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Meade County Elementary Writing

Meade County Elementary Writing. August 19, 2013. Powerpoint can be downloaded and printed from Betsymadison.com. Learning Targets . I can identify the modes of writing & distinguish the differences among all 3 modes

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Meade County Elementary Writing

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  1. Meade County Elementary Writing August 19, 2013 Powerpoint can be downloaded and printed from Betsymadison.com

  2. Learning Targets • 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

  3. Addressing Three Modes of Writing Kentucky Core Academic Standards in the 21st Century Tips for Understanding Standards, Instruction, and Assessment

  4. Tablecloth Activity Step 1: • –Assign Reading Tasks & Read • Introduction • Section 1: Opinion/Argument • Section 2: Informational/Explanatory • Section 3: Narrative & Conclusion

  5. Step 2: • “WRITE-AROUND” After identifying points of instructional implications, record your thoughts and/or comments on the paper covering your table

  6. 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..

  7. 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…

  8. 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

  9. “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 Texts • Teach With Picture Books

  10. Opinion/Argument Writing • Opinion (K-5) • Argument (6-12)

  11. What’s the difference?

  12. Arguments: From…To…

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

  14. 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

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

  16. Either write something worth reading or do something worth writing. Benjamin Franklin Mentor Texts for Opinion/Argument Writing • Hey Little Ant by Phillip and Hannah Hoose • Red is Best by Kathy Stinson • Too Many Toys by David Shannon

  17. Real World Argument Opportunity • Debate Topics for Kids • Student Opinion • Room for Debate

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

  19. 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

  20. Narrative Writing

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

  22. We all want to… • Convince • Communicate • Teach • Get others to see and share our vision and images • Effectively reach another human with our words Haven, Kendall. Story Proof: The Science Behind the Startling Power of Story

  23. 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

  24. 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

  25. Personal Narrative vs Narrative from Personal Experience

  26. 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

  27. Either write something worth reading or do something worth writing. Benjamin Franklin Mentor Texts for Narrative Writing • Voices In The Park by Anthony Browne • Nothing Ever Happens on 90th Street by RoniSchotter • This I Believe Essays

  28. 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

  29. 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.

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

  31. 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

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

  33. 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.

  34. 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…)

  35. 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

  36. Either write something worth reading or do something worth writing. Benjamin Franklin Mentor Texts for Informative/Explanatory Writing • The Important Book by Margaret Wise Brown • How a House is Built by Gail Gibbons

  37. Critical Literacy “…read{ing} from a critical stance—a need to question rather than passively accept the information we encounter.” Essential Components Examining multiple perspectives Juxtaposing alternative texts, photos, videos and lyrics Posing problems Pushing students to question these materials From The Right to Literacy in Secondary Schools. Ch 7

  38. Critical Literacy “…read{ing} from a critical stance—a need to question rather than passively accept the information we encounter.” Essential Components Examining multiple perspectives Juxtaposing alternative texts, photos, videos and lyrics Posing problems Pushing students to question these materials

  39. 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

  40. 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

  41. Think In Threes Think in Threes activity adapted from Jim Burke

  42. Before, During, and After Reading Before • Make Predictions to engage with text During • Ask questions to clarify comprehension • Make inferences After • Summarize--Write 1 sentence summaries on the legs of the triangle • Synthesize—In the inside triangle, write your thought that synthesizes all three summaries

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

  44. 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.

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

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

  47. 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

  48. 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

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