Full Resource Packet

________________________________

Full Resource

Packet

________________________________

Student Engagement

Activities

Student Engagement Activities during the Writing Lesson _____________________________________________________________________________________ Use these activities to promote student discussion and collaboration while using ThinkCERCA.

Writing Lesson Step Recommended Activities

Before Writing Lesson KWLQ Chart Take a Stand / Vote with your Feet

Step 1: Connect Think - Pair - Share

Step 2: Read Silent Conversation Read, Reiterate, and Collaborate Check Review Error Analysis

Step 3: Engage Collaborating to Find Evidence Last/Final Word

Step 4: Summarize Think - Pair - Share

Step 5: Build CERCA Snowstorm Share Ideas Turn and Face Window Pane Activity with Gallery Walk

Step 6: Create Peer Editing Fishbowl Socratic Discussion The Debate Game

After Writing Lesson Fishbowl Socratic Discussion The Debate Game Student Reflection

Implement ThinkCERCA’s Direct Instruction and Skills Lessons as needed based on standards and skills you’re introducing or reteaching. Below are recommended activities for each.

● Direct Instruction Lessons: Jigsaw ● Skills Lessons: Silent Conversation

Appendix: Additional Graphic Organizers

Back to Writing Lesson Steps & Student Engagement Activities table

KWLQ Chart ____________________

Suggested Time: 20-30 minutes Writing Lesson Step: Before the Writing Lesson

Purpose With a KWLQ chart, students discuss what they know, what they want to know, what they learned, and what questions they still have about a topic. How to Use

1. At the start of each lesson or unit, complete a KWLQ chart with the class. Write the title of the lesson or unit on the top of the chart and Introduce the topic

2. Discuss what students already know about the topic and record responses in the first column.

3. Discuss what students want to know about the topic and record responses in the second column.

4. As students complete a lesson, discuss what students learned about the topic and record responses in the third column.

5. Record questions students still have about the topic in the fourth column. 6. Repeat steps 3-5 throughout the unit or lesson.

Take a Stand ____________________

Suggested Time: 2 minutes Writing Lesson Step: Before the Writing Lesson

Purpose Help students share opinions or positions on a continuum of agreement or disagreement. How to Use

1. Label two opposite parts of the classroom with strongly agree or strongly disagree. 2. Ask a debatable question. Give students time to think about their answer to the

question. 3. Ask students to Take a Stand. Have them physically move to a spot on the continuum.

Remind students that they can exist on either end or somewhere in the middle. 4. Ask students to discuss why they chose their position on the line. Have students

share their evidence and reasoning for their thinking. Teaching Tip Use this as a way for students to prepare drafting their Claims, Reasons, Evidence, Reasoning, and Counterargument, as it allows them to make decisions and hear from peers.

Teacher Resource Packet: Student Engagement


Think - Pair - Share ____________________

Suggested Time: 5-15 minutes Writing Lesson Step: Step 1: Connect Step 4: Summarize

Purpose Collaborative learning strategy that helps students solve problems, answer questions, build and share background knowledge, and support one another’s thinking. How to Use

1. Students think about the content or a specific question individually. 2. Students turn to a partner and share their thinking. 3. As a pair, students summarize their discussion. 4. Students share their pair discussion summaries with the whole class.

Teaching Tip

● Encourage students to broaden their initial pair discussion by discussing points of similarity and difference, providing reasons and evidence behind their original thinking, and reflecting on whether or not they changed their thinking after discussing.

● It may benefit some students to record their initial independent thinking in writing so they can refer to their written thoughts as they share with their partners.

Silent Conversation ____________________

Suggested Time: Varies Writing Lesson Step: Step 2: Read

Purpose To make an independent activity engaging and collaborative. Asking students to participate in a silent conversation also encourages students to pay attention while reading and/or working independently. How to Use

1. Ask students to work on a task or read a text independently for a certain amount of time.

2. As students are working independently, they should write the main ideas and questions they have on a piece of paper. Use guiding prompts such as:

a. What are the main ideas to remember from the reading? Why? b. What was the hardest part for you to understand? What did you do to help

yourself? 3. All students will pause at “halftime” to silently read and respond to what others have

written. 4. Ask students to add more to their sheet as they finish the task.



Read, Reiterate, and Collaborate ____________________

Suggested Time: 20-30 minutes Writing Lesson Step: Step 2: Read

Purpose To interact with peers while reading a given text. Through collaboration, students will communicate with one another and strengthen their summarization skills. How to Use

1. Put students into groups of 4-6. 2. Have students decide the order of who will read and when they will stop (using the

numbered text can be used as a guide). 3. Students take turns reading out loud. 4. While a student is reading out loud, other students take notes. 5. With students in groups, take turns reading out loud while others take notes. 6. Once they have read the entire text, they start at the beginning and each student

reiterates what was in their piece of the text in their own words. 7. Students review their notes and discuss the text. 8. Students may update their notes with the information they hear from other students.

Variation

● Students determine the order they will go in. Play the audio of the text while students follow along. Stop at predetermined places and students review, in their own words, what was taking place in the text. Students should take notes on their portion of the text to share with others. Other students take notes on what the student is saying.

Check Review ____________________

Suggested Time: 10 minutes Writing Lesson Step: Step 2: Read

Purpose This strategy integrates movement while reviewing students’ answers to the Check Step of the Writing Lesson. How to Use

1. Post signs with A, B, C, and D in corners of the room. 2. Project the first multiple-choice question, and based on what students think is the

correct answer choice, they move to the designated area. 3. Then, have students turn and talk with a peer about why they believe this is the correct

answer. Encourage students to explain their reasoning and provide evidence to support their answers.



Variation | Dance and Check Project or write on the board dance moves or movements for each multiple-choice answer letter (A, B, C, and D). For example:

A. Floss B. Running Man C. Jumping Jacks D. The Sprinkler.

Teaching Tip Review the answers before or after students complete the Check Step.

Error Analysis ____________________

Suggested Time: 20-30 minutes Writing Lesson Step: Step 2: Read

Purpose When students engage in productive struggle with misconceptions and errors, they approach learning with a growth mindset. With this strategy, you can help students to identify the distractors presented in answer options on standardized tests. For more information, refer to this PowerPoint. How to Use

1. Have students use one of the following graphic organizers to reflect on the multiple-choice questions and answers.

2. Guide students to think of strategies they can use in the future to avoid errors, such as reading the questions first before answering the questions, rereading, or using the process of elimination.

3. Save time for students to share their reflections Teaching Tip Use this careful analysis of questions to help students develop an attentiveness to specific nuances in standardized test language.


https://go.thinkcerca.com/hubfs/Success%20Materials%20-%20General/Error%20Analysis.pdf


Error Analysis Graphic Organizer

Question: My Answer: What type of error was my answer? What is the correct answer? What is the evidence for the correct answer?









Error Analysis Graphic Organizer

Question Why was your answer incorrect? Why is the right answer correct?



Collaborating to Find Evidence ____________________

Suggested Time: 30-40 minutes Writing Lesson Step: Step 3: Engage

Purpose Collaborating to find evidence is a teaching strategy that encourages students to engage with one another. How to Use

1. Ask students to write their claim on their graphic organizer, independently. Remind students to consider the Writing Lesson question when writing their claim.

2. Give students 5-7 minutes to write one reason and one piece of evidence and reasoning to support their claim.

3. Partner students up (as Partner A and Partner B) and have students collaborate to combine their claims.

Teaching Tip Model good listening and discussion skills, highlight examples of success, and encourage all students to participate appropriately.

4. Ask students to discuss their reason, evidence, and reasoning with their partner. a. Determine which partner (A or B) shares first and give the first speaker one

minute to share. b. Ask the listening partner to follow up with a question.

5. The pair should look for duplicate reasons and pieces of evidence and work together to refine their shared claim, reasons, evidence, and reasoning.

6. If you’d like, have each pair join another pair to form a group of 4 and repeat steps 3-5. Teaching Tip Students should take a written note of at least one valuable idea produced by their partner(s).

7. Call on students to share with the class the answer they have developed as a group.

Additional Teaching Tips ● Pull cards or sticks rather than assigning As or Bs to pairs. ● Assign opposing positions to spark a debate. ● Have students construct their full argument together. ● Add an additional share: make the groups of four meet another group of four to

consolidate and refine. ● Consider rewarding students for strong participation, valuable comments, and behavior

that shows support and encouragement for fellow learners.



Collaborating to Find Evidence Graphic Organizer

Now that you have read your assigned Writing Lesson text, consider the Writing Lesson question. When you are ready, determine your claim and search for one piece of evidence to support your thinking.

My Claim

My Reason

My Evidence

My Reasoning



Pair and share your thoughts with your partner. Be prepared to ask your partner: how does your evidence support your claim?

Shared Claim

Shared Reason

Shared Evidence

Shared Reasoning



Square up with another pair and share your claims, reason, evidence, and reasoning. After considering all claims and evidence. Come to a consensus on a claim, reason, and evidence for your argument. Collaborate to consolidate duplicates and refine your reasoning.

Our Group’s Claim

Reason, Evidence, and Reasoning




Last/Final Word ____________________

Suggested Time: 20-30 minutes Writing Lesson Step: Step 3: Engage

Purpose To encourage all students to participate as both active speakers and active listeners through a structured discussion where students respond to a text. How to Use

1. While reading a text, ask students to find and mark 3 quotes from the text that they would like to discuss with their classmates. Encourage students to find quotes that are interesting or include new information or quotes they agree or disagree with.

2. Have students record each quote they marked in their text on the front of an index card or piece of paper. On the back, ask students to write why they selected this quote as well as any comments or feelings about the quote.

3. Divide students into groups. Have one student share a quote. Provide 1-2 minutes for the other two students to discuss the quote. Prompt the discussion with questions like What do you think it means? What are your reactions to this quote? Why is it important in the text?

4. After the discussion, have the student who wrote the quote share his or her thoughts from the back of the index card or paper, giving him or her the final word.

5. Repeat with the quotes collected from the other students. Variation | Final Word Images Use images instead of quotations. Have students select three images from a collection. For each image, record why they selected the image, what they think it represents, and why it is important. Teaching Tips

● Ask students to propose questions to their group that the text raised for them while reading, providing their answer on the back of the index card.

● Have one student share their claims, reasons, evidence, and reasoning in response to a writing prompt. Invite the other students in the group to offer comments and reactions. Then, the first student shares how the discussion changed or did not change his or her thinking.



CERCA Snowstorm ____________________

Suggested Time: Varies Writing Lesson Step: Step 5: Build

Purpose Share Ideas allows students to focus on text-based evidence and make connections to how that evidence is related to the claim. This strategy promotes reading comprehension, while strengthening the concept that evidence is directly connected with claims. How to Use

1. Ask the writing prompt and allow the students to work individually for about 15-20 minutes to write down 3-4 pieces of evidence from the text that support their claim.

2. Partners to share one piece of evidence and explain how it connects to their claim. 3. After both partners have had time to share their thought process (about 3-5 minutes),

the students should join the whole group. Invite students to share how their thinking has changed or stayed the same.

4. Next, have students find a new partner and exchange evidence. 5. Repeat this activity until all evidence has been exchanged. 6. Discuss what students learned and how their thinking has changed. 7. After the activity, students can begin their full draft using the strengthened

understanding of which pieces of evidence would best support their claim. Variations

● Teachers can set up a K-W-L chart for shared information before during and after the activity.

● Students can choose to use one or more of their partners’ examples of evidence in their final CERCA, as long as their reasoning is written in their own words.



Share Ideas ____________________

Suggested Time: 30-45 minutes Writing Lesson Step: Step 5: Build

Purpose Share Ideas allows students to focus on text-based evidence and make connections to how that evidence is related to the claim. This strategy promotes reading comprehension, while strengthening the concept that evidence is directly connected with claims. How to Use

8. Ask the writing prompt and allow the students to work individually for about 15-20 minutes to write down 3-4 pieces of evidence from the text that support their claim.

9. Partners to share one piece of evidence and explain how it connects to their claim. 10. After both partners have had time to share their thought process (about 3-5 minutes),

the students should join the whole group. Invite students to share how their thinking has changed or stayed the same.

11. Next, have students find a new partner and exchange evidence. 12. Repeat this activity until all evidence has been exchanged. 13. Discuss what students learned and how their thinking has changed. 14. After the activity, students can begin their full draft using the strengthened

understanding of which pieces of evidence would best support their claim. Variations

● Teachers can set up a K-W-L chart for shared information before during and after the activity.

● Students can choose to use one or more of their partners’ examples of evidence in their final CERCA, as long as their reasoning is written in their own words.

Turn and Face ____________________

Suggested Time: 3-5 minutes Writing Lesson Step: Step 5: Build

Purpose Encourage students to use evidence from the text as talking points during their discussions. How to Use

1. Create questions about a familiar text. For each question, have students stand with their backs to each other and give them 1 minute to think about their argument (claim, reasons, evidence) to the question posed.

2. Then, have students turn to face each other and share their claim, reasons, and evidence (30 seconds each).

3. Have students turn back around for 30 seconds to think about why they disagree with the other person’s argument. Then, turn and share their reasons.



Window Pane Activity with Gallery Walk ____________________

Suggested Time: 60 minutes Writing Lesson Step: Step 5: Build

Purpose A window pane with gallery walk is a technique for classroom discussion that encourages students to be actively engaged while they work in small groups by sharing ideas and responding to texts or questions. How to Use

1. Students independently work on Step 5 in ThinkCERCA. 2. Students are separated into small groups and are given sticky notes and write a

different part of Step 5 on each Post-it. For example a. Claim on one sticky note b. Reason on one sticky note c. Evidence on one sticky note. d. Reasoning on one sticky note.

Teaching Tip Encourage students to have more than one piece of evidence and check to make sure that students have a piece of reasoning for each piece of evidence.

3. Place each sticky note on the appropriate quadrant in the chart paper and place their chart on the wall or in the middle of a desk.

4. Students walk around the room as though they are in a gallery. During this time, they read and discuss what they notice all the other sticky notes have written on them.

5. As a whole group, prompt students to share what they have learned. 6. Ask students if they were influenced by anything they read and if they would like to

make changes to their Step 5 notes in ThinkCERCA. 7. Have students revise and edit Step 5 and begin working on Step 6



Jigsaw ____________________

Suggested Time: Varies Writing Lesson Step: Direct Instruction Lesson

Purpose A jigsaw is an instructional activity in which students work in teams to learn about topics and share with classmates. This allows students to both take ownership and learn from their peers, resulting in an environment in which students are active in their own learning. How to Use

1. Divide students into groups of 4-6 students. These are their home groups. 2. Assign each student one resource (text, video, visual, other) that is different from the

others in their home group. 3. Students should read or review their resource independently and take notes. 4. Students then move into expert groups with students who have the same resources. 5. Students discuss their resource and spend time analyzing all important points. 6. Students move back to their home groups and each student will share the important

information from their expert group to their home group.

Peer Editing ____________________

Suggested Time: 15-20 minutes Writing Lesson Step: Step 6: Create

Purpose Students should make changes to their writing before they submit. They can also view their fellow classmates’ work to help generate new ideas and practice their editing skills. How to Use

1. Have students go over their writing and identify the elements of the essay or narrative in the rubric. You may provide highlighters or sticky notes students can use.

2. Have students switch with a peer who reads through and sees if they agree with all of the highlighted components.

3. Provide the peer editing checklist and have students use it to review the writing. The peer should make any comments or changes they feel are needed.

4. After editing, have each peer editor go back and focus on conventions, such as basic proofreading to improve spelling, punctuation, and grammar.

5. Once students finish editing, they should share their feedback aloud and provide further context to assist the writer in making revisions.

Variation | Focus for Revision Provide students with a focus for the revision, such as the content of the writing, or the evidence. Alternatively, have students determine a focus for their editing or have the writer request a focus for editing.



Name: ___________________________ Partner’s Name: _____________________________ Assignment Title: ______________________________________________________________

Peer Editing Checklist



Fishbowl ____________________

Suggested Time: 20-30 minutes Writing Lesson Step: Step 6: Create After the Writing Lesson

Purpose Speaking and listening routine that allows all students to participate in a discussion. How to Use

1. Have students sit in two circles, one inside the other. 2. Provide a question and have students in the inner circle (the fishbowl) discuss their

responses using the CERCA framework while the students in the outer circle listen and take notes.

3. Give all students 2 minutes to take notes about what they heard and their reactions. 4. Then, invite the students in the outer circle to share their responses to the question

and provide time for taking notes. Encourage students to share any alternative points of view and/or evidence that was not yet discussed.

5. As a class, invite students to share any additional ideas they had as a result of the discussion. Encourage all students to share and nominate classmates who had particularly effective arguments.

6. Then, summarize the discussion. Variation | Open Fishbowl Leave one chair in the inner circle empty so a student from the outer circle can move to occupy the empty chair. Once a student who moved to the empty chair has the opportunity to share a response, he or she chooses a different student in the outer circle to take their place by tapping him or her on the shoulder. Teaching Tips

● Have students use their graphic organizers in their discussion. ● Provide all students a chance to be in the inner and outer circles, though they do not

need to have both roles in the same class period. ● Discuss potential sentence frames to use with students, including While I agree with

______ about ______, I also feel that_______ or I respectfully disagree with _____ about his/her stance on ______ because I feel that ______.



Debate Game ____________________


Purpose The Debate Game is an in-class exercise that helps students learn, write, and make critical decisions through collaborative discussion and debate, and uses each element of CERCA: claim, evidence, reasoning, counterargument, and audience. Students organize into teams, consisting of one to four speakers each, and represent a position on a particular topic. The team works together to develop their argument and they later develop a rebuttal to the opposing team. The goal is for each team to present the most convincing argument to the class. After the debate, the entire class can vote on which team had the most compelling position. Teaching Tip If this is the first time you and your students will be engaging in a Debate, show the Debate Game Direct Instruction lesson before giving students the guidelines. Use the instruction from the lesson to reinforce the routines and protocols. Ensure that all students understand the steps Part I - Plan

1. Show students the Debate Game question. Have students pair off and assign them a side. If you intend to have students write a CERCA later about the question, assure students they may take a different side when they write.

2. Have teams develop reasons and evidence supporting their assigned side and record these on the chart (page 1 of the student handout).

3. Have teams imagine a couple of their opponents’ strongest argument, and record those and their rebuttals on the chart.

4. Have teams record a brief closing argument on their chart. Teaching Tip Encourage students to actively listen and clarify ideas they hear from each other. Ensure that the discussion stays connected to the ideas in the texts and is related to their side of the argument. Part II - Debate

1. Time for the debate game! Pair up the two-person teams with a team that has prepared the opposing side.

2. Review debate protocol (page 2 of the student handout). 3. Have students practice for the debate by championing their assigned side and

offering rebuttals to the other side. 4. Have students take notes in the chart during and immediately after the debate.


https://learn.thinkcerca.com/teacher/collections/modules/125?grade=3

https://learn.thinkcerca.com/teacher/collections/modules/125?grade=3


Debate Game Protocol 1. Affirmative (yes) side of argument

2 minutes to present claim, reasons, text evidence and reasoning. 2. Negative (no) side of argument

2 minutes to present claim, reasons, text evidence and reasoning. 3. Both sides

1 minute to prepare a rebuttal for the points heard from the opposing side. 4. Affirmative

1 minute to rebut and close. 5. Negative

1 minute to rebut and close. Typically, the affirmative side is the first to offer its opening argument and the second to deliver its rebuttal/closing.

Part III - Reflect

1. Have students reflect individually or as a class: What side were you first leaning toward in the debate? Has that changed? What role did your peers have in your learning?

2. As a whole class, discuss: Which arguments were the strongest on both sides during the debate? Which evidence?

3. Have students synthesize their thoughts on page 3 of the student handout. 4. Have students take advantage of the debate’s momentum and outline their CERCAs.

They should have plenty of material to support any side they wish to take. Teaching Tip

● Take time to review routines and protocols of debate. The quality of your students’ efforts and their depth of learning will be greater. Walk through a couple debates with the students.

● Review debate protocol as well as your class discussion guidelines prior to each debate.

● Adhere to debate structure. The “rules of the game” add to the fun, and they help make debate accessible to all students.

Variations

● To reduce the binary nature of a debate, assign two additional students per debate group; these students listen to both arguments and offer alternatives or compromises following the rebuttals. Or, as part of the post-debate discussion, have the class discuss more nuanced perspectives.

● For a more traditional debate setup, have two teams of two or three students debate in front of the rest of the class. The remainder of the students take careful notes and, after the debate, offer feedback about which side won them over and what parts of the debate convinced them.

● For more experienced or older students, increase speaking/rebuttal times to 3–5 minutes. For larger teams, add more rounds of back-and-forth.

● For a more physical experience, have two teams debate while listeners move physically along a line in the classroom, from Yes Definitely to No Way, as they listen to the debate and are swayed one way and then the other.









Socratic Discussion ____________________


Purpose To engage students in a thought-provoking and fruitful discussion about a meaningful topic to build background and extend learning. Also, to use open-ended questions to prompt students to fully understand and articulate their ideas. How to Use Before Starting the Discussion

1. Prepare a big question and some guiding questions based on the text(s) your students are reading. You may wish to use ThinkCERCA Writing Module questions or create your own discussion questions. Write these in a notebook with a few follow-up questions to prompt discussion. Leave room to take notes on the discussion to help you listen actively and reflect on students’ learning.

2. Prepare your classroom by putting all of the chairs in a circle. Set aside one class period for the discussion. Some discussions will take the whole class period, while others may peter out halfway through.

3. Make sure you have given your students time with the text(s) you will reference during the discussion. Print out the Socratic Discussion Student Handouts. In order for the discussion to go well, students will need to have read and taken notes on the texts and be familiar with the Socratic Discussion steps.

Facilitating the Discussion 1. Sit in the circle with your students. Everyone should have the text(s), the Socratic

Discussion Student Handout, and additional note-taking supplies as needed. 2. Review the Socratic Discussion Guidelines.

Teaching Tip If this is the first time you and your students will be engaging in Socratic Discussion, show the Socratic Discussion Direct Instruction lesson before giving students the guidelines. Use the instruction from the lesson to reinforce and discuss the steps. Ensure that all students understand the steps.

3. Reread the text together. If it is longer or there are multiple texts, have students take a minute or two to review their annotations.

4. Ask your big question to begin the discussion. Your question should be thought-provoking, related to the texts, and support multiple legitimate answers.


https://learn.thinkcerca.com/content/lessons/ML_SocraticDiscussions_Grade3-12


5. Have students support their thinking with evidence from the text or their personal experience. Encourage students to follow-up on ideas using questions that prompt thinking:

○ Can you say more about what you mean? Can you tell us more about your idea? ○ Where does the text support your thinking? How does that part connect to your

response? ○ What do you mean when you say that part of the text is [weird, difficult to

understand, silly, unconnected, etc.]? Why do you think as you do? ○ Who would like to build on what [student’s name] said? ○ Who understood this part of the text differently from how [student’s name]

understood it? Why? Teaching Tip Model not evaluating ideas, and instead, reflecting what you hear students say. This ensures that everyone understands what students are thinking and explaining. Encourage students to actively listen and clarify ideas they hear from each other. The discussion should prompt lots of student thinking. Ensure that the discussion stays connected to the ideas in the texts and is related to the questions posed.

6. Model taking notes during the discussion and provide students time to do so as well. This is another step in modeling and teaching active listening.

After the Discussion

1. Give students a few minutes to write their thoughts about the big question. 2. Reflect on learning. Ask students to share how their thinking changed through the

discussion: ○ What did they learn? ○ Did they change any of their answers? ○ Why or why not?

3. Reflect on the discussion. Ask students to think about how it went. ○ What would they like to do again? ○ How could they make the discussion better?

4. Use these ideas for next time. Additional Teaching Tips

● For groups larger than twelve, create an inner and an outer circle. Those students in the outer circle take notes on the discussion. They help clarify ideas, provide insight on specific elements of the discussion, and help reflect on the discussion. For the next discussion, the groups switch places.

● For students who need extra support, give them the questions the day before in a small group setting. Have them take notes and answer the questions so they are prepared for the larger group discussion. Provide support in understanding the question as necessary.



● For students who are reluctant speakers, provide an order of speaking so they can prepare what they want to say. Some students may not pay attention to the other students while they wait, so you may wish to place those students closer to the beginning of the order of speakers so they can fully participate and listen. Provide low-risk participation options, such as naming someone they heard speak who shares their views. You may also give them the questions ahead of time and allow them to prepare a statement to read.

● For students who are reluctant listeners, use follow-up questions to help them explain their conclusions. Challenge them to only comment on something another student has said, including why they think as they do.









Student Reflection ____________________

Suggested Time: 20 minutes Writing Lesson Step: After the Writing Lesson

Purpose Providing students with opportunities to reflect upon their work is extremely important. Use the organizers below to help your students reflect on growth versus only looking at a final score. How to Use

● Choose one of the three graphic organizers below for your students to complete after you grade their Writing Lesson.

● Make sure students are using the rubric when reflecting.



Writing Process Reflection What was the most challenging part of the writing process: selecting a topic or genre, prewriting,

organizing, developing details, revising, or editing?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Where did you see the biggest growth in your own learning or writing during this process?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Where do you see the biggest potential for future growth in your own writing process?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

What aspect of the piece makes you most proud?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

On which aspects of the writing process or your writing are you especially interested in receiving

comments?

__________________________________________________________________________________________________

__________________________________________________________________________________________________







Appendix - Additional Graphic Organizers _____________________________________________________________________________________

CERCA Graphic Organizers

Brainstorming Webs

Note-taking Before, During, and After Reading

Summarizing

Writing Narratives

Understanding Connections Within a Text

Comparing and Contrasting

Essay Templates - Argumentative Essays

Essay Templates - Informative Essays

All-Purpose


CERCA Graphic Organizers

Best for Writing Lessons

These graphic organizers support students in organizing their ideas before using ThinkCERCA's interactive graphic organizer online.

Teacher Resource Packet: Student Engagement | 21

REASONING Explain how your evidence connects back to your claim.

Remember to use audience-appropriate language for all of the below:

CLAIM Write an opinion or position in response to the question.

© 2016 ThinkCERCA.com, Inc.

REASON Provide reasons why you believe your claim.

Provide EVIDENCE from the text to support your claim.

BUILD YOUR ARGUMENT

http://thinkcerca.com/


REASONING Explain how your evidence connects back to your claim.

Remember to use audience-appropriate language for all of the below:

CLAIM Write an opinion or position in response to the question.

© 2016 ThinkCERCA.com, Inc.

REASON Provide reasons why you believe your claim.

Provide EVIDENCE from the text to support your claim.

COUNTERARGUMENT Include at least one good reason why others might disagree with your claim or provide a different point of view.

BUILD YOUR ARGUMENT



CERCA Graphic Organizer - Build Your Argument

[email protected]

www.thinkcerca.com

Reason and Reasoning Graphic Organizer

CLAIM What is your claim?

REASON

Why do you support your claim?

EVIDENCE

What evidence is there to support your claim? Look for data and facts.

REASONING

How can you tie your evidence to your reason?

Brainstorming Webs


Webs provide students with opportunities to brainstorm before they begin to draft their writing.


Name:

Thought Web

Name:

Idea Web

Note-taking Before, During, and After Reading

Best for all lessons These note-taking charts support students as they go through the process of reading, push student thinking, and encourage more research or investigation on a topic.


Name:

What Do I Know? What Do I Want to Know? What Did I Learn?

Topic:

KWL Chart

Name:

What Do I Know? What Do I Want to Know? What Did I Learn? What Questions

Do I Still Have?

KWLQ Chart

Name Date

Cornell Notes

Consider Questions ● Think of questions that need thoughtful answers

or can be answered in more than one way (more

than just one word).

● Write questions directly across from the answers

in your notes.

Record for Review ● Write headings and key words in colored pencil.

● Take enough notes so you remember the

important points.

● Write the ideas in your own words; don’t copy

down everything you read or hear.

● Put information in the correct order.

● Include drawings or tables if they help you clarify

your notes.

Summarize and Reflect In your own words and in complete sentences, write a 3–4 sentence summary paragraph. Your summary should cover

the central ideas of the notes, be accurate, and have enough details to support the central ideas.

Summarizing

Best for all lessons

These graphic organizers help students pull out main ideas and key supporting details as they engage with reading and analyzing a text. They also help students ask the right questions of a text as they read. Through this process, students prepare to write clear and effective summaries of the texts they read, a key element of a strong argument.


Name:

Who

What

When

Where

Why

How

Topic:

Five W’s and an H

Name:

Details Details Details Details

Main idea:

Main Idea and Details Chart

Name:

Summary Chart

Details Details Details Details

Summary

Main idea:

Summary Chart

Writing Narratives

Best for narrative lessons

These graphic organizers support students in planning and drafting the main components of their narrative writing.


Name:

Beginning

Middle

End

Beginning, Middle, End Chart

Climax

Falling ActionRising Action

ResolutionExposition

Narrative Arc

Name:Narrative Arc

Name:Three-Box Storyboard

Name:

Character Study

Title:

Character Name:

Trait 1:

Trait 2:

Trait 3:Trait 4:

Trait 5:

Character Study

Understanding Connections within a Text


These graphic organizers provide students with guided structures to examine a variety

of relationships among information, individuals, events, and ideas in a text:

chronological, cause-and-effect, or problem-and-solution.


Name:

CauseWhy did it happen?

EffectWhat happened?







Causes and Effects

Name:

Multiple Causes and Effects

EffectCause

Cause

Cause

EffectCause

Cause

Cause

EffectCause

Cause

Cause

Multiple Causes and Effects

Name:

Cause Effect

Effect

Effect

Cause Effect

Effect

Effect

Cause Effect

Effect

Effect

Causes with Multiple Effects

Name:

Problem Solution

Problem and Solution Chart

Name:

START

END

Sequence Chart

Comparing and Contrasting

Best for Writing Lessons and Reading Practice Lessons

These graphic organizers give students the opportunity to practice the important skill of

comparing and contrasting topics, ideas, events, or characteristics in different ways.


Name:

What Is the Same? What Is Different?

Compare:

Compare and Contrast Chart

Name:

Venn Diagram

Essay Templates - Argumentative Essays


These essay templates can be used to help students use the CERCA framework to write

a full-length argumentative essay. Use them as a suggestion for the structure of a

CERCA-based 1, 3, or 5-paragraph essay.


1 Paragraph Setup

Prompt:

Hook

Background

Claim

Reason 1

Evidence

Reasoning

Reason 2

Evidence

Reasoning

Closing Sentence

Paragraph Format - DO NOT FILL IN YET

Title (Shorten the Prompt)

Hook. Background. Claim.

Transition + Reason 1. Evidence - “Quote” (Author) . Reasoning.


Transition + Claim. Closing Sentence.

Other things to keep in mind:

Font: Times New Roman, 12 point, 2 (double) spacing, Indent new paragraphs

Don’t use contractions ; spell them out. “can’t” should be “cannot”.

ThinkCERCA Help - Hook Help PDF - Transition help PDF - Closing Sentence Help

https://drive.google.com/open?id=17x17yqEaKZb0RlguGLky1kli1ayFq_Uh

https://drive.google.com/file/d/1u2wWBUSysp3-NYotDUWTZ3f9xbCg1zwD/view?usp=sharing

https://drive.google.com/open?id=1u_WZ4Kp8osMn4FFLDjgSY5RjV4HOKxK3

https://drive.google.com/file/d/1CmrYr5V6m0xRL8-t-nY-DvjjOtkVrDiF/view

3-Paragraph Setup

Prompt:

Hook

Background

Claim

Plan (Reason 1 and Reason 2)

Reason 1

Evidence

Reasoning

Reason 2

Evidence

Reasoning

Closing Sentence

3-Paragraph Format - DO NOT FILL IN YET


Hook. Background. Claim. Plan (Reason 1 and Reason 2) .



Transition + Claim. Plan (Reason 1 and Reason 2) . Closing Sentence.









5-Paragraph Setup

Prompt:

Hook

Background

Claim

Plan (Reason 1, Reason 2, and Reason 3)

Reason 1

Evidence A

Reasoning

Evidence B

Reasoning

Reason 2

Evidence A

Reasoning

Evidence B

Reasoning

Reason 3

Evidence A

Reasoning

Evidence B

Reasoning

Closing Sentence



Hook. Background. Claim. Plan (Reason 1, Reason 2, and Reason 3) .

Transition + Reason 1. Evidence A - “Quote” (Author) . Reasoning. Evidence B - “Quote”

(Author) . Reasoning.





Transition + Claim. Plan (Reason 1, Reason 2, and Reason 3) . Concluding Sentence.









5-Paragraph w/ Counter Setup

Prompt:

Hook

Background

Claim

Plan (Reason 1, Reason 2, and Counterargument )

Reason 1

Evidence A

Reasoning

Evidence B

Reasoning

Reason 2

Evidence A

Reasoning

Evidence B

Reasoning

Objection

Evidence A

Reasoning

Counterargument

Evidence B

Reasoning

Closing Sentence

5-Paragraph Essay Format - DO NOT FILL IN YET


Hook. Background. Claim. Plan (Reason 1, Reason 2 + transition Counterargument) .





Transition + Counterargument. Evidence A - “Quote” (Author) . Reasoning. Evidence B -

“Quote” (Author) . Reasoning.

Transition + Claim. Plan (Reason 1, Reason 2, + transition Counterargument) . Concluding

Sentence.









Essay Templates - Informative Essays


These essay templates can be used to help students use the CERCA framework to write

a full-length informative essay. Use them as a suggestion for the structure of a

CERCA-based 1, 3, or 5-paragraph essay.


Informative Essay 1 Paragraph Setup

Prompt:

Hook

Background

Central Idea

Support for Central Idea 1

Evidence (Facts and Details)

Reasoning (Explanation or Analysis)




Closing Sentence

Paragraph Format - DO NOT FILL IN YET


Hook. Background. Central Idea.



Transition + Restate Central Idea. Closing Sentence.



Do not use contractions ; spell them out. “Can’t” should be “cannot”.






Informative Essay 3-Paragraph Setup

Prompt:

Hook

Background

Central Idea







Closing Sentence



Hook. Background. Central Idea. Plan (Supports for Central Idea 1 and 2) .

Transition + Support for Central Idea 1. Evidence - “Quote” (Author) . Reasoning.

Transition + Support for Central Idea 2. Evidence - “Quote” (Author) . Reasoning.

Transition + Restate Central Idea. Restate Plan (Supports for Central Idea 1 and 2) . Closing

Sentence.



Do not use contractions ; spell them out.

“Can’t” should be “cannot”.






Informative Essay 5-Paragraph Setup

Prompt:

Hook

Background

Central Idea

Plan (Supports for Central Idea 1, 2, and 3)


Evidence A (Facts and Details)


Evidence B (Facts and Details)









Reasoning

(Explanation or Analysis)



Closing Sentence



Hook. Background. Central Idea. Plan (Supports for Central Idea 1, 2, and 3) .

Transition + Support for Central Idea 1. Evidence A - “Quote” (Author) . Reasoning. Evidence B

- “Quote” (Author) . Reasoning.





Transition + Restate Central Idea. Restate Plan (Supports for Central Idea 1, 2, and 3) .

Concluding Sentence.



Do not use contractions ; spell them out. “can’t” should be “cannot”.






All-Purpose

These blank graphic organizers are provided for you to structure and customize to

whatever your students are currently learning about. Use them as compare-contrast,

KWL, sequencing, or anything else appropriate to your current instructional focus.


Name:

2-Column Chart

Name:

3-Column Chart

Name:

4-Column Chart

Error Analysis

Use this graphic organizer to discuss the multiple-choice questions and answers.

Provide students time to complete the organizer on their own, and then bring students

together. Guide students to think of strategies they can use in the future to avoid errors,

such as reading the questions first before answering the questions, rereading, or using

process of elimination.


Name: __________________________ Date: ______________________

Multiple Choice Revision

Directions: Use this worksheet to review your multiple choice questions and analyze your responses.

Article I Read : ______________________________________________________

1) Summarize your article in 5-7 sentences. Be sure to include

a) information about the central idea of your article,

b) an explanation of how the central idea was developed, and

c) supporting evidence to support your thinking.

Name: __________________________ Date: ______________________

Multiple Choice Revision

2) Fill out one section below for each incorrect multiple choice.

a) For example, if you received a 40%, that means you must fill out three sections.

Example: When I first answered question #1 I chose ( Ⓐ / B / C / D ) because

I did not understand the question and thought the question was asking for a definition.

However, I realize now that the correct answer is actually ( A / B / Ⓒ / D ) because

the question was asking for an antonym , which is the opposite of a definition.

I got _____ / 5 questions incorrect .

When I first answered question #_____ I chose ( A / B / C / D ) because

However, I realize now that the correct answer is actually ( A / B / C / D ) because









________________________________

Speaking and Listening Activities

Speaking and Listening Activities _____________________________________________________________________________________ Purpose Use these activities to promote class discussion, both inside and outside of ThinkCERCA Writing Modules. These activities will help students clarify their thinking before writing a response to a writing prompt. How to Use

● Follow the instructions for each activity. ● Some activities have suggested variations depending on classrooms or purposes. ● Teaching Tips are included to support instruction. ● Handouts are provided for Socratic Discussion and The Debate Game.

Teaching Tip You may wish to laminate the speaking and listening activities and hole punch or put on a ring to hand out individual activities to each student group or table.

Activities

1. Socratic Discussion 2. The Debate Game 3. Collaborating to Find Evidence 4. Window Pane Activity with Gallery Walk

Teacher Resource Packet: Speaking and Listening | 2

1. Socratic Discussion _____________________________________________________________________________________ Purpose To engage students in a thought-provoking and fruitful discussion about a meaningful topic to build background and extend learning. Also, to use open-ended questions to prompt students to fully understand and articulate their ideas. How to Use Before Starting the Discussion

1. Prepare a big question and some guiding questions based on the text(s) your students are reading. You may wish to use ThinkCERCA Writing Module questions or create your own discussion questions. Write these in a notebook with a few follow-up questions to prompt discussion. Leave room to take notes on the discussion to help you listen actively and reflect on students’ learning.

2. Prepare your classroom by putting all of the chairs in a circle. Set aside one class period for the discussion. Some discussions will take the whole class period, while others may peter out halfway through.

3. Make sure you have given your students time with the text(s) you will reference during the discussion. Print out the Socratic Discussion Student Handout . In order for the discussion to go well, students will need to have read and taken notes on the texts and be familiar with the Socratic Discussion steps.

Facilitating the Discussion 1. Sit in the circle with your students. Everyone should have the text(s), a Socratic

Discussion Student Handout , and note-taking supplies. 2. Review the Socratic Discussion Guidelines.

Teaching Tip If this is the first time you and your students will be engaging in Socratic Discussion, show the Socratic Discussion Direct Instruction lesson before giving students the guidelines. Use the instruction from the lesson to reinforce and discuss the steps on the guidelines handout. Ensure that all students understand the steps.

3. Reread the text together. If it is longer or there are multiple texts, have students take a minute or two to review their annotations.

4. Ask your big question to begin the discussion. Your question should be thought-provoking, related to the texts, and support multiple legitimate answers.


https://go.thinkcerca.com/hubfs/Socratic-Discussion-Student-Handout.pdf



https://learn.thinkcerca.com/content/lessons/ML_SocraticDiscussions_Grade3-12

5. Have students support their thinking with evidence from the text or their personal experience. Encourage students to follow-up on ideas using questions that prompt thinking:

○ Can you say more about what you mean? Can you tell us more about your idea? ○ Where does the text support your thinking? How does that part connect to your

response? ○ What do you mean when you say that part of the text is [weird, difficult to

understand, silly, unconnected, etc.]? Why do you think as you do? ○ Who would like to build on what [student’s name] said? ○ Who understood this part of the text differently from how [student’s name]

understood it? Why?

Teaching Tip Model not evaluating ideas, and instead, reflecting what you hear students say. This ensures that everyone understands what students are thinking and explaining. Encourage students to actively listen and clarify ideas they hear from each other. The discussion should prompt lots of student thinking. Ensure that the discussion stays connected to the ideas in the texts and is related to the questions posed.

6. Model taking notes during the discussion and provide students time to do so as well.

This is another step in modeling and teaching active listening. After the Discussion

1. Give students a few minutes to write their thoughts about the big question. 2. Reflect on learning. Ask students to share how their thinking changed through the

discussion: ○ What did they learn? ○ Did they change any of their answers? ○ Why or why not?

3. Reflect on the discussion. Ask students to think about how it went. ○ What would they like to do again? ○ How could they make the discussion better?

4. Use these ideas for next time.


Additional Teaching Tips ● For groups larger than twelve, create an inner and an outer circle. Those students in the

outer circle take notes on the discussion. They help clarify ideas, provide insight on specific elements of the discussion, and help reflect on the discussion. For the next discussion, the groups switch places.

● For students who need extra support, give them the questions the day before in a small group setting. Have them take notes and answer the questions so they are prepared for the larger group discussion. Provide support in understanding the question as necessary.

● For students who are reluctant speakers, provide an order of speaking so they can prepare what they want to say. Some students may not pay attention to the other students while they wait, so you may wish to place those students closer to the beginning of the order of speakers so they can fully participate and listen. Provide low-risk participation options, such as naming someone they heard speak who shares their views. You may also give them the questions ahead of time and allow them to prepare a statement to read.

● For students who are reluctant listeners, use follow-up questions to help them explain their conclusions. Challenge them to only comment on something another student has said, including why they think as they do.


2. Debate Game _____________________________________________________________________________________ Purpose The Debate Game is an in-class exercise that helps students learn, write, and make critical decisions through collaborative discussion and debate, and uses each element of CERCA: claim, evidence, reasoning, counterargument, and audience. Students organize into teams, consisting of one to four speakers each, and represent a position on a particular topic. The team works together to develop their argument and they later develop a rebuttal to the opposing team. The goal is for each team to present the most convincing argument to the class. After the debate, the entire class can vote on which team had the most compelling position. How to Use

1. Download the Debate Game packet . 2. Show Debate Game question. Pair students and assign them a side of the argument. 3. The teams should develop reasons and evidence supporting their side of the argument

and record them on the chart.

Teaching Tip Encourage students to actively listen and clarify ideas they hear from each other. Ensure that the discussion stays connected to the ideas in the texts and is related to their side of the argument.

4. The teams should imagine the other side of the argument and record them in the

rebuttal. 5. Have teams record a brief closing argument. 6. Time for the game! Pair up opposing sides and provide 2 minutes to present, 1 minute to

prepare a rebuttal, and 1 minute to rebut and close.


https://go.thinkcerca.com/hubfs/Content_Downloads/Teaching_Strategies/Debate-Game-Full-Teacher-Packet.zip

Name Date

PART 1 DEBATE RESEARCHDebate question:

Affirmative Reasons and evidence supporting a yes answer to the question

Negative Reasons and evidence supporting a no answer to the question

Reason 1 and evidence

Rebuttal notes

Closing Argument Notes

Reason 1 and evidence

Reason 1 and evidence Reason 1 and evidence

Reason 1 and evidence Reason 1 and evidence

Name Date

DEBATE PROTOCOL

A debate is a very structured discussion between two teams, one representing the yes side and one representing the no side of an issue.

A complex issue usually has more than two “sides” to it. After the debate, you can consider everything you heard to make an informed opinion.

In order to win, you must try to anticipate, or guess in advance, what you think your opponents will say so you can strategize how to be more convincing with your own points. You must also try to anticipate what the opposing team’s rebuttal to your points might be, so you can protect yourself. This means you must be very familiar with both sides of an issue.

re are

Listen

Take notes

eare e tf

As part of the debate format, you must offer a rebuttal to the opposing team’s strongest points. The only way to win is to listen carefully to your opponents. And you can only help teammates if you listen to them.

Note taking helps you remember your main reasons and evidence. It helps you plan your rebuttal better. It helps you turn the debate into a piece of writing later. And it helps you learn and remember.

You might be on the opposite side of the issue as your classmate, but that doesn’t mean you can’t express your ideas nicely. Even competitive debate teams are guided by respect, calm, and reason. The only way to win is through reason.

e ate tr t re

mi mi

mire are f r re tta

affirmative rebuttal

mi

i g tateme t

negativerebuttal

mi

e i g arg me t

Name Date

PART 3 POST DEBATE GAME REFLECTION

ire ti After discussing the debate with your class, write down one or two of the strongest points you heard on each side. Include evidence from the text.

e ate e e ti tr ge t i t

Af rmati e yes arguments) Negative (no arguments)

Did your opinion on the subject change? If so, how? If not, why do you think it did not?

Did you learn more about the subject? If so, what did you learn? If not, what might have helped you learn more?

3. Collaborating to Find Evidence _____________________________________________________________________________________ Purpose Collaborating to find evidence is a teaching strategy that encourages students to engage with one another. This process involves different types of participation from students. First, they work individually to apply the CERCA Framework to a piece of text. Next, students work in pairs to share and collaborate. Finally, students discuss their claims, reasoning, and evidence in a larger group. How to Use

1. Ask students to write their claim on their graphic organizer, independently. Remind students to consider the Writing Lesson question when writing their claim.

2. Give students 5-7 minutes to write one reason and one piece of evidence and reasoning to support their claim.

3. Partner students up (as Partner A and Partner B) and have students collaborate to combine their claims into a shared claim.

4. Ask students to discuss their reason, evidence, and reasoning with their partner. a. Determine which partner (A or B) shares first and give the first speaker one

minute to share. b. Ask the listening partner to follow up with a question.

Teaching Tip

Model good listening and discussion skills, highlight examples of success, and encourage all students to participate and respond appropriately to one another.

5. The pair should look for duplicate reasons and pieces of evidence and refine their

reasoning. 6. Have students join a second pair and repeat steps 4 - 6. 7. The group will then consolidate evidence and reasoning from the group discussion and

eliminate any duplicates.

Teaching Tip

Students should take a written note of at least one valuable idea produced by their partner(s). Students should also understand that they will have to switch partners from time to time, and do so in a timely and non-disruptive manner.

8. Call on students to share with the class the answer they have developed as a group.


Additional Teaching Tips ● Pull cards or sticks rather than assigning As or Bs to pairs. ● Assign opposing positions to spark a debate. ● Have students construct their full argument together. ● Add an additional share: make the groups of four meet another group of four to

consolidate and refine. ● Consider rewarding students for strong participation, valuable comments, and behavior

that shows support and encouragement for fellow learners.


Collaborating to Find Evidence Graphic Organizer Now that you have read your assigned Writing Lesson text, consider the Writing Lesson question. When you are ready, determine your claim and search for one piece of evidence to support your thinking.

My Claim

My Reason

My Evidence

My Reasoning


Pair and share your thoughts with your partner. Be prepared to ask your partner: how does your evidence support your claim?

Shared Claim

Shared Reason

Shared Evidence

Shared Reasoning


Square up with another pair and share your claims, reason, evidence, and reasoning. After considering all claims and evidence. Come to a consensus on a claim, reason, and evidence for your argument. Collaborate to consolidate duplicates and refine your reasoning.

Our Group’s Claim




4. Window Pane with Gallery Walk _____________________________________________________________________________________ Purpose A window pane with gallery walk is a technique for classroom discussion that encourages students to be actively engaged while they work in small groups by sharing ideas and responding to texts or questions. How to Use

1. Students independently work on Step 5 in ThinkCERCA.

2. Students are separated into small groups.

3. Students are given sticky notes and write a different part of Step 5 on each Post-it.

For example

○ Claim on one sticky note

○ Reason on one sticky note

○ Evidence on one sticky note.

○ Reasoning on one sticky note.

Teaching Tip Encourage students to have more than one piece of evidence and check to make sure that students have a piece of reasoning for each piece of evidence.

4. Place each sticky note on the appropriate quadrant in the chart paper and place their

chart on the wall or in the middle of a desk.

5. Students walk around the room as though they are in a gallery. During this time, they

read and discuss what they notice all the other sticky notes have written on them.

6. As a whole group, prompt students to share what they have learned.

7. Ask students if they were influenced by anything they read and if they would like to

make changes to their Step 5 notes in ThinkCERCA.

8. Have students revise and edit Step 5 and begin working on Step 6.


________________________________

Vocabulary Activities

Vocabulary Activities _____________________________________________________________________________________ Purpose Use these activities to promote student discussion and collaboration while learning new vocabulary terms, both inside and outside of ThinkCERCA Writing Lessons. How to Use

● Follow the instructions for each activity. ● Some activities have suggested variations depending on classrooms or purposes. ● Teaching Tips are included to support instruction.

Teaching Tip You may wish to laminate the vocabulary activities and hole punch or put on a ring to hand out individual activities to each student group or table.

Activities 1. Frayer Model

Frayer Model Student Handout

2. Word Pictures

3. Word Web Word Web Student Handout

4. Word Wall

5. Act It Out

6. I Have, Who Has

Teacher Resource Packet: Vocabulary Activities | 2

1. Frayer Model _____________________________________________________________________________________ Purpose Support students in their development of word knowledge. How to Use

1. Give students a Frayer Model Student Handout and review the elements of each square. Provide examples or definitions as needed.

2. Have students choose a vocabulary word to use as they complete the model. 3. After they have completed the model, have students turn to a partner and share their

thinking. 4. Bring the class together and complete a class Frayer model for the word you chose,

allowing for all students to share their thinking and contribute. Variation | Jigsaw In a small group, give students one word and assign each component of the Frayer model to a different group member. Bring the group together so everyone can share their work and complete the model. Teaching Tips

● You may wish to pair students with the same word to reflect on similarities and differences in thinking or students with different words so students can use their models to teach each other the words.

● For students who need more vocabulary support, choose words that are important to understanding the concepts. These words might be crucial to understanding a ThinkCERCA Writing Lesson, but not necessarily included in the accompanying Vocabulary tab. Provide additional modeling and support to complete the Frayer model.


Frayer Model Student Handout _____________________________________________________________________________________


2. Word Pictures _____________________________________________________________________________________ Purpose Use a self-generated drawing to assimilate new vocabulary How to Use

1. Provide students with the Word Pictures Student Handout and a word or have them choose a word from the Vocabulary list associated with a ThinkCERCA Writing Lesson.

2. Give students 5 minutes to draw a picture that illustrates, is associated with, or relates to the concept of the word. Have students write a caption for their image that explains their thinking.

3. Have students share their drawings and captions with a partner who drew the same word. Prompt a discussion about the similarities and differences between the two pictures. Students should not judge the drawing ability, but listen carefully to the reasons why a student drew what he or she did.

4. Bring the class together for a discussion of the words. Use the drawings to create a class definition for each word. Post the drawings around the definition and refer to them throughout the lesson.

Variation | Teach New Words Have students use their word drawings to teach each other new words. Pair students with different words and have them share their thinking. You could also have students trade pictures and guess the word their partner drew. Then, have students share their thinking about why they drew what they did. Teaching Tip For students who need more vocabulary support, choose words that are important to understanding the concepts. These words might be crucial to understanding a ThinkCERCA Writing Lesson, but not necessarily included in the accompanying Vocabulary tab. Provide support as needed.


Word Pictures Student Handout _____________________________________________________________________________________


3. Word Web _____________________________________________________________________________________ Purpose Support students in their development of word knowledge. How to Use

1. Provide the Word Web Student Handout and a word or have them choose a word from the Vocabulary list associated with a ThinkCERCA Writing Lesson. Review each component of the word web so all students understand how to complete it.

2. Have students complete their webs. Provide support as needed through, including dictionaries and reference materials, or the Vocabulary tab from the associated ThinkCERCA Writing Lesson.

3. Then, students turn to a partner with a different word and take turns teaching their partners the words they used for their word webs.

4. Bring the class together. Have students present their partners’ words. Variation | Jigsaw In a small group, give each student a different element of a word web to complete. Have students share the component they completed with their group members and collaboratively complete a word web. Teaching Tips

● Have students complete all of the components of a word web without writing down which word is being defined. Then, redistribute the almost-completed word webs and have the students who received an almost-completed web identify which vocabulary term their word web describes.

● For students who need more vocabulary support, choose words that are important to understanding the concepts. These words might be crucial to understanding a ThinkCERCA Writing Lesson, but not necessarily included in the accompanying Vocabulary tab. Model and provide additional support to complete the word web as needed.


Word Web Student Handout _____________________________________________________________________________________


4. Word Wall _____________________________________________________________________________________ Purpose Help students make connections between words, including relating meanings, usage, and word parts of multiple words. How to Use

1. Choose 16-25 vocabulary terms or have students choose the words from the Vocabulary list associated with a ThinkCERCA Writing Lesson. Write the vocabulary terms on sticky notes and distribute all 16-25 words to groups of students.

2. Explain to students that words can be sorted in a variety of ways. For example, you can sort words by part of speech (e.g., nouns, verbs, or adjectives), meaning (e.g., words about transportation or heroism), word parts (e.g., words that have prefixes or words that end in -ed, or how the words are used in a text (e.g., words that describe one character versus another).

3. Have groups of students read all of the words and sort them into categories or groups. Each group of words should have at least 2 words and should be given a name or category title that explains how all the words in that group are connected.

4. Give students 10 minutes to build as many categories as they can. Have students write their sorted groups of words on a sheet of paper to refer to later. Encourage students to try to rearrange their words in multiple ways. Prompt groups of students to resort their words using examples that you observe from other groups around the room.

5. Bring the class together and share the different categories that each group created. Variation | List, Group, Label Point students to the title of a ThinkCERCA Writing Lesson or the accompanying writing prompt and have them write all the words they can think of that are associated with that topic. Have students list their words (place their notes) on a whiteboard or chart paper. Put students in small groups and direct them to group the words that are similar in idea or description. Have students write their groupings on separate sheets of paper. Bring the class together and have the groups explain their categories. Discuss similarities and differences. Have small groups label their groups of words. The labels should reflect the discussions, evidence, and justifications behind the groupings. Teaching Tips

● Post the categories in the classroom and add to them throughout the week, month, or school year.

● Have students participate in a word wall activity before and after completing a ThinkCERCA Writing Lesson. Reflect with students on how their categories have changed and what additional knowledge students learned that helped them grow their understanding of the connections between the words.


5. Act It Out _____________________________________________________________________________________ Purpose Encourage students to use their bodies and gestures to demonstrate comprehension of vocabulary words. How to Use

1. Give individual or small groups of students 1-2 vocabulary words and give them 10-15 minutes to think about how they could act out the words or concepts.

2. Bring the class together and have students act out 1 of the words they were given. 3. After the student or group has finished acting, the other students or groups discuss what

they think the word could be and write their answers on dry-erase boards or paper. 4. Call on one student or group to share what they think the word is, or ask all students or

groups to show their answers. 5. Have the acting student or group explain how their gestures relate to the word. 6. Provide time for the other students or groups to act out their words.

Variation | Guess the Action Make this activity a game where students or groups guess the word as the students or teams are acting. Give points for correct answers. Make sure students or groups explain their gestures. Have the student or group who guessed the correct answer explain which clues they used to determine the correct word. Variation | Same Word, Different Gestures With more complex words or concepts, give the same word to several students or groups. After multiple students or groups have performed and guessed the words, discuss the similarities and differences in the gestures each student or group chose. Connect these elements to the complexities in the meaning of the word or concept.


6. I Have, Who Has _____________________________________________________________________________________ Purpose A circular call and response game to help students match words and definitions. How to Use

1. Write each word on a different card, and write the definition of a different word on the back of each card. Mark one of the cards with the number 1.

2. Distribute the cards and have the person with the card marked with the number 1 begin. The student should say I have number one, who has… and then read the definition that is written on the card.

3. The student with the card that has the corresponding vocabulary should identify that they have that word. They repeat this process by saying I have [the vocabulary word], who has… and the definition that is written on the card.

4. This call-and-response continues until the person with the card marked with the number 1 is able to identify that vocabulary word and end the cycle.

Teaching Tips

● Make sure that students have thoroughly reviewed the vocabulary words before beginning the game.

● For a lesson with many vocabulary words, split the cards and the class into small groups and then do the activity.


________________________________

Grading and

Feedback

Grading and Feedback _____________________________________________________________________________________ Purpose Grading student writing and providing feedback is vital for student success in ThinkCERCA. Use this packet to understand how to grade in the platform and how to provide specific pieces of feedback to improve all three types of student writing: argumentative, informative, and narrative. Table of Contents

1. Grading 2. Feedback 3. Using the Rubrics

Teacher Resource Packet: Grading and Feedback | 2

1. Grading _____________________________________________________________________________________

How to Grade After students have submitted their writing:

1. Navigate to the Classes page by clicking “Classes” at the top of any ThinkCERCA page.

2. You will see a list of your classes. Scroll down to the class that has the assignment you would like to grade and select “View Class Planner.”


3. Select the assignment you would like to grade.

4. You will be taken to a page with a table listing students and assignment status. In the

“Writing” column of the table, select the “Give Feedback” option, which will appear for any student who has completed their assignment.


5. Select the rubric type that you want and begin grading. Remember to provide over written feedback and assign a personal growth focus for each student. You have the option to submit with no score, submit with a score, or submit for a revision.

a. Choose no score i. at the beginning of the year when students might not have been

introduced to all the elements of the rubric. ii. for students who might feel uncomfortable seeing a score. If this is the

case, make sure that you provide feedback in another form so students can learn. You might wish to keep writing samples to show students how much they have grown.

b. Choose submit with a score i. to grade using the rubric score or quick score.

c. Choose submit for a revision i. if the student writing is not complete. If you do this, explain what elements

students are missing so students know why it is being returned. ii. they submitted accidentally.

You will have an opportunity to regrade using either of the above options.


How to Choose Between Quick Score and Rubric Score Quick Score Use Rubric Score to quickly and easily give students feedback on their writing. Follow these three steps to use the Quick Score to give appropriate feedback.

1. Use a 4-point or 5-point scale. Use the general recommendation in Understanding the Rubrics to decide which number best reflects the student’s writing as a whole.

2. Provide actionable feedback. Celebrate one aspect of the writing to encourage students to continue that practice in their future writing. Explain one element of the writing that you think needs to be improved.

a. Remember actionable feedback is specific and focused . Like the writing you expect from your students, you should point to specific elements of the writing and give reasons and explanations for what can be made better.

b. If you have assigned a growth focus previously, remember to give feedback on that growth focus in addition to other feedback.

3. Assign a personal growth focus. Use this to help students make their writing better. You can set the same growth focus for multiple pieces of writing to help students become better writers over the year.

For more information on using the Quick Score Rubric, click here .


https://support.thinkcerca.com/hc/en-us/articles/231432588

How to Choose Between Quick Score and Rubric Score Rubric Score Use the Rubric Score to provide specific, standards-aligned feedback.

In addition to providing input on your students' writing overall, you may include additional, specific comments on each component of the rubric and you have the ability to annotate student writing. As in the Quick Score method, you may also assign each student a personal growth focus.


2. Feedback _____________________________________________________________________________________ Purpose: Providing actionable feedback that is specific and focused helps students grow and improve their writing. Use these tips in addition to your own teaching experience and knowledge of your students as you grade writing. Providing Feedback

Use the written feedback suggestions as examples. There is space to add your own.

Teaching Tip You may wish to laminate the feedback and hole punch or put on a ring to hand out individual activities to each student group or table as they work on providing their own feedback during peer editing activities.


Feedback on Student Writing - Argumentative Below are options of pieces of feedback you can use in each section of the rubric. When needed, please edit the comment to make it fit for each student.

Claim/Counterclaim (Areas of Strength)

● You introduced the topic clearly. This lets the reader know right away what you're going to be writing about, provides your readers with more information about the topic, and shows your readers that you know a lot about the topic.

● You introduced the topic. This lets the reader know right away what you're going to be writing about, provides your readers with more information about the topic, and shows your readers that you know a lot about the topic.

● You included a clear and supportable claim. ● You acknowledge an opposing claim, which lets your readers know that you have thought about

other sides and viewpoints.

Claim/Counterclaim (Areas of Growth)

● Be sure to introduce the topic in the beginning of your argument so your readers know what your writing is going to be about. You can do this by restating the question in your claim.

● Make sure that your claim is clear so your reader can fully understand your viewpoint. Restating the question can help make your claim clearer.

● Next time, try going even further in your written argument to include an alternative or opposing viewpoint (counterclaim).

● Moving forward, we will work on adding counterclaims, to address other viewpoints. This can help make your argument stronger by showing your reader that you thought about many different sides of the argument.

● You have information from the text, however you need to introduce the topic at the beginning of the argument.

Reasons (Areas of Strength)

● You included # clear reasons to support your claim. ● Your reasons accurately support your claim. ● Great job referring back to all of your reasons throughout your argument.

Reasons (Areas of Growth)

● Remember to include reasons to support your claim. ● Remember to refer back to all reasons in your argument.

Evidence (Areas of Strength)

● You included #_ pieces of relevant evidence to support your claim and reasons. ○ Your evidence was from accurate, credible sources. ○ You provided many specific examples from the text (evidence) to support your analysis.

● I like how you included phrases such as: “According to the text…”, “According to the author…” and "In the passage...". This lets readers know that you're about to draw evidence from a literary or informational text.

● Great job adding your own experiences to further explain your argument.

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Evidence (Areas of Growth)

● Next time, be sure to include more pieces of evidence from the text to strengthen your argument. There are many examples you can choose from.

● Make sure that your evidence is drawn explicitly from the text. You can do this by finding examples from the text and writing, “According to the text…”

● Make sure the details you pull from the text to strengthen your claim actually support your side of the argument. Some of your evidence supports the counterargument.

● Make sure the details you pull from the text to strengthen your claim actually support your side of the argument. Some of your details from the story are opinions, not facts.

Reasoning (Areas of Strength)

● The words and phrases you included supported a cohesive argument and clarified relationships among your claim, reasons, evidence, and reasoning.

● You clearly explained how your evidence supports your reasons and claim. This is reasoning. ● Great job adding your own experiences to further explain your reasoning.

Reasoning (Areas of Growth)

● Be sure to clearly explain why you made the claim that you did (reasons), chose the examples from the text to support your claim (evidence), and further explain how your evidence supports your reason and claim (reasoning).

● Moving forward, be sure to clearly explain, in your own words, how each piece of evidence connects back to your reasons and claim. This is reasoning and helps make your argument stronger.

○ As you include more pieces of evidence from the text to support your reason and claim, continue to explain the connection between your evidence and claim.

Organization (Areas of Strength)

● You introduce the topic or text clearly, which helped grab the reader’s attention. ● You organized your reasons, evidence, and reasoning clearly. This helps your reader follow along

with your argument. ● Great job strategically grouping all related ideas to clearly support the writer’s argument. ● You provided a concluding section that concisely captured your argument without repeating your

claim. ○ An effective conclusion that supports the argument presented helps reinforce your ideas to

your audience. ● Great job using appropriate transitions to link sections of the text. This creates cohesion and helps

clarify relationships between ideas.

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Organization (Areas of Growth)

● Remember to introduce the topic or text to grab your reader’s attention and help your reader understand what he/she is about to read

● Be sure to organize your ideas clearly, so your readers understand your argument. ● Remember to include a concluding paragraph or sentence that wraps up your argument clearly.

This helps to reinforce your ideas. ● To make your argument stronger, you can conclude with: a call to action, a question you want your

audience to consider, and/or another statement of your personal opinion.

Audience Appropriate Language - Style (Areas of Strength)

● You establish and maintain a formal style. ● The style of your writing is appropriate to the task, style, and audience. ● You included grade-appropriate academic and domain-specific vocabulary. ● The language you included effectively expressed your ideas without unnecessary wordiness or

redundancy. Audience Appropriate Language - Style (Areas of Growth)

● Make sure that your evidence is drawn explicitly from the text. You can do this by finding examples from the text and writing, “According to the text…”

● If your audience is knowledgeable about the topic, be sure to include discipline-specific vocabulary. This will show your audience that you’re knowledgeable about the topic, as well, and can.

Conventions of English (Areas of Strength)

● You demonstrated an understanding of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

● Your writing has few or no errors in the conventions of standard English grammar. Conventions of English (Areas of Growth)

● As you continue to further your writing, we'll work on writing in only one tense. ● We will also learn how to turn run on sentences into two, clearer sentences. ● As we continue writing, we'll be sure to work on standard English grammar usage and writing

complete, clear sentences. This also includes capitalization and proper punctuation of a sentence. ● Remember to remove personal pronouns, such as “I, me, my, us, and you,” from your argument. If

you write it, the reader knows it is your thought and opinion.

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Feedback on Student Writing- Informative Below are options of pieces of feedback you can use in each section of the rubric. When needed, please edit the comment to make it fit for each student.

Claim - Central Idea (Areas of Strength)

● You provided a compelling central idea (claim) that can be clearly explained. ● You included a restatement of the prompt in your claim. This helps the reader better understand

your viewpoints. ● You included a clear and supportable claim. ● You provided a claim that is related to the topic. ● You provided a clear claim that can be explained. ● You acknowledge an opposing claim, which lets your readers know that you have thought about

other sides and viewpoints.

Claim - Central Idea (Areas of Growth)

● Be sure to introduce the topic in the beginning of your argument so your readers know what your writing is going to be about. You can do this by restating the question in your claim.

● Make sure that your claim is clear so your reader can fully understand your viewpoint. Restating the question can help make your claim clearer.

● Next time, try going even further in your written argument to include an alternative or opposing viewpoint (counterclaim).

● Moving forward, we will work on adding counterclaims, to address other viewpoints. This can help make your argument stronger by showing your reader that you thought about many different sides of the argument.

● Make sure that your claim can be explained through the details in your response. ● Be sure that your claim is related to the topic. You can do this by restating the prompt in your claim

statement. Reasons - Support for Central Idea (Areas of Strength)

● You effectively informed the reader about the topic by including clear support for your central idea. ● You included # reasons to support your claim. ● Your reasons connect directly back to your claim. ● You referred back to all of your reasons throughout your analysis. Great job!

Reasons - Support for Central Idea (Areas of Growth)

● Next time be sure to explain your central with clear reasons. These ideas or concepts (reasons) should support the claim.

● You included one reason to support your claim. Next time try adding in more reasons to better explain your topic.

● You have reasons, but they do not support your claim. Make sure that your reasons and claim are connected to each other.

● You stated your reasons in your introduction, but did not refer back to them in your writing. Make sure that after you list your reasons that you explain them further in your analysis.

Evidence - Facts and Details (Areas of Strength)


● You included #_ pieces of relevant facts and details to support your analysis.

○ You provided many specific examples from the text (evidence) to support your analysis. ● You included evidence from additional sources and/or personal experiences to support your ideas. ● You included concrete details and examples to support the central idea. ● Your evidence fully develops and explains the topic. Excellent work!

Evidence - Facts and Details (Areas of Growth)

● Next time, be sure to include more facts and details to strengthen your writing. ● Make sure that your evidence is drawn explicitly from the text. You can do this by finding examples

from the text and writing, “According to the text…” ● Be careful that you do not overuse evidence from the text. You should only cite one to two

sentences at a time before you explain why you chose your evidence. Evidence should not be an entire paragraph.

● You included details from the text, but did not cite the information. Remember you cannot copy and paste directly from the text without giving credit to the author in which you are using information from. If you do this is called Plagiarism and is not allowed.

● You included evidence from the text, but it is not relevant to your claim. Please make sure that any evidence you provide is that which supports your topic of writing.

Reasoning - Explanation & Analysis (Areas of Strength)

● You clearly explained how your ideas and concepts connect back to the evidence you provided.This is reasoning.

● You effectively explained connections to the reader that show a deeper understanding of the topic. ● You provided in depth explanations into how the examples and/or facts (evidence) support the

ideas (reasons) and overall topic (claim). ● Your writing shows a deeper understanding of the issue. ● You included detailed explanations and facts (evidence) about how the information supports your

reasons and the overall topic. ● You expanded the readers ability to understand the text.

Reasoning - Explanation & Analysis (Areas of Growth)

● Be sure to clearly explain why you included the examples from the text to support your topic. ● Next time, try adding in more linking words and phrases to better explain the connections between

your evidence and topic presented. ● Moving forward, be sure to clearly explain, in your own words, how each piece of evidence

connects back to your topic. This explanation and analysis helps make your writing stronger. ○ As you include more pieces of evidence from the text to support your topic, continue to

explain the connection between your evidence and topic. Organization (Areas of Strength)

● You introduced the topic clearly. This lets the reader know right away what you're going to be writing about, provides your readers with more information about the topic, and shows your readers that you know a lot about the topic.


● You included an interesting statement that draws in your reader. ● You listed your main points/reasons within your introduction. This lets the reader know what your

writing will be about. ● You provided a clear summary of the issue in your introduction. This helps the reader better

understand the topic that you will address in your writing. ● You provided a concluding section that concisely captured your argument without repeating your

claim. ○ An effective conclusion that supports the argument presented helps reinforce your ideas to

your audience. ● Your conclusion calls the reader to action, which aides in their connection to your topic. ● You organized your ideas effectively. This helps the reader follow your writing successfully and

clearly expresses your ideas. ● You created an organizational structure that meets the needs of the task, purpose, and audience.


● Be sure to introduce the topic in the beginning of your writing so your readers know what your writing is going to be about. You can do this by restating the prompt in your response.

● Make sure your introduction is clear and concise. You do not want too much information or too little information in your introduction. It should be a clear picture into what the rest of your writing will be about.

● Next time, try starting your introduction with a hook statement such as a question, quote, or statement that draws your reader into the writing piece.

● Remember to end your writing by including a concluding paragraph or sentence that wraps up your argument clearly. This helps to reinforce your ideas.

● Make sure to not include any new information in the conclusion that does not reinforce the ideas you have presented in your writing.

● To make your argument stronger, you can conclude with: a call to action, a question you want your audience to consider, and/or another statement of your personal opinion.

● Moving forward remember to group related ideas together to help the reader better understand your topic.

● Next time try adding in transitional words to help show movement from one idea to the next. Audience Appropriate Language and Style (Areas of Strength)

● You established and maintained a formal style. ● The style of your writing is appropriate to the task, style, and audience. ● You included grade-appropriate academic and domain-specific vocabulary. ● The language you included effectively expressed your ideas without unnecessary wordiness or

redundancy. Audience Appropriate Language and Style (Areas of Growth)

● Make sure and maintain a formal style throughout your writing. You can do this by eliminating personal pronouns and improper English.


● Review your writing before you submit for effective word choice. You can do this by reading your

writing out loud to ensure that the words you have chosen add clarity and not confusion. ● If your audience is knowledgeable about the topic, be sure to include discipline specific vocabulary

from the text. This will show your audience that you’re knowledgeable about the topic, as well, and can.

● To make your writing stronger, remove the statements with the pronoun “I” from your writing , such as “I think”, “I feel” or “I believe”. You are the writer, we know these are your thoughts.




● Make sure and review your writing for proper spelling, grammar, and punctuation before you submit your writing.

● Remember that capital letters are used to start sentences, and that one sentence expresses an idea.

● Next time, please have a peer review your writing prior to submitting to help in identifying errors in spelling, grammar, and punctuation.

● You have great ideas, but you need to work on English grammar to ensure that your reader clearly understands those ideas.

Feedback on Student Writing- Narrative Below are options of pieces of feedback you can use in each section of the rubric. When needed, please edit the comment to make it fit for each student.

Establishing Setting, Point of View, and Characters (Areas of Strength)

● You creatively engaged the reader with a well-developed setting, establishment of one or multiple points of view, and introduction of a narrator and/or complex characters.

● You established a point of view that you maintained throughout your writing. ● Your characters are engaging and interesting. ● Your setting is logical and referenced throughout your piece.

Establishing Setting, Point of View, and Characters (Areas of Growth)

● Be sure that your narrative has a clear setting. ● Make sure that you maintain point of view throughout your writing. Unless you signal a shift, you

should not change between point of views in your text. ● Your point of view is unclear. Make sure that you establish which point of view you will use and

maintain that throughout your narrative. ● Next time elaborate on your characters more. Describe who they are and their purpose. ● You want to make sure that your characters are well established throughout your narrative.

Narrative Techniques (Areas of Strength)

● You included a variety of narrative techniques such as engaging dialogue, strategic pacing, and vivid descriptions that develop and advance the story.

● I liked how you incorporated dialogue to enhance your writing. ● Your use of dialogue is appropriate and helps the reader in engaging in your narrative. ● Great job adding in descriptive details! ● Your use of strategic pacing is masterful and well executed.

Narrative Techniques (Areas of Growth)

● Next time, use narrative techniques (dialogue, descriptive details, and/or sensory language) to better convey the experiences and events of your narrative.

● Be sure to add in more description of your events and experiences. ● Make sure and pace out your story to increase suspense and maintain attention from your readers. ● You have a great story line, but next time try adding in dialogue to help engage your reader. ● Moving forward we will work on developing narrative techniques to enhance your writing skills.

Theme / Message (Areas of Strength)

● Your central idea is clear and theme or message is developed to enhance the reader’s understanding.

● Your theme is well seen throughout your narrative writing. ● Great use of details to enhance and explain the theme of your narrative.

Theme / Message (Areas of Growth)

● Next time be sure to include events that would clearly express a central idea or theme from your narrative.

● You did not include enough information for readers to infer a theme. ● Your writing is unfocused and as a result the theme is unclear.


● You started to create a central idea or theme but did not fully develop it in your narrative.

Organization (Areas of Strength)

● Your narrative logically progresses through experiences or events that build on one another. ● You used appropriate and varied transitions to link sections of the text, create cohesion, and clarify

relationships between ideas. ● You organized your ideas effectively. This helps the reader follow your writing successfully and

clearly expresses your ideas. ● You created an organizational structure that meets the needs of the task, purpose, and audience.


● Be sure that your narrative follows a logical sequence of events. ● You included a strong beginning of your narrative, but did not build upon ideas within the rest of the

piece to show a logical order. ● Your ending is illogical and does not follow from the events presented in your writing. ● Next time be sure to add in transitional words to show a shift in time and or event. This will help

your reader following along with your story line.. Audience Appropriate Language and Style (Areas of Strength)

● The style of your writing is appropriate to the task, style, and audience. ● You included grade-appropriate academic and domain-specific vocabulary. ● The language you included effectively expressed your ideas without unnecessary wordiness or

redundancy. ● Great job! You varied sentence patterns for meaning, interest, and style to enhance the plot, theme,

and/or character development. Audience Appropriate Language and Style (Areas of Growth)

● Make sure and maintain a style throughout your writing that addresses the task, purpose, and audience.

● Review your writing before you submit for effective word choice. You can do this by reading your writing out loud to ensure that the words you have chosen add clarity and not confusion.

● Be sure to vary your sentence patterns for meaning, interest, and style. This will keep your readers attention throughout your narrative.

● By including more variety in your sentences you will create a narrative that engages your reader throughout your writing.





● As you continue to further your writing, we'll work on writing in only one tense. ● We will also learn how to turn run on sentences into two, clearer sentences. ● As we continue writing, we'll be sure to work on standard English grammar usage and writing

complete, clear sentences. ● Make sure and review your writing for proper spelling, grammar, and punctuation before you

submit your writing. ● Remember that capital letters are used to start sentences, and that one sentence expresses an

idea. ● Next time, please have a peer review your writing prior to submitting to help in identifying errors in

spelling, grammar, and punctuation. ● You have great ideas, but you need to work on English grammar to ensure that your reader clearly

understands those ideas.

Conferencing with Students Meet with students on a regular basis to provide feedback and discuss growth. You might use the following structure:

a) Schedule a conference. b) Provide students time to evaluate their own writing. Have them write 2 things

they did well and 2 things they think they need to improve. c) At the conference review the student’s writing. Explain why you graded each

element in the way that you did. Help the student understand how to continue doing that element in their future writing or make improvements to that element in their future writing. Solicit ideas from the student for improving or continuing to use these elements as well.

d) Review the student’s evaluation. Note places where you agree and discuss places where you disagree.

e) Use all the information from the conference to make a plan for growth. Assign a growth focus and make sure students leave the conference with at least two concrete tasks for next time.

f) At the next conference, remind students of their growth focus and begin the conversation by talking about how their writing reflects work on the focus and tasks.

Teaching Tip You know your students best. If you think a student might be overwhelmed with feedback on all seven elements, choose one or two to focus on. Use the feedback from those to set a growth focus and tasks.

g) You can use the Writing Reflection and the Feedback Loop in your conference. The 2X2 Writing Reflection is a good way to focus the conference, take notes, and create action steps.


Name: ____________________________________________________________ Assignment Title: _________________________________________________

From the feedback I provided, what’s one thing you agree with?

From the feedback I provided, what’s one thing you’ll improve the next time you write?

From the feedback I provided, what is one question you have?

Name: ____________________________________________________________ Assignment Title: _________________________________________________

My goal for this assignment was

I met / did not meet my goal because

What is one thing I did well in this assignment?

What is one thing I think I could do better?

Student Name: _____________________________

Assignment Name: _________________________

Date of Writing Conference: __________________

Writing Element

(Completed by the Writer)

Writing Element

(Completed by the Reviewer)

Next Actions from Writing

Conference

Two Things I

Know I Did Well

on this

Assignment

Two Things I

Know I

Struggled with

on this

Assignment

Two Things I

Know I Want to

Continue Doing

on the Next

Assignment

Two Things I

Think I Can Do

Better on the

Next

Assignment

Peer Feedback 1) You aren’t the only one who can provide feedback. Research suggests that students find

peer feedback more useful. Having students reflect on their peers thoughts about their writing as well as your own has the potential to show more student growth.

2) You might use the following structure: a) Pair students and have them exchange writing. You may wish to have students

print out their work to edit or evaluate offline. Students can also review each other’s work online and take notes on the checklist or in their notebooks.

b) Distribute the Peer Editing Checklists and the Rubric Checklists. The Rubric Checklists reflect the rubrics that students will be graded against.

c) Have students use the checklists to reflect on their peers’ writing. You can ask students to review one portion of the writing or the entire piece.

Teaching Tip Provide sticky notes. Tell students to mark places in the text that they have questions about with a question mark and include the question on a sticky note. They can mark places they like with a smiley face or an exclamation point and then explain what they liked and why on a sticky note.

d) Have students share their feedback with each other. One student should share

and then give the other student time to respond to the feedback. Remind students that they should keep the feedback centered on the writing. Have students switch.

e) Give students time to apply the feedback before submitting their writing.


Name: _________________________________________________ Partner’s Name: ________________________________________ Assignment Title: ______________________________________

Peer Editing Checklist _____________________________________________________________________________________

❏ To begin, make sure you have a copy of your partner’s writing to record notes and feedback.

❏ Listen as your partner reads through the entire text aloud once without interruption.

❏ As your partner reads, listen for opportunities to make sections more clear or more connected. Mark any places where you think changes are needed. You don’t need to write what you think needs to happen yet. You can do that later.

❏ After your partner finishes, take time to go back to each place you marked and provide detailed feedback. You don’t have to write in complete sentences, but give enough detail so it is clear what change or changes you think should be made.

❏ Add any questions you have about the writing.

❏ Review your questions and suggestions with your partner.

❏ Role-play a question-and-answer session so your partner understands areas for further development.

❏ Give your partner your copy of their writing so they can review it independently.

Student Checklist for Peer and Self Editing

Argumentative Writing

❏Claim/Counterclaim ❏ Introduces the topic. ❏ Takes a clear stance based on the question. ❏ States an alternative or opposing viewpoint. (Grades 7 and above.) ❏ Explains why the alternative viewpoint is not as strong as the claim. (Grades 7 and

above.)

❏ Reasons ❏ Provides at least two statements to support the writer’s specific claim. ❏ Refers back to the reasons when supporting them with evidence and reasoning.

❏ Evidence ❏ Includes three or more clear facts or examples that support the claim and reasons. ❏ At least two of the facts or examples must come from the text.

❏ Reasoning ❏ Explains, in the writer’s own words, how the evidence supports the reasons and claim.

❏ Organization ❏ Introduces the topic or text clearly, grabbing the reader’s attention. ❏ Groups all related ideas (reasons, evidence, reasoning). ❏ Uses transitions to make the writing clearer. ❏ Wraps up the writing, reinforcing the argument.

❏ Audience Appropriate Language (Style) ❏ Chooses language that will help the reader(s) understand the argument. ❏ Uses vocabulary from the text. ❏ Establishes and maintains a formal style.

❏ Conventions of English ❏ Uses correct standard English grammar, capitalization, punctuation, and spelling.


Informative Writing

❏Claim (Central Idea) ❏ Introduces the topic. ❏ Addresses the question.

❏Reasons (Supports for Central Idea)

❏ Organizes ideas, concepts, and information into broader categories. ❏ Includes formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aid in comprehension.

❏Evidence (Facts and Details) ❏ Develops the topic with relevant, well-chosen facts, definitions, concrete

details, quotations, and/or other information and examples. ❏ Includes facts and details from the text to support the analysis.

❏Reasoning (Explanation and Analysis)

❏ Explains (in the writer’s own words) how the examples, facts, and/or details support the central idea.

❏Organization

❏ Introduces the topic or text clearly, grabbing the reader’s attention. ❏ Groups all related ideas (reasons, evidence, reasoning). ❏ Uses transitions to make the writing clearer. ❏ Wraps up the writing, reinforcing the central idea.

❏Audience Appropriate Language (Style)

❏ Chooses language that will help the reader(s) understand the writing. ❏ Uses vocabulary from the text to inform about or explain the topic. ❏ Establishes and maintains a formal style.

❏Conventions of English ❏ Uses correct standard English grammar, capitalization, punctuation, and

spelling.


Narrative Writing

❏ Establishing Setting, Voices, and Characters ❏ Introduces the topic or context. ❏ Introduces the setting. ❏ Introduces a narrator and/or characters.

❏ Narrative Techniques ❏ Uses dialogue to develop experiences, events, and/or characters. ❏ Includes narrative techniques taught (examples: foreshadowing,

cliffhangers, paradox, imagery, irony, personification).

❏Theme/Message ❏ Has a clear theme or message.

❏Organization of the Narrative

❏ Organizes the narrative’s events so that the story unfolds naturally and in a way that engages readers.

❏ Use transition words, phrases, and clauses to explain the sequence of events.

❏ Provide an ending that follows from the narrated experiences and/or events.

❏ Audience Appropriate Language (Style and Word Choice) ❏ Uses descriptive language to develop experiences, events, and/or

characters. ❏ Varies sentence patterns for meaning, interest, and style. ❏ Maintains consistency in style and tone.

❏ Conventions of English ❏ Uses correct standard English grammar, capitalization, punctuation, and

spelling.

3. Using the Rubrics _____________________________________________________________________________________ Purpose: The rubrics provide a way to evaluate writing holistically. Understanding the elements of the rubrics is vital to providing good feedback and fostering student growth in writing.

Teaching Tip Students might benefit from spending time reviewing and learning about the rubrics. You can use the information below to create a lesson to introduce the rubrics and clarify the expectations for students and their writing. You might use a Jigsaw Student Engagement activity and have groups of students analyze each rubric for what it says and how they could apply it to their writing. Then have them share their findings with the class.

Understanding the Rubrics

Students can score between 1-5 on the rubric, which generally means:

Levels General Meaning

1 Not Present/Absent

2 Struggling to express components of CERCA - Attempted but not fully correct and/or effective

3 Emerging competency of CERCA components - Demonstrated the structure, but clarity, cohesion, and/or linking to the topic/claim are still areas of growth

4 Well-understood and accomplished use of CERCA components - CERCA mechanics understood and used correctly

5 Exemplary use of CERCA components - CERCA mechanics understood and correctly demonstrated and defly integrated with Personalization/Voice (Flair)


In order to understand the argumentative rubrics and apply them successfully, a clear understanding of the definitions of each element is necessary:

Element of Argumentative

Rubric

Definition

Claim A claim is an opinion, or point of view, that the author wants others to understand and accept. Good claims should be specific, debatable, defensible, and significant or meaningful to the audience.

Counterargument A counterargument includes BOTH a counterclaim, or a statement that is opposed to the writer’s claim, and a piece of evidence, a reason, and/or reasoning that explains why the writer believes the counterclaim to be incorrect or not as strong their claim.

Reason A reason explains why the author believes the claim (or thinks it is true or valid). An argument may have one reason or multiple reasons to be strong.

Evidence Evidence are facts or details that a writer uses to show why the claim is true or valid. Evidence can include statistics, quotations, or examples. Each reason should include evidence in support.

Reasoning Reasoning are statements that link evidence back to reasons or claims. Reasoning should clearly explain why the evidence is relevant.

Organization A piece of writing should have a clear and coherent organization to show how all the ideas are connected. Ideas should be clearly grouped and flow easily from one group of ideas to another. Organization includes:

An introduction that shows what the writer will explain in the piece of writing. A conclusion that restates the claim in a different way. Transitions between ideas, especially between paragraphs and between elements of the argument (claim, reasons, evidence, reasoning).

Audience Appropriate Language

Writers should choose language that is appropriate to their audience and purpose. They should have a clear style and tone that matches their purpose. Sentences should be varied to support meaning and purpose.

Conventions of English

The writer should use correct and conventional grammar, usage, mechanics, and spelling.

A few notes:

● For students in Grade 7 and above if they do not have a counterargument, they must be scored as a 2 in that section.

● Students should not be graded down if the errors in convention can clearly be attributed to the product’s limitations - lack of paragraph tabs, etc.


In order to understand the informative rubrics and apply them successfully, a clear understanding of the definitions of each element is necessary:

Element of Informative

Rubrics

Definition

Claim (Central Idea)

A central idea is what the essay or piece of writing is mostly about.

Reason (Support for Central Idea)

A reason explains more about the central idea. These details explain important elements of the central idea and are supported by evidence. An informative essay may have one reason or multiple reasons to be strong.


Evidence are facts or details that a writer uses to explain more about the reasons. Evidence can include statistics, quotations, or examples. Each reason should include evidence in support.

Reasoning (Explanation and Analysis)

Reasoning are statements that link evidence back to reasons or central ideas. Reasoning should clearly explain and analyze the evidence and details to tell more about and clarify the central idea.

Organization A piece of writing should have a clear and coherent organization to show how all the ideas are connected. Ideas should be clearly grouped and flow easily from one group of ideas to another. Organization includes:

An introduction that shows what the writer will explain in the piece of writing. A conclusion that restates the central idea in a different way. Transitions between ideas, especially between paragraphs and between elements of the argument (claim, reasons, evidence, reasoning).






In order to understand the narrative rubrics and apply them successfully, a clear understanding of the definitions of each element is necessary:

Element of Narrative Rubric

Definition

Establishing Setting, Point of View, and Characters

Setting is the time and place a narrative takes place. Point of View is the perspective of the narrator. It is how the reader sees and hears what the narrator is experiencing. Narratives are usually told in first or third person. Characters are the people or beings who take action (or are acted upon) in the narrative. A narrative should clearly establish and explain each element.

Narrative Techniques

Narrative techniques are the elements an author employs to keep readers interested in the action. They can include vivid details, engaging dialogue, and pacing. As students develop their narrative abilities, it can also include multiple plot lines and techniques to manipulate the plot for various effects, such as flashbacks and irony.

Theme/Message The theme is the underlying meaning of the narrative. It can be stated or unstated, but all elements should support this theme. A narrative may have more than one theme.

Organization A piece of writing should have a clear and coherent organization to show how all the elements of the narrative are connected. Characters and plot should be developed clearly and with intent. Organization includes:

Transition words and phrases to engage readers Sequence words to show time shifts and plot development Words and phrases to show the relationships between experiences and events Introductions and conclusions that engage readers and are related to literary elements.






Grading the Whole Essay vs Grading the Individual Parts

Elements of the rubric can be applied to both the entire writing and specific elements. Grade the individual elements first and then look at the whole essay. Looking at the entire essay can help you determine how to grade students who might be on the border between two numerical scores.

Rubric Individual Elements Whole-Essay Elements

Argumentative Claim Reason Evidence and Reasoning

Organization Audience Appropriate Language Conventions of English

Informative Central Idea Support for Central Idea Facts and Details Explanation and Analysis

Organization Audience Appropriate Language Conventions of English

Narrative Establishing Setting, Point of View, and Characters Narrative Techniques Theme/Message Organization Audience Appropriate Language Conventions of English


The following three essays have been scored using the Grade 7 ARG Rubric in response to the Grade 7 Lesson on Government Role in Healthy Eating . They have been annotated to connect to and explain the rubric’s reasoning.

Student A

The authors present good evidence to convince readers that student choice is important for healthier eating. I know this becuz th best piece of evidence is We found that simply placing chocolate milk in that line along with the other foods attracted far more kids, and therefore decreased the less nutritious foods (such as French fries and cookies) on cafeteria trays by 28 percent and increased healthful choices by 18 percent, as the author says.

I know that I will eat healthier when i have more choices. I think my friends feel the same way. Like the article, we don't like chocolate milk.

This author made a strong argument for students who don't have this choice because

as they say: Children at the first school were served 60 percent more fruit, but we found that kids only consumed 1 percent more than those at the school where it was optional

So in conclusion , I think that choice is important and that students should be allowed to choose in order to eat healthfully.

Rubric Section Score Rationale

Claim / Counterclaim

2 There is an attempt at a claim, but it is not connected to the question posed. There is no clear counterclaim.

Reason 2 Provides incomplete reason for claim

Evidence 3 Provides two citations (though incorrect) as evidence from the article, acknowledges each as from the author. (Citations are incorrect, but this doesn’t count against the student here.)

Reasoning 2 ● Provides an explanation for why the first evidence is the best, but doesn’t clearly link it back to the claim.

● Provides no explanation for the second piece of evidence and doesn’t link it back to the claim.

Organization 3 ● No introduction - moves right into claim ● Provides clear conclusion, but it doesn’t restate the claim ● Organization is attempted and generally clear, though essay

would benefit from more transitions. Incorrect citations shows that student is attempting organization, but is not quite able.

Audience- Appropriate

3 Does not attend to expectations of a piece for an academic setting, but does include some (though inconsistent) language for an


https://drive.google.com/file/d/1IKI9bzigzVaZ9157lFW-AHm6sd_GOxJZ/view

https://learn.thinkcerca.com/lessons/24675/lesson_steps/1?preview=true

Language academic audience.


3 Inconsistent command of conventions of English.

What this student could work on to show growth: crafting claims and connected reasons


Student B

Children should have the right to choose their own lunches at school. Every day we are tasked with many choices. We choose what outfit we're going to wear each morning . We choose whether or not to get up when our alarm goes off or hit the snooze button one more time . When schools begin micromanaging students by deciding what they can and cannot have for lunch, problems arise . Healthy eating habits are something schools should strive to teach, but not mandate. Students cannot and should not be bullied into eating healthy foods. Research from Cornell University shows that "when given the choice of either carrots or celery, 89 percent of children will choose and eat carrots." In comparison , the same study shows that if kids are given only carrots without a choice, just 69 percent will eat them.

Rubric Section

Score Rationale


2 Claim is clear, but not connected to question. There is no clear counterclaim.

Reason 1 No reason for the claim is present.

Evidence 4 Two clear pieces of evidence from the article in the second paragraph.

Reasoning 2 Some sentences in the first paragraph attempt to explain how the evidence in the second paragraph fits to the claim, but they are not obviously or clearly tied to each other. There is an attempt to connect the pieces of evidence to each other, but it isn’t clear how that connects back to the claim.

Organization 1 There is no clear organization. There is an attempt at an introduction, but it is unfocused and does not introduce the argument. No conclusion is present. There are no transitions between paragraphs.

Audience- Appropriate Language

3 Multiple different voices, no formal style. Author’s purpose is somewhat clear. Specific language has been chosen to build tone.


4 Conventions of English are generally strong.

What this student could work on to show growth: reasons and reasoning


Student C

Students that get to pick what they eat ended up making healthier picks. Everyone wants to decide what to eat. Most adults think kids whill just eat fries and cookies but sometimes they will eat salads. Everyone should be offered chocolat milk. I agree that kids should be given choices. Most kids will make a better choices than adults think they will.

Rubric Section Score Rationale


3 Has a claim that is connected to the question, but it is not clear and well-developed Has a counterclaim and reasoning why the claim isn’t strong, but the counterargument is not well-developed

Reason 2 A reason is provided, but it is simplistic.

Evidence 2 Evidence is not clearly stated, but it is alluded to in the first paragraph.

Reasoning 1 There is no reasoning to connect the evidence to the reasons or the claim.

Organization 2 Includes a conclusion, but does not fully support or reference the evidence and claims. There is no introduction and no transitions. Ideas are not grouped and there is no cohesion or flow.

Audience- Appropriate Language

2 Minimal formal writing style. Some attempt at using language to connect to author’s purpose.


2 Inconsistent conventions of English.

What this student could work on to show growth: organization (With clear expectations for what goes where, the student might be able to craft a more coherent essay and then be able to add CERCA.)


Documents

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