COMMON CORE 6-12
Early Release Day Focus 2013-2014
Writing
ACROSS
THE SECONDARY
SUBJECT MATTER DISCIPLINES
Shift 2: Knowledge in the Disciplines
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 1
US
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Them
Slide 2
TODAY’S GOAL
PROVIDE SECONDARY TEACHERS WITH
STRATEGIES TO IMPROVE THE
QUALITY OF WRITING IN GRADES 6-12.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 3
Students Can Write 2 Learn
1960
James Britton and Nancy Martin
Writing is a medium to construct
symbolic representation of the
world around us.
1997-2013
WAC Clearinghouse Colorado
State advocates for Writing Across
Disciplines alongside
1987
Parker and Goodkin
The Consequences of Writing
Rather than refer to what students read they are
expected to learn from what they read.
The students 'process of making the material their
own.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 4
One thing is for sure is that you can’t avoid
thinking when you are writing.
Think
Read
Write
Listen
Speak
Learn
And each discipline has its
own language…
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 5
CCSS Instructional Shifts
Primary Responsibility
1.Balancing Informational and
Literary Text
Language Arts
Teacher
Content Area
Teacher
X
X
2. Knowledge in the Disciplines
X
3.Staircase of Complexity
X
X
4. Text-Based Questions and
Answers
X
X
5.Writing from Sources
X
X
6. Academic Vocabulary
X
X
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 6
What does the common core expect
students to accomplish through writing?
•
•
•
•
Cite textual evidence to support claims
Use valid reasoning
Convey complex ideas and information
Organize and use well structured event
sequences
• Use technology to produce and publish
writing
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 7
What content teachers don’t have
to do?
• Complete the entire cycle
of the writing process.
(pre-write, draft, revise,
edit, publish)
• Complete a piece of
writing in one time
setting.
• Check harshly for
grammar and sentence
structure (content area)
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 8
Types of writing in the core
Explanatory/
Informative
Argumentative/
Opinion
Narrative
Share information or ideas
and provide explanations
and evidence.
Requires the student to
investigate a topic; collect,
generate, and evaluate
evidence; and establish a
position on the topic in a
concise manner.
Writing used to tell a story
grounded in an
understanding of textual
evidences.
Personal opinions are
supported by explanations
and/or textual evidence.
Personal opinions are
supported by textual
evidence.
Details in the story are
consistent with textual
evidence.
CCSS says that secondary grades will focus primarily on explanatory and
argumentative writing.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 9
Types of writing tasks in the core
On Demand
• Uniform prompt, useful in
building an understanding of
grade-specific goals and
expectations.
Range of Writing
• Used to examine the breadth
of student writing aligned to
the common core standards
and integration of ideas
throughout the curriculum.
Content area teachers should
spend most of their time
using on-demand writing
tasks.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 10
PARCC supported writing forms
 Persuasive letters
Fables
 Adventure stories
Fantasy stories
Reports
Autobiography
Fiction
Reviews
Biography
How-to-do-it articles
Scenes
(from
a
play)
Book reviews
Humorous stories
Short stories
Legends
Brochures
Science articles
Letters
Character Sketches
Magazine articles
Science fiction stories
Descriptions
Myths
Sequels
Diaries
News articles
Speeches
Encyclopedia or Wiki entries
Pamphlets
 Anecdotes
Satires
Endings
Apologies
Spoofs
Essays
Testimonials
Complaints
Explanations
Blue- unique to middle grades
Editorials
Red-unique to high school
Interviews
grades
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 11
Priority checks in student writing
Priority 1: Content
–
–
–
Is the information accurate?
Is the information complete?
Cite textual evidence?
Priority 2: Organization
–
Did the student RSVP?
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 12
Organization-R.S.V.P
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 13
4 Principles for Constructing a
Writing Assignment
1. Tie the writing task to your specific
learning goal.
2. State the purpose of the assignment.
3. Break down the task into manageable
steps.
4. Spell out a grading criteria.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 14
Writing task walkthrough
(teacher)
1.
Great historical events often have deep effects upon the people who live
through them. Depending on the person and the situation, those effects
can be very different. (Engage them)
2.
You are going to read a short article about the Dust Bowl days in
American history titled “Black Blizzard.” You will also look at some
photographs taken during that time period. As you read and study the
photographs, think about how this experience may have affected the
individual people who lived through it. (manageable chunks)
3.
Finally, you will write a narrative, showing how a particular small
moment during this experience affected one person. (manageable chunk)
*Engage the students, tell them the purpose of the text and what you want them to cue
in on. (text features) – we will talk about this in a future meeting.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 15
Writing task walkthrough (cont.)
Remember, a good narrative: (Activate prior knowledge)
Establishes a clear point of view
Focuses closely on one character or characters
Uses strong sensory details to make the character(s) and event come alive
Uses precise language
May use dialogue and description to capture the character(s) and event
Concludes effectively
Here are your choices for your narrative: (add choices)
A. A young child watching the “black blizzard” rolling in over the plains
B. A young child, watching a tractor knock down his family home in Oklahoma, several
years into the Dust Bowl drought
C. A mother sitting on her front steps in a migrant camp in California
D. An unemployed father, arriving at a squatter camp in California from Oklahoma
*Activates prior knowledge and supports students’ need for autonomy
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 16
Writing task walkthrough (cont.)
(Spell out the criteria)
Priority 1: Content (50%)
–
–
–
Is the information accurate? (20)
Is the information complete? (10)
Cite textual evidence? (20)
Priority 2: Organization (50%)
–
Did the student RSVP? (50)
Provide teacher commentary
*If no why? (stimulate reflection)
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 17
Tips for avoiding lousy writing….
1.
2.
3.
4.
Spell out key criteria
Give out models of good documents
Require peer review
Teacher commentary – Stimulate
reflection “Why” , “How do you know”
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 18
Quick Check
• Describe the three types of writing?
• List the two priorities for student writing in
secondary subject areas?
• How can we avoid lousy writing?
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 19
Take it to the
classroom!
Strategies for
Motivation and Summarizing
to Improve Writing
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 20
Motivating Students to Write
1.
2.
3.
4.
5.
Shared Events
Yourself as a Model
Hold Off on Grading
Casual Talk to Generate Writing
Think Like a Football Coach
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 21
Shared Events
• Use shared events of students’
lives to inspire writing.
– A poem inspired by a fresh
haircut or a tattered book bag.
– A new baby in the family, a
lost tooth, and the death of
one student’s father are play
of serious inspirations for
student writing.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 22
Yourself as a Model
• Display a picture of yourself doing a task like fishing,
riding a bike, playing basketball, etc.
• Write a short phrase under the picture.
• Ask students to help you write a sentence about this
picture.
• Use the words who, where,
and when to help students
construct a piece about the
picture with you.
• Allow students to bring in
a picture to use as a model.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 23
Hold off on Grading
• Grades get in the way of the
writing progress.
• The weaker students stop trying
and others rely on grades as the
only standard by which they
judged their own work.
• Postpone grading until the final
piece is complete.
• Being less quick to judge their
work, students are better able to
evaluate their efforts themselves.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 24
Casual Talk to Generate Writing
• "Monday morning gab fest” is used as a warm-up with fifth
grade students.
• On Monday mornings, students write personal headlines
about their weekends and post them on the bulletin board.
Students have a chance to guess the stories behind them.
• The writers then told the stories behind their headlines.
They begin to rely on suspense and "purposeful ambiguity"
to hold listeners' interest.
• On Tuesday, students commit their stories to writing.
Because of the "Headline News" experience, students are
able to generate writing that is focused, detailed, and well
ordered.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 25
Think Like a Football Coach
• The writing teacher can't stay on the
sidelines.
• Like the coach, the writing teacher
should praise strong performance rather than focus on the
negative.
• The writing teacher should apply the KISS theory. In
writing class, a student who has never written a poem
needs to start with small verse forms such as a haiku.
• Practice and routine are important both for football players
and for writing students, but football players and writers
also need the "adrenaline rush" of the big game and the
final draft.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 26
Summarizing
1.
2.
3.
4.
5.
6.
7.
8.
9.
Read-Sketch-Write
Somebody, Wanted, But, So
ABC Summary
The Last Word
Get the GIST
Think-Pair-Write-Share
$2 Summaries
Headline Summaries
Shaping Up Review
SAK 5090 MOHD HASAN SELAMAT- chapter 8
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Read-Sketch-Write
Read – Sketch - Write
Sketch
Main Idea
Summary
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 28
Somebody Wanted But So
Somebody
Wanted
But
So
Anne Frank
To hide from the
Nazis
Someone turned
her in
She died in a
concentration
camp
Adolph Hitler
To control all of
Europe
The Allies fought
against him
He killed himself
and Germany was
defeated
Christopher
Columbus
To sail to India to
buy spices
He ran into the
Caribbean Islands
He claimed the
area for Spain
Thomas Edison
To invent the
incandescent light
bulb
His light bulb
blackened (the
Edison effect)
It later led to the
electron tube, the
basis of the
electronics industry
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SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 29
ABC Summary
• Uses the letters of the
alphabets as prompts
for remembering
important ideas or
information about a
topic.
• Students attempt to
recall and connect
summary words or
phrases about the
topic they have been
studying to letters of
the alphabet.
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SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 30
The Last Word
• When using the Last
Word, the topic to be
summarized becomes an
acronym.
• Students brainstorm all
for the things they can
remember about the topic
studied and then elaborate
on those ideas to create a
phrase that start with each
letter in the topic.
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SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 31
Get the GIST
• The word gist is defined as
"the main or essential part of
a matter."
• The GIST strategy helps
students read expository text
and get the main idea.
• Students must then convey
the gist of what they read in
20 words.
• The strategy is can be used
with narrative text if students
are asked to summarize after
each chapter.
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SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 32
Think-Pair-Write-Share
Think – Pair – Write
– Students are given a
topic/ question
– They brainstorm it with
a partner
– Then each student
writes his/her own
response.
Think – Write – Share
– Similar to above but the
sharing is oral.
– Students think about a
question, write a
response, then share with
their partners.
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SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 33
$2 Summaries
• With each word worth 10 cents,
write a $2 summary of the
learning from the lesson.
• This can be scaffolded by
giving students specific words
related to the learning that they
must include in their
summaries.
• This can be increased to any
amount of money.
34
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 34
Headline Summaries
• Similar to $2 summaries,
have students write a
newspaper headline that
gives the main points of
the lesson.
35
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 35
Shaping Up Review
• Students will synthesize
major concepts from the
lesson using four different
shapes.
36
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 36
Your Writing Tool Box
Writing
Tasks
On
Demand
Types of
Writing
Informative/
Explanatory
Quality
Checks
Content
Organization
Argumentative/
Opinion
PARCC
Writing Forms
Unique to 6-12
Anecdotes
Apologies
Complaints
Editorials
Interviews
Satires
Spoofs
Testimonials
*All PARCC
writing forms are
useful for grades
6-12.
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Writing
Strategies
1. ReadSketch-Write
2. Somebody
Who
3. GIST
4. ABC
summary
5. The Last
Word
6. Think Pair
Share
7. Think Pair
Write
8. $2
Summaries
9. Shaping Up
Review
Motivational
Strategies
1.
2.
3.
4.
5.
Shared
Events
Yourself
as a
Model
Hold Off
on
Grading
Casual
Talk to
Generate
Writing
Think
Like a
Football
Coach
Slide 37
US
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Them
Slide 38
Thank your for a great session!
Cindy Gipson
cgipson@hinds.k12.ms.us
Shelita Brown
smccadney@hinds.k12.ms.us
Stacy Sanchez
ssanchez@hinds.k12.ms.us
COMPLETE AND RETURN YOUR
EVALUATION FORM
SAK 5090 MOHD HASAN SELAMAT- chapter 8
Slide 39