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Administrator Kick Off

Administrator Kick Off. Tuesday, August 13, 2013 Seascape Golf Club. Description of Practice. Q.E.R.M.T. How to analyze quotes to support your arguments with evidence (You can  rearrange the order of these elements)

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Administrator Kick Off

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  1. Administrator Kick Off Tuesday, August 13, 2013 Seascape Golf Club

  2. Description of Practice • Q.E.R.M.T. How to analyze quotes to support your arguments with evidence • (You can rearrange the order of these elements) • Q: Quotation – choose a quotation from the documents that supports what you are saying – (introduce it properly) • E: Explain the quotation – What does the author mean? • R: Respond & Reliability – What do you think? Discuss its credibility– primary or secondary – point of view? • M: My example – Use facts from other episodes in history, expert opinion, narrative from your life or another person’s • T: Tie your example to your thesis and/or the quotation

  3. Links to Common CoreInstructional Shifts • CCSS RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole • CCSS RH.2. Determine the central ideas or information of a primary or secondary source… • CCSS WHST.1.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims… • CCSS WHST.9. Draw evidence from informational text to support analysis, reflection, and research

  4. Impact on Students • Seamless way for them to learn the content: teacher provides current standards based text students have to read as they hunt for quotations to support their arguments • Inviting way to begin writing as quotations become anchors • Allows greater creativity than other writing scaffolds since students are encouraged to arrange elements to suit • Gives teacher an easy tool for teaching primary vs. secondary sources and checking for their understanding • Provides an effective scaffold for greater levels of analysis • Helps students develop practice using examples in their writing which often come from historical connections

  5. Tips on Implementation (Lessons Learned) • Guide the whole class through an analysis of the documents before they hunt for quotations • Provide a mentor text. Build your own so you understand how to use this scaffold – find mine at www.theschool.org • Allow students to work in small groups to share ideas and get immediate feedback on their work • Ask groups to pick their favorite writing to share with the class, and allow the author to determine who reads it • Coach while they write – call individual students up to your desk and discuss their work • Provide a quick and easy rubric for them to evaluate each other and most importantly to self evaluate

  6. Resources & Toolsfor getting started • Have a look at the Smarter Balanced Rubrics: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdf • http://www.ccwritingproject.org/ (QERMT was created by CCWP Co-Director Louann Baker in 2005) • QERMT’s for Modern World History and U.S. Government are available in the locker section of my home page: www.theschool.org (browsers may need to load this page twice) Barrett Vitol Aptos High School Teacher@TheSchool.org

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