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WRITING…. Across Curriculum & Preparation for Assessment…

WRITING…. Across Curriculum & Preparation for Assessment…. Kim Covington, Instructional Coach Ocoee Middle School October 2013. Writing across curriculum…. Review of Key Shifts in ELA/Literacy CCSS. Complexity: Regular practice with complex text and its academic language.

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WRITING…. Across Curriculum & Preparation for Assessment…

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  1. WRITING….Across Curriculum & Preparation for Assessment… Kim Covington, Instructional Coach Ocoee Middle School October 2013

  2. Writing across curriculum…

  3. Review of Key Shifts in ELA/Literacy CCSS • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational. • Knowledge: Building knowledge through content-rich nonfiction

  4. Common Core State Standards (CCSS) for English Language Arts (ELA) & Literacy in History/Social Studies, Science, and Technical Subjects CCSS for ELA consist of: • Reading • Literature • Informational Text • Foundational Skills • Writing • Arguments • Explanatory Text • Narratives • Speaking & Listening • Language CCSS for Literacy in Social Studies/Science consists of: • Reading • Informational Text • Writing • Arguments • Explanatory Text *Social Studies & Science content still comes from SPIs State Standards.

  5. Common Core WRITING Standards Text Types and Purposes • CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). • CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. • CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened

  6. CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, uselinking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

  7. CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.4.1 - CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.3.2 - CCSS.ELA-Literacy.W.4.2 - CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.3.3 - CCSS.ELA-Literacy.W.4.3 - CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  8. CCSS.ELA-Literacy.W.6.1 - CCSS.ELA-Literacy.W.7.1 - CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.6.2 - CCSS.ELA-Literacy.W.7.2 - CCSS.ELA-Literacy.W.8.2 Write informative/explanatorytexts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 - CCSS.ELA-Literacy.W.7.3 - CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

  9. CCSS.ELA-Literacy.W.9-10.1 - CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.9-10.2– CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.9-10.3 - CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  10. Writing - History/SocStudies & Science & Technical subjects Text Types and Purposes CCSS.ELA-Literacy.WHST.6-8.1 - CCSS.ELA-Literacy.WHST.9-10.1 -CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.6-8.2 - CCSS.ELA-Literacy.WHST.9-10.2 - CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Note Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts.

  11. CCSS Perspective on Text Types Take a few minutes to read “Writing: Definitions of the Standards’ Three Text Types” on pages 23-25 of Appendix A with these questions in mind: (NOTE different ? #s) • What are the differences between argument and informational/explanatory writing according to the CCSS? • What are the differences between argument and persuasion according to the CCSS? • What are the differences in argument and informational/explanatory writing among the content areas? • How do these ideas challenge and/or affirm your thinking about argument, informational/explanatory writing, and narrative? • What are the implications of these ideas for your work and student learning? *Article pp.23-25 & Handout with questions.

  12. Research about Writing in History/Social Studies • Complex writing is an essential skill: • It allows students to support argument or analysis- an important skill for college readiness. • It is a predictor of academic success and a basic requirement for participation in civic life and in the global economy. • Students are struggling: • Students have difficulty recognizing and applying argumentative text structures, generating evidence, offering relevant reasons, counterarguments, and rebuttals, and formulating arguments about texts using relevant and sufficient evidence from a text • 50% of high school graduates are not prepared for college-level writing (Achieve, Inc., 2005).

  13. Elements of Argument Claim: the position or assertion that supports an argument Evidence: the facts or reasons that support the claim Warrant: the chain of reasoning that connects the evidence to the claim Counterclaim: an opposing position or assertion Rebuttal: logical reasons for rejecting the counterclaim

  14. Creating an Argument Topic: Should people be encouraged to commute by bicycle, rather than by car? Claim: People should be encouraged to commute by bicycle, rather than by car. Evidence: Maintaining a bicycle is significantly less expensive than maintaining a car. Warrant: Spending less money on commuting expenses is a good thing in this tough economy. Counterclaim: Some may say that riding a bicycle to work would increase commuting time and therefore decrease productivity and money earned. Rebuttal: However, bicycles can navigate rush-hour congestion more efficiently than cars.

  15. Culminating Assessment • Is a summative assessment. • Is related to the unit’s overarching questions, texts, and key standards. • Provides a guide for the work in the unit. • Provides evidence of student understanding and proficiency of the identified CCSS and learning goals. • Allows for the construction of new knowledge or an extension of their thinking rather than a regurgitation of what students learned in the unit.

  16. Culminating Assessment • Culminating assessments across a year should require a variety of writing genres & modes. • Once you’ve decided on a culminating assessment, make a list of what students need to know & be able to do to be successful. Design the unit with that as your guide (backward mapping). • Unit texts should be able to support much of what students need to know and be able to do. • Develop the culminating assessment with the rubric in mind.

  17. Culminating Assessments: Writing Assignments A good writing assignment is: • focused on a single guiding question. • composed so that the task or invitation to write is clearly visible. • scaffolded so that students • understand the connection to the work that precedes it, • see clearly what is being asked of them, and • find some help in imagining how to begin the writing.

  18. Culminating Assessments: Writing Assignments The following three-part template is helpful when developing a writing assignment: 1st paragraph/section: Situates the writing for students 2nd paragraph/section: Writes out the request 3rd paragraph/section: Offers some (but not too much) help to begin *See Sample.

  19. RUBRICS Literacy for History/SocStudies & Science & Tech Informational/Explanatory Rubric Grades 6-8, 9-12 ENGLISH/LANGUAGE ARTS TCAP/WA Argument Rubric Grades 6-8, 9-12 INFORMATIONAL/EXPLANATORY RUBRIC – GRADES 3, 4-5,6-8, 9-12 OPINION RUBRIC – GRADES 3, 4-5 ARGUMENT RUBRIC – GRADES 6-8, 9-12

  20. Preparation for Assessment…

  21. Ocoee Middle • Writing Practices prior to State Testing– three over the course of the school year. • All grades- all students writing. • “True” testing situation– Directions exactly like ‘real’ test. Prompts delivered & turned in. Writing collected. Hallways clear with monitors. Timed...etc. THIS YEAR: Using MIST site. Portable Labs utilized. Testing within each LArts classroom over the course of one day. All classes/grades completed within a week. Saved essay to Word Doc & put on Shared drive &/or Jump drive.

  22. TN Core site Resource • http://tncore.org/english_language_arts/writing_test.aspx Main page. • http://tncore.org/english_language_arts/assessment/sample_assessments.aspx Grade band prompts with texts provided.

  23. Achieve the Core Resource… http://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12 On-Demand Writing Sections • These sections contain pieces written in response to a uniform text-based prompt. For each of the three, Common Core writing types. Range of Writing Sections • These sections contain a variety of pieces spanning K-12, in each writing type specified by the Common Core State Writing Standards 1-3. These pieces provide examples of writing for “a range of discipline-specific tasks, purposes, and audiences”, over both extended and shorter time frames. These parts of the collection are designed to illustrate a breadth of student writing aligned to the CCSS, and to spark ideas about how writing can be integrated throughout the curriculum. *Samples.

  24. Understanding the File Names • Each part of the file name contains useful information. 1. First Character: Writing Type • O=Opinion • A=Argument • I=Informative/Explanatory • N=Narrative 2. Second Character: Grade Level (K-12) 3. Third Character: Section • P=Uniform Prompt • R=Range of Writing 4. Title of piece Example: I2R Parts of a Plant • Informative/Explanatory Grade 2 Range of Writing Title of piece

  25. Social Studies example Building upon the writing process. • Read text 1- Identify Author’s purpose with details why. • Read text 2-Recognize Central Ideas & give details. • Read text 3 – Write an essay summarizing key steps being sure to cite specific textual evidence. • #4- Write an essay that argues which of the three authors best conveys his/her purpose. Citing strong & thorough evidence from all three sources to support your argument. Texts 1-Goha, 2-Aztec Mother, 3-Aztec Father.

  26. MIST- Measurement Incorporated Secure Testing • https://tn.misttest.com/practice OMS did our first practice week of Sept 23. 6th grade – 5th Grade Prompt K Opinion/Argument. 7th & 8th grade – 8th Grade Prompt J Opinion/Argument.

  27. The End… May all your writing efforts be CELEBRATED! Thanks.

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