Writing Informative Texts with CCR Anchor Standards

1. Social Studies/Career EducationWrite, Reflect, Word Study and Vocabulary Carolyn Meyer chmeyer@triumphlearning.com

2. Parking Lot Burning Questions or Thoughts

3. Last Time We Were Together… • Overview of CCR Anchor Standards • Blending GLEs with Anchor Standards • Reading in the Content Area • Writing in the Content Area • Speaking and Listening in the Content Area • Lesson Plan

4. Setting the Stage for Instruction Warm Up! Create your Interactive Journal! • Begin with 5 sheets of paper. • Fold in half (hamburger style). • Make slits along the fold about 1 inch. • Create your journal!

5. Setting the Stage for Instruction Design a T-Shirt- Learn All About You! • An acrostic for your name • A place you want to visit • Something few know about you • A word that others use to describe you

6. Interactive Journals for Today • Any notes you take- write them on the right side of the journal. • Expand on those notes (diagrams, drawings, etc) on the left-hand pages.

7. Writing and the CCR Anchor Standards

8. 10 Anchor Standards Writing Make the Connection! Anchor Standards for Writing (Grades K-12)Use these as your content writing focus! • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • 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. Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • 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. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing • 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.

9. Marketing I • I.15: Competency: Utilize publicity to inform stakeholders of business activities. • I.15.a: Evidence: Write a press release. • I.15.b: Evidence: Create a public-service announcement. • I.15.c: Evidence: Create a press kit.

10. Health Sciences I • 6.1 Ethical Boundaries • 6.11 Differentiate between ethical and legal issues impacting healthcare. • 6.12 Recognize ethical issues and their implications related to healthcare. • 6.2 Ethical Practice • 6.21 Apply procedures for reporting activities and behaviors that affect the health, safety, and welfare of others.

11. Social Studies Understanding the consequences of personal and public economic decisions…

12. Communication Through Writing The CCR Writing Process Narrative, Explanatory/Informative, and Opinion 1. Brainstorm or Research 2. Organize 3. Draft 4. Revise 5. Peer Review 6. Edit 8. Publish- 21st Century ideas

13. Communication Through Writing The Essential Question Writing Informational Text How can informative texts be written to convey ideas and information in a clear and interesting way?

14. Communication Through Writing Informational Text What is it? Informative texts either tell the reader something or explain something about a topic. All are nonfiction, and based on research. Some texts explain a scientific process or describe an event, idea, or place.

15. Communication Through Writing Ways to Present Information Catch the reader’s attention with a question, a cool fact, or a story for openers. Include a thesis, statement, the most important idea you want the readers to understand about the topic. Explain enough background information so readers will be interested. The supporting details will support the main idea with relevant facts, details, quotations, and examples drawn form the research. The more interesting and compelling the facts, details, and examples are, the stronger the writing will be. The conclusion is to write a final paragraph that summarizes your topic and provides some final thoughts about the topic.

16. Step One: Model Analyze a “Mentor Text” • How to Model Reading • Think Alouds • Vocabulary Strategies • Connections • Visuals • Summarizing with Main Ideas & Supporting Details • Conclusion Page 179- “The National Park System”

17. Step Two: Assign Topic The Origins of Basketball Informative text on the Origins of Basketball. See page 185. Option- If you have access to Internet, choose another topic that interests you in your content area.

18. Step Three: It’s Time to Write! Step 1. Take notes on The Origin of Basketball and use graphic to organize important ideas and details pp. 187 Step 2: Organize- Your introduction and ideas to begin the draft. Arrange your supporting facts, details and examples. Use the graphic page 193. Step 3: Draft-Create the draft of your informative text. (great time to share a writing focus mini-lesson). Step 4: Read through the Peer Review to implement with your students.

19. It’s Time to Write! Step 5: Revise- Individual writing changes to make after working with peer on the Peer Review. Step 6: Edit- Mechanics are key. Check your work carefully for errors in spelling, punctuation, and grammar. Step 7: Publish- Get creative on your final version of your information text. Students turn in final copy but have opportunity to create a tech-savvy published piece.

20. Step 4: It’s Time to Share! Within your group areas, share the final informational text pieces within your group. Choose one piece to share with whole group. 1. Does your text contain a text feature? 2. What evidence of text structure(s) are used? Compare/Contrast, Problem/Solution, Sequence, Question/Answer, Descriptive 3. Is there a solid introduction and conclusion to your passage?

21. Content Reflective Interactive Journals • Learning Logs- Janet Allen supports using learning logs or journals as students think about content concepts and reflect on learning by drawing, reading, and writing. • What are they? Response reflective journals • Why should we use them? They will help your students read, learn, question, analyze, and apply and reflect on new information. • Foldables for Interactive Journals

22. What are Interactive Notebooks? • A student thinking tool • Reflection on instruction • An organizer for thoughts, questions, and what I learned… • A way to access and process learning utilizing various modalities (writing, drawing, and discussion) • A place for content literacy through vocabulary and writing • A formative assessment tool for teachers

23. How are we using Interactive Notebooks? • Record examples of thinking: Cause/Effect, problem/solution • Review key concepts for tests • Vocabulary review • Apply learning styles when reflecting on gained knowledge

24. Flip Book on Famous Person in History- Research for Writing Project

25. Journaling This is a response to research on Eli Whitney. The student utilized foldables to respond to knowledge gained. What a great way to insight interest in a report for Social Studies Content?

26. Interactive Journaling Putting the Practices into Play!

27. Journal Set Up

28. Right side? Left side? What goes where? • Right Side • Teacher Input/Content • Blue or Black Ink/pencil • Information given in class • Lecture Notes • Ex. from instructor • Definitions of vocabulary • Summaries • Textbook Notes • Classroom Specific Information Left Side Student Output Lots of Color The brain remembers things in color better. • Concept Maps • foldables • Drawings • Reflective Writing • Questions • Data and Graphs • Graphic organizers and semantic maps • Raps to remember concept • Poems for vocabulary • Cartoons or cartoon strips

31. Getting started -Step 1: On the cover, write your name and class. Draw a diagram of something that represents the content area. My Name My Grade SS Notebook

32. Step 2: • Starting with the first page, number the first 50 pages. Numbers should be small and at the top outside corner of every page. 1 2 3 Cover of Notebook

33. Step 3: At the top of pages 3,4,5, write Table ofContents. Divide each page into 3 columns, date, description, page #. 3 4 5 Table of Contents Table of Contents Table of Contents Date Description Page # Date Description Page # Date Description Page # (Skip pages 1 -2)

34. Step 4: Pages 1-2 may contain scaffolding devices that students use as a quick reference. 2 • SS/Tech frequent terms • Syllabus • Types of products for assessment • List of foldables that might be used

35. Example page: OUTPUT(student interpretation) INPUT(notes from teacher)

36. Graphic Organizers • Graphic organizers as an instructional tool not a teaching tool! • Have organizers in view or copied for students to use in journals • At times you will direct use of particular organizers

37. Graphic Organizers • Help organize thoughts • and summarize key information • Assist with answering open response questions • Great to review important content information

38. Let’s Reflect in Your Journal for Social Studies or Career Tech! • 1. Choose a topic or set of vocabulary terms from your content (use the resource you have brought with you) • 2. Create a teacher input page. • 3. Give the page to a partner at your table. • 4. Your partner will place that info on the right side of journal and respond creatively on the left side. • 5. Share at your table and choose one to share whole group!

39. Content Vocabulary Instruction Vocabulary Discussion Points • Students exposed to language rich environments develop rich vocabularies (Beck, McKowan, and Kucan 2002) • The most effective vocabulary instruction teaches those roots and words that will have the greatest impact on a child’s understanding of language structures (Biemiller 2001; Beck, McKowan, and Kucan 2002; Estes and Larrick2007, Marzano and Pickering 2005). • The middle school student has been taught three basic strategies when encountering words; “skip” ( or sub a word) and move on, “sound it out”, and “use context”. These can be useful if the student knows when to employ them. Pair Activity- Turn and Discuss

40. Direct vocabulary instruction is an effective way to build background knowledge (Marzano, Building Background Knowledge, 2004). The practice of assigning vocabulary and expecting students to look up the words, write definitions, and know the new words for a test is ineffective. Building Vocabulary

41. Teacher discusses and defines vocabulary words prior to or during the reading of the text. Before reading the text for the first time, teacher introduces each word or term and offers a definition that fits the context. Effective Vocabulary Instruction

42. Take time to discuss the meaning and how it affects the comprehension of the text. Clarify any misunderstandings and repeat the definition again in unison with the class. Effective Vocabulary Instruction

43. Semantic Vocabulary • Vocabulary development activities should consider how a word fits into a student's semantic repertoire rather than how it is used in a particular context.  • Semantically based activities relate the meaning to the child’s world.

44. Vocabulary Instruction Etymology Etymos- true, logos- word • Etymological study is uncovering the true meaning of words. • Etymology provides information on how words change in their meaning. Activity- Multiple Meaning Maps!

46. Graphic Organizers to Teach Vocabulary How do I use them effectively? GIST- (Generating interaction between Schemata and Texts) Frayer Model Word Maps Wordsplash Concept Definition Map Word Study- Alike but Different

47. GIST of Content Vocabulary Chapter Title_____________________________ Key Words Headings Subheadings ________ ________ ________________ ______________ ________ ________ ________________ ______________ ________ ________ ________________ ______________ Caption: Caption: Caption: Connections and Questions What predictions and connections could What Questions could you ask that You make about what you will learn in the would focus and guide your reading? Chapter based on these text supports? Allen, (2004)Tools Teaching Content Literacy Picture Walk

48. Frayer Model

49. Graphic Organizers to Teach Vocabulary Social Studies Wordsplash

50. Put a Literacy Plan in Place for Your Content Area For this calendar school year, plan when you will incorporate the following into your content area Position the use of: Reading literacy in your content area Writing an Opinion, Informative/Explanatory, and a narrative piece in your area of study Vocabulary strategies to increase reading comprehension