Videos, Resources
F&F: Chapter 1Video: Volcano Vesuvias: Details/Summary:
Fisher and Frey—Modeling Thinking Out Loud for Summary Sentence
3 re-readings. Annotations, and oral statement. F&F: Chapter 3 Social Studies—FDR
Inauguration—Depression—Major points, key words, ? 5 sentences summary of message
6.3 Debate prep in groups and debate itself
6.6 Sentence Frames
Writing to Text
Weymouth
DR . DE BOR A H BR A DY
DBR A DY3 702@MSN.COM
R I BA S A S S OCI ATES
Agenda
Introductions
I. This Morning
I. Introductions
II. The Common Core Shifts and Their Impact
on Writing
 The three writing types and their shifts
 The Narrative Shift
 Informational Text
 The Argument
 Your Goal for the Workshop
 How do you add more writing without
adding more work for YOU?!
 Low stakes writing
 Effective feedback
III. This Afternoon
The NARRATIVE
◦ Teaching the Narrative in your discipline
◦ Share by Content Area
IV. Tomorrow Morning
INFORMATIONAL TEXT a Quick
RESEARCH PROJECTS
◦ Teaching Informational Text
◦ Using RAN and Research Cycle
◦ The Summary
◦ Share by Content Area
V. Tomorrow afternoon
THE ARGUMENT
 How to teach
◦ Share by Content Area
I. Shifting to the Common Core,
What does it look like in the classroom?
HOW MUCH HAV E W E BE E N T HE R E A N D DON E T HAT ?
W HAT DO T HE E X P ERTS SAY? ( S HA N AHAN, LU CY CA L K I N S, E TC. )
M CA S OP E N R ES PONSE, N A R R ATIV E, P E RSUASI VE ES SAYS, L I T ER ARY A N A LY SIS
WRITING IN THE
CONTENT AREAS
THE WHY, THE WHAT, THE HOW
What is College Readiness (in middle school)?
Processing Partners
“College Readiness Stretch”
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 five
percent of postsecondary texts.”
(Gary Williamson. A Text Readability Continuum for Postsecondary Readiness, 2008).
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 Liben
www.achieve.org
Writing
Speaking and Listening
9
Distribution of Literacy and Informational Texts
Across All
Disciplines
10
Specifically Why Text Complexity matters
The determining factor for students passing a reading benchmark for the ACT
1. Was not inferential or critical thinking questions
2. Was not textural questions about main idea/author’s purpose, supporting
details, relationships, meaning of words, and generalizations and
conclusions
3. Was the degree of text complexity
4. 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).
Elbow
partner
Determining Text Complexity
(It’s not a perfect science; teachers’ professional
judgment is essential) Hemingway: Grade 3;
http://achievethecore.org/page/642/text-complexity-collection for further information
12
Qualitative Measures of Complexity
Criteria
Highest Demand on Students
Meaning
Multiple levels, subtle implied meaning and purpose. Abstract. Use of symbolism, irony,
satire.
Structure
Complex, perhaps parallel plot lines. Deviates from chronology or sequence.
Narrator may be unreliable
Language
Conventionality and
Clarity
Implied meanings.
Allusive, figurative, or ironic language, perhaps archaic or formal.
Complex sentence structures
Knowledge Complexity or Explores complex ideas.
Demand Complexity
Refers to texts or ideas that my be beyond students’ experiences.
May require specialized knowledge.
Examples of Literary and Informational Text
6-8 Middle
School
9-10
•Little Women by Louisa May Alcott (1869)
•The Adventures of Tom Sawyer by Mark Twain (1876)
•“The Road Not Taken” by Robert Frost (1915)
•The Dark Is Rising by Susan Cooper (1973)
•Dragonwings by Laurence Yep (1975)
•Roll of Thunder, Hear My Cry by Mildred Taylor (1976)
•“Letter on Thomas Jefferson” by John Adams (1776)
•Narrative of the Life of Frederick Douglass, an American
Slave by Frederick Douglass (1845)
•“Blood, Toil, Tears and Sweat: Address to Parliament on May
13th, 1940″ by Winston Churchill (1940)
•Harriet Tubman: Conductor on the Underground Railroad by
Ann Petry (1955)
•Travels with Charley: In Search of America by John
Steinbeck (1962)
•The Tragedy of Macbeth by William Shakespeare (1592)
•“Ozymandias” by Percy Bysshe Shelley (1817)
•“The Raven” by Edgar Allen Poe (1845)
•“The Gift of the Magi” by O. Henry (1906)
•The Grapes of Wrath by John Steinbeck (1939)
•Fahrenheit 451 by Ray Bradbury (1953)
•The Killer Angels by Michael Shaara (1975)
•“Speech to the Second Virginia Convention” by Patrick Henry
(1775)
•“Farewell Address” by George Washington (1796)
•“Gettysburg Address” by Abraham Lincoln (1863)
•“State of the Union Address” by Franklin Delano Roosevelt
(1941)
•“Letter from Birmingham Jail” by Martin Luther King, Jr.
(1964)
•“Hope, Despair and Memory” by Elie Wiesel (1997)
Progression
of Literacy
Standards
(Ela, H/SS,
Science,
Tech)
Standard 1 K-12
Figure 1.3 Anchor Standard
1: Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
9
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from
the text.
8
Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
7
Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text.
6
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
5
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text
TABLE TALK
“Get the Gist”
Divide into Content Area Groups
Get the Gist of Your Content Area’s Literacy Standards
On your own, read your what your content area and grade levels
expect for the three text types.
Then, as a content-area group, summarize each writing type
(narrative, argument, and informational text or literacy in math)
BUT use no more than 20 words for each type of writing.
Use chart paper to share.
We’ll refer to these text types for the 2 days of the workshop.
Reading and Writing Like a Scientist
1. Lab Report
◦
◦
◦
◦
◦
◦
◦
Inquiring, investigating, hypothesizing (Information)
Recording perceptions accurately (Information, Narr)
Describing steps in a procedure (Narr)
Proving results are valid (Argument)
Using qualitative and quantitative data (Argument)
Sharing results (Journal: Argument, Narrative, Info. Mix)
Critiquing others’ research (Argument)
http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Reading_and_Writing_Mathematics
Planning for CCSS Shifts in Writing
7 KEYS TO SHIFTS IN LITERACY
1.
Engage students in complex ideas in texts: Short, focused
projects; longer in-depth research
2.
Analysis of ideas (c/c, summarize, main/detail)
3.
Text-dependent questions or prompts to extract evidence (EQ)
4.
Writing is essential: multi-paragraph compositions not personal
essays
5.
Speaking and listening are essential for learning
6.
Language proficiency for different audiences they go beyond
grammar and spelling
7.
Nudge students toward independence as part of your plan
TEMPLATE
Phase 1
Demonstrating
Phase 2
Guided Practice
Phase 3
Coached Practice
Phase 4
Independent
Practice
Expository Text (Informational Text)
Given Short Shrift and Over-Scaffolded
When [expository text] is read, it is over scaffolded by [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.
How can we
improve this
situation?
Scaffolds for Reading Complex Text
Some of these are Low Stakes Writing
•
•
•
•
•
•
•
Get the Gist (research based)
Reading and rereading (GtG)
Modeling Reading aloud
Strategic think aloud
Chunking (GtG, Jigsaw)
Scaffolding questions
Strategy instruction (what good
readers of math, science, H/SS,
ELA do)
• Annotation strategies
• Cornell notes (Interactive
Notebook/2 sides)
• Paraphrasing (GtG) and journaling
• Heterogeneous small groups
• Socratic Seminars
24
“Texts worth Reading”
Complex Text
Reading Task: Read aloud as class; re-read with a partner
Writing Task: How has the author (Author’s Craft) developed characters using mainly dialogue?
Phase I
1. Lecture or Mini-lesson
2. Demonstration
3. Read aloud
4. Exemplars
5. Models
6. Videos
7. Modeling thinking out loud (The Road Not Taken)
8. NOTE TAKING IN Interactive notebook by Students in Phase I
Writing to Text Assignment
(handout)
Content Area
Grade Level
Unit or Ongoing Activity
Techniques you might use
Accountable Talk/Sentence Frames
Narrative
Informational Text
Argument
Accountable Talk/Sentence Frames
Writing to Text
MOVING TOWARD THE CCSS
Writing about Text
•Past standards have emphasized writing as a free-standing subject or skill
•Students have been expected to be able to write texts requiring low information (or
only the use of widely available background knowledge)
•The common core puts greater emphasis on the use of evidence in writing
•Thus, the major emphasis shifts from writing stories or opinion pieces to writing about
the ideas in text
Shanahan
We will specifically address the shifts in each text type, narrative, informational, and argument
When do you write to text
in your content area?
Text-dependent questions
Summarizing text
Comparing and contrasting
Detailing the sequence
Writing texts based on text
models
Analyzing and critiquing texts
Synthesizing texts
History: Primary Sources
Science: Research articles, lab
reports
Math: Explain process
ELA: Literature: Critical analysis
ELA: Writing: Creative,
Journalism, Academic
BEWARE! Your textbook prompts!
Non-Examples and Examples
Not Text-Dependent Questions
In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at something.
In “Letter from a Birmingham Jail,” Dr. King
discusses nonviolent protest.
Discuss, in writing, a time when you wanted to
fight against something that you felt was unfair.
In “The Gettysburg Address” Lincoln says the
nation is dedicated to the proposition that all
men are created equal. Why is equality an
important value to promote?
Text-Dependent Questions
What makes Casey’s experiences at bat
humorous?
Author’s Craft question.
What can you infer from King’s letter
about the letter that he received?
Comprehension in terms of textual
inferences.
“The Gettysburg Address” mentions the
year 1776.
According to Lincoln’s speech, why is
this year significant to the events
described in the speech?
30
MCAS (old) and the Common Core
The Shifts
PARCC Shifts to CCSS


ORQs in all content areas

MC at MUCH HIGHER cognitive level

Math: Application of Concepts


ELA: ONLY comprehension not writing
MCAS
quality
All writing is assessed as writing as well as
thinking/comprehending (unlike ORQs)

NEW Text Types—Writing at far higher level:
Narratives, Informational Text, Arguments

Personal narrative Changed for ELA in CC!


Persuasive essay Changed for ELA in CC!
Math—Processes, depth of understanding, critiquing
other’s solutions

Literary analysis of any novel Changed for
ELA in PARCC to WTT!

H/SS, Sci, ELA—reading and writing to complex contentspecific texts

New Generation Science: Includes considerable literacy
Emphasis on content not writing at all
Grade 7 History/Social Studies
Passage #1
“The Biography of Amelia Earhart”
Amelia Earhart TM/® is a trademark of Amy Kleppner, as
heir to the Estate of Muriel Morrissey, licensed by CMG
Worldwide. www.AmeliaEarhart.com
Passage #2
"Earhart’s Final Resting Place Believed Found" by Rossella
Lorenzi posted on the Discovery News website on October 23.
2009. <http://news.discovery.com/history/amelia-earhartresting-place.html> Courtesy of Discovery Communications,
LLC.
Passage #3 (VIDEO)
“Amelia Earhart’s Life and Disappearance" (transcript in PDF
format and video). WatchMojo. February 28,
2012. http://www.watchmojo.com/index.php?id=9083. Web.
Courtesy ofWatchMojo.com
1.) SUMMARY
Based on the information in the text “Biography of Amelia Earhart,” write an
essay that summarizes and explains the challenges Earhart
faced throughout her life. Remember to use textual evidence to
support your ideas.
2.) ANALYTICAL ESSAY
You have read three texts describing Amelia Earhart. All three include the
claim that Earhart was a brave, courageous person. The three texts are:
“Biography of Amelia Earhart”
“Earhart's Final Resting Place Believed Found”
“Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments
about Earhart’s bravery in at least two of the texts.
Remember to use textual evidence to support your
ideas.
Grade 11 History Social Studies
http://www.parcconline.org/sites/parcc/files/Grade11SampleItems.pdf
Essay Question follows M/C questions after each of
three passages, an anchor text plus two shorter
excerpts.
Both John and Abigail Adams believed strongly in
freedom and independence. However, their letters
suggest that each of them understood these terms
differently based on their experiences.
Write an essay that explains their contrasting views on
the concepts of freedom and independence. In your
essay, make a claim about the idea of freedom and
independence and how John and Abigail Adams add to
that understanding and/or how each illustrates a
misunderstanding of freedom and independence.
Support your response with textual evidence and
inferences drawn from all three sources.
PARCC Commentary:
The ability to compare and synthesize ideas across multiple
texts is a critical skill for college and careers, as is the ability
to analyze the strength of various arguments. Traditionally,
writing prompts have not called for the use of textual
evidence in a student’s response.
This Prose Constructed Response prompt allows students to
delve deeply into multiple texts to gather evidence to
analyze a given claim, simulating the research process.
This prompt also demonstrates clearly what PARCC means
by “writing using and analyzing sources”—students must
draw evidence from multiple texts and cite this evidence
clearly to demonstrate the reading and writing claims
measured. Students are also required to demonstrate that
they can apply the knowledge of language and conventions
when writing (an expectation for both college and careers),
so the rubric will be available to students as they write.
Complex Task Example
Science
“…learning about science and engineering involves integration of the knowledge of scientific
explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and
engineering design. Thus the framework seeks to illustrate how knowledge and practice must be
intertwined in designing learning experiences in K–12 science education.
34
Disciplinary Literacy
•Past standards have not made a big deal out of reading in history/social studies or
science
•Emphasis was on learning how to read and applying these skills to content area
textbooks
•However, there are unique reading demands within the various disciplines (reading
history is not the same thing as reading literature, etc.)
•The common core state standards requires specialized reading emphasis for literature,
history/social studies and science/technical subjects
Disciplinary Literacy
Disciplines possess their own language, purposes, ways of using text
There are special skills and strategies needed for students to make
complete sense of texts from the disciplines
As students begin to confront these kinds of texts (especially in middle
school and high school), instruction must facilitate their understanding
of what it means to read disciplinary texts
Reading like a historian (context, perspectives, reliability)
Reading like a scientist (protocols, validity, the scientific method)
Reading like a writer (intentional crafting of elements)
Evidence on Writing about Reading
Graham & Hebert (2010): Meta-analyses of experimental studies show that
writing about text can have a powerful impact on writing and reading
achievement
93% of studies in which students wrote about text had a positive impact (grades
2-12)
When students were taught explicitly how to write (not just assigned writing),
then these impacts were equally large with poor readers
Writing about text was more powerful than just reading or reading and
rereading/studying /discussing
Writing improves reading comprehension.
Writing to Text Improves Learning
Text questions that require elaborated answers rather than questions that
require short, specific answers
Studies show that writing answers to questions has a greater impact on
learning than just orally answering the questions
However, extended writing leads to more learning than is stimulated by
writing short answers for older students
Writing about text more extensively encourages deeper and more
thorough thinking about the text ideas which increases learning (series of
questions to scaffold the idea)
Writing about Text
Implications in the Classroom
•Writing will need to be more closely integrated with reading
comprehension instruction
•The amount of writing about what students read will need to
increase
•Greater emphasis on synthesis of information and critical essays
than in the past
•NOTE: We will discuss both LOW STAKES WRITING and HOW NOT TO
INCREASE YOUR CORRECTING EVEN THOUGH YOU ARE INCREASING
STUDENTS’ WRITING.
Conclusion
•
The common core state standards are based upon very different
theories and conceptions of teaching than our current standards
are
•
Teacher preparation and textbook design are largely based upon
theories and approaches that are (somewhat) inconsistent with
those supporting the common core standards
•
Changing instructional practices to better support the standards
will require a major professional development and materials
transformation
Shifts Mean a Change in Practice in the Classroom
The students will need to do more intensive reading and writing.
From…
To…
Content knowledge primarily from teacherled lecture
Content knowledge comes from a balance of
reading, writing lecture, and hands-on
experience
41
How are the Shifts Shown in Assessment?
Example from PARCC
NARRATIVE TASK
NARRATIVE
Events may be real or imaginary.
Students are asked to write a story, detail
a scientific process, write a historical
account about important figures, or
describe an account of events, scenes or
objects.
Retell the scientific investigation from the
point of view of Edison’s assistant.
How would you tell a classmate how to
improve his or her math solution?
Retell the Amistad story from a slave’s or
slave owner’s perspective.
RESEARCH SIMULATION
INFORMATIONAL TEXT
Students analyze informational texts
(print, video, pictures) and read an
anchor text that introduces the topic, a
second and sometimes a third text.
Answer questions about the individual
texts then answer a question that
synthesizes the texts
A study of a local biome
How to use statistics accurately
A news article about a local town
meeting
Annotated bibliography
LITERARY ANALSIS
THE ARGUMENT
Students consider literature and create
an analytic essay. Generally there are at
least two literary examples.
Proving scientific hypothesis in a journal
article about genetic research
Proving that Lincoln did not include his
rivals in his thinking
Proving Gatsby wasn’t “great”
Critiquing recently released economic
analyses
What might the writing TASKS for each text type look like for your grade/content area?
42
How do they reflect the “cognitive load” for your grade/content area?
Developing a Writing
Unit or Lesson Series
A TEMPLATE (THAT YOU ALREADY USE) TO SUPPORT YOUR TEACHING
Connecting
This 2-Day Workshop to Your Work
LESSON “PLANS”
YOUR IMPLEMENTATION PLAN EXAMPLES
Narrative Lesson: My experience of a historical For every unit, I will have students write a
event
critique of someone else’s geometry solution.
Informational Lesson: An accurate description
of a historical monument and who constructed
it and when.
Argument: Select a controversial topic and
research it. Argue one side.
I will focus on conclusions in lab reports for the
whole year and give students feedback on the
quality of their evidence in confirming or
disconfirming their hypothesis.
For ELA, I’ll work on argument “moves” using
the They Say, I Say sentence frames/templates
The Gradual
Release of
Responsibility
Optimal model of instruction
4 recursive phases
Based on Vygotsky’s research on
learning
 Each stage is in the next “Zone of
Proximal Development”
Gradual verbalizing/articulating of
“internal speech”
What RESEARCH-BASED
Strategies Work in Teaching Writing?
Writing Strategies
 Planning, revising, editing
 Summarization
 Collaborative writing
(INTERACTIVE NOTE-TAKING)
 Specific product goals
 Technology use
Research from Writing Now
 Sentence combining
 Prewriting
 Inquiry focused
 Process writing
 Models
 What does not work?
GRAMMAR, HYPER-CORRECTING
TABLE TALK: WHAT DO YOU DO NOW; WHAT MIGHT YOU
CONSIDER CHANGING; WHAT DO YOU NEED HELP IN
IMPLEMENTING?
Guided Practice
Coached Practice
Independent Practice
Teacher Models
Teacher Guides
Teacher Scaffolds
Learning
Teacher Coaches
Teacher
Conferences, Guides,
Gives Feedback
Students put ideas into
their own words
Students work on their
own
(with guardrails)
Models synthesis
Feedback from checklists,
rubrics, peer conferences,
teacher conferences
Students share as
individuals and/or as
groups.
tuden
Teacher releases responsibility
Students
Learn from teacher
Students
gradually try out
Asks questions
Develops materials and
activities that gradually
introduce the students to
the concept
Provides visuals, videos,
readings
Models summarizing ,
paraphrasing
Low stakes writing
Group work,
Inside/outside circle,
Socratic Seminars
Models inquiry
Models quoting, citing
Students begin to make
connections and to analyze
and synthesize ideas.
Question and answer
Exposure of students to the
“big picture” and “big
question”
Students begin research
possibly
Students gradually begin to
develop a schema
The ideas begin to become
their own.
Students’ responsibility increases
Demonstration
Demonstration
Guided Practice
Coached Practice
Independent Practice
With “Guardrails”
Teacher
leads
Student watches
Teacher
Guides and Scaffolds Learning
Students
begin to grapple with the concept
Reading complex texts
Low stakes writing
Teacher
coaches
Student begins to find her
own words for the concepts
Teacher
conferences
Student works independently
with “guardrails” in place
(This step is often skipped.)
Teacher
1
Students
2
3
4
Writing Process
Introduce----—Guided Practice—--Coached Practice—--Independent Practice
Draft
Introduce the
Unit
• Step-by-step
• Introduction
• Body
• Conclusion
Revise, Edit
Polish,
• Rubric
• Conference
• Peer review
Publish
What Works in
Demonstrating
Phase?
Activators
Video
Lecture, discussion
Essential questions
Read alouds
Modeling thinking out loud
Mini-lessons
AVOID: ASSIGNING WRITING WITHOUT
CLEAR MODELS, STANDARDS,
DEMONSTRATIONS OF HOW YOU MIGHT
DO THE ASSIGNMENT
Demonstration
Guided Practice
Coached Practice
Independent Practice
With “Guardrails”
Teacher
leads
Student watches
Teacher
Guides and Scaffolds Learning
Students
begin to grapple with the concept
Reading complex texts
Low stakes writing
Teacher
coaches
Student begins to find her
own words for the concepts
Teacher
conferences
Student works independently
with “guardrails” in place
Teacher
Activators
Video
Lecture, discussion
Essential questions
Read alouds
Modeling thinking out loud
Mini-lessons
Students
Begin to be immersed in the
subject
(This step is often skipped.)
Student Models
WITH A GUIDED TOUR BY THE
TEACHER
Modeling thinking out loud (MS/HS)
Typical Reading
Second Subversive Reading
Students annotate their first reading
From Frey’s Deeper Reading (2012)
Briefly summarize the meaning of each stanza.
And summarize the theme. (Get the Gist can be
used or collaborative note taking.)
While walking in a “yellow” wood, the
narrator stands a long time looking at first
one as far as he could.
Then he looked down the other which
was not often used since it was “grassy
and wanted wear.”
They seemed equal, but I chose the
second and doubted I would ever travel
the first.
Sometime in the future I’ll discuss the
decision about selecting the one less
traveled and that it has made all the
difference.
Theme: Individualism and following one’s
passions
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Using Gradual Release of Responsibility
1: Read aloud (twice) by teacher noting the third line
pause and how the meter reflects walking and a pause.
2. Modeling thinking aloud by teacher:
Stanza 1: Frost called this poem a wolf in sheep’s
closing. The yellow wood indicates the season is fall , but
the autumn may mean the autumn of a person’s life.. He
is alone (1 line3),
Stanza 2: (2 line 4) “really the same” What is this
saying? Is this an important choice?
Stanza 3 line 5 I “doubted” I’d be able to make this
decision again.
Stanza 4. line 1” Sigh” Sadness? Relief?
Summary: A middle-aged man alone is not confident
about his choices and may have regrets.
Text-dependent
Questions for students
1: Which phrases indicate the two roads are similar?
2. Which words signal regret?
3. Is the sigh one of regret or relief?
4. Is the difference a positive or negative difference?
5. Does the Title help with the meaning?
6. People incorrectly call this “The Less Traveled”
Collaborative analysis of poem as class:
K-12 Exemplars Aligned to
the Common Core
All are Writing to Text
examples
Grade K-5 conserving water
6-12 1930’s depression
www.engagethecore.org
K-12 Examples
By The Vermont Writing Collaborative
with Student Achievement Partners and
CCSSO
O=Opinion
A=Argument
I=Informative/Explanatory
N=Narrative
• On Demand
• Range or Writing across disciplines
• Annotated
Opinion/Argument
Grade 7
On-Demand Writing- Uniform Prompt
Dear Teachers,
I have recently begun learning about the “Shut Down Your
Screen” week. This is a program where kids in school and out
of school don't use any electronics for one week. Everyone in
your school would participate. This is a way to save the way
we think and try something new. My question is should we
participate in the national “Shut Down Your Screen Week?” I
think it would be a good idea for many reasons.
First, I think we should participate because using too much
technology affects the way we think and behave. In the article
Attached to Technology and Paying a Price by Matt Richtel it
gives many scientifically proven facts that using technology
too much affects the way we think. If you are juggling e-mail,
phone calls and other incoming information it can lose
people’s focus. Also as the text states, “The stimulation
provokes excitement that researchers say can be addictive. In
its absence, people feel bored.” This means that people can
become addicted and when not using technology become
bored with things they used to love to do.
Commentary
Introduces a claim:
Introduction gives
context for the proposal
“Shut Down Your Screen
Week” and states a claim
Organizes the reasons
and evidence logically
Supports the claim with
logical reasoning and
relevant evidence,
including direct
quotations, from
accurate, credible
sources, thereby
Demonstration Example
Using Text Models
Good writers usually become good writers because they imitate when they write
They imitate structure, style, language
Writing on the basis of models –that is trying to imitate features of what we read—can both
improve reading and writing
To do this requires analytical reading that looks carefully at how the text was composed
And for the writer it provides valuable scaffolding
“Shame” by Geoffrey McCambridge is a Personal Narrative structured with a Lesson a story the
lesson revisited.
What Works in
the Guided
Practice
(Scaffolding)
Stage?
Ways in which a teacher supports students.
• Writing Process
• Introduction paragraph
• Body Paragraphs
• Conclusion
•
•
•
•
•
•
•
•
Slow down a moment
Show don’t tell
Individual work
Group Work
Using a graphic organizer
Examples
Breaking down into steps
Starting the writing process
Demonstration
Guided Practice
Coached Practice
Independent Practice
With “Guardrails”
Teacher
leads
Student watches
Teacher
Guides and Scaffolds Learning
Students
begin to grapple with the concept
Reading complex texts
Low stakes writing
• Writing Process
• Introduction paragraph
• Body Paragraphs
• Conclusion
• Slow down a moment
• Show don’t tell
• Individual work
• Group Work
• Using a graphic organizer
• Examples
• Breaking down into steps
• Starting the writing process
Teacher
coaches
Student begins to find her
own words for the concepts
Teacher
conferences
Student works independently
with “guardrails” in place
Teacher
Activators
Video
Lecture, discussion
Essential questions
Read alouds
Modeling thinking out loud
Mini-lessons
Students
Take notes
Students
Begin engaging with ideas
(This step is often skipped.)
Students
Scaffold: Note Taking Sample (Collaborative Possibly)
Claims
READING
Evidence
WRITING
Your analysis as it connects
the thesis of the paper
Quotation, summary, paraphrase of each
This means
majorEasier
point. reading (picture books, lower More simply,
this means Gradual Release of
Self Regulation:
Lexiles)
Responsibility with rubrics, checklists,
models, reflections, conferences as
“Chunk”
reading—Get
the
Gist,
Expert
Major point: Social justice and poverty
Dickens guides
sees the injustice of poverty and
Sidney represents the wealthy classes,
Groups
Collaborative Groups or Pairs
WhenGradual
Sidney Carton
“It is a far, far
releasesays,
of responsibility
better….”
◦ Model
◦ Guided practice
◦ Paired/team practice
◦ Individual Work
the suffering that results from poverty
Text Type Forms
his final act shows he sees justice as mo
important than his pleasure
Supportive
Materials:
he is declaring
that his
sacrifice isNotebook of
The hope that Dickens’ sees for social
their
common
errors,
something
new
for him, and
thisfile of work,justice is shown in Carton’s selfless act
templates,
martyrdom
will bringgraphic
him to aorganizers
better
save Dannay.
place, his
own resurrection,
than he has
Templates
for the Argument—They
ever experienced
Say/I Sayin his corrupt life before
this final act.
Thesis, Claims and Evidence, So What?
Modeling
close
reading:
Think
alouds:
In A Tale of Two Cities, Dickens uses the characters to represent the corruption and the hope for social justice in England and Fran
◦ Subversive model for the “Road Not Taken” The Synthesis—scaffolding each
The final versus
chapter
shows
hope
that Dickens sees despite the corruption. When Sydney Carton says, “It’s a far, far….known” (
“The
Roadthe
Less
Traveled”
he symbolizes the possibilities for reform and redemption. Carton is declaring that his sacrifice is new for him and that he will find
better place, his own resurrection, than he has ever experienced in his corrupt life.
Student
Models
Empowering Writers
Opinion/Argument
Grade 7
On-Demand Writing- Uniform Prompt
Dear Teachers,
I have recently begun learning about the “Shut Down Your Screen” week. This is a
program where kids in school and out of school don't use any electronics for one
week. Everyone in your school would participate. This is a way to save the way we
think and try something new. My question is should we participate in the national
“Shut Down Your Screen Week?” I think it would be a good idea for many reasons.
First, I think we should participate because using too much technology affects the
way we think and behave. In the article Attached to Technology and Paying a Price
by Matt Richtel it gives many scientifically proven facts that using technology too
much affects the way we think. If you are juggling e-mail, phone calls and other
incoming information it can lose people’s focus. Also as the text states, “The
stimulation provokes excitement that researchers say can be addictive. In its
absence, people feel bored.” This means that people can become addicted and
when not using technology become bored with things they used to love to do.
Commentary
Introduces a claim: Introduction gives
context for the proposal “Shut Down
Your Screen
Week” and states a claim
Organizes the reasons
and evidence logically
Supports the claim with logical
reasoning and relevant evidence,
including direct quotations, from
accurate, credible sources, thereby
What works in
the
COACHING
PHASE?
• SOCRATIC SEMINAR
• FISH BOWL
• DEBATE
• 4 Corners
GROUP WORK THEN
◦ TEAMS PRESENT
◦ STUDENTS PRESENT WITHIN TEAM
◦ REHEARSAL
◦ ONE-TO-ONE COACHING
◦ SIMULATION
◦ AUTHOR’S CHAIR
Demonstration
Teacher
leads
Student watches
Teacher
Activators
Video
Lecture, discussion
Essential questions
Read alouds
Modeling thinking out loud
Mini-lessons
Students
Take notes
Guided Practice
Coached Practice
Teacher
Teacher
Guides and Scaffolds Learning
coaches
Students
Student begins to find her
begin to grapple with the concept own words for the concepts
Reading complex texts
Low stakes writing
(This step is often skipped.)
• Writing Process
•SOCRATIC SEMINAR
• Introduction paragraph
•FISH BOWL
• Body Paragraphs
•DEBATE
• Conclusion
•4 Corners
• Slow down a moment
GROUP WORK THEN
• Show don’t tell
TEAMS PRESENT
• Individual work
STUDENTS PRESENT
• Group Work
WITHIN TEAM
• Using a graphic organizer
REHEARSAL
• Examples
ONE-TO-ONE COACHING
• Breaking down into steps
SIMULATION
• Starting the writing process
AUTHOR’S CHAIR
Students
Begin engaging with ideas
Students
Begin to “own” the ideas
Independent Practice
With “Guardrails”
Teacher
conferences
Student works independently
with “guardrails” in place
Coached Practice
Students begin to put the ideas in their own words
Theoretical Underpinnings: Vygotsky—“social
construction of learning.” We learn by rehearsal
through progressively more articulate “speech,” from
inner speech to social speech.
Scaffolding Socratic Seminars
Multiple voices
Scaffolding the Socratic Seminar
https://www.teachingchannel.org/videos/using
-socratic-seminars-in-classroom
Socratic Seminars
Can be quite simple
Resources for using Socratic Seminars
Edutopia
http://www.edutopia.org/critical-thinking-discussion-HSresources?utm_source=twitter&utm_medium=post&utm_campaign=roundup-HS-criticalthinking-discussion-resources#graph1
Teaching Channel: Assessing (rubric), Progressively Increasing Expectations
https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom
Includes lesson plans, scoring guides, sample slides
List of Group Work Options
Categories
# in group
Brief description
How/when this might
be used
Dyads
Think-Pair-Share
Turn and Talk
Collaborative Note-Taking
Collaborative writing
First 2, brief pause to think about
concept
Collaborative dyads can be very
effective in teaching writing
All phases to let
students think
Phases 2, 3, and
sometimes 4
Groups (3-5)
Teams
Roles—Immediate Purpose
Effective groups have roles,
assessments, clearly defined
process, and feedback.
Phase 3 when students
are ready to use
processes
Classroom Org.
Flexible,
Writer’s Workshop
Readers Workshop
Centers (with flexible groups)
Complex routines and variable
groups for different purposes,
routines to keep focus on the
task
Phase 4
Fishbowl, Medium Circle,
Socratic Seminar
Pinwheel Discussion
Academic focus
Scaffolding
Accountability
Phase 3
Presentations
What works in
the Independent
Practice Phase
Skits, plays
Projects
Publishing
Museums
Carousel Sharing
Author’s Chair
Posted work
Demonstration
Teacher
leads
Student watches
Teacher
Activators
Video
Lecture, discussion
Essential questions
Read alouds
Modeling thinking out loud
Mini-lessons
Students
Take notes
Guided Practice
Coached Practice
Teacher
Teacher
Guides and Scaffolds Learning
coaches
Students
Student begins to find her
begin to grapple with the concept own words for the concepts
Reading complex texts
Low stakes writing
(This step is often skipped.)
• Writing Process
•SOCRATIC SEMINAR
• Introduction paragraph
•FISH BOWL
• Body Paragraphs
•DEBATE
• Conclusion
•4 Corners
• Slow down a moment
GROUP WORK THEN
• Show don’t tell
TEAMS PRESENT
• Individual work
STUDENTS PRESENT
• Group Work
WITHIN TEAM
• Using a graphic organizer
REHEARSAL
• Examples
ONE-TO-ONE COACHING
• Breaking down into steps
SIMULATION
• Starting the writing process
AUTHOR’S CHAIR
Students
Begin engaging with ideas
Students
Begin to “own” the ideas
Independent Practice
With “Guardrails”
Teacher
conferences
Student works independently
with “guardrails” in place
Presentations
Skits, plays
Projects
Publishing
Museums
Carousel Sharing
Author’s Chair
Posted work
Students
Perform
Effective Feedback
THINK COACHING NOT CORRECTING
1 or 2 important areas
“Surface errors” are not as important as
the ideas. Save them for last.
Remember teaching grammar doesn’t
improve writing. It can have a negative
impact on writing.
Train peers to give feedback as you teach
what the expectations are
TIME SAVING POSSIBILITIES
Create a personal spelling and grammar
checklist for each student
Use portfolio method
Don’t “correct” every piece of writing
Use Rubrics; they save time
Have students self-assess
Train students to read one another’s papers
using rubric, checklists, personal lists
Don’t accept a paper without a peer’s initials
Feedback
about the
processing of
the task (FP)
Feedback
about the
task (FT)
Feedback
about the
self as a
person (FS)
Four
Types of
Feedback
Feedback
about selfregulation
(FR)
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
6.6
Looking Closely at Feedback
1. What type(s) of feedback do you provide most often?
2. Why do you think feedback about the process and
self-regulation is the most useful to students?
3. Why do you think feedback about the student as a
person is limiting?
6.71
Be mindful with feedback.
When effective feedback is not given, the
learner is unable to clarify errors and
misconceptions.
If effective feedback is provided, the
student is able to move forward in
accessing complex texts.
6.8
Independent
Practice
“Guardrails”
 Models
Rubrics
Conferences
Peer Feedback
Anchor Charts
Delaware Rubrics
http://www.doe.k12.de.us/aab/English_Language_Arts/writing_rubrics.shtml
K-12 Argument Rubrics
K-12 Informational Writing Rubrics
K-12 Narrative Writing Rubrics
1
Topic development
1
2 for CEPAs
3 in Mass
GENERIC
Rubric
2
Little topic/idea
development,
organization, and/or
details
Little or no awareness of
audience and/or task
Evidence and Content Little or no evidence is
included
Accuracy
and/or
3
4
5
4
5
Limited or weak topic/idea Rudimentary topic/idea Moderate topic/idea
development, organization, development and/or
development and
and/or details
organization
organization
Limited awareness of
audience and/or task
6
Basic supporting details
Adequate, relevant details
Simplistic language
Some variety in language
Use of evidence and content Use of evidence and
Use of evidence and
knowledge is limited or
content is included but is accurate content is
weak
basic and simplistic
relevant and adequate
Full topic/idea
development
Rich topic/idea
development
Logical organization
Careful and/or subtle
organization
Strong details
Appropriate use of
language
Use of evidence and
accurate content is
logical and appropriate
content is inaccurate
Use of Visuals/Media
Visuals and/or media are
missing or do not
contribute to the quality
of the submission
Visuals and/or media
demonstrate a limited
connection to the
submission
1
Standards for English
Conventions
Errors seriously interfere with
communication
and
Little control of sentence structure,
grammar and usage, and mechanics
Visuals and/or media are
basically connected to
the submission and
contribute to its quality
Visuals and/or media are
connected to the
submission and contribute
to its quality
6
Visuals and/or media
contribute to the quality
of the submission in a
logical and appropriate
way
Effective/rich use of
language
A sophisticated selection
of and inclusion of
evidence and accurate
content contribute to an
outstanding submission
Visuals and/or media are
carefully and strategically
selected to enhance the
content of the submission
2
3
4
Errors interfere somewhat with
communication
and/or
Too many errors relative to the length
of the submission or complexity of
sentence structure, grammar and usage,
and mechanics
Errors do not interfere with
communication
and/or
Few errors relative to length of
submission or complexity of sentence
structure, grammar and usage, and
mechanics
Control of sentence structure, grammar
and usage, and mechanics (length and
complexity of submission provide
opportunity for student to show control
of standard English conventions)
File Name: A11-12R Macduff True Hero
http://achievethecore.org/page/503/common-core-argument-opinion-writing-list-pg
Annotations
CCSS Aligned
Language
Argument/Opinion
Grade 12
Range of Writing
Macduff: A True Hero
Though many refer to the titular character of William Shakespeare’s
Macbeth as a tragic hero, another character stands out as a much greater
Begins by acknowledging
counterclaim, then
distinguishes from own
claim to follow
protagonist. While Macbeth is driven towards madness and to committing
atrocities through his tragic flaw of ambition, Macduff lacks such a flaw
and remains uncorrupted and heroic throughout the play. As Macbeth
strives to gain power and prestige at the expense of the lives of his king, his
friends, and his countrymen, Macduff meanwhile endures great personal
loss in his attempts to stop Macbeth’s tyrannical rue and to restore justice
and freedom to Scotland. With a name so similar to Macbeth’s, it is ironic
yet fitting that Macduff acts so much more nobly than his king (Piotr 20).
Throughout the tragic, events of William Shakespeare’s Macbeth, Macduff
Introduces a
knowledgeable claim about
a substantive topic and
establishes its
significance: gives context
about the play itself by
contrasting Macbeth and
Macduff, and then states a
precise claim
States focus, precise claim
serves as a heroic figure through his demonstrations of intelligence, loyalty,
and righteousness.
Macduff’s prevalence is minimal early in the play, though his
Creates an organization
intelligence can first be noted in his actions that follow King Duncan’s
that logically sequences,
death. While many Scottish nobles prepare to welcome Macbeth to the
develops, and supports the
throne and accept him as their king, Macduff shows his skepticism of the
claim
story surrounding the king’s demise. Though Macduff at first accepts the
verdict that Malcolm and Donalbain are the most likely suspects in the
murder of their father, he does so reluctantly and only because the evidence points to them given
that they have fled the scene. When asked if he will attend Macbeth’s
Uses words, phrases, and
inaugural ceremonies, Macduff responds, “No, cousin, I’ll to Fife” (2.4.36).
varied syntax to create
Macduff is less convinced than the others that the mystery of the king’s
cohesion, clarify the
CCSS Rubric
GRADE 2 CHECKLIST RUBRIC
BASED ON PARCC RUBRIC FOR ANALYTIC & NARRATIVE WRITING
Criteria
Reading1
Comprehension
of Key Ideas &
Details
Writing
Written
Expression
Development of
ideas
Writing
Written
Expression
Organization
Writing
Written
Expression
Clarity of
Language
Performance
Level
Descriptors
3: Accurate comprehension1 of the central ideas expressed in the text(s).
2: Limited comprehension1 of the central ideas expressed in the text(s).
1: Does not demonstrate comprehension1 of the ideas expressed.
3: On prompt; some development of topic and/or narrative elements2; some reasoning, details, and/or description recalled
or provided.
2: On prompt topic; minimal topic and/or narrative development2; limited details, and/or description recalled or provided by
sources.
1: May not address the prompt; does not develop the topic or narrative elements2, inappropriate to task and purpose.
3: Introduces topic/book; states opinion & provides two or more reasons or provides definition & two or more facts as
informative points; provides conclusion3.
2: Introduces topic/book; states opinion & provides one reason or provides a definition and/or a fact to develop informative
point; provides conclusion3.
1: May or may not have both an introduction and/or conclusion3; states opinion or topic; unsuccessful attempt to support
with reasons or facts.
3: Uses linking words, descriptive words, and/or details; express ideas clearly.
2: Uses linking words & descriptive words; express ideas with limited clarity.
1: Does not use linking words and/or descriptive words; lacks clarity.
2nd grade linking words W.2.1: because, and, also
Feedback
GRADING, CONFERENCING AND PEER FEEDBACK
Training Peers to Give Appropriate Feedback (a year-long process)
This is as good for peers as for the feedback that they give
1.
2.
3.
4.
Assume they do not know how to “criticize” or give feedback
Provide language models for them
Begin with only positive feedback plus questions. (No suggestions allowed.)
Model each new piece of feedback using the priorities for the class
1.
2.
3.
4.
5.
Claims
Evidence
Counterclaims
Organization
Incorporating quotations smoothly
Developing your own
lesson sequence
CHARLOT TE’S WEB TOGETHER
THEN IN GROUPS OR ON YOUR OWN
Demonstration
Guided Practice
Coached Practice
Independent Practice
With “Guardrails”
Teacher
leads
Student watches
Teacher
Guides and Scaffolds Learning
Students
begin to grapple with the concept
Reading complex texts
Low stakes writing
Teacher
coaches
Student begins to find her
own words for the concepts
Teacher
conferences
Student works independently
with “guardrails” in place
Teacher
Students
Reading Task: Read aloud as class; re-read with a partner
Writing Task: How has the author (Author’s Craft) developed characters using mainly dialogue?
Phase I
1. Lecture or Mini-lesson
2. Demonstration
3. Read aloud
4. Exemplars
5. Models
6. Videos
7. Modeling thinking out loud (The Road Not Taken)
8. NOTE TAKING IN Interactive notebook by Students in Phase I
Demonstration
Guided Practice
Coached Practice
Independent Practice
With “Guardrails”
Teacher
leads
Student watches
Teacher
Guides and Scaffolds Learning
Students
begin to grapple with the concept
Reading complex texts
Low stakes writing
Teacher
coaches
Student begins to find her
own words for the concepts
Teacher
conferences
Student works independently
with “guardrails” in place
Models
Rubrics
Conferences
Peer Feedback
Anchor Charts
Presentations
Skits, plays
Projects
Publishing
Museums
Carousel Sharing
Author’s Chair
Posted work
Teacher
Activators
Video
Lecture, discussion
Essential questions
Read alouds
Modeling thinking out loud
Mini-lessons
•
•
•
•
•
•
•
•
•
•
•
•
(This step is often skipped.)
Writing Process
•SOCRATIC SEMINAR
Introduction paragraph
•FISH BOWL
Body Paragraphs
•DEBATE
Conclusion
•4 Corners
Slow down a moment
GROUP WORK THEN
Show don’t tell
TEAMS PRESENT
Individual work
STUDENTS PRESENT
Group Work
WITHIN TEAM
Using a graphic organizer
REHEARSAL
Examples
ONE-TO-ONE COACHING
Breaking down into steps
SIMULATION
Starting the writing process
AUTHOR’S CHAIR
Example of 4 Phases: Poetry Unit
Demonstration
• The Fish by
Elizabeth Bishop
• (a model that
violates all the
poetry rules—
not pretty, the
fish doesn’t get
cute, there is no
clear lesson , it
doesn’t rhyme
• BUT it’s a poem
Guided Practice
• Use the poetry
graphic
organizer as a
class
• Use the GO in
2’s with same
poem
Coached Practice
Independent Practice
• Use the GO in
2’s with a
“challenge
poem”
• They present it
using the
template PLUS
an illustration to
the class
• They compare
their favorite
song to a
“canonical
poem” that I’ve
selected with
the same theme
• Presentation
• Essay 3
elements of
poetry
The Three Text Types
Redefined
N A R R AT I V E
I N F O R M AT I O N A L T E X T
ARGUMENT (OPINION, PERSUASIVE)
PLUS FREQUENT RESEARCH
C O N N E C T I N G TO E M P O W E R I N G W R I T E R S
The Text Types
NARRATIVE
INFORMATIONAL TEXT
ARGUMENT
(RESEARCH)
The Narrative
P E RSONA L N A R R ATI VE
M E MOI R
T HE S HORT STORY
Understanding the Narrative Writing
Shift
Students read one or two brief texts and answer a few questions to
help clarify their understanding of the text(s).
Students then write either a narrative story or a narrative
description (e.g., writing a historical account of important figures;
detailing a scientific process; describing an account of events,
scenes, or objects, explaining why this math solution is accurate
and if/when it fails).
From Narrative Task (Grade 6):
Jean Craighead George’s Excerpt from Julie of the Wolves
87
Writing Narratives in the Content Areas and ELA
Students’ narrative skills continue to grow in these grades (MS). The standards
require that students be able to incorporate narrative elements effectively into
arguments and informative/explanatory texts.
In history/social studies, students must be able to incorporate narrative
accounts into their analyses of individuals or events of historical import.
In science and technical subjects, students must be able to write precise
enough descriptions of the step-by-step procedures they use in their
investigations or technical work that others can replicate them and (possibly)
reach the same results.
In ELA the narrative includes such literary genres as the short story, the
memoir, the biography, drama, novels, and the autobiography and are as
complex as arguments, but they use their own conventions: understatement,
satire, symbol, and metaphor.
Anchor Chart
Narrative Elementary Level
• Step-by-step support
• Specific directions and
examples
• Rubric
• Exemplars at different levels of
text
• The writing is connected to
ELA, History/Social Studies,
Science or Math
Narrative Writing Checklist
Entertaining, engaging beginning
Elaborative detail
Story sequence, character, setting
Main event—”slow motion”
(SHOW Don’t TELL)
Action leads to a solution or a conclusion
Conclusion: cleans up loose ends, sometimes
touches on meaning
Sequence of
Narrative
How to teach with a great example
1. Entertaining beginning
1.
Read “Shame”
2. Elaborative details
2.
Re-read with partner using checklist
3.
Critique (for peers to use later):
1. Characters
2. Setting
3. Problem
Were all the elements there?
Were there surprising elements?
What did you especially like about the story?
What made it work?
Any examples of “show don’t tell”?
3. The main event
1.
2.
3.
4.
Slow motion
Description
Thoughts and feelings
Characters’ dialogue
4. Solution of problem
5. Conclusion of adventure
6. Extended Ending
(memory, feeling, wish)
4.
Report out
A Content-Appropriate Adaptation of
Dick Gregory’s “Shame”
Narrative Assignment Possibilities
1.
Take the role of a real or imagined literary, historical, or scientific figure, or write a personal
narrative
2.
For math: use someone’s method of solving a problem as the sequence. Begin with, for
example, “This answer doesn’t make number sense.”
3.
Retell what happened from that person’s perspective
4.
Begin and end with the lesson learned. Follow the story sequence. Slow down the moment
of discovery, epiphany, moment of truth.
Your Assignment
Content Area
Grade Level
Narrative
H/SS 8
Unit or Ongoing Activity
Techniques you might use
Accountable Talk/Sentence Frames
Use example as model
Read with partner analyzing text
Students write original narrative about
an historical event from one
individual’s point of view
What Is Your Answer?
Descartes’s combination of geometry and algebra IN YOUR OWN WORDS How
is called analytic (or algebraic) geometry. One of can you recognize a linear
the main discoveries in analytic geometry is that equation? How can you draw
its graph? Write an equation
all of the important types of graphs (lines,
that is linear. Write an equation
parabolas, circles, ellipses, and so on) can be
that is not linear.
represented by simple algebraic equations.
Within a few dozen years, other mathematicians Narrative: You are
were able to discover all of calculus, a field of
Descartes explaining to
mathematics that is of great value in business,
your colleagues how
science, and engineering.
In this book, you will study lines. In Algebra 1 and graphs can be
Algebra 2, you will study many other types of
represented by
equations.
2.1
Graphing Linear Equations
equations.
From 40 Big Ideas Math Blue
CCSS NARRATIVE
The narrative can be a powerful part of an argument and in
informational text. The techniques of “slowing down a moment,”
using dialogue, building suspense are important elements of good
writing.
Most writing is a blend of the text types.
Demonstration
Teacher
leads
Student watches
Teacher
Activators
Video
Lecture, discussion
Essential questions
Read alouds
Modeling thinking out loud
Mini-lessons
Students
Take notes
Guided Practice
Coached Practice
Teacher
Teacher
Guides and Scaffolds Learning
coaches
Students
Student begins to find her
begin to grapple with the concept own words for the concepts
Reading complex texts
Low stakes writing
(This step is often skipped.)
• Writing Process
•SOCRATIC SEMINAR
• Introduction paragraph
•FISH BOWL
• Body Paragraphs
•DEBATE
• Conclusion
•4 Corners
• Slow down a moment
GROUP WORK THEN
• Show don’t tell
TEAMS PRESENT
• Individual work
STUDENTS PRESENT
• Group Work
WITHIN TEAM
• Using a graphic organizer
REHEARSAL
• Examples
ONE-TO-ONE COACHING
• Breaking down into steps
SIMULATION
• Starting the writing process
AUTHOR’S CHAIR
Students
Begin engaging with ideas
Students
Begin to “own” the ideas
Independent Practice
With “Guardrails”
Teacher
conferences
Student works independently
with “guardrails” in place
Presentations
Skits, plays
Projects
Publishing
Museums
Carousel Sharing
Author’s Chair
Posted work
Students
Perform
Informational Text
TEXTBOOKS
NEWSPAPERS, INSTRUCTIONS
SCIENTIFIC DESCRIPTIONS
EXPOSITORY TEXT: DESCRIPTION, COMPARISON/CONTRAST, PROCESS (HOW TO), CAUSE-EFFECT
Skills Involved in Summary Writing
Comprehension of the text
Identification of key ideas and details
Identification of the text structure
Ability to paraphrase and translate ideas into your own words
Ability to combining subpoints into generalizations
SUMMARY IS DIFFICULT!
NOTE-TAKING CAN SUPPORT SUMMARY WRITING
Summaries of Short Texts:
 Identify/select the main idea of a paragraph
 Delete trivial information
 Delete redundant information
 Write a one sentence synopsis of the main and supporting information for each paragraph
Summaries of Longer Texts:
 Identify/select the main idea of a text
 Create a skeleton outline using the subheadings from the text
 Identify 2-3 important ideas for each subheading
 Convert the outline into a summary
Summarizing Text
Writing about text is effective because it encourages students to think about what the author
wrote (more effective with elementary than secondary)
Requires students to identify the key ideas and details and to think about how those ideas are
organized
More explicit consideration of the text than if the reader were only reading
Shifted Informational/Explanatory Writing

Conveys information accurately

Serves one or more of the following purposes:
 Increase a reader’s knowledge about the subject
 Helps readers understand a procedure or process
 Provides readers with an enhanced comprehension of a concept
Appendix A CC p 23
Reading Informational Text
Table of Contents
Headings
Pictures/Headings
Bold text
Maps
Diagrams
Glossary
Index
Research
(Informational Text)
M A N Y S HORT R ES EA RCH P ROJEC TS
HOW TO T EACH I T
YOUR P L A N
Possible application of
Informational Text Knowledge and Research:
Create Simpler Version: Picture Book, Graphic Novel, a Fictional Trunk or Cigar Box
Write an introduction to ____for the next year’s class using some/all of the elements below
◦
◦
◦
◦
◦
◦
◦
◦
Table of Contents
Headings
Pictures/Headings
Bold text
Maps
Diagrams
Glossary
Index
H/SS: Landing at Normandy
Science: Biome
Math: Solving equations with 2 variables
ELA: Shakespeare’s Globe Theatre; create children’s picture book of a novel; graphic novel, multi-genre
research (cigar box from the Great Gatsby; Daisy’s jewelry box—letter, newspaper article, editorial)
RAN Graphic Organizer
Reading and Analyzing Non-fiction Chart
Steps in an Inquiry Circle: R/WW*, Sci, H/SS
Immerse: Invite curiosity, build background knowledge, find topics, and wonder.
Primary source objects are key to building background knowledge. Look at videos, websites, and lots of
pictures.
Teacher modeling of wondering is also key
Develop questions
Reflection
Share
Coalesce
Investigate: Develop questions, search for information, and discover answers.
Supply lots of texts
Teachers model research techniques
Students begin researching and forming questions
Reflection
Investigate
Coalesce: Intensify research, synthesize information, and build knowledge.
Continue to refine old questions, develop new ones
Start to pull information together (can be a visual project with text)
Start plan for sharing
Reflection
Go Public: Share learning, demonstrate understanding, and take action.
Practice and finish final project
p. 61-62. Comprehension and Collaboration by Stephanie Harvey and Harvey Daniels. Heinemann.
Portsmouth, NH. 2009.
Immerse
Informational Text: Inquiry Circle Research
Inquiry Circle
◦ Immersion
◦ RAN Chart—Text features of NF (read aloud)
◦ Read text about habitat independently
◦ Investigative (I See a Kookooburra)
◦ Text features of NF
◦ Open-ended questions
◦ Note taking
◦ Coalescing and Synthesis
◦ Use RAN charts for reports
◦ Informational Report Writing
◦ Public Phase
◦ Presentations
◦ Zoo display (collaborative)
◦ Living Museum (individual and group)
Day 1: Immersion: RAN chart
Day 2: Immersion Read aloud
Day 3: Begin taking notes independently on
RAN chart on self-selected animals and
habitats
Informational Writing, Brief and Long-Term Research
Authentic, Content-Based
 Descriptions of animals, works of art, artifacts in a museum
 A textbook for next year’s second graders or freshmen
 A handbook
 A newspaper with all the different news types:




News story
Feature
Human Interest
Gossip
 A blog
 A website that provides information about a topic studied by the whole class
An anthology of science writing
Demonstration
Teacher
leads
Student watches
Teacher
Activators
Video
Lecture, discussion
Essential questions
Read alouds
Modeling thinking out loud
Mini-lessons
Students
Take notes
Guided Practice
Coached Practice
Teacher
Teacher
Guides and Scaffolds Learning
coaches
Students
Student begins to find her
begin to grapple with the concept own words for the concepts
Reading complex texts
Low stakes writing
(This step is often skipped.)
• Writing Process
•SOCRATIC SEMINAR
• Introduction paragraph
•FISH BOWL
• Body Paragraphs
•DEBATE
• Conclusion
•4 Corners
• Slow down a moment
GROUP WORK THEN
• Show don’t tell
TEAMS PRESENT
• Individual work
STUDENTS PRESENT
• Group Work
WITHIN TEAM
• Using a graphic organizer
REHEARSAL
• Examples
ONE-TO-ONE COACHING
• Breaking down into steps
SIMULATION
• Starting the writing process
AUTHOR’S CHAIR
Students
Begin engaging with ideas
Students
Begin to “own” the ideas
Independent Practice
With “Guardrails”
Teacher
conferences
Student works independently
with “guardrails” in place
Presentations
Skits, plays
Projects
Publishing
Museums
Carousel Sharing
Author’s Chair
Posted work
Students
Perform
Your Name:
Content Area/Course:
Narrative
Informational Text
Argument
Grade
How will you implement it? As a single
unit, throughout the year, as an
activity/routine at a specific time?
Describe what you will do
Argument
OPINION
PERSUASIVE
LITERARY ANALYSIS
RESEARCH ACROSS THE DISCIPLINES WITH A THESIS/CLAIM, EVIDENCE
CCSS Argument
 An Amazon book review
A Rotten Tomatoes movie review
 A Netflix TV review
 A time in your year when a debate could be held or a court case
 A defense of global warming
 A defense of a mathematics answer
Shifted Analytical Writing
Terms used across the disciplines:
◦Claims
◦Evidence
◦Counterclaims
◦Use of textural evidence
◦Multiple perspectives
Persuasion vs. Argument
(Students may need this)
Persuasion
Argument
• Ethos (author credibility)
• Pathos (emotional appeals)
• Want to “win”
•
•
•
•
Logos (logical appeals)
Reason
Balanced
Want to fairly represent each
perspective
The Argument vs Persuasive Essay
Argument
Goal—acknowledge that your position is valid
Persuasive Essay
Goal—convince someone to agree with you
Technique—use credible evidence and facts to Technique—Blends facts with emotion
substantiate
Multiple perspectives are addressed and
discussed
One perspective is the focus though opposing
views may be introduced in order to dismiss
them
Attitude—rational, reasonable, balanced
Attitude—often more personal, passionate,
one-sided
PARCC—accepts personal perspectives but values balanced argument
Voice: rational, reasonable, academic?
Voice: clearly personal
PARCC Literary Analysis
PARCC 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.
The Argument or Literary Analysis
Is strengthened by students’ knowledge and capacity of writing the
NARRATIVE
◦
◦
◦
◦
◦
THE ANECDOTE (SHORT, SHORT STORY/PARABLE/LESSON)
DESCRIPTIVE PASSAGES
DIRECTLY SPOKEN WORDS OF PEOPLE
A SENSE OF PLACE (CONTEXT)
GEOFREY CAMBRIDGE’S “SHAME”
Is strengthened by the students’ knowledge and capacity of
EXPOSITORY PROSE (?INFORMATIONAL TEXT?)
•
•
•
•
COMPARISON/CONTRAST
CAUSE->EFFECT
PROCESS/HOW TO
DESCRIPTIVE ESSAY
•The ARGUMENT has often been thought of (in academia) and
privileged as the “highest form” of thinking.
•(Narratives are just subjective descriptions and are not based on
evidence.)
Graphic
Organizer
The Argument
Argument Template (used to analyze a Text)
Scaffold: Note Taking Sample (Collaborative Possibly)
Claims
READING
Evidence
WRITING
Your analysis as it connects
the thesis of the paper
Quotation, summary, paraphrase of each
This means
majorEasier
point. reading (picture books, lower More simply,
this means Gradual Release of
Self Regulation:
Lexiles)
Responsibility with rubrics, checklists,
models, reflections, conferences as
“Chunk”
reading—Get
the
Gist,
Expert
Major point: Social justice and poverty
Dickens guides
sees the injustice of poverty and
Sidney represents the wealthy classes,
Groups
Collaborative Groups or Pairs
WhenGradual
Sidney Carton
“It is a far, far
releasesays,
of responsibility
better….”
◦ Model
◦ Guided practice
◦ Paired/team practice
◦ Individual Work
the suffering that results from poverty
Text Type Forms
his final act shows he sees justice as mo
important than his pleasure
Supportive
Materials:
he is declaring
that his
sacrifice isNotebook of
The hope that Dickens’ sees for social
their
common
errors,
something
new
for him, and
thisfile of work,justice is shown in Carton’s selfless act
templates,
martyrdom
will bringgraphic
him to aorganizers
better
save Dannay.
place, his
own resurrection,
than he has
Templates
for the Argument—They
ever experienced
Say/I Sayin his corrupt life before
this final act.
Thesis, Claims and Evidence, So What?
Modeling
close
reading:
Think
alouds:
In A Tale of Two Cities, Dickens uses the characters to represent the corruption and the hope for social justice in England and Fran
◦ Subversive model for the “Road Not Taken” The Synthesis—scaffolding each
The final versus
chapter
shows
hope
that Dickens sees despite the corruption. When Sydney Carton says, “It’s a far, far….known” (
“The
Roadthe
Less
Traveled”
he symbolizes the possibilities for reform and redemption. Carton is declaring that his sacrifice is new for him and that he will find
better place, his own resurrection, than he has ever experienced in his corrupt life.
Thesis Development
james Burke
1. Identify the subject of your paper
Social Justice in Dickens
2. Turn your subject into a guiding question
How does Dickens show his
attitude toward social justice in
his novels?
3. Answer your question with a statement
4. Refine this statement into a working thesis
Dickens’ attitude toward poverty, child labor, and prison is
demonstrated in his novels. Yet, Dickens seems to hold
hope for the future in the character of Sydney Carton.
Gatsby and the American Dream
Thesis: Setting is Symbolic
Subject
The setting and colors in The Great Gatsby symbolize the failure of the American Dream. e
Guiding Question
What can be seen in the east to west map of Gatsby?
From the western-most Mid West through NYC to the Valley of the Ashes to West then East Egg
what is represented?
What do Fitzgerald’s selection of colors indicate in the novel?
Answer
Nick’s Midwestern father’s values are more and more corrupted in the East. From the careless
wealthy of East Egg to the pretensive Gatsby in West Egg, to the interloping Myrtle and her
husband who wants to go west and leave corruption of the American Dream to the crime under
the watchful eyes of Eckleberg, the setting reveals and reinforces the critique of the American
Dream’s delusions. Gatsby gazes east to Daisy’s mansion, not west to the moral fiber of America.
Refine to thesis
Fitzgerald has crafted the settings to intensify his theme about the failure of the American
Dream.
Templates to scaffold a smoothly written
analysis or argument (James Burke)
THEY SAY
What others say about this claim and topic
Quote appropriately
Cite appropriately
Worked into whole essay smoothly
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…
http://link.brightcove.com/services/player/bcpid2109637168
001?bckey=AQ~~,AAAAPmbRRLk~,C5G7jhYNtifLHMZ3Mk1et9
4EXmm8Be9z&bctid=2469592383001
Fisher and Frey
Sentence Frames Fisher and Frey
MODELING SENTENCE FRAMES
GUIDED PRACTICE/EFFECTIVE FEEDBACK
DEMONSTRATING YOUR REASONING
(OFTEN THE WEAKEST PART OF THE PARAGRAPH)
I reached this conclusion by….
Show your reasoning
Return to the text
Different vocabulary
http://link.brightcove.com/services/player/bc
pid2109637168001?bckey=AQ~~,AAAAPmbRR
Lk~,C5G7jhYNtifLHMZ3Mk1et94EXmm8Be9z&
bctid=2469592383001
They Say, I Say
Sentence Frames/”Argument Moves”
SOME TEMPLATE TOPIC AREAS
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
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…
Similar and Simpler Resource than They Say/I
Say
(70 sentences)
Argue
a. Along similar lines, [X] argues that ___.
b. There seems to be no compelling reason to argue that ___.
Claim
a. In this [paper], I put forward the claim that ___.
b. [X] develops the claim that ___.
Data
a. The data gathered in the [pilot study] suggests / suggest that ___.
b. The data appears / appear to suggest that ___.
Debate
a. [X] has fostered debate on ___. (fostered = encouraged)
b. There has been an ongoing disagreement about
Discussion
a. In this section / chapter, the discussion will point to ___.
b. The foregoing discussion implies that ___. (foregoing = that came befor
c. For the sake of discussion, I would like to argue that ___.
Evidence
a. The available evidence seems to suggest that ___ / point to ___.
http://www.luizotaviobarros.com/2013/04/academic-writing-useful-expressions.html
Collecting Evidence Graphic Organizer
They Say
(major claims,
quoted)
READING
I Say
(What does this mean)
WRITING
Your analysis as it connects to
the thesis of the paper
Quotation,
paraphrase
herelowerThis means
Self Regulation: Gradual Release of
Easiersummary,
reading (picture
books,
Lexiles)
Responsibility
More simply,
this means with rubrics, checklists,
models, reflections, conferences as
I see a beautiful city and a brilliant
“Chunk” reading—Get the Gist, Expert
guides
peopleGroups
rising from this abyss, and, in
their struggles to be truly free, in their
Text Type Forms
Collaborative
Groups
or
Pairs
triumphs and defeats, through long years
Supportive Materials: Notebook of
to come,
I see the
evil of
time and of
Gradual
release
ofthis
responsibility
their common errors, file of work,
the previous
time of which this is the
◦ Model
templates, graphic organizers
natural◦ birth,
gradually
Guided
practicemaking expiation
for itself
wearingpractice
out. (3.15.46)
Templates for the Argument—They
◦ and
Paired/team
◦ Individual
Work
Connecting
what they
say it to a
paragraph
Say/I
Connecting
yourSay
interpretation to a
paragraphThesis, Claims and Evidence, So What?
Modeling close reading: Think alouds:
◦ Subversive model for the “Road Not Taken”
versus “The Road Less Traveled”
The Synthesis—scaffolding each
Elevating the language of students’
writing
ACCOUNTABLE TALK
• Modeled in group work
•Sentence frames/Anchor Charts are used
•Use of content area vocabulary is recognized,
rewarded
•Use of academic lingo is modeled, supported
with sentence frames:
• Building on the statements of…., I think
• Although his work has many positives, the major
problem is
FEEDBACK THAT IS ACTIONABLE
◦ It provides the next step for this student
◦ It is connected to major goals reflected in the
rubric and checklist
◦ The student has models of well-written essays
that have been read alouds, modeled by the
teacher and that are posted.
◦ For ELA—5-minute models of “great sentences”
Scaffolding Socratic Seminars
Multiple voices
Scaffolding the Socratic Seminar
https://www.teachingchannel.org/videos/using
-socratic-seminars-in-classroom
“Getting the Students to do the work”
Resources for using Socratic Seminars
Edutopia
http://www.edutopia.org/critical-thinking-discussion-HSresources?utm_source=twitter&utm_medium=post&utm_campaign=roundup-HS-criticalthinking-discussion-resources#graph1
Teaching Channel: Assessing (rubric), Progressively Increasing Expectations
https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom
Includes lesson plans, scoring guides, sample slides
The “Dread” 5-Paragraph Theme
is a scaffold; not an end point
Argument
• First Paragraph
• Hook
Claim
Outline of evidence
• Body Paragraphs (sequenced by strength)
• Claims 1, 2, 3, etc.
• Evidence for 1, 2, 3, etc.
• The writer’s explanation of the evidence and
how it relates to the claim
• Counter-Claims
• Evidence for Counter Claims
• The writer’s explanation of the evidence and
how it relates to the writer’s claim
• Conclusion (So what?)
• Why this is an important discussion
• How this relates to larger issues
Checklist/Template
Major flaw: No “voice”
Model: Dogs are better pets than cats
Hook: Has a cat ever been called anyone’s best
friend? Although cats are often beloved pets, I
contend that dogs far outstrip cats in the best
friend category. Dogs work for people; they
are always delighted to see you; according to
scientific experiments, dogs actually feel love
for their owners.
Feedback
GRADING, CONFERENCING AND PEER FEEDBACK
Training Peers to Give Appropriate Feedback (a year-long process)
This is as good for peers as for the feedback that they give
1.
2.
3.
4.
Assume they do not know how to “criticize” or give feedback
Provide language models for them
Begin with only positive feedback plus questions. (No suggestions allowed.)
Model each new piece of feedback using the priorities for the class
1.
2.
3.
4.
5.
Claims
Evidence
Counterclaims
Organization
Incorporating quotations smoothly
Your Name:
Content Area/Course:
Narrative
Informational Text
Argument
Grade
How will you implement it? As a single
unit, throughout the year, as an
activity/routine at a specific time?
Describe what you will do
Demonstration
Teacher
leads
Student watches
Teacher
Activators
Video
Lecture, discussion
Essential questions
Read alouds
Modeling thinking out loud
Mini-lessons
Students
Take notes
Guided Practice
Coached Practice
Teacher
Teacher
Guides and Scaffolds Learning
coaches
Students
Student begins to find her
begin to grapple with the concept own words for the concepts
Reading complex texts
Low stakes writing
(This step is often skipped.)
• Writing Process
•SOCRATIC SEMINAR
• Introduction paragraph
•FISH BOWL
• Body Paragraphs
•DEBATE
• Conclusion
•4 Corners
• Slow down a moment
GROUP WORK THEN
• Show don’t tell
TEAMS PRESENT
• Individual work
STUDENTS PRESENT
• Group Work
WITHIN TEAM
• Using a graphic organizer
REHEARSAL
• Examples
ONE-TO-ONE COACHING
• Breaking down into steps
SIMULATION
• Starting the writing process
AUTHOR’S CHAIR
Students
Begin engaging with ideas
Students
Begin to “own” the ideas
Independent Practice
With “Guardrails”
Teacher
conferences
Student works independently
with “guardrails” in place
Presentations
Skits, plays
Projects
Publishing
Museums
Carousel Sharing
Author’s Chair
Posted work
Students
Perform
“Juried” Resources
Massachusetts Model Curriculum Hundreds of Units K-12 ELA, Math, SS, Sci.
(http://www.doe.mass.edu Ask to see them and provide email.)
Literacy Design Collaborative (ASCD) Paideia Project: Active Thinking, Reading, and Writing Through
Dialogue The Power of Language
Achieve the Core. www.achievethecore.org. The Shifts in Practice Short video about the process of
creating the Common Core Close Reading Model Lessons in ELA, History/Social Studies with both
informational and literary texts. Close Reading Model Lessons.. Tools, sample texts in thematic units.
For example: The Glorious Whitewasher from The Adventures of Tom Sawyer by Mark Twain (with
mini-assessment) Grade 7 fiction. Text Complexity Collection This collection includes both academic
research on text and qualitative and quantitative tools to assess texts
Odell Education http://odelleducation.com6-12 ELA (literary analysis), HSSTheme-based texts (print
and video) without lesson plans, variety of text types: Informational, narrative, historical documents,
and literary. PD: how to read closely, how to compare multiple texts, research, making evidencebased claims, etc.
CCSSO: Model Text Sets 6-12 ELA, HSS (Taking a stand: “The Lottery,”
MLKhttp://www.ccsso.org/Navigating_Text_Complexity/Showroom_Models.html