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KCAS and the Three Modes of Writing Grades 6-12

Carole Mullins Eng/LA Regional Content Specialist 606-854-2329 carole.mullins@education.ky.gov www.kvecelatln.weebly.com. KCAS and the Three Modes of Writing Grades 6-12. I can recognize some of the instructional shifts demanded in the ELA standards.

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KCAS and the Three Modes of Writing Grades 6-12

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  1. Carole Mullins Eng/LA Regional Content Specialist 606-854-2329 carole.mullins@education.ky.gov www.kvecelatln.weebly.com KCAS and the Three Modes of Writing Grades 6-12

  2. I can recognize some of the instructional shifts demanded in the ELA standards. • I can discuss the three modes of writing and begin to plan for their implementation at the grade level I teach. • I can identify instructional tips that align with the three modes of writing. Learning Targets Use the “3 Modes Windows Notes Organizer” for additional note taking.

  3. …the acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution (such as a two- or four-year college, trade school, or technical school) without the need for remediation. (ACT) The standards were built on this vision for every single student who graduates from high school. What is meant by College and Career Readiness (CCR) Anchor Standards?

  4. Increased reading of Informational Texts (in elementary balance the reading of info and literary texts and vary the topics, making sure they are developmental) • Work on Content Area Literacy—sharing it among ALL teachers • Attend to TEXT COMPLEXITY—discern ideas of more complex texts • Focus on TEXT DEPENDENT QUESTIONS – those that REQUIRE close reading of the text (vs ‘text-free’—which rely on prior knowledge instead of the actual text) • Focus on WRITING –Argumentation with Evidence and Narrative Writing(to inform) • Emphasize Domain-Specific Vocabulary • Emphasize Short and Sustained Research Projects Karen Kidwell, Highly Effective Teaching, Learning and Assessment: 2011 KAAC Presentation English Language Arts Big Shifts Document - http://ideas.aetn.org/commoncore/strategic-plan Some of the “Big” Shifts Demanded in ELA/Literacy Standards

  5. “Read like a detective, write like a reporter.”

  6. Complexity: Regular practice with complex text and its academic language. • Evidence: Reading and writing grounded in evidencefrom text, literary and informational. • Knowledge: Building knowledge through content rich nonfiction. What Are the Shifts at the Heart of the Standards?

  7. “The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.” ELA CCSS, page 4 English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects A Shared Responsibility

  8. …there must be a balance of informational texts (literary nonfiction in ELA classes) and literature that students are expected to read. Fulfilling the ELA standards for grades 6-12 requires much greater attention to a specific category of informational text — literary nonfiction — than has been traditionally taught. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6-12 must take place in other classes to meet the demands of the standards.  Reading Complex Text

  9. Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. ELA CCSS Page 5

  10. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. K-12 Progressions Reading Standard #1CCR Anchor Standard #1(Literature and Informational)

  11. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. K-12 Progressions Writing Standard #1CCR Anchor Standard #1

  12. Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP. ELA CCSS Page 5

  13. Videos Produced by James B. Hunt, Jr. Institute for Educational Leadership and Policy And the Council of Chief State School Officers (CCSSO) Example: Writing to Inform and Make Arguments (3:36) http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related Common Core You Tube Videos

  14. CCR Anchor Writing Standard #10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences. “Students mastering Standard 10 are able to communicate clearly and will be prepared for Kentucky’s writing assessment.” Three Modes of Writing Guidelines: Page 2 The 3 Modes of Writing “Introduction Section”

  15. One big change in the writing standards is the shift from opinion/persuasion to argumentation…

  16. Opinion, Persuasion and Argumentation: What’s the difference? Adapted from Argument, Persuasion, or Propaganda? www.readwritethink.org

  17. Building Student’s Argumentative Skills from Elementary to Secondary From…To… What differentiates argument from opinion? The use of textual evidence!

  18. You can turn your opinions into arguments by researching the subject in question. • Look for evidence to support a particular point of view - but also look at any evidence that may contradict your own opinions. • Be aware of the counter-arguments and be willing to keep an open mind about them. • You may also decide to change your opinions in the light of any new evidence. TRANSITIONING FROM OPINION TO ARGUMENT

  19. Tips for understanding standards, instruction & assessment Addressing the 3 Modes of WritingKCAS in the 21st Century Winter 2012 Office of Next Generation Learners

  20. includes information about the standards, instruction to support the teaching of the standards, and assessment. • focuses on the 3 modes of writing and serve as a starting point for planning writing instruction. • Emphasizes information about the formative assessment process. • embeds details that assist teachers to address how the new KCAS English/LA standards have impacted ODW. The guidebook:

  21. During a PLC, discuss the guidelines and notes taken today with your colleagues. • What important information, questions tips or ideas can you share and/or develop? “Addressing the 3 Modes of Writing”Follow-Up activity

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

  23. Highlight/Review the standard at your grade level • Beginning in kindergarten, students are asked to communicate their opinions – a building block to writing effective argument • Discuss what that looks like at your grade level with an elbow partner • Shift occurs in 6th grade from opinion to argumentation. What does this mean for grades 4-5? • Suggested Mentor Text: Articles, Expository Text, Digital Text Activity:

  24. An argument is a claim that is supported with concrete, real-world EVIDENCE (articles, books, reports, statistics etc) related to topic. • Research is required- implies author is knowledgeable of the topic • Writer explains and defends their position or opinion • Writer refutes the opposing position • Reader can agree or disagree • Formal in tone WRITING AN ARGUMENT

  25. http://www.iptv.org/exploremore/Teacher_Resources/downloads.cfm#crithttp://www.iptv.org/exploremore/Teacher_Resources/downloads.cfm#crit Presenting An Argument Argumentation: Grades 6-12 • Argumentation Graphic Organizer • Argumentation Map Graphic Organizer • Elements of An Argument Graphic Organizer

  26. If I am writing an argument, did I • introduce a claim? • acknowledge and distinguish the claim from counterclaims (alternate or opposing claims)? • anticipate audience’s knowledge and concerns? • provide relevant background information from the reading passage (if a passage is provided)? • maintain a clear focus? • support claims with logical reasoning and relevant evidence (facts, details and examples)? • use words and phrases to clarify the relationship among claims, counterclaims, reasons, and evidence? KY Writer’s Reference Sheet: ArgumentGrades 8, 10, 11

  27. CCR Writing Anchor Standard #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. Informative/Explanatory Writing

  28. It’s purposes are: • to increase readers’ knowledge of a subject • to help readers better understand a procedure or process • to provide readers with an enhanced comprehension of a concept Informative/Explanatory writing seeks to accurately convey information.

  29. W2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. • W2.b: Develop the topic with relevant facts, definition, concrete details, quotations, or other information and examples. • W2.c: Use appropriate transitions to clarify the relationships among ideas and concepts. • W2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic. • W2.e:Establish and maintain a formal style. Essential Skills for Informational Writing

  30. With argumentative writing, the aim is to get people to believe that something is true. • With explanations, the aim is to answer questions about why or how because truthfulness is assumed. • Argument seeks to persuade; explanation seeks to create understanding. Compare these two writing prompts: • Was Alexander the Great truly great? • How did Alexander the Great hellenize the Middle East? How does Informative/Explanatory writing differ from argumentative writing?

  31. Basic paragraph • Essay (definition, descriptive, cause/effect, problem/solution, etc.) • Report • Term paper • Brochure/pamphlet • Article (newspaper, magazine, encyclopedia, etc.) • Newscast • Lab conclusions • Directions (recipe, lab procedures, technical instructions, directions for a game, rules for a sport, etc.) • Diary entry, journal, log, blog • Interview • Website • Documentary • Menu • Catalog • Biography / autobiography • Interview • Advertisement or label (explaining a product or service) • Poster • Review/critique Menu: Types of Informative Writing Assignments

  32. Print Features • Table of Contents • Index • Organizational Aids • Bold Print • Italics • Bullets • Graphic Aids • Diagrams • Graphs • Maps • Illustrations • Photos • Magnification Informational Text Features • Informational/Explanatory Gathering Grid • Informational/Explanatory Graphic Organizer • Paraphrasing Graphic Organizer • Additional Graphic Organizers

  33. Understands the task and develops a clear and precise thesis which identifies the writer’s central purpose. • Critically reads the text and makes thoughtful decisions when selecting textual evidence to support the thesis. • Examines the effectiveness of connections between selected textual information and the thesis. • Organizes the information in a structure that ensures the reader can effectively follow the writer’s development of ideas. • Provides a concluding statement or section that • follows from, and supports, the information or explanation presented. • does more than restate or summarize. An Effective Informative/Explanatory Writer:

  34. Writing Fix – Interactive Writing Prompts: http://writingfix.com/genres/informative.htm http://www2.asd.wednet.edu/pioneer/barnard/wri/exp.ht Purdue OWL - Creating a Thesis Statement: http://owl.english.purdue.edu/owl/resource/545/1/ http://mscodysclass.wikispaces.com/Argumentative+Resources Graphic Organizers for Informational Writing: http://worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=3&id=105&link1=43&link2=154&link3=105 http://www.greatsource.com/iwrite/students/s_expos.html HCPSS Transition to the Common Core wiki – http://transitiontocommoncore.hcpss.wikispaces.net/ Electronic Resources

  35. If I am writing to provide information or explain, did I • establish a focused purpose? • anticipate the needs of my audience? • incorporate relevant background information from the reading passage (if a passage is provided)? • support the thesis with relevant, well-chosen facts, definitions, concrete details, quotations, or examples? • use precise language and domain-specific vocabulary? KY Writer’s Reference Sheet: Informational/ExplanatoryGrades 8, 10, 11

  36. CCR Writing Anchor Standard #3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. Narrative Writing

  37. Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure • Personal narrative is only one form of narrative • Narratives can also take the form of creative fictional stories, memoirs, anecdotes and autobiographies • Narrative can be used for many purposes including: 1. Inform 2. Instruct 3. Persuade 4. Entertain • Suggested Mentor Text: poems, stories, plays, digital text, autobiographies Section 3: Narrative WritingCCR Anchor Writing Standard #3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

  38. Writing Standard #3 Focus: Narrative Essay Writing http://www.rpdp.net/

  39. If I am writing a narrative, did I • establish a clear purpose? • use a variety of techniques (e.g., dialogue, description, anecdote, rhetorical question, surprising fact) to engage my audience? • convey a sense of significance of the experience? • use a sequence of events that would unfold naturally for the reader? • use concrete words and sensory details? Writer’s Reference Sheet: NarrativeGrades 8, 10, 11

  40. Read the article Survivor: Deadly Avalanche a ‘Horror Story‘ •  Work with a partner or small group and develop 3 assignments/prompts that require students to answer in each one of the three modes of writing. • Write your prompts on the appropriate chart posted on the wall. Develop an assignment for each of the Three Modes:

  41. Text Complexity, Close Reading and Text-Dependent Questions • Lexile: 1140 (High End of Grade 6-8) • Use the TC-QM Rubrics from this morning’s session and determine the Qualitative Measure of the article. • Think about Reader and Task Considerations • Based on your determinations using the three legs of the Text Complexity process, would you agree/disagree on giving this article to 6-8 graders? • Is this article the appropriate length for a Close Reading activity? • What about Text-Dependent Questions? Survivor: Deadly Avalanche a ‘Horror Story'

  42. Let’s take some time and review the prompts posted on the charts. A Few Other Sample Prompts • Mode 1: Should skiers be allowed to scale a mountain after the possibility of an avalanche has been made known to the public? Write an essay and be sure to provide valid evidence to support your claim. • Mode 2: Explain the causes and effects of an avalanche. • Mode 3: Think about a time that you or someone you know was in survival mode and inform your readers about the incident. SHARE YOUR PROMPTS!!

  43. Develop an Action Plan for implementing today’s information within your school. • How will your school address Text Complexity, Close Reading, Text Dependent Questions and the 3 Modes of Writing once all have been trained? A few thoughts… • How will teachers bridge reading and writing in all content areas? • How can teachers formatively assess students? • How will technology be incorporated into your Action Plan? • How will the results of the Action Plan fit into your school’s CSIP, Writing/Literacy Plan and/or Program Review. Next Steps

  44. List three best practices you learned today that will impact writing instruction in your classroom. 1. 2. 3. • Name 2 things you will try within the few weeks. 1. 2. • Ask 1 question you still have about today’s session? Time to Reflect3-2-1

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