The College-Ready aRgument

1. The College-Ready aRgument Resources, Examples, Scaffolding, Setting Standards, Giving Feedback

3. Day Overview • Common Core Shifts in Literacy • Implications for the Classroom • Two related research-based models for teaching writing • SRSD • GRR • Research on improving adolescent writing • The Mini-Research Paper or Simulated Research (PARCC) • Phase 1: Demonstration by teacher • Phase 2: Guided practice • Phase 3: Observed practice • Phase 4: Independent practice • Begin to develop your mini-research activity

4. Overview of the Workshop Goal for today: Develop a “college ready” argument lesson series appropriate for your students. This argument unit is really a guided research unit that requires close reading, note-taking, pre-writing organization, collaboration, drafting, providing feedback, and editing. This sequence of readings and writings can also be: • a skeleton for a more extensive project or a plan for providing many opportunities, each more challenging and each requiring more independence, • a clear plan for students to do many “quick turnaround” research projects as recommended by the Common Core (2011 MA Frameworks)

5. Standards requiring multiple textsPassage selection Guidelines Parcconline.orghttp://www.parcconline.org/sites/parcc/files/Combined%20Passage%20Selection%20Guidelines%20and%20Worksheets_0.pdf

6. Focus of multi-text Standards

7. Research-Based Model The Gradual Release of Responsibility Self-Regulated Strategy Development • Optimal models of instruction • 4 recursive phases for both • Based on Vygotsky’s research on learning • Based on Writing Next research on writing from most to least effective: • Planning, revising, editing • Summarization • Collaborative writing • Specific product goals • Technology use • Sentence combining • Prewriting • Inquiry focused • Process writing • Models

9. The Chasm between HS Reading and Writing and College Expectations • Since 1967, text complexity has decreased K-12, but particularly in HS whose texts do not become progressively more challenging, but are generally on a grade 7-8 level and are below newspaper reading levels • SAT scores decreased over this time as well (and 80 points were added to the verbal scores in the 90s) 70% of students in grades 4-12 demonstrate low achievement in writing 50% of college students are “not prepared for college writing” according to professors 30-35% of students say their writing is “not good enough” for their jobs or college • And as to reading, college texts have remained the same or increased in complexity (science) since 1967. (See Appendix A of Frameworks for a full discussion of these changes)

10. Why SHIFT? Reading Complex Texts Students who can comfortably read and comprehend most high school texts may be able to access only the important ideas in “about one fourth of the reading materials in military, citizenship, and workplace text collections and perhaps as little as fivepercent of postsecondary texts. (Gary Williamson. A Text Readability Continuum for Postsecondary Readiness, 2008).

11. As a Result • 20% of college freshmen are in remedial courses • Only 30% of these remedial students finish college • 75% of college dropouts report reading as a primary cause for leaving college Aspects of Text Complexity Project David Libenwww.achieve.org

12. Specifically Why Text Complexity matters • The determining factor for students passing a reading benchmark for the ACT • Was not inferential or critical thinking questions • Was not textural questions about main idea/author’s purpose, supporting details, relationships, meaning of words, and generalizations and conclusions • Was the degree of text complexity • The ACT study shows that, at least for this group of nearly a half million high school students, critical thinking does not distinguish those who are college and career ready from those who are not; facility with reading complex text does. The American College Testing Service “Reading Between the Lines” (ACT 2006).

13. Literacy Shifts in the Common Core • More Challenging Reading • Complexity of thinking: Regular practice with complex text and its academic language • Knowledge: Building knowledge through content-rich non-fiction • Writing to Text • Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational

14. Expository Text: Given Short Shrift and over-Scaffolded • When [expository text] is read, it is over scaffoldedby [K-12] teachers, and taught superficially (“Read these pages, and find the answers”). • Given all of this, it is not surprising that Heller and Greenleaf (2007), in findings that paralleled the ACT Between the Lines study, found that advanced literacy across content areas (reading of expository, subject focused text), is the best available predictor of students’ ability to succeed in introductory college courses. Far too many students are not only ill prepared cognitively for the demands this type of text presents; but are unaware there is even a problem, aside from how boring their informational texts seem to be.

15. When is Scaffolding too much Support? • Learned helplessness • Lower order work (Recall only never independent application in a new situation.) • Attribution Theory video and summary: • http://education-portal.com/academy/lesson/teacher-expectations-attributions.html#lesson

16. How to Build a supportive Scaffold

17. Today

18. The focus today is on aMini-Research, Simulated Research (PARCC) • Research to Build and Present Knowledge (CCSS Writing) 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. • What is missing in my old Gatsby argument assignment? How might you change it?

19. PARCC Literary AnalysisPARCC Informational Text Research Simulation Icarus Myth Transformation in a contemporary poem • Use what you have learned from reading “Daedalus and Icarus“ by Ovid and To a Friend Whose Work Has Come to Triumph“ by Anne Sexton to write an essay that provides an analysis of how Sexton transforms “Daedalus and Icarus. • As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. • Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

20. Phase 1Teacher leads, defines, Models Modeling thinking out loud

21. Phase I • Lecture or Mini-lesson • Demonstration • Read aloud • Exemplars • Models • Videos • Modeling thinking out loud (The Road Not Taken) • NOTE TAKING IN Interactive notebook by Students in Phase I

22. Interactive Notebooks • The Important Role of Taking Notes • Annotations are a record of a student’s thinking. • Annotations make remembering your thoughts much easier. • The act of annotating is a multi-sensory interaction with the text • Also, “annotation” means more than merely highlighting.  It is a dynamic way of interacting with the text. In general, annotation refers to two things used together: • Symbols = These are the physical interactions on the text itself. These might include highlighting, boxing and circling words/phrases, underlining, stars, arrows, question marks, numbers and bullets. • Marginalia = These are the words a reader writes next to the text in the margins that record thoughts. • The trick to good annotation is that both symbols and marginalia should be used in conjunction with one another. As students highlight or underline a phrase, for example, they should also write a note in the margin that records why that phrase stood out to them. Similarly, if they have a thought they write in the margin, they should physically mark the specific words and phrases that inspired that thought. http://www.teachhub.com/how-annotation-reshapes-student-reading Marginalia Symbols and Marginalia must work together

23. ?Questions= Our minds constantly asks questions about things we don’t understand, things we are predicting, things we are trying to make sense out of. Recording these questions while reading will help students’ minds automatically search for answers. • Connections and Contrasts = The more students can connect the information they read to what they already know about themselves, their world, or other readings, the more the passages in front of them will make sense. • = Interpretations= The meaning or depth of a passage may not be stated at the surface level of the text, but after thinking and inference, it is important that students identify the puzzle pieces and start putting them together. • Summaries= Even just putting something into their own words helps to clarify and solidify its meaning in a student’s mind. Writing paraphrases of information in the margins and at the end of sections/chapters helps enormously to enhance understanding. • Patterns = As lists, series, sequences, chronologies, or motifs are identified within a text, it’s important for students to use numbers, bullets, or a their own method of annotation to organize the passage. • Point of view Words= Individual words often hold a great deal of meaning, so making vocabulary words, course-specific terms, and unique diction choices stand out with annotation is essential.

24. Interactive Notebook Left Side Each student’s way of interpreting the notes, handouts, etc. Right Side Right Side (Class Notes, handouts, etc.) Notes Vocabulary & literary terms Handouts Graphic organizers Content to go on a foldable Reading Comprehension Qs • The left is the student’s way of understanding the material. • The left side belongs to the student. • The left side is where a student records processing (questions, surprises, connections) of the teacher-provided notes, handouts, etc. (i.e. of the right side items).

25. Close Reading of Literature Scaffolding Reading without Limits Maddie Witter How to Read a PoemTemplate • PREVIEW • PREDICT • LITERAL MESSAGE • FIGURATIVE or INFERRED MEANING • PUTTING IT ALL TOGETHER

27. Three week unit

28. Close Reading in Literature Scaffolding Reading without Limits Maddie Witter The Eight Elements of Fiction Plot Setting Character Point of View Tone Theme Style Symbol • PREVIEW • PREDICT • LITERAL MESSAGE • FIGURATIVE or INFERRED MEANING • PUTTING IT ALL TOGETHER

29. Two, three- week units

30. Activity 1: Defining the Argument(Guided Practice Activity: Phase 2) • Getting the Gist: • Reading, Writing, The Argument 9-10, 11-12 and Cognitive Load Research-based Summarizing Strategy for Expository Text (Cunningham, 1982) • Directions: • Read your assigned section of the text. • Collaboratively decide on the gist of the text • Report out your gist for reading, writing, cognitive load 9-10, 11-12 • 20-word Gist (practice for creating a summary) • Modifications • Full Sentences • Sentences with images • Fewer words • Increase the “chunk” of reading • http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html

31. Persuasion vs. Argument (Students may need this)

33. Two examples of Argument Assignments Is Gatsby great? Should the title of Frost’s poem be the “Road Not Taken” or the “Road Less Traveled”?

34. Shifting Gatsby—Critiquing a ModelApply Rubric to one of my Old units

35. Standards Based versus Common Core Gatsby Unit How Great is Gatsby? Examining Author’s Purpose and Point of View Living Likert; partnered evidence gathering Individual Essay Fitzgerald’s purpose in writing the novel Filtered through Nick’s perspective Interpreted by movies Scripts, words Images Modifications Authentic writing: Rotten Tomatoes • Living Likert Scale • Partnered evidence and counter argument • Thesis • Argument with rating • Counter Argument • Conclusion • Academic Critique

36. Modeling Thinking Out Loud (Phase I) “The Road Not Taken”

37. Phase 2:Guided Practice with Templates, Graphic Organizers, interactive note-taking, Collaborative activities (Get the Gist)

38. Argument Rubrics and TemplatesDelaware Rubrics K-12 all text types (CCSS Aligned; specific): http://www.doe.k12.de.us/aab/English_Language_Arts/writing_rubrics.shtml • Provide a rubric or template • Review an accessible student essay (http://achievethecore.org/page/503/common-core-argument-opinion-writing-list-pg) • Apply to a text or exemplar • Generate a classroom rubric or template; modify as the year goes on • Teach students how to use a rubric as a learning tool • It’s good feedback because • it focuses on a few aspects of writing and uses the same standards over and over • It limits the number of critical responses to the students to the most important • (As opposed to red pen correcting that sometimes communicates that if a student fixes each area, the composition is perfect. Often corrections are at a sentence level and not at a thinking level.)

39. Templates and Rubrics Apply to models • Claims • Evidence: relevant and verifiable • Warrant: explanation of how the evidence supports the claim; often common sense rules, laws, scientific principles or research, and well-considered definitions. • Backing: support for the warrant (often extended definitions) • Qualifications and Counter-arguments: acknowledgement of differing claims

40. annotations

41. http://learning.blogs.nytimes.com/category/poetry-pairings/

42. http://learning.blogs.nytimes.com/2014/04/10/text-to-text-of-mice-and-men-and-friendship-in-an-age-of-economics/?_php=true&_type=blogs&_r=0#more-144680http://learning.blogs.nytimes.com/2014/04/10/text-to-text-of-mice-and-men-and-friendship-in-an-age-of-economics/?_php=true&_type=blogs&_r=0#more-144680 Text to Text: New York Times

44. Argument Template (used to analyze a Text)

45. Scaffold: Note Taking Sample (Collaborative Possibly) Reading Writing Self Regulation: Gradual Release of Responsibility with rubrics, checklists, models, reflections, conferences as guides Text Type Forms Supportive Materials: Notebook of their common errors, file of work, templates, graphic organizers Templates for the Argument—They Say/I Say Thesis, Claims and Evidence, So What? The Synthesis—scaffolding each • Easier reading (picture books, lower Lexiles) • “Chunk” reading—Get the Gist, Expert Groups • Collaborative Groups or Pairs • Gradual release of responsibility • Model • Guided practice • Paired/team practice • Individual Work • Modeling close reading: Think alouds: • Subversive model for the “Road Not Taken” versus “The Road Less Traveled”

46. Thesis Developmentjames Burke

47. Gatsby and the American DreamThesis: Setting is Symbolic

48. Scaffold: ModelingThey Say, I Say Overview • I. They say (summarize, paraphrase, quote): Standard views, agreeing, implications… • 2. I say (yes, no, okay, but…) • 3. As a result, (connecting the essay; keeping your voice; so what?) • Examples from the text: Literary, Social Studies, and Science examples. Narrative about a student’s revision based on a class discussion • Transitions • Using TSIS framework to facilitate revision of argument

49. Templates to scaffold a smoothly written analysis or argument (James Burke) They Say I Say I make a claim for the whole argument I explain what “they say” I am responsible for organizing the claims, the evidence, and my explanations I am responsible for making links between/among the sources using transitional sentences and transitional words. In contrast,…. Like….. Somewhat similar to… • What others say about this claim and topic • Quote appropriately • Cite appropriately • Worked into whole essay smoothly

50. They Say, I SayTemplates Some Template Topic Areas Some Examples Many people assume that…. Although…doesn’t say so directly, she apparently assumes that… On the one hand … argues, on the other…contends… …contends that…. …states, “…” I think…is mistaken when she states, “…” Although I agree up to a point, … These findings challenge the work of…. Ultimately, what is at stake here… • Introducing what they say • Standard views • Something implied or assumed • An ongoing debate • Authorial belief/attitude • Using quotations I SAY • Explaining quotations • Disagreeing, raising objections • Making concessions TYING IT ALL TOGETHER META-Commentary • Why this subject is important PROFESSIONAL ESSAYS