Meade County Elementary WritingAugust 19, 2013

Powerpoint can be downloaded and printed from Betsymadison.com

I can identify the modes of writing & distinguish the differences among all 3 modes

I can use critical literacy to support student engagement by making writing and reading connections when I plan instruction

I can use the integrated strands of literacy and 21st century skills to plan for instruction

Learning Targets

Addressing Three Modes of WritingKentucky Core Academic Standards in

the 21st Century

Tips for Understanding Standards, Instruction, and Assessment

Tablecloth Activity

Step 1: –Assign Reading Tasks & Read

Introduction Section 1: Opinion/Argument Section 2:

Informational/Explanatory Section 3: Narrative & Conclusion

Step 2:“WRITE-AROUND”After identifying points of instructional

implications, record your thoughts and/or comments on the paper covering your table

Step 3:Walk around your table and read your

colleague’s comments. Respond to comments when

appropriate.Step 4:

Return to seat and read/discuss colleagues responses.

As a group, identify 3-4 implications per category that impact classroom instruction

Write these in the center box..

Reflect on The Three Modes of Writing in KCAS 1 thing that “squares” with my thinking…..

2 questions that are “circling” in my head….

3 ideas I have for including

more writing in my classroom…

Recommended Percentages(Publishers’ Criteria for the CCSS in ELA)

In elementary- 30% writing to give opinion or argue 30% writing to explain/inform 35% writing narratives

In middle school- 35% writing arguments 35% to explain/inform 30% writing narratives

In high school- 40% writing arguments 40% writing to explain/inform 20% writing narratives

“Read, read, read. Read everything—trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You’ll absorb it. Then write. If it’s good, you’ll

find out. If it’s not, throw it out of the window.”William Faulkner

Teaching with Mentor TextsTeach With Picture Books

Opinion/Argument WritingOpinion (K-5)Argument (6-12)

Opinion Persuasion Argumentation

May acknowledge other perspectives on the issue, but generally focuses on 1 point of view

Relies on opinion to support ideas; often uses emotional appeals; generalized support

Focuses on convincing the reader to adopt the opinion

May consider other perspectives on the issue

Blends facts and emotion to make its case, relying often on opinion

May predict the results of accepting the position, especially if the information will help convince the reader to adopt the opinion

Considers other perspectives on the issue

Offers facts that support the reasons; provides textual evidence

Anticipates and evaluates the consequences of accepting the argument

What’s the difference?

Arguments: From…To…

Stating opinions

Supporting with

evidence

Supporting with

textual evidence

12

Writing Anchor Std. 1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Supports for Struggling Writers Meaningful topics and products Choice of prompts Mini-lessons Strong and Weak Models Mentor Texts Use guided conversations to spark ideas

(allow struggling students to talk through their writing)

Break down writing into smaller chunks Graphic organizers Effective feedback Word Banks

In your opinion, which is a better vacation destination, the beach or the mountains? Give details to support your opinion.

Either write something worth reading or do something worth writing. Benjamin Franklin Mentor Texts forOpinion/Argument Writing

Hey Little Ant by Phillip and Hannah Hoose

Red is Best by Kathy Stinson

Too Many Toys by David Shannon

Real World Argument Opportunity

Debate Topics for Kids

Student Opinion

Room for Debate

Resources NYC Dept. of Ed LDC Opinion Tasks Nevada Dept. of Education Writing Fix Engage NY

Reflect on Opinion/Argument Writing

1 thing that “squares” with my thinking…..

2 questions that are “circling” in my head….

3 ideas I have for using opinion/argument writing in my classroom

Narrative Writing

Writing Anchor Std. 3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured sequences.

We all want to…• Convince• Communicate• Teach• Get others to see and share

our vision and images• Effectively reach another

human with our wordsHaven, Kendall. Story Proof: The Science Behind the Startling Power of Story

The Power of Story•Argue either case of two opposing positions with facts, statistics and charts and we will nod politely as we nod off to sleep. Argue either side of that case [government’s role in solving poverty] with powerful stories of hungry children or freeloading welfare cheats and we will storm the barricades. •No one ever marched on Washington because of the facts on a flowchart.

Haven, Kendall. Story Proof: The Science Behind the Startling Power of Story

Narrative Writing•Conveys experience, either real or imaginary•Uses time as its deep structure•Uses many purposes—to inform, instruct, persuade or entertain•Relies on concrete, sensory details to convey their point • These details should create a

unified, forceful effect

Personal Narrative vs Narrative from Personal Experience

Supports for Struggling Writers Theme for focus Mini-lessons Strong and Weak Models Mentor Texts Use guided conversations to spark ideas

(allow struggling students to talk through their writing)

Break down writing into smaller chunks Graphic organizers Comic Book Strategy (Comic book creator) Effective feedback Word Banks

Either write something worth reading or do something worth writing. Benjamin Franklin

Mentor Texts forNarrative Writing

Voices In The Park by Anthony Browne

Nothing Ever Happens on 90th Street by Roni Schotter

This I Believe Essays

Reflect on Narrative Writing 1 thing that “squares” with my thinking…..

2 questions that are “circling” in my head….

3 ideas I have for using narrative writing in my classroom

Informational/Explanatory Writing Purpose—to increase

the reader’s knowledge of a subject, to help readers better understand a procedure or process or to provide readers with an enhanced comprehension of a concept.

Informational/Explanatory writing conveys information accurately.

Writing Anchor Std. 2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Informational/Explanatory Writing

Uses a variety of techniques to convey information: Naming Defining Describing Differentiating types or parts Comparing or Contrasting ideas

and concepts Citing an anecdote or scenario to

illustrate a point

http://www.webgenrewiki.org/index.php5/Genre_Classes_List

Format: It’s not just the 3.5 paragraph essay!!

Choice Enriches Voice (Lisa Morris, RTI Meets Writer’s

Workshop)“When voice is strong, writing

improves, along with the skills that help improve writing. When

struggling or reluctant writers find their voices, they also discover their

confidence as writers.”

Key Considerations for Designing Writing Tasks

The need for prompts to state a purpose and to specify or strongly imply an audience.

The importance of authenticity—real-world credible topics.

An emphasis on accessibility: age-appropriate tasks that are recognizable to students and offer a degree of choice.

*Mary Ann Smith and Sherry Swain, “Wise Eyes: Prompting for Meaningful Student Writing.” A Brief from the National Writing Project, Fall 2011.

Students must be able to….. Develop a thesis Maintain focus on a topic Select and incorporate relevant examples, facts & details

Use a variety of techniques to convey information (naming, defining, describing, comparing, contrasting, citing anecdotes to illustrate a point, etc…)

Supports for Struggling Writers Choice of topic and product Mini-lessons Strong and Weak Models Mentor Texts Use guided conversations to spark ideas

(allow struggling students to talk through their writing)

Break down writing into smaller chunks Graphic organizers Include infographics and media Effective feedback Word Banks

Either write something worth reading or do something worth writing. Benjamin Franklin Mentor Texts forInformative/Explanatory Writing

The Important Book by Margaret Wise Brown

How a House is Built by Gail Gibbons

Critical Literacy“…read{ing} from a critical

stance—a need to question rather than passively accept the information we encounter.”

Essential ComponentsExamining multiple perspectivesJuxtaposing alternative texts, photos,

videos and lyricsPosing problemsPushing students to question these

materials37From The Right to Literacy in Secondary

Schools. Ch 7

Critical Literacy“…read{ing} from a critical stance—a need

to question rather than passively accept the information we encounter.”

Essential ComponentsExamining multiple perspectivesJuxtaposing alternative texts, photos, videos

and lyricsPosing problemsPushing students to question these

materials

Student Engagement, Non-print Texts, and Core Standards

CCR R.7—Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively as well as in words

CCR W. 8—Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCR. SL. 5—Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentation

Student Engagement, Non-print Texts, and Core Standards

CCR R.7—Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively as well as in words

CCR W. 8—Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCR. SL. 5—Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentation

Think In Threes

Think in Threes activity adapted from Jim Burke

Before, During, and After ReadingBefore

Make Predictions to engage with textDuring

Ask questions to clarify comprehension Make inferences

AfterSummarize--Write 1 sentence summaries on the legs of the triangleSynthesize—In the inside triangle, write your thought that synthesizes all three summaries

View this short film clip.Use before, during, and after reading strategiesWrite a one sentence summary of the film.

Brown v Board of Education

PHOTO ANALYSIS TOOL What do you see in this image? What people and objects are shown?

What is happening in the image? What do you think is the approximate time, place, and date of this scene? Give one piece of evidence to support your answer.

Where do you think this picture was taken?

How do you think people were feeling at this time/place?

Write a caption for the photograph.

Read this image with a partner. Use before, during, and after reading strategiesWrite a one sentence summary of the image.

Listen carefully to this book Use before, during, and after reading strategiesWrite a one sentence summary

Reflect on Informative/Explanatory Writing 1 thing that “squares” with

my thinking…..

2 questions that are “circling” in my head….

3 ideas I have for using I/E writing in my classroom

Need Assistance or Resources? Betsymadison.com Betsy.madison@grrec.ky.gov “Closing the Writing Gap” (for Special Ed Teachers and Co-Teaching Teams) August 21 & October 23