remarks

• The use of stylish language to portray topics Organization, or a method of sequencing remarks – such as whether chronological, different aspects of the topic, steps in a logical sequence

Step 2 in Critical Reading

• The next step involves describing the nature of these aspects of the text, of classifying the nature of the material within the text – The nature of the examples – what the examples

are examples of – The nature of the evidence – what kinds of

authorities are invoked, what types of evidence are provided

– The nature of the choice or terms– what types of terms are applied to what topics

Step 3 Critical Reading

• The final step involves inferring the underlying assumptions and perspectives of the discussion, taking into account of all of the elements of the text being as they are throughout the text as a whole.

• This step is concerned less with sequential development and more with recognizing patterns of elements interwoven throughout the presentation as a whole. – What is achieved by describing topics a certain way? – What is assumed by selecting certain types of evidence?

Final Step in Critical Reading• Throughout, critical reading relies on abstracting, on

classifying the nature of things, – The nature of the structure of the text – The nature of the language employed – The nature of the examples invoked – The nature of the illustrations brought to bear – And the nature of the thinking that would explain all aspects of

the text being as they are.

• In the end, readers must take control of the text, not just repeat its assertions. At its core, critical reading involves becoming the author of one's own understanding.

Paraphrase• http://paraphrasing-tool.com/ Free tool to use SHOW 6 Steps to Effective Paraphrasing• Reread the original passage until you understand its full meaning.• Set the original aside, and write your paraphrase on a note card.• Jot down a few words below your paraphrase to remind you later how

you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.

• Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.

• Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.

• Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.https://owl.english.purdue.edu/owl/resource/563/02/ online help

Inference a mental process by which we reach a conclusion based on specific evidence. Keith Pollete

• A text does not contain a meaning. Readers construct meaning by what they take the words to mean and how they process sentences to find meaning.

• What do students need to know in order to infer? Talk to a partner and come up with a list of skills needed for inference.

• http://www.criticalreading.com/inference_reading.htm Resource for inference instruction

Share your list

With your group, come up with a list of skills that need to be taught K-12.

Assign your list a grade level for mastery.

Please list on sticky note and place on chart paper on the wall.

According to Keith PolettePieces of Learning

Four Kinds of Inferences:• Generalities (emotions, ideas, values, traits, concepts)• Associations (comparisons & contrasts)• Causes (motives, purposes, intentions, origins, problems)• Effects (results, problems, benefits, solutions)

Some inferences will be more accurate than others (spectrum of inferences).

http://www.piecesoflearning.com/image/data/Handouts/California%20Gifted/Inference.pdf

SHOW

Visual Aids in Reading- Activity

• http://www.criticalreading.com/police_magazine.htm Let’s look at a table and critically think about it. Answer the questions at the end of the table.

Summary Writing

• http://mrshatzi.com/files/summary.pdf • http://

academics.smcvt.edu/cbauer-ramazani/AEP/EN104/summary.htm Video to use for older students

• Elementary students can use the Summary Handout

Handout 3 on Summaries

Annotate1. Specify what annotation will be used and make a list of them –Create a legend on the side of

the paper2. If you are looking for something specific as you read, make note of that and create a way to

annotate that specific thing as you read.3. If you can mark in the book, great. If not, decide how you will be able to annotate. Copy the

pages, scan the pages etc., http://www.readwritethink.org/files/resources/lesson_images/lesson1132/AnnotationGuide.pdf

http://www.reading.org/literacy-daily/digital/post/engage/2014/10/03/using-web-based-annotations-to-engage-in-close-reading digital apps for annotations

http://vd-p.d91.k12.id.us/Curriculum_Resources/Sheltered%20Instruction%20(SIOP)/Fall%202011%20Class%20-%20Where%20Every%20Student%20Learns/Session%2001/Fall%202011/01_Beyond%20the%20Yellow%20Highlighter.pdf Use this for todayhttp://www.readwritethink.org/files/resources/lesson_images/lesson1132/EJ0964Have.pdf Use this article for writing http://www.readwritethink.org/classroom-resources/student-interactives/literary-graffiti-30023.html Literacy Graffiti an online tool for reading.

• http://vd-p.d91.k12.id.us/Curriculum_Resources/Sheltered%20Instruction%20(SIOP)/Fall%202011%20Class%20-%20Where%20Every%20Student%20Learns/Session%2001/Fall%202011/01_Beyond%20the%20Yellow%20Highlighter.pdf Use this for today

• You will be reading for 10 minutes. As you read, please annotate. We want to be able to share out what was important about this article for students in a classroom.

• Handout 4 Beyond the Yellow Highlighter

Turn and Talk Please

• Do we need a set of annotations for each genre or one default one we can use across grade levels. Discuss this.

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PARCC Writing Tasks

www.parcconline.org

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Writing on the PARCC Assessment

• Students will write three responses as part of the Performance Based Assessment (PBA).– A literary analysis task (LAT)– A narrative task (NT)– A research simulation task (RST)

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RubricsGrade 3 Literacy Analysis Task/Research Simulation Task Rubric Narrative Task Rubric

Grades 4-5 Literacy Analysis Task/Research Simulation Task Rubric Narrative Task Rubric

Grades 6-11 Literacy Analysis Task/Research Simulation Task Rubric Narrative Task Rubric

All rubrics can be found on: www.ilwritingmatters.org Look carefully at this website Select PARCC resources for your grade level • www.parcconline.org

Select PARCC Assessment, Sample Questions, Rubrics are on the left side.

PARCC ELA/Literacy Rubrics (Updated and Refined)

The PARCC ELA/literacy Rubrics have been updated to reflect lessons learned from the extensive PARCC field test. These rubrics are included in the available materials to help support a stronger understanding of what the Prose Constructed Response items are asking students to know and be able to do.   Updates include: •Score points for the Conventions trait were reduced from 4 score points to 3 points. Educators saw that there was not enough difference between student responses to have both a score point of 4 and a score point of 3 and apply the rubric with reliability.•PARCC created a separate rubric for scoring of narrative writing. The narrative criteria for Written Expression was separated so that both teachers and scorers could easily apply the correct criteria.•PARCC added an additional bullet for score point 1 in Written Expression. During the review of the field test items, educators saw responses that were well-developed and text-based, but not clearly tied to the prompt. Language was added to score point 1 to recognize the writing ability demonstrated in this type of response. •While the criteria themselves did not change, the descriptors for some score points were refined to clearly delineate the lines between score points and to ensure clarity of the criteria.

Let’s look at the rubrics. Handout 5 on Rubrics here

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http://screenreader.practice.parcc.testnav.com/tests/grade-3/session-1/section-1-1.php

3rd Grade Sample

3rd grade PCR-Literary Analysis

• Old Mother West Wind and the Sandwitch both try to teach important lessons to characters in the stories.

• Write an essay that explains how Old Mother West Wind's and the Sandwitch's words and actions are important to the plots of the stories. Use what you learned about the characters to support your essay

7th Grade PCR• You have read a passage from the Count of Monte

Cristo and a scene from Blessings. Think about the similarities and differences in how the two authors develop theme.

• Write an essay in which you identify the theme from each text and analyze how the theme is developed. Include specific evidence from both selections.

Let’s talk with your table group about this question. Why are these questions literary analysis prompts?

Literary Analysis Resource

• http://www.middleweb.com/19489/parcc-prep-literary-analysis-writing-task/

1. Turn the prompt into a question. Literary Analysis Writing, which typically requires students to compare and contrast two pieces of literature that deal with a common theme.

Turn this into a question.With a partner, please…

• Old Mother West Wind and the Sandwitch both try to teach important lessons to characters in the stories.

• Write an essay that explains how Old Mother West Wind's and the Sandwitch's words and actions are important to the plots of the stories. Use what you learned about the characters to support your essay.

How to begin….Reframe the question:In the readings Old Mother West Wind and Sandwitch try to teach important lessons to the characters. What words and actions are important to the plots of the stories? Write your answer in an essay from and use evidence from the characters to support your essay. Then pick evidence from each story:Write the evidence in a clear manner.

End with what the characters learned and maybe what you have learned from this too.

Old Mother West Wind Me First

We will try our hand at this.You have two articles on annotations. Yellow Highlighter and I’ll Have Mine Annotated, Please. Get them back out for this activity. Your group will decide how to divide up the articles to read and annotate. Then you will share your piece of the article to each other so that everyone understands the main ideas and please give some evidence for your ideas to the group. Then together, on chart paper, you will write the essay answering the question below.

Each of you will read a portion of two readings. As you read, please, annotate the readings to answer this PARCC like question. You have read two articles on annotations. Each one of them gave specific examples for teachers

and students to use for annotating texts and why. Write a literary analysis of why annotating is an important tool for reading. Give evidence from each article that supports “why” the authors think annotation is a great reading and writing strategy.

You will be working on your own chart paper and it will be shared with others in the room. You can work with your group to write your essay.

You will need Handout 4 and 6 (We already looked at 4 earlier) Time to Read-15 minutesTime to Discuss-15 minutesTime to Write -15 minutes

32http://screenreader.practice.parcc.testnav.com/tests/grade-5/session-1/section-1-18.php

5th Grade Sample

Let’s look at this short ppt. Narrative Elements

• http://www.slideshare.net/smitka/narrative-elements

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Elements of Narrative

• Characters• Scene Setting• Action

http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html

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Narrative Writing

Purposes of Narrative Writing • Convey an experience, either real or

imaginary. • Uses time as its key structure.

(Note: There can be some overlap in purpose since a narrative account might be non-fiction and serve to inform the reader of a particular topic.)

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Graphic OrganizersSentence/Paragraph Frames

Graphic Organizers are a helpful way to organize information. They help students• understand how things go together, • remember things better, • make it easier to write a draft (in a student’s own

words). SHOWhttp://www.scholastic.com/teachers/top-teaching/2014/03/graphic-organizers-personal-narratives

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www.dailyteachingtools.com6th grade and beyond need to understand all the elements of narratives.

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Narrative Strategies

Start to Finish - Grades K-2 http://www.ilwritingmatters.org/uploads/2/9/4/9/29499299/k-2_strategy

_-__from_start_to_finish.pdf

Postcard – Grades 3-5 http://www.ilwritingmatters.org/uploads/2/9/4/9/29499299/3rd-5th_strategy_-_postcard.pdf

Using Mentor Texts – Grades 6-8 http://www.ilwritingmatters.org/uploads/2/9/4/9/29499299/6-8_strategy_english_-_

using_mentor_texts3.pdf

Write Alouds – Grades 11-12 http://www.ilwritingmatters.org/uploads/4/0/7/1/40712613/write-alouds1.pdf

Narrative Task 7th Grade • In the passage, the author developed a strong

character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her.

• Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

5th Grade Narrative Task

• You have read a passage from "The Growin' of Paul Bunyan." Think about how the story would be different if it were told from Johnny’s point of view.

• Write a narrative story retelling the story from the point of view of Johnny. Be sure to use supporting details from the passage.

Narrative-Point of View SHOW • http://www.ohio.edu/people/hartleyg/ref/fiction/pov.html

• http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/2014-15-ela-assessment-guide-grades-3-5.pdf?sfvrsn=2

• http://www.cherylreif.com/2011/04/25/writing-from-your-character%E2%80%99s-point-of-view-5-guidelines/ 5 things to remember when writing from a character’s point of view

• http://www.lancsngfl.ac.uk/nationalstrategy/literacy/files/NarrativeWriting.pdf K-5 grade stuff for narrative writing

• http://www.readwritethink.org/classroom-resources/lesson-plans/spend-shoes-exploring-role-265.html Spend a day in my shoes activity SHOW

• http://www.ereadingworksheets.com/point-of-view/ 6 types of point of view writing and worksheets, if you have to use worksheets. I would take the ideas and come up with another way beside copying off a worksheet.

PARCC Resources

• http://teacher.depaul.edu/Documents/Network13-PARCC-ProseConstructedResponses.pdf Look at this one in particular

• http://www.parcconline.org/ela-literacy-test-documents Look at evidence tables for your grade level.

Literary Analysis Task – provides students an opportunity to show their understanding of literature. It asks students to read two literary texts, answer six multiple-choice questions about the texts, and write an extended response that analyzes key ideas (development of theme, interaction of literary elements, structure’s relationship to meaning, effects of point of view, etc.) in the texts. Grade 8 PARCC Practice Test • In “Confetti Girl” and “Tortilla Sun,” the narrators have points of view different from those of their

parents. Write an essay analyzing how these differences in points of view create tension in both stories. Remember to use details from both texts to support your ideas.

Research Simulation Task – mirrors the research process by presenting two or three texts on a given topic. Students answer nine multiple-choice questions about the texts and then write an extended response about some aspect of the related texts (the purpose, the use of illustrations, the relationship of ideas, the argument presented, etc.) Grade 7 PARCC Practice Test • You have learned about electricity by reading three articles, “Energy Story,” “Short Circuit,” and

“Conducting Solutions.” In an essay, analyze how each source uses explanations, examples, and/or descriptions to help accomplish its purpose. Support your response with evidence from each source.

Narrative Writing Task – asks students to read a literary text, answer five multiple-choice questions about the text, and then create a narrative related to the text (finish the story, retell the story in another narrative form, or from a different point of view, etc.) Grade 6 PARCC Practice Test • In the passage from “Magic Elizabeth,” the author creates a vivid setting and two distinct

characters, Mrs. Chipley and Sally. Think about the details the author uses to establish the setting and the characters. Write an original story about what happens when Sally arrives at Aunt Sarah’s house. In your story, be sure to use what you have learned about the setting and the characters as you tell what happens next. Examples from Mississippi PARCC TESTING examples 2015

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http://screenreader.practice.parcc.testnav.com/tests/grade-10/session-1/section-1-17.php

10th Grade Sample

Research Simulation Task

The research simulation task is a nonfiction task only. Students will be asked to read an anchor text and read/view two other sources that connect to that text. These could be in a variety of modes if using the computer to take the assessment. Students will have to answer questions about each text and then write to a prompt synthesizing the texts. http://screenreader.practice.parcc.testnav.com/tests/grade-10/session-1/section-1-17.php

Research Simulation Task 10th Grade PARCC example question

You have just read or listened to three sources discussing the Supreme Court case of Tinker v. Des Moines:

• the United States Supreme Court majority opinion by Chief Justice Abe Fortas,• the United States Supreme Court dissenting opinion by Justice Hugo Black, and• an audio clip of an interview with law professor Catherine Ross.

• Consider the points made by each source about the issues surrounding the Tinker v. Des Moines case.

• Write an essay analyzing the arguments of those who believe certain kinds of speech should be prohibited within an educational setting and those who believe the opposite. Base the analysis on the specifics of the Tinker v. Des Moines case and the arguments and principles put forth in the three sources. The essay should consider at least two of the sources presented.

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http://screenreader.practice.parcc.testnav.com/tests/grade-4/session-1/section-1-8.php

4th Grade Sample

Synthesis Writing • Use your writing to show that you have understood all the

readings. Synthesize the readings, to bring them together, in some interesting way around a central question.

• One key to successful synthesis papers is to bring your own voice and ideas into the paper sufficiently to actually direct the flow of the paper. If you find yourself just pasting together summaries of the readings in some kind of order, stop! You should find yourself, instead, identifying some interesting question that has grown out of your reading and answering it.

• Your answer will usually become the thesis statement that directs the paper. You will use your reading, then, to develop your thesis--showing your reader what you mean by it and why you believe it is true.

Academic Writing/ Research Writing

• http://www.esc.edu/online-writing-center/resources/academic-writing/

• http://www.esc.edu/online-writing-center/resources/research/

Reading and Writing Logicallyhttp://www.esc.edu/online-writing-center/resources/critical-reading-writing/

Please Read……..• http://

www.parcconline.org/sites/parcc/files/PARCCScoringofProseConstructedResponseItems.pdf Look at the first section of this website.

• The PARCC Summative Assessments will include three performance-based tasks, each culminating in a prose constructed response (PCR) item. The narrative writing task requires that students write using a text stimulus, but the response is scored only for written expression and knowledge of language and conventions. The other two PCRS, associated with the Research Simulation Task and the Literary Analysis Task, are scored for reading, written expression, and knowledge of language and conventions.

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Standards #4 - #6Production and Distribution of Writing

#4 - Produce well developed and organized writing – appropriate to task, audience and purpose. (Begins in grade 3)#5 – Develop and strengthen writing#6 – Produce and publish writing – use technology

http://www.ilwritingmatters.org/uploads/2/9/4/9/29499299/isbe_-_

the_writing_process.pdf SHOW

Grades K-2: Shared Research

K-1st – With guidance and support, recall/gather information from provided sources to answer a question.

2nd – Same as above with scaffolds toward independence.

Taken from Foundational Writing

Grades 3-5

3rd – Gather info. from sources, take notes, sort evidence.4th – Take notes (draw evidence), categorize, list sources.5th – Same as above with summarizing and paraphrasing.

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Standards #7- #9 Research to Build and Present Knowledge

6th -8th Grades

• Conduct short research projects to answer a question from several sources by drawing evidence

• Gather info from print and digital sources

• Assess credibility (accuracy 7th – 8th )of sources

• Quote or paraphrase info while avoiding plagiarism

• Provide basic bibliographic info. • Use search terms effectively and

a standard form of citation (7th – 8th )

9th -12th Grades

• Same as 6th – 8th plus• Conduct more sustained

research projects.• Synthesize multiple and

more authoritative sources

• Integrate information into the text selectively to maintain the flow of ideas

• Use advanced searches effectively

History Sites to Use • http://

www.slideshare.net/BigHistory/propaganda-and-wwii?WT.mc_id=05_18_2015_CP_bhptw&WT.tsrc=BHPTwitter

• http://www.nchs.ucla.edu/history-standards/historical-thinking-standards/world-history-for-us-all

• http://www.nchs.ucla.edu/world-history-for-us-all/resources/u.s.-history-for-us-all

• http://www.nchs.ucla.edu/resources/u.s.-history-for-us-all/resources all sites for history teachers

Science and Other Resources • http://

www.nextgenscience.org/sites/ngss/files/EQuIP%20Rubric%20for%20Science%20%26%20Response%20Form_Finalv1.pdf

• http://www.nextgenscience.org/resources All new standards for science and lessons to match them

• http://www.inspiration.com/lessonplans/inspiration Software to use with students

• http://www.fcrr.org/for-educators/pdf/Student%20Center%20Activ%20Aligned%20to%20CCSS.pdf K-4 lessons that are aligned to CCSS, Science, math, and SS

• http://spaceplace.nasa.gov/science-standards/en/ NASA and Nest Gen Science

• http://www.sharemylesson.com/teaching-resources/ 1000’s of lessons K-12

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Standard #10: Range of Writing A Balanced and Generous Diet of Writing

Grades 9-12: 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, purpose, and audiences.

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ACTIVITY What writing goes on in your classrooms?.

1. Write down the types of writing happening in your classroom over the course of the year.

SummariesBook Report

NotesTravel Brochure

Journal WritingEssay on Chapter Book

Poetry

Research Paper

PARCC Writing Formshttp://

www.parcconline.org/sites/parcc/files/PARCCSampleofWritingForms.pdf

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2. Using the standards, place standard number next to each type to indicate targeted standard.Poetry – W.3, W.10

Notes – W.9, W.10

Travel Brochure – W.2, W.4-6, W.7, W.10May need writing standards

here for this one.

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The

LLiterary Analysis

NNarrative

Task

RResearch

Simulation

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3. Next to each writing task, place an L,N or R to indicate PARCC task preparation.

Specify if it is routine writing that happens daily or long term writing by writing the

word ROUTINE or LONG TERM

Research Question W. 6.7 Routine

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.

Look carefully at the chart paper to see if all types of writing are being covered.1. Am I meeting the writing standards?1. Which standards do I need to cover more?2. Am I aligning any of my writing to PARCC

tasks?

Task adapted from Foundational Writing Training

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Connections from CCSSShift Kit Writing Connections

http://education.illinoisstate.edu/casei/ela/

Implementation Guide Shift Two (Extract & Employ

Evidence) http://

www.ilclassroomsinaction.org/implementation-guides-for-ela.html

EQuIP Rubric http://www.ilclassroomsinaction.org/alignment--

equip-rubuic.html

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www.ilwritingmatters.org

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TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

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TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

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Shared Writing• Reinforces and supports reading as

well as writing• Makes it possible for all students to

participate• Encourages close examination of

texts, words, and options of authors

• Demonstrates the conventions of writing-spelling, punctuation, and grammar

• Focuses on composing and leaves transcribing to the teacher

http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-30686.htmlScroll down on this site to see lessons K-12 that are already done for you.

http://www.regieroutman.org/files/6713/7842/4352/Tps_for_shared_writing.pdf K-3

http://www.slideshare.net/sushreejayakrishnan/shared-writing slide share ppt to look at K-5

https://www.youtube.com/watch?v=OJFMhWtFVnAKelly Gallagher talks about writing and how the teacher must be the expert in the room. 6-12

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Name the book or topic:

State Opinion:

K-5 OpinionIlwritingmatters.org site

Common Graphic organizers

Kindergarten

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1st & 2nd Grade Opinion Graphic Organizer

Name the book or topic:

State Opinion:

Support Opinion:

Closing:

K-5 Opinion

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3rd Grade Opinion Graphic Organizer

Introduce topic and list reasons (for organizational structure):

State Opinion:

Support Opinion: (reasons)

Closing:

K-5 Opinion

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4th Grade Opinion Graphic Organizer

Introduce topic and group ideas to support opinion (create organizational structure):

State Opinion:

Support Opinion: (reasons with facts and details)

Closing:

K-5 Opinion

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5th Grade Opinion Graphic Organizer

Introduce topic and logically group ordered reasons (create organizational structure):

State Opinion:

Support Opinion: (logically ordered reasons with facts and details)

Closing:

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Would You Rather…Introduction to Text or Topic

Opinion Statement

Reason

Support Facts and Details

Reason

Support Facts and Details

2nd – 5th Grade

Conclusion

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Would you rather…6-12 gr.live without music? live without television?

K-5 Opinion

Taken from Foundational Writing Training

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What is Argument Writing? HO 8

An argument’s intent is to make a point or claim and substantiate it with evidence. It is not about winning the argument, either….. By sixth grade….

• Start with an organizer HO 8 and with a group of students.

• Use the organizer to have a debate on a subject that they have text evidence in front of them.

• They will then use the organizer and the evidence to have an ARGUMENTATIVE debate before they write an argument paper.

Look at HO 8 Take this organizer and discuss how this can be used for a debate before you teach argument writing.

Then talk about if this would be a good organizer for argument writing.

What grade level would start argument writing using counterclaims, warrants, and refutation?.

Arguments• One common strategy is an appeal to the credibility,

character, or authority of the writer (or speaker). When writers establish that they are knowledgeable and trustworthy, audiences are more likely to believe what they say.

• Another is an appeal to the audience’s self-interest, sense of identity, or emotions, any of which can sway an audience

• A logical argument, on the other hand, convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of the writer

• Brainstorm the argument skills students/participants use in their everyday lives.

• Educators need to specifically instruct students to identify the difference between claims and evidence—that they must first examine data and evidence and then develop claims on the basis of this exploration.

• Explain that students will need multiple opportunities, both collaboratively and independently, to practice the thinking involved in argumentation.

• Teachers will need to give students the language support they need (such as academic phrases and sentence frames) to introduce, develop, and support their claims.

• Don't ask students to formulate a claim about an unfamiliar issue or topic and come up with evidence to support it.

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Terms in Argument Writing Standards

6th – 8th GradeClaimsReasonsEvidenceCredible SourcesFormal StyleConclusionOpposing Claims (7th)Counterclaims (8th)

9th – 12th GradeClaimsReasonsEvidenceCredible SourcesSubstantive TopicsFormal StyleConclusionCounterclaim Objective Tone

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Argument Writing Sample

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Argument Strategies on Illinois Writing Matters

6-12 and Content

Spar – Grades 6-8• http://

www.ilwritingmatters.org/uploads/4/0/7/1/40712613/spar1.pdf

Modeling An Argument – Grades 9-10• http://

www.ilwritingmatters.org/uploads/4/0/7/1/40712613/modeling_and_argument1.pdf

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Informative/ExplanatoryInformative – convey facts and opinions Explanatory – coveys a person’s view, how to do something, or an experience.

Explain how you can tell if a source is reliable or unreliable on the internet.Inform your parents of how your school is doing academically this year.

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Also use mentor texts to model…

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Sample Paragraph Frame“Mother box turtles prepare for their babies in a very interesting way. First, _____________________________. Next, ____________________________________________________________. After this, ________________________________. Finally, _________________________.”

1. Model2. Provide students with a simpler frame to complete on their own.3. After enough practice, students will not need a frame, but be able to write this structure on their own.

Kelly Gallagher suggests that if we expect students to write a specific way, we must provide them with the structure to emulate a few times prior to expecting them to write in this format.

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Graphic Organizers

http://www2.literacyleader.com/textstructure

http://www2.literacyleader.com/sites/litlead.essdack.org/files/text%20str%20chart%20w-frames2.pdf

Handout on Text Features and Structures Look at these and see how you could

use them in your classroom. DO THE ACTIVITY. Why is it necessary for students to understand text structure and features?

Informative/Explanatory Text Structure Graphic Organizers

Text structure refers to how information within a written text is organized. Not only will teaching students to recognize common text structures help with comprehension, but it can help students organize their own writing. Taken from Foundational Writing

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http://www2.literacyleader.com/sites/litlead.essdack.org/files/Text%20Structure%20Posters-full%20set%20reg%20size.pdf Posters to use in classroom

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Informative/Explanatory Illinois Writing Matters

Sketch to Stretch – Grades K-2 http://

www.ilwritingmatters.org/uploads/2/9/4/9/29499299/k-2_strategy_sketch_to_stretch.pdf

Brainstorm BME – Grades 3-5 http://

www.ilwritingmatters.org/uploads/2/9/4/9/29499299/3-5_strategy_brainstorm_bme.pdf

SDQR Chart – Grades 6-8 http://www.ilwritingmatters.org/uploads/4/0/7/1/40712613/sdqr1.pdf

Split Screen Notes – Grades 11-12 http://

www.ilwritingmatters.org/uploads/2/9/4/9/29499299/9-12_split_screen_notes.pdf

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Standard #10: Range of Writing A Balanced and Generous Diet of Writing

Grades 3-8: Write routinely over extended time frames (a time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences.

Interactive Tools

• http://www.readwritethink.org/classroom-resources/student-interactives/literary-graffiti-30023.html

• http://www.readwritethink.org/classroom-resources/student-interactives/readwritethink-notetaker-30055.html

• http://www.readwritethink.org/files/resources/30927_topics.pdf Fiction/nonfiction Close Reading

• http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html Write Alouds

• http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-podcasts-30109.html Teaching with technology

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New Grade Level Resource!

• Guidance for Scope and Sequence Development– For each grade level– Outline the types of writing required for New Illinois

Learning Standards and PARCC– Provides example tasks and resources

Look at this: 3rd grade Model Frameworks that could work throughout the year.

Sample sites Hero

• http://greatergood.berkeley.edu/article/item/what_makes_a_hero/ 4.52 video Good or Evil

• http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler What is a hero?

• http://www.pbs.org/wnet/americanmasters/lessons/george-lucas-and-the-power-of-myth/lesson-overview/1292/

• http://www.readwritethink.org/files/resources/interactives/herosjourney/ interactive fun site for students on heroes

• http://tatsbox.com/hero/powerpnt.htm Power point on heroes