KCAS and the Three Modes of Writing

1. KCAS and the Three Modes of Writing Carole Mullins Eng/LA Regional Content Specialist 606-854-2329 carole.mullins@education.ky.gov

2. Learning Targets • 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.

4. The 3 Modes of Writing “Introduction Section” 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

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

6. Opinion, Persuasion and Argumentation: What’s the difference? Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think

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

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

9. The guidebook: • 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.

10. Section 1: Opinion/ArgumentCCR Anchor Writing Standard #1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • 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 • Shift occurs in 6th grade from opinion to argumentation • Discuss what that looks like at your grade level with an elbow partner • Suggested Mentor Text: Articles, Expository Text, Digital Text

11. Section 1: Argument http://www.iptv.org/exploremore/Teacher_Resources/downloads.cfm#crit Presenting An Argument

12. Writer’s Reference Sheet: ArgumentGrades 8, 10, 11 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?

13. Section 2: Informational/ExplanatoryCCR Anchor Writing Standard #2: Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. • Highlight/Review the standard at your grade level • Students must write to demonstrate understanding of the subjects they are studying • It’s purpose is to increase readers’ knowledge of a subject • Students draw not only from background knowledge, but from multiple print & non-print text • Discuss what that looks like at your grade level with an elbow partner • Suggested Mentor Text: articles, digital text, magazines, expository text, pictures

14. Steps to READING a Visual Image • Step 1: Prepare an image in advance. • Step 2: Have students form pairs • Step 3: Help students set up note-taking forms • Step 4: Project the full image • Step 5: View by quadrants • Step 6: Monitor note-taking • Step 7: Display the full image a second time • Step 8: Pairs discuss • Step 9: Whole class discussion

15. United States: The Revis family of North Carolina Food expenditure for one week: $341.98 Favorite foods: spaghetti, potatoes, sesame chicken Read more: http://www.time.com/time/photogallery/0,29307,1626519,00.html#ixzz1ckVgjk91

22. Second Viewing: Drawing Conclusions about the Visual Image • What are the three most important details you and your partner noticed? • What conclusions about the images can you draw from these details? • If you were to give the image a title, what would it be?

24. Multiple Text Types for Reading and Writing PROMPT/TASK to guide instruction for informational/explanatory writing As part of our study of various cultures from around the world. Examine 2 photographs from the series “What the World Eats” and read 2 entries of text about 2 families. Write to inform our class blog readers about what you learn as you compare and contrast what the 2 families eat.

25. Writer’s Reference Sheet: Informational/ExplanatoryGrades 8, 10, 11 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?

26. Arguments and Explanations: Each Has a Different Aim • “Argumentsseek to make people believe that something is true or to persuade people to change their beliefs or behavior. • Explanations…start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than persuade him or her to accept a certain point of view.” (CCSS Appendix A)

27. 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. • Proficient writers recognize the importance of communicating clearly with an audience • 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

28. 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. Writing Standard #3 Grades 9-10 Focus: Narrative Essay Writing http://www.rpdp.net/

29. Writer’s Reference Sheet: NarrativeGrades 8, 10, 11 • 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?

30. Next Steps • Come up with an Action Plan on how you will address the Three Modes of Writing in your classroom/grade level • Decide how you will bridge reading and writing • Plan how you will formatively assess your students • Discuss, and then plan how technology will be incorporated into your Action Plan • Create a way you will celebrate student writing

31. Time to Reflect3-2-1 • 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 around the standards and the three modes of writing. 1.

32. HAVE A GREAT SCHOOL YEAR!