i3 Professional Development

1. i3 Professional Development Monett Public Schools March 11, 2014 Have a seat, but don’t make a nest! We will be moving around!

2. Welcome Back!New Teams, New Ideas

3. Housekeeping • Please take care of your personal needs • Morning and Afternoon Breaks • Lunch (11:30 – 12:30) • Cell Phones • Questions? Parking Lot

4. Today’s Goals We will. . . • Continue to Analyze characteristics of college-ready writing • Differentiate learning to address specific expressed needs of Monett teachers. • Plan next steps for developing CRW skills in Monett students.

5. Purpose and Non-Purpose Purpose: To provide additional tools and strategies to support improved student college-ready writing. Non-Purpose: To provide professional learning with no follow-up support.

6. Agenda • Teambuilder • Card Sort---building on what we have learned • Break • Self-Selected Break-Out Learning Sessions • Lunch • Inside-Outside Circle---Sharing Major Learnings • Join the Conversation – Forwarding Quotes • Closure, Next Steps, and Take-Aways

7. Funds of Knowledge: Our Natural Resources Goal: to appreciate personal and group resources • Use for back to school activity as a needs/strengths assessment of your students • Use in PD to think about student strengths • Use in PD to learn what we teachers bring to the team—our collective brain • Use in PD to plan for how to use each other as resources

8. Teambuilder--Funds of Knowledge Goal: to appreciate personal and group resources What do you bring to the table that your colleagues don’t know about? Freewrite about your talents, abilities, resources, and life experiences • Share with a partner; each has a minute to share • Your partner chooses one resource to write on a leaf; share with the group and place on tree

9. Connect the Learning What are other people saying about college and career ready writing – and how do our ideas fit with theirs?

10. Connect Your Learning with Card Sort CARD SORTING STEPS Deal out the card strips. 2. Each team member initials the cards s/he has in hand. IMPORTANT RULE: ONLY THE ONE WHOSE INITIALS APPEAR ON THE CARD CAN TOUCH AND/OR MOVE HIS/HER CARD. 3. Lay out category headings horizontally. In a RoundRobin fashion, each team member reads one card, makes a claim as to which category his/her card fits and why. The other team members show agreement with thumbs up or offer different ideas and reasons. Team member with card decides and gets thumbs up consensus from colleagues. 7. Sorting continues until all cards have been placed under headings.

11. Code the Text + new information ! important = confirms what we thought X I think differently ? I don’t understand

12. Breakouts Explained Genre and Structure Writing Through the Day

13. Freewriting What are your thoughts on the five paragraph essay? What do you see as the benefits? Limitations?

14. Flaws of 5 Paragraph Essay • Students try to make evidence fit idea, rather than trying to discover what the evidence tells them. • Thesis statements are weak, crafted to include 3 points. • Students organize facts from text rather than explore their own response to text. • Essays end with bland conclusions. • Teachers, directly or indirectly, guide students to write in a tidy, easy-to-grade structure. Campbell, Kimberly and Kristi Latimer. Beyond the Five-Paragraph Essay.

15. “A student’s thought process should determine the form, and not the other way around.” Campbell and Latimer

16. Examine Student Work Do you see evidence of structure? Is there evidence of thinking? Do the students seem invested in the topic? Do these essays feel formulaic?

17. Genre, Structure, and Formula Genre: 1. A text type, a kind of writing 2. A kind of cultural knowledge; evolved to serve particular purposes, by and for particular groups of people Modified from: Bawarshi, A. S., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. Fort Collins, CO: The WAC Clearinghouse and Parlor Press.

18. A Theory of Genre Reflect particular values, perspectives Learning to write in various genres helps you learn these values, perspectives The structure of the genre reflects the purpose

19. Genre (and Structure) versus Formula • Genres: • Structures are flexible, serve the purpose of the genre • Structures help the writer think • Writing can be in mixed genres (e.g., creative non-fiction) • Formulas: • Inflexible structure • Structure can inhibit thinking

20. Genre and Scaffolding Does the scaffold help the student think? Does the scaffold help the student practice in the genre? Does the scaffold prioritize form(ula) over writing and thinking?

21. So what do we DO? If we value thinking and structure—but don’t want formulaic writing—what’s next??

22. The Structure: Evolution of a Term What the word meant to me when I was 4 What the word meant to me when I was __ What the word means to me now What the word will probably mean when I am __ What I have learned

23. Try It! Choose a text structure and try writing a kernel essay.

24. Benefits to students Self-made structure Instant paragraphing and organizing Topic was interesting, mature, and timely Passionate writing Personal anecdote Call to action Small bites: term, one sentence, personal story

25. What the students said • Text structures made me understand essays more. Shay • I used to think essays were long and boring, but now they are fun because text structure gets me into the essay. Dalton • I used to think I could write an okay essay. Now I believe I can write a great essay. Cody • I now think I'm more advanced in writing. Danny • I used to hate writing but when I learned about text structure I then started to LOVE writing. I'm proud of my piece. Garrett • I liked my old structure better. • I used to think essays were a monotonous assignment that I could never get right. Then I tried using text structures. Now essays don't take nearly as long to write, and they turn out better. Lane

26. Next steps “A student’s [or teacher’s] thought process should determine the form, and not the other way around.” Campbell and Latimer Look at mentor text to see how other writers are structuring their ideas.

27. First step “So the first step in writing an essay has to be for the writer to chew on the prompt, to read and reread it, to digest it to find the hard-won truth in it, or the paradox in it, or the human struggle within it.” Gretchen Bernabei in Reviving the Essay (1).

28. Find Your Truism Truism: a statement about life that is true for almost everyone Honesty is the best policy.

29. What do you see? Hope keeps people moving forward. Living things can survive in difficult environments

30. Lunch

31. Major Learnings

32. How might this be helpful in your classroom?

33. Helping Students Quote Text Effectively a Robert Harris Model

34. Classroom Principles • Writing is participating in an ongoing conversation • Low-stakes opportunities to practice skills

35. Welcome to the Conversation! Effective academic writing ….. • Involves listening to others • Summarizing other’s views • Responding with our own ideas

36. Academic Writing Argumentative Writing “…to argue well you need to do more than assert your own ideas. You need to enter a conversation, using what others say (or might say) as a sounding board for your own ideas.” --Graff, Birkenstein, Durst They Say, I Say

37. Low-stakes Opportunities to Practice Allows students to Name it & Claim it! Let’s get started!

38. Whatever your topic…Someone is already talking about it! Imagine this… You have been invited to a friend’s house. As you walk in, you hear a heated discussion…

39. A. A controversial call during a World Series Game • Why the whole • family needsto • stopeatingmeat B. Kim Kardashian’s willingness to publish her child’s baby pictures for a bazillions of dollars.

40. Do you immediately jump in to the conversation?

41. Chances are…You listen first. • Who is on which side? • Which parts of the issue cause emotional outbursts? • Which family members are reasonable and which are just crazy? Now you are ready to enter the conversation.

42. Writing is JUST LIKE THIS! Whatever your topic, people are already talking about it…just in writing. Why the Ump’s Call Was Fair – Player Must Clear the Path. If Kim Won’t Sell Baby Pics, Who Will? Should Humans Eat Meat?

43. Briefly Read Through One Article: Apply these text codes UNDERLINE – lines or sections that describe the problem STAR – sections that relate and support your current opinion CIRCLE – sections that relate to the opposite position

44. Add to your thinking Choose a line from the text to add to your thinking. Use a post-it note to mark the quote, leave it blank.

45. When You Enter A Conversation… You use other people’s words. Sometimes you use them against them. Sometimes you use them to show someone else how YOU are right. According to….

46. Let’s take a look…. Siblings Sally and Jerry: Jerry:You were too being a pain! Sally: I didn't even say anything to you! Jerry: Yes, you did! You said, “Get out of the way, stupid.” And then you shoved me. Jerry uses his sister’s words to prove his point – she did say something and what she said was not nice.

47. Another Example Soon-to-be Exes, Jim and Cathy Jim: But I promise! I haven’t been flirting her! Cathy: Oh yes you have! She forwarded your text to me. Look at what it says: “Hey cutie. Wanna call me tonight?” Cathy used Jim’s own words to counter or contradict him and to prove her own point.

48. We Can Do the Same Thing When We Write Point of View Choose words from the text that you can use to help support your point or prove the opposing side wrong.

49. “School Names” for What We Do with Quotes Forwarding:Sharing an idea suggested in a text with other people like when you forward an email, but you also add to or extend its meaning.

50. Types of Forwarding Illustrating – when you use a quote that gives an example of a point you want to make.