Addressing The Three Modes of Writing KCAS in the 21 st Century

1. Addressing The Three Modes of WritingKCAS in the 21st Century Tips for understanding standards, instruction & assessment Kentucky Reading Association Conference Ruthie Staley www.ruthiestaley.net ELA Content Specialist – Kentucky Department of Education

2. Today’s 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 discuss instructional tips that align with the three modes of writing. • I can align mentor text with the mode I am teaching. • I can design formative assessment using analysis of student work. • I can continue to plan, discuss and share things I have found successful with the three modes of writing with my grade level team.

3. The Three Modes of Writing • Guidebook contains: • Information about the writing standard • Instruction to support the teaching of the standards and assessment • Information about the formative assessment process • Embedded details about Kentucky’s on-demand writing administered in 5th , 6th, 8th 10th and 11th grades • Writing Standards 4 through 10 work together to support the three modes of writing

4. Section 1: OPinion/Argument • CCR 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 the standard at your grade level • Discuss what that looks like at your grade level with an elbow partner • 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 • Suggested Mentor Text: Articles, Expository Text, Digital Text

5. Section 1:Opinion/ARgumentation • Activity • Look over samples of student work • Discuss things that intermediate students would have an opinion at the grade level you teach; list and chart • Share out in large group

6. Tips for Instruction • Use best practices that encourage critical thinking skills • Provide time for discussion and inquiry • Involve students in what they care about • Provide opportunities to practice writing opinions/arguments • Practice using textual evidence to support the opinion/argument • Allow time for students to discuss their thinking and challenge others • Look periodically at writing models – either student work, teacher-generated text or professional writing (Marker Papers and Edsteps) • Practice writing in shorter time frames • Provide 10-15 minutes for quick writes, focusing on one topic

7. Section 2: Informational/ExplanaTOry • CCR 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 the standard at your grade level • Discuss what that looks like at your grade level with an elbow partner • Students must write to demonstrate understanding of the subjects they are studying • It’s purpose is the increase readers’ knowledge of a subject • Students draw not only from background knowledge, but from multiple print and non-print text • Suggested Mentor Text: articles, digital text, magazines, expository text, pictures

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9. Steps to Viewing Comprehension • 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: Share with the whole class

16. Tips for Instruction • Provide opportunities where students write about what they read • Teach students the writing skills that go into creating text • Increase time that students write

17. Practical Suggestions • Journaling • Collaborative Writing • The One-Pager • Extended Writing • Utilize non – print sources • Collect “Dash Facts” on a Topic - Key Word Facts • Writing Alphabet Informational Books • Observation as a tool • Using time as an organizer • Designing a Question and Answer Book • Talking about your research – think Speaking and Listening Standards • Create lists • Letter writing

18. Section 3: Narrative Writing • CCR Anchor Writing Standard 3: Write narratives to develop real or imagined experiences or events using techniques, well-chose 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

19. Section 3: Narrative Writing • Activity: • Design a mask that focuses on one of the things I am reading about in the book Up North at the Cabin (a smart angler, a loon, a great, gray dolphin, an acrobat, a fearless voyageur., a river, a bull moose, an armored beetle, a daredevil, an angry northern pike • Write through your mask the story these things might tell in the setting of this story. • Think about how writing through a mask might help your students write more about something than a personal narrative or memoir • Create a unique way of celebrating this writing

20. Other Practical Suggestions • Artifact Museum • Diary entries • That was then, this is now • A time when piece….. • Writing a No Time Narrative

21. Tips for Instruction • Emphasize that stories are a powerful tool • Teach dialogue and descriptive language • Utilize authentic student work that effectively utilizes the strategies taught and allows student to analyze and discuss student work • Provide students with a writing prompt asking for a response – For example: “You’ve heard the old saying, never judge a book by its cover.” Have you ever judged someone based on appearance? Have you ever been in a situation where you decided you didn’t like something before you gave it a proper chance? (like a class or food) ? Write about a time when you prematurely judged someone or something. Be sure to tell what you learned from the situation.

22. Tips for Instruction • Consider teaching students to use narrative writing to strengthen other modes. • Use prompts that are relevant. - “ a time when piece”

23. 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 • Think about the Speaking and Listening Standards, how will you incorporate them in your writing? • Create a way you will celebrate student writing

24. 3- 2 - 1 Reflection • List three best practices that you learned today that will impact writing instruction in your classroom. • 1. • 2. • 3. • Name 2 things you will try in the next few weeks of school. • 1. • 2. • Name 1 questions you still have about today’s professional development, The Three Modes of Writing or the new common core. • 1.

25. Tips for Instruction • Consider teaching students to use narrative writing to strengthen other modes. • Use prompts that are relevant. - “ a time when piece”

26. Time to Reflect • Inside Outside Circle • Count off by 2’s • If you are a 1 come to the area for the inside of the circle • If you are a 2 come to the outside of the circle facing a partner who is a one • Listen as the facilitator asks a reflective question • Discuss the question with your partner • The facilitator will give you time to reflect with your partner • When the conversation is complete, 2’s will move to the right and secure a new partner and get ready for the next question • Think about this activity as one that fosters the Speaking and Listening Standards of the Common Core

27. Contact me IF you need Additional Assistance • Ruthie Staley • English Language Arts Content Specialist • Kentucky Department of Education • Ruthie.staley@education.ky.gov • (859) 609-7958