RTL
Follow-up
Writing to Achieve Training #2
October 28nd
5th Grade
Welcome…

Changes to future WTA trainings:
 4th
Grade: January 15th Research Report Writing
 5th
Grade: February 5th Research Report Writing
 6th
Grade: February 4th Research Report Writing
RTL Follow-Up…

Goal for the next hour…
 Analyze
 Select
student writing
anchor papers for each score
Key Components of RTL




Understanding of literary work – theme
Traits
Specific references to text / prior knowledge evidence
Writing strategies
 Multiple
paragraphs
 Introductory / summary, supporting, conclusion

Writing Conventions
 Sentence
structure / punctuation
Analyze Student Writing
Strengths and Needs



Categorize student writing into 4 stacks
Begin with stack #1(those with a score of 1)
On the summary sheet
 Summarize
the strengths using factual statements
(For example: 50% of students scoring a 1 understand
theme).
 Summarize the needs using factual statements and
list the students who need extra support

Repeat process with remaining stacks
If
you did not bring student writing, consider strengths
and needs based on teacher observation, thus far.
Sharing Student Writing
Strengths and Needs

Share
 Your
summary with your partner
 Ideas for addressing needs

Whole group chart
 strengths
and needs
 Ideas for addressing needs

Planning time will be available this afternoon
RTL Anchor Papers
SELECT
 Once you have a summary for each stack, select

one paper from each stack that best demonstrates that score.
SCORE

Use the rubric to score each anchor paper
(genre, writing strategies, writing conventions)

This will provide you with a current anchor paper for 1, 2, 3, 4.
 As you get closer to the end of the trimester, you may want to re-assess
to see if you need to replace it.
Break (9:45-10:00)
Persuasive Writing
Tool Kit
Persuasive Writing Information

Writing prompts will be electronically
emailed to you in a couple of weeks.

Writing pacing guide:
Persuasive Writing: November 23rd-March 12th
 Trimester 2 Benchmark Testing Dates:


March 15-19th
Table Group: Create a poster that
answers the following:

Why teach persuasive writing?

What are the essential components of a
persuasive piece?

What specific skills should kids demonstrate?
**Whole group debrief to follow**
Why Do Persuasive Writing?

It provides a life skill.
 Students
learn to use words to promote their
ideas, rather than force.


Media Literacy -- helps students recognize
when, how and by whom they are being
persuaded to do something so that they can be
discriminating in their decisions.
It helps students organize their thoughts in a
convincing way.
Why Do Persuasive Writing?

“The pen is mightier than the sword…”

“There is no conversation more boring than
the one where everyone agrees.”

“Never doubt that a small group of thoughtful,
committed citizens can change the world.
Indeed, it is the only thing that ever has.”
Why Do Persuasive Writing?

2.0 Reading Comprehension (Focus on
Informational Materials)
 2.3
Discern main ideas and concepts
presented in texts, identifying and assessing
evidence that supports those ideas.
Why Do Persuasive Writing?
2.0 Writing Applications (Genres and
Their Characteristics)

2.4 Write persuasive letters or compositions:
 a.
State a clear position in support of a proposal.
 b. Support a position with relevant evidence.
 c. Follow a simple organizational pattern.
 d. Address reader concerns.
Forms of Persuasive Writing
 Advertisements
or posters
 Letters
 Compositions
/ Essays
 Speeches / Debate
The Big Picture
In persuasive writing, students
are expected to…
Take a position
 Support their position with clear evidence

Anticipate their audience’s reaction
 Have counter arguments ready


Summarize or restate their position
Teaching From
Part to Whole
Advertisements…

Goal:
 To
have students identify the position being taken and
the supporting evidence or examples.
 To have students recognize the use of persuasive
language.
 To have students transfer this information to a
persuasive writing note page.
 Note: Ads
generally do not present the opposing
viewpoint or rebuttal.
Using Ads to Teach Persuasion
Client Testimonial
Using Ads to Teach Persuasion
Program Endorsement
Using Ads to Teach Persuasion


More practice – transferring to print
In pairs, using a magazine ad, complete a note
page. (5 min to complete and turn in)



Note pages will be shuffled and redistributed
Match the note page you now have to the
correct ad
Write a rebuttal using the ‘Opposing View’ note
page
Using Ads to Teach Persuasion

Media Literacy
 Design
your own cereal box
 Design your ads
http://pbskids.org/dontbuyit/advertisingtricks/
Activity
1. Design your own cereal box / ad.
2. Teacher assigns key components to include.
3. Use the opposing view note page
In pairs, discuss

I will use ads to teach these key
components of persuasive writing:
_______________ and
____________________

I will do this for ____________ (length of
time / dates)
Deconstructing Text
Goal
 To
have students identify the position being taken in
text, the reasons, and the supporting evidence or
examples.
 To have students identify the counter argument and
rebuttal in text.
 To have students recognize the use of persuasive
language and language frames.
 To have students transfer this information to a
persuasive writing organizer.
Deconstructing Text Practice
Think about the Gradual Release Model
Process

Locate the following & transfer
to organizer:
 Position
 Counter argument
 Rebuttal
 Conclusion
 Note:
Subsequent practice can
have students locate persuasive
language.
 HM English Text, page 404.
I do / You do
Practice in Class

Identifying reasons and collecting
evidence from text
Gradual Release

How much practice will your students need
before completing a graphic organizer on
their own topic? Pre-Write
How to Write a Persuasive Composition
Pre-Write
 Identify the topic of the composition
 Choose your position on the topic
 List all of the reasons supporting your position
 From the list choose three of the strongest
reasons
 Find and note evidence to support each reason
 Determine the counter argument and address
these concerns
How to Write a Persuasive Composition
Draft
1.
Write your composition in at least five paragraphs with
the following elements:
a.
b.
c.
d.
Introduction which states a clear position and reasons
Three supporting paragraphs which include evidence for
each reason
The counter argument and how you would address the
reader’s concerns
A strong conclusion that restates the position and reasons
Edit / Revise
1.
Reread, edit, and revise your composition
Develop a Persuasive Composition






Work in a triad
Choose a topic from the list provided
Develop a graphic organizer
Write a persuasive composition
Use the checklist to ensure you included the key
components
Use the rubric to score your composition or the
sample provided
 These
will be stored in the curriculum locker as
resources for all to share
Planning & Collaboration Time

Task One
 Plan


your RTL instruction (remaining 3 weeks)
Plan 2nd trimester Persuasive writing
Task Two – Choose one of the following:
 Collaborate
with colleagues: peruse resources, share
ideas/instructional practices
 Use lab to gather or create needed resources
 Private questions/coaching - Tina
 Uploading into Curriculum Locker - Margaret
Questions?

Complete the presentation check form and
turn in.

Thank you!
Teacher Resources
Ideas for Persuasive Writing
Prompts

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Uniforms in school
Skateboards on campus
Junk food on campus
Pay for chores at home
Homework
Cafeteria food quality
Where to go on a fieldtrip
Length of school day
Children should not be able to eat sugary breakfast
cereals
Persuasive Language Frames
for stating your position:

In my opinion

I believe that…

It seems obvious to me that…

Although not everybody would agree, my
position is…
Persuasive Language Frames
for supporting your position:
I have several reasons for arguing this
point of view.
 My first reason is…Another reason is…
 There are several points I want to make to
support my point of view.
 A further point they make is…

Persuasive Language Frames
for considering the counter arguments:
Some argue that…
 They say (claim, hold, maintain) that…
 On the other hand, there are many who
disagree with the idea that…
 Yet some argue vehemently that…
 However, there are several reasons to
oppose this point of view.

Persuasive Language Frames
for restating your position:
After looking closely at both sides of the
issue and the evidence, I believe it is best
to…
 The advantages of…outweigh the
disadvantages of…
 Even thought the issue has two sides, I
think I have shown that…

Persuasive Language Frames
for restating your position:
Based on the evidence so far, we
should…because…
 What it comes down to is…versus…
 If we look closely at…, we
should…because…

Writing Checklist for Persuasive
Conventions
Capital letters (beginning of sentences,
names, dates).
 Spelling
 Punctuation
 Neatness (Skip lines, don’t forget to
indent, space between words.)

Writing Checklist for Persuasive
Content
States a position about the topic.
 Describes points to support the position.
 Counterargument: addresses readers’
concerns or arguments against the
position.
 Optional: Provides evidence from
research to support position.
