mnu

1. Day Two: Summer Literacy Institute Garden City, KS www.amybenjamin.com mnu.edu Today: 9:00-10:30: Common Core Writing Standards: Page xvii Writing to Learn: Pages 53-59 Framing a Writing Task: Pages 59-62; 164; 166-168 10:30-11:30: Breakouts to frame a writing task 11:30-1:00: Working lunch 1:00-3:30: Responding to Student Writing: RxEdit and RxRevise (www.amybenjamin.com) Grammar Instruction: What Really Works: Pages 123-130

2. Writing__________________s thought.

3. Common Core Writing Standards: Pagexvii Which of these Standards do you teach the least? Pages 53-38: Science, Meet Syntax…

4. Pages 53-38: Science, Meet Syntax… Five ways to express relationships in one sentence:

5. Compound Sentences: 1. (sentence),and (sentence) Relationship: Part 2 of the sentence builds on Part 1 Hinge: AND Immunization protects the human body from disease, and smallpox has been eliminated as a worldwide threat as a result.

6. Compound Sentences: 1. (sentence),but (sentence) Relationship: Part 2 of the sentence opposes Part 1 Hinge: BUT Immunization protects the human body from disease, but some parents choose not to immunize their children.

7. Compound Sentences: 1. (sentence), so (sentence) Relationship: Part 2 of the sentence shows the effect, or result, or conclusion to be drawn from Part I. Hinge: SO Tick bites can cause Lyme disease in humans, so you should cover your skin when you go into high grass or the woods.

8. Classroom Application: Ask students to construct and, but, so sentences on any topic to demonstrate their knowledge. , and , but , so

9. Sentence: (example) Hinge: : Overuse of renewable resources can deplete them: overfishing removes a particular species of fish too quickly to allow their reproductive cycle to replenish the stock.

10. Sentence; Parallel Sentence Hinge:; Some of the earth’s resources are renewable; others are nonrenewable. All living things affect the environment around them. Porcupines chew the bark from trees; squirrels break twigs as they leap from branch to branch.

11. A good argument is a responseto opposition: Pages 59-62 “Terribonne Parish Council approved an ordinance…that banned saggy pants. Anyone seen wearing pants sagging below their waist in public will get a $50 fine for the first offence. That doubles on the second offence, and the third offence will also include 16 hours of community service.”

12. A good argument embeds all or some of these components: Acknowledgement of the opposing side Quotations and paraphrases (references to authority) Anecdotes (little stories) A combination of objective (academic) and subjective (emotional) language Rhetorical questions Facts and figures Summaries Cause and effect statements Variety of perspectives (I, we, you, he, she, they)

13. A good argument refers to allor some of the following values: Note: These are overlapping: Democratic Principles: Personal freedom, expression of individuality, promotion of democracy, the right to be left alone, civil liberties, honoring the past Sense of Community: Helping others, sharing resources, considering future generations; establishing sense of belonging; caring for loved ones Desire for safety and security: Protection against enemies, protection of resources, having sufficient food and shelter, avoiding and responding to natural disaster, maintaining health Economics: Maintaining sufficient resources for now and the future, protecting personal fortunes while offering opportunities to everyone Beauty, Pleasure, Convenience

14. Sentence Frames for Argumentation Use these frames at the outset of your argument to establish what others have been saying on this topic: In recent __________, we have been hearing a great deal about __________________________ by ______________________. _______________________ has been in the news recently because ________________________________________.

15. Sentence Frames for Argumentation Use this frames at the outset of your argument to introduce an ongoing debate: In discussions of _____________, one controversial issue has been ___________________________. People who believe____________ claim that________________________________. On the other hand, those who believe _____________________________ assert that ______________________________________________________. My own view is __________________________________________.

16. Sentence Frames for Argumentation Use this frame to establish common ground on a controversial issue: When it comes to the topic of ______________________, most of us would agree that ____________________________. Where this agreement ends, however, is on the question of _____________________. Whereas some are convinced that _______________________________. others maintain that___________________________________________. My own view is that____________________________________________.

17. Sentence Frames for Argumentation Use these frames as you acknowledge that the opposing side has a certain degree to validity: While at one time it may have been true that__________________, we can now state that____________________________________. ___________________ makes sense when he/she/they say________ ________________, but _____________________________________. Despite the validity of ______________________’s claim about ____________, he/she/they miss the mark when it comes to________________________ because___________________________________________________.

18. Sentence Frames for Argumentation Use these frames to establish working definitions of key terms: For the purpose of this discussion, I will define _______________________ as __________________________________________________________. Although you might think of ______________________as being just another_________________________, I define it as_______________________ _________________________________________________________________.

19. Sentence Frames for Argumentation Use these frames to establish or deny a comparison: _______________________ is like ___________________________. They both _______________________________________________. __________________________(s) may say that ___________________ is like _______________________________, but the comparison is false because while _________________________________________ is______________________________, it is not as ________________ as they claim.

20. Sentence Frames for Argumentation Use these frames to establish the importance of this topic: ______________ is important because__________________. We should care about______________because if_____________, then_________________________. Ultimately, what is at stake here is____________________________. My discussion of _________________ addresses the larger matter of _____________________.

21. Sentence Frames for Argumentation Use these frames to trace the development of your own views on the subject: I’ve always believed that____________________________________ When I was a child, I used to think that______________________________, but/and now I realize that____________________________________________. At the same time that I believe____________________, I also believe__________________________________. After careful consideration and as a result of my experience, I have/have not changed my mind about__________________________________.

22. Page 164: Checklist for Paragraph Development Is anything missing? Is anything unnecessary? Page 166-168: Rubrics Is anything missing? Is anything unnecessary?

23. Writing for the CCSS: • Argument: 40% • Information/Explanatory: 40% • Narrative: 10% • Unspecified: 10%

24. Framing the Writing Task More Effective: (Scaffolded) Ineffective: (Vague, unscaffolded) Minerals have certain properties that make them useful. Select a mineral and explain in a well-developed paragraph how its properties make it useful. Suggested vocabulary: application, manufacture resistance, flexibility, withstand, strength Suggested sentence frame: Because of its________, _______ is used for_________. One property of _____ is ______, which makes it________. Write a report about a mineral. What is your opinion about President Obama? You will be required to gather information from professional journals and the Federal Reserve and write a research paper making a recommendation as to what to do with interest rates.

25. Framing the Writing Task More Effective: (Scaffolded) Minerals have certain properties that make them useful. Select a mineral and explain in a well-developed paragraphs how its properties make it useful. Suggested vocabulary: application, manufacture resistance, flexibility, withstand, strength Suggested sentence frame: Because of its________, _______ is used for_________. One property of _____ is ______, which makes it________. More Effective: (Scaffolded) • Directions: • --General focus statement • about the topic • --At least one “task verb” • delineating expectations • (select and explain… • identify and describe… • identify and analyze…) • II. Suggested vocabulary: • 3-5 useful words that the • students might not have thought of • III. Suggested sentence frame(2): • 1-2 sentence templates that • will serve as good “containers” for a key idea

26. Structuring a Writing Task: 3 Parts Part One: State what you want the students to do, carefully choosing your task verb. Be sure the students understand the task verb (analyze, explain, describe, compare, tell a story…) Part Two: Provide a short word bank (list of 5-10 words) that will work well in this writing task, but that the students would probably not have thought of by themselves: Part Three: Provide 2 or 3 sentence frames that will work well in this writing task:

27. Responding to Student Writing: Formative Assessment Rx Edit RxRevise www.amybenjamin.com

28. Teaching Grammar: What Really Works Pages 123-129