Writing – Three Modes Russell Co.

1. Writing– Three ModesRussell Co. February 19, 2013

2. Three Modes of Writing in KCAS Within each of three sections [of the document], readers will see information about the standards, instruction to support the teaching of the standards and assessment. Information about the formative assessment process will be emphasized; however, readers also will find embedded details about Kentucky’s on- demand writing assessment administered in grades 5, 6, 8, 10 and 11.

3. On-Demand “Lingo” • MODE—Kentucky uses mode to refer to the three text types found in the writing standards (argumentative, informative/explanatory, and narrative) • FORM—Kentucky uses form to name the format of the writing piece (editorial, memoir, friendly letter, feature article, email, blog)

4. Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework It follows that, for ALL content areas, writing assessments aligned with the standards should adhere to the distribution of writing purposes across grades outlined by NAEP. ELA CCSS Page 5

5. KPREP On-Demand Blueprint

6. Form A variety of forms are appropriate for any particular mode of writing The audience and purpose for the writing should be considered which form is most appropriate. Form is not emphasized in scoring for the state writing assessment, but mentioned in the prompts to provide context for purpose and audience. See On-Demand Rubric Form is not part of the rubric; rather, students will be evaluated on their ability to communicate effectively with an audience by supporting complex ideas in a coherent structure.

7. Purpose • To provide students the opportunity to demonstrate independently the communications skills they have developed through instruction • To reflect authentic reading and writing: understanding the role reading plays in the development of writing without testing reading ability • To use source material to promote authentic content in writing • To reflect the type of writing required for college/career readiness reflected in the KCAS Source: Content Leadership Network, Jan. 2012

8. On-Demand Basics • The assessment rubric is holistic, not analytical • The assessment rubric has four levels. There is one rubric for all modes of writing • It is important to use the rubric as an instructional tool • Scorers are trained to recognize that these pieces are first draft • Students may use non-print text to enhance their idea development

9. Writing Space Prewriting – 1 page in the student test booklet (rather than scrap paper) 40 minute Stand-Alone prompt – 2 pages 90 minute Passage-Based – 4 pages

10. Good writing instruction leads to authentic On-Demand practice, the application of writing skills.

11. Practicing On-Demand separate from writing instruction is counter-productive and can stifle student growth as writers.

12. Repetitive practice without intentional instruction will lead to disappointing results and may actually KILL THE HORSE.

13. BEST PRACTICESfor Instruction • Include explicit writing strategy instruction focused on the standards and learning targets as well as instruction about writing as a process. 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

14. Standards • Writing Standards 1, 2, 3 – Document • Highlight the differences in language/intent of the standard below and above your grade level for each standard • Discuss at your tables how the differences in language/intent transfer to instruction • Writing Standards 4-10 support Standards 1, 2, and 3

15. Writer’s Reference Sheets • Using the Writer’s Reference Sheet , CROSS REFERENCE with the Writing Standards document. What do you find?

16. Formative Assessment • On-demand practice in isolation does not work! • There is no quick fix for on-demand. Students should be able to perform in a timed setting what they’ve been doing for a long time. • Analysis of responses can include how well students address audience needs and how well responses adhere to the purpose of the writing. This formative assessment process will help both teachers and students be aware of the smaller targets for improving writing and informing additional instruction. The Three Modes of Writing in KCAS, page 2

17. YOUR TURN - Modes For your assigned mode, the Guidebook includes information about standards, instruction to support the standard, and assessment. Using the Guidebook, create your own 10 minute presentation about your assigned MODE (groups of 4) (30 min. to prepare)

18. Opinion/Argument Writing • Opinion (K-5) • Argument (6-12)

19. What’s the difference? Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think

20. Arguments • Argument forces a writer to evaluate the strengths and weaknesses of multiple perspectives. • When students are asked to consider two or more perspectives on a topic, they must think deeply and critically. • Need for a greater emphasis on trying to figure out author perspective, tone, position. • Much greater emphasis on the use of evidence. • Greater emphasis on making one’s own arguments (persuasion is only one aspect of this)

21. Arguments: From…To…

22. Where do you stand on this statement? • Students should be allowed to have cell phones with them in the classroom.

23. Middle School Argument Task In the article, “America Dreaming,” Laban Hill makes the statement, “Those who came of age in the ‘60s make up the most influential generation ever in American History.” Do you agree with this statement? After reading “America Dreaming” and “GenX: The Ignored Generation” write an entry for our classroom blog that addresses the question and support your position with evidence from the texts.

24. High School Argument Task Should children be forced to pursue their parents’ interpretation of the American dream? After reading Death of a Salesman, “Why Chinese Mothers Are Superior” by Amy Chua, Ayelet Waldman’s reply “In Defense of the Guilty, Ambivalent, Preoccupied Western Mom,” the article “5 Ways Parents Can Help Their Children Succeed in School….and Life,” and Walt Whitman’s “I Hear America Singing,” write an essay that addresses the question and supports your position with evidence from the texts. Be sure the acknowledge competing views. Give examples from past or current events or issues.

25. Informative/Explanatory • Conveys information accurately • Purposes—to increase readers’ knowledge of a subject, to help readers better understand a procedure or process or to provide readers with an enhanced comprehension of a concept • Address types, components, or how things work • Use a variety of techniques to convey information • naming, defining, describing, differentiating types or parts, comparing or contrasting ideas and concepts, citing an anecdote or scenario to Illustrate a point • Includes a wide array of genres • Academic—academic—literary analysis, scientific and historical reports, summaries, précis writing • Workplace—instructions, manuals, memos, reports, emails, applications, resumes

26. Students must be able to….. • Develop a thesis • Maintain focus on a topic • Select and incorporate relevant examples, facts & details • Use a variety of techniques to convey information (naming, defining, describing, comparing, contrasting, citing anecdotes to illustrate a point, etc…)

27. Sample Informational Task using print and non-print texts. As part of our study of various cultures from around the world. Examine 2 photographs from the series “What the World Eats” and read the selected passage from The Hungry Planet. Write to inform our class blog readers about what you learn as you compare and contrast what the 2 families eat.

28. Let’s think about instruction that aligns with informative/explanatory writing

33. PHOTO ANALYSIS TOOL • What do you see in this image? What people and objects are shown? • What is happening in the image? • What do you think is the approximate time, place, and date of this scene? Give one piece of evidence to support your answer. • Where do you think this picture was taken? • How do you think people were feeling at this time/place? • Write a caption for the photograph.

35. Critical questions for reading images • What do you feel or experience as you view the image? • Where does your eye go and why? • What do you think are the key elements or features of the image? How do they contribute to what you see and feel? • What connections do you see between/among elements in the images that are positioned close together? • Are there any elements in the image shat seem similar? (shape, texture, size, color, etc.) • When you examine the image and your emotional response, how do the color(s) or degrees of shading contribute to that response? • How do your own experiences or knowledge affect your reading of the image? • What story or narrative is embedded in the image? • What argument is made? What evidence supports this argument? • What information is learned from reading this image?

36. Think In Threes Think in Threes activity adapted from Jim Burke

37. View this short film.Use before, during, and after reading strategiesWrite a one sentence summary of the film. • Short Film – “Strangers” http://shortsbay.com/film/strangers Activity originally delivered at NCTE by Les Burns

38. Secondary Text PairingsDifferentiate! • Short film—The Strangers • --use reading strategies while viewing • --write a one sentence summary on one side of your triangle • Graphic novel--American Born Chinese • --use reading strategies while viewing • --write a one sentence summary on one side of your triangle • Excerpt from Two Kinds • --use reading strategies while viewing • --write a one sentence summary on one side of your triangle Activities adapted from NCTE presentation by Dr. Les Burns from UK Nov. 2010

39. What can we do to prepare our students? • Make sure all teachers have an understanding of the ELA writing standards. • Make sure all teachers understand the expectations/characteristics of each mode of writing. • Plan writing instruction that meets standards for the modes of writing. • Teach students ways to “unpack” the on-demand task and write in an on-demand situation.

41. 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. • 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

42. Focus: Narrative Essay Writing http://rpdp.net/ccss.html Southern Nevada: Regional Professional Development Program Writing Standard #3 Using a story map to create narratives

43. Narrative Story Map TO BE MODELED FOR STUDENTS • Draw a scene • Label: • Sensory details • Internal thoughts • What they were thinking then and now • Dialogue • Links to the past (if applicable) • Model the writing of the narrative based on your story map • Give a copy of the rough form of the narrative to students. Have them ask 3 questions that can be explored further to revise the narrative. • Permit students to see the good, bad, and ugly of the creation process

44. Organizers • Students need to understand how to approach prompts, including how to identify the mode of writing and what communicating in that mode requires. Using the Writer’s Reference Sheet as an instructional tool can be a powerful way to help students learn to reflect on their own writing technique. Three Modes of Writing Guidelines: Page 3

45. SPAT Situation: What is the background information? Purpose: Why are you writing—to inform (describe/explain), narrate (entertain/express), or argue? Audience: To whom are you writing? Task/Technique: What form are you supposed to use?—letter, feature article, blog post, editorial, speech, email

46. FAM (or FAP) • Form • Audience • Mode (purpose)

47. Special Ed Specifics • Practice finding the mode, form, and important words in the prompt. • Teach students to use an organizer. PRACTICE • Teach students to add the specifics of the form (ex. add salutation & closing to a letter, add headings to an article). PRACTICE • Go for quality vs. quantity

48. Intentionally teach students to write an engaging Introductory Paragraph. PRACTICE • Intentionally teach students to write a connected Closing Paragraph. PRACTICE • Use EX-team to teach students how to develop main idea paragraphs. PRACTICE

49. Meet the “Ex” Team Pump Up Your Ideas With These Guys

50. Explanation • Tell Readers More • Explain Why • Explain How • Explain Possible Questions