Evidence Based Writing Workshop: Preparing Learners for the 2014 GED and Beyond

1. Jot down your answer or discuss • Where (in life, work or school) does one need to read non-fiction and use it to support a statement, opinion or decision?

2. Evidence Based Writing: Preparing Learners to write for the 2014 GED and Beyond

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5. What is Evidence Based Writing?

6. Workshop Objectives: PWBAT • Define “evidence based writing”. • Explain the “extended response” component of the RLA test of the 2014 GED and related rubrics. • Identify and implement instructional activities to prepare students for evidence based writing (& reading) tasks. • Identify ways to adapt materials for learners who below “GED level” in order to incorporate evidence based writing at all levels.

7. GED 2014: What are students asked to do? • Read 2 non-fiction texts - about 400 to 900 words. • Read and respond to a prompt: • “The article presents arguments from both supporters and critics of Daylight Savings time who disagree about the practice’s impact on energy consumption and safety. In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response.”

8. GED 2014: Evidence Based writing Rubric • Argument & Evidence • Development & • Organization of Ideas • Clarity and Formal English

9. Read prompt

10. Lower Level Students Writing Tasks Students write a paragraph with a topic sentence supported by evidence from their own experiences. Weekly Journal: Students have 30 minutes to respond to a question that relates to the topic of the week. I provide feedback on their writing each week. Reading and Responding Read a Journey’s story related to the unit every week Students identify the topic of the story. Students use sentence frames to identify what is similar in their lives to the author’s life and what is different using evidence from the text. Students identify unknown words from the story, and we work together to identify the part of speech and guess at the meaning from context clues.

12. READ the Text • Summarize

13. Reading strategies • Use context clues to guess at unknown vocabulary • Charts and organizers to pull evidence from a text and categorize it • Venn Diagrams to compare characters in a story or candidates in an election

14. Unpack the Prompt

15. State a Claim & Identify Evidence

16. Would you rather be raised by wild dogs or monkeys? Identify evidence from each text to support your claim. (Underline it.)

17. quote, or summarize, or paraphrase “evidence from the text”

18. __________ is the stronger argument. __________ shows that _______________. The writer states ___________, but________.

19. One similarity between the author’s life and my life is that we ____________________. • I ____________, and he/she _______________, too. • We both ______________________. • One difference between the author’s life and my life is that we ___________________. • He/She ________________________, • but I _______________________________. • We____________________________.

20. Structure? 4 ? 5 paragraph essay ? Organized paragraphs

21. What will you implement in your class? What will you add or adjust for your students or setting?

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