The ERWC MIDDLE SCHOOL MODULES
An Introduction
The Expository Reading and Writing Course Certification
Tools Conference  Oakland - Long Beach - Merced
the ERWC middle school modules
An Introduction
SESSION AIMS

 understand the context and objectives
of the ERWC Middle School Modules
 experience part of a Module
 learn what modules are available
the ERWC middle school modules
An Introduction
Middle Grades Matter
• According to a study by Johns Hopkins, “a student’s
middle grades experience strongly impacts the odds of
graduating from high school.”
http://www.amle.org/portals/0/pdf/research/research_from_the_field/policy_brief_balfanz.pdf
• The MetLife Foundation reports that “Sixth graders who
failed math or English/reading . . . had only a 10% to 20%
chance of graduating high school on time. In a study of
middle schoolers, less than 1 out of every 4 students
with at least one of these ‘off-track indicators’ graduated
high school in five years or less.”
http://www.afterschoolalliance.org/issue_46_collegecareer.cfm
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context and objectives
the ERWC middle school modules
An Introduction
Shifts in Content and Instruction
• Building knowledge through content-rich
nonfiction
• Reading, writing and speaking grounded in
evidence from text, both literary and
informational
• Regular practice with complex text and its
academic language
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context and objectives
the ERWC middle school modules
An Introduction
College and Career Readiness
Anchor Standards for Reading
The Anchor Standards are the outcome – the
literacy goals of a K-12 education.
 Skim through the anchor standards for reading
 With an elbow partner, discuss:

what’s new?

what are the implications for teaching and learning?
context and objectives
the ERWC middle school modules
An Introduction
experience a module
 become familiar with the specifics of one of the
modules
 get a sense of the pedagogy, pacing, and instructional
practices of effective implementation
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the ERWC middle school modules
An Introduction
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experience a modules
the ERWC middle school modules
An Introduction
Colvin’s Opening Sentences:
“What makes Michael Jordan great?
What made Berkshire Hathaway
Chairman Warren Buffett the world's
premier investor? We think we know:
Each was a natural who came into the
world with a gift for doing exactly
what he ended up doing. As Buffett
told Fortune not long ago, he was
"wired at birth” to be an investor. It's
a one-in-a-million thing. You've got it or you don't.
Well, folks, it's not so simple. You are
not a born CEO or investor or chess
grandmaster.”
Activity 5:
Surveying the Text
 What are these first
two paragraphs
about?
 Why does Colvin
say “We think we
know”?
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experience a module
the ERWC middle school modules
An Introduction
Colvin’s Two Last Lines:
Activity 5: Surveying the Text
“But the striking,
liberating news is that
greatness isn't
reserved for a small
few who – gifted with
natural talent – were
born to be great. It is
available to you and
to everyone.”
 What might Colvin mean
when he says “greatness” is
available to everyone?
 Why would his news that
greatness is available to
everyone (and not those just
born with natural talent)
be liberating?
o From what might this “news”
be liberating us?
o What’s liberating about it?
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experience a module
the ERWC middle school modules
An Introduction
Activity 6: Making Predictions and Asking Questions
Based on reading these few paragraphs, complete
the following sentences:
1. I predict that the article will be about ________________
_______________________________________________.
2.
I will predict that the author will argue _______________
_______________________________________________.
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experience a module
the ERWC middle school modules
An Introduction
Activity 4: Introducing Key Concepts
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experience a module
the ERWC middle school modules
An Introduction
Turn To a
Colleague
 What do these activities do for an
inexperienced reader?
How is this similar or different from the
instructional scaffolding you usually offer?
 Insights or Questions?
experience a module
the ERWC middle school modules
An Introduction
A Major Component of the Assignment Template
[by which all of the modules were developed]
PREREADING
Prereading describes the processes that readers use as they
prepare to read a new text. It involves surveying the text and
considering what they know about the topic and the text
itself, including its purpose, author, form, and language. This
process helps readers to set a purpose and plan for reading,
anticipate what the text will discuss, and establish a
framework for understanding the text when reading begins.
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experience a module
the ERWC middle school modules
An Introduction
PERUSE THE PREREADING SECTION OF THE
WHAT IT TAKES TO BE GREAT MODULE [TEACHER VERSION]
things to notice
 many prereading activities
 potential responses from students
 support for teachers
?s
IMPORTANT IDEA: Not all activities need to be done.
Teachers select activities based on the needs of their
students.
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experience a module
•What part
was of
surprising
the text or
or idea
mostwould
interesting
you like
to you?
to understand better?
the ERWC middle school modules
An Introduction
Ready for a First Read?
You have read the first three paragraphs and the conclusion.
Now read the rest of the article silently. As you read, think
about the predictions you made before you read the article,
and then answer the following questions.
Of your original predictions, which were right?
Which changed as you read the entire article?
What was surprising or most interesting to you?
What part of the text or idea would you like to
understand better?
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experience a module
the ERWC middle school modules
An Introduction
Activity 11: Rereading the Text
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experience a module
the ERWC middle school modules
An Introduction
Activity 15: Reading the Assignment
One of your final assignments is to write a summary of Geoff Colvin’s article
“What It Takes to be Great.” A summary of an essay helps someone who has not
read an article to be able to understand its major parts and its main ideas. A
summary is not a review of the article where you state your opinion about it.
To help you become familiar with summary writing, you are being asked to use a
SUMMARY GUIDE. Using the guide will help you to become more familiar with
the language used in summary writing, the parts of an article to include, and
how to connect the different ideas of an article in a summary. With this practice,
you will soon be able to write effective summaries without a summary guide.
You can choose to use this summary guide as it is, to change or expand it as you
see necessary, or to create a summary without using the summary guide. If you
choose not to use the summary guide, make sure that you include in your
summary each of the parts of Colvin’s article which are detailed in the summary
guide’s six sentences. It is important to read the parts and sentence frames of
the summary guide carefully so that you make sure you address all aspects of
the assignment.
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experience a module
the ERWC middle school modules
An Introduction



How is this task similar to/different from a typical summary?
What makes this a rigorous assignment?
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How prepared are students to successfully undertake this task?
the ERWC middle school modules
An Introduction
What it Takes to be Great
 Take a few moments to look through the remainder
of the module, including the “Second Final
Assignment” and the rubrics that are included.
 What questions do you have? Concerns?
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experience a module
the ERWC middle school modules
An Introduction
Teaching for Transfer
“This [the ERWC] template presents a process for helping
your students read, comprehend, and respond to nonfiction
texts. We recommend that, at the beginning of the semester,
you guide your students through each step of the process.
As they become familiar with the reading and writing
strategies and internalize some of the basic processes, they
will be able to complete some of the steps on their own.”
~ ERWC Semester One Materials
the ERWC middle school modules
An Introduction
READING
RHETORICALLY
 Prereading
 During Reading
 Post Reading
CONNECTING
READING TO
WRITING
 Writing to Learn
 Using the
Words of Others
 Negotiating
Voices
WRITING
RHETORICALLY
 Prewriting
 Writing
 Revising and
Editing
 Evaluating and
Responding
the ERWC middle school modules
An Introduction
G RADE S EVEN
G RADE E IGHT

What It Takes to Be Great

Social Networking

Tap vs. Bottled Water

When is Lying Okay?

Helicopter Parents

Robots in School

The Impact of Celebrities

The Construction of a
College Experience
Learn what modules are available
What teachers in Los Angeles reported:
•
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•
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More active learners
More engaged learners
More confident in their opinions
Asking smarter questions
More students talking – especially the quiet ones
Improved collaboration
Better understanding of Close Reading
Improvement in argument writing
Improved vocabulary
More students completed work
How do I learn more?
• Contect Della Larimore or Laurie Wiebold at the
Los Angeles County Office of Education
• larimore_della@lacoe.edu - 562-922 - 8334
• wiebold_laurie@lacoe.edu - 562-922-8618
the ERWC middle school modules
An Introduction
SESSION AIMS

 understand the context and objectives
of the ERWC Middle School Modules
 experience part of a Module
 learn what modules are available
www.calstate.edu