Expository Writing: The New Narrative The ELAR TEKS require students to “write expository texts to communicate ideas and information to specific audiences for specific purposes.” To help students move beyond writing the typical narrative texts, teachers must provide students with opportunities to write in a variety of genres…especially expository. During this workshop, participants will identify how the standards address expository writing, familiarize themselves with samples of expository mentor texts, review mini lessons to implement expository writing in their classrooms, and sample lessons on teaching expository writing. Housekeeping • Restrooms • Cell Phones • Snacks -gazing can get out of hand. A text message? A social media post? A letter? A description? A referral? A lesson plan? A review? An email message? A thesis paper? Directions? Grade 4 Personal Narrative Expository (not “how to”) Grade 7 Narrative with Extension (extension weaved into writing; not added at the end) Expository English I Expository English II Persuasive English III Analytic Literary Strand Fiction Readiness Genre Literary Nonfiction Poetry Supporting Genre Drama Supporting Genre Supporting Genre Assessed beginning at 4th grade Media Literacy Embedded Informational Strand Expository Readiness Genre Persuasive Supporting Genre Assessed beginning at 5th grade Procedural Embedded Media Literacy Embedded Form/Content Sub-Genre Biography Literary Nonfiction Speech Literary Non-fiction / Persuasive Informational Chart Media How-to Procedural Picture with Caption Media Letter of Complaint Expository Play about a true story Drama Thank-you note Expository Folk Tale Fiction Letter to Influence Attitudes Persuasive Story about a boy and his dog Fiction STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAARTM) Grades 3−8 Reading Grades 4 and 7 Writing English I, II, and III Victoria Young Director of Reading, Writing, and Social Studies Assessments Texas Education Agency STAAR Writing Rubric 20 Score Point 1—VERY LIMITED Score Point 2—BASIC Score Point 3—SATISFACTORY Score Point 4—ACCOMPLISHED Teachers and students need to have an in-depth understanding of the writing rubric for each type of writing! Writing Scoring Model for STAAR 21 Rubrics Summed Scores Weighting Rubrics (used in conjunction with student responses representing each score point) are the basis for assigning scores Two readers score each student writing response. If there is perfect or adjacent agreement, the two readers’ scores are summed. Summed scores range from 2−8 (0 = nonscorable) Scoring Model for STAAR 22 SUMMED SCORE 1 SCORE 2 SCORE 0 1 1 2 2 3 3 4 0 1 2 2 3 3 4 4 0 2 3 4 5 6 7 8 CSR RATING Nonscorable Performance Very Limited Performance Between Very Limited and Basic Performance Basic Performance Between Basic and Satisfactory Performance Satisfactory Performance Between Satisfactory and Accomplished Performance Accomplished Performance “You've got to think about this as a continuum. What we're trying to do with summing is to pinpoint more accurately where the kid is on this writing continuum." 23 READ: A short synopsis of some kind or a quote. THINK: The synopsis or quote generalized and reworded WRITE: An even more focused rewording BE SURE TO: A reminder to proof Do you have a thesis statement? Did you find it harder or easier to write in expository mode? Did you drift into a narrative? Could your essay fit onto the 26-lined page? Expository and Literary Highlight the most important words or phrases Record key, recurring words for these score points Work with your team to create main idea statement about these three categories in 10 words or less. Grades K – 12, Writing Process: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Grade K-12: Writing/Expository Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. Grade 7: (17) Writing/Expository Texts. Students write expository [texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to write a multiparagraph essayto convey information about a topic. Jim Burk said. . . “One cannot develop such intelligence by osmosis; instead, it requires deliberate instruction. Writing is often assigned, but if students are to master this complex craft, it must be taught.” (2009) Burke, Jim. Content Area Writing. New York, NY Scholastic Putting it into practice Take a piece of chart paper and markers Divide the paper up in four parts Label each part with the following: Books Television shows Movies Songs Bridge to Terrabithia Lean On Me - Bill Withers Harry Potter The Golden Girls List the main characters from the books, movies, TV shows and songs just brainstormed Discuss the qualities of friendship the characters show Independently, come up with 3 – 5 characteristics that you think is most important Encouraging / supportive Honest Challenges me Holds me accountable Watch as I model how I would begin this piece of writing. READ the following quotation. “A friend is one that knows you as you are, understands where you have been, accepts what you have become, and still, gently allows you to grow.” - William Shakespeare THINK carefully about the following statement. Friendships are important, but everyone has a different opinion of the qualities of a friend. WRITE an essay explaining what makes a person a good friend. Be sure to – Clearly state your controlling idea Organize and develop your explanation effectively Choose your words carefully Use correct spelling, capitalization, punctuation, grammar, and sentences Text Structures Pattern Description Cue Words Description The author describes a topic by listing characteristics, features, and examples for example, characteristics are. . . Sequence The author lists items or events in numerical or chronological order. first, second, third; next; then; finally Comparison The author explains how two or more things are alike and/or how they are different. different; in contrast; alike; same as; on the other hand Cause and Effect The author lists one or more causes and reasons why; if...then; as a result; the resulting effect or effects. therefore; because Problem and Solution The author states a problem and lists one problem is; dilemma is; puzzle is or more solutions for the problem. A solved; question... answer variation of this pattern is the questionand-answer format in which the author poses a question and then answers it. Stanford University: http://www.stanford.edu/~arnetha/expowrite/info.html Predetermined number of paragraphs Student choice Text Structures Pattern Description Cue Words Description The author describes a topic by listing characteristics, features, and examples for example, characteristics are. . . Sequence The author lists items or events in numerical or chronological order. first, second, third; next; then; finally Comparison The author explains how two or more things are alike and/or how they are different. different; in contrast; alike; same as; on the other hand Cause and Effect The author lists one or more causes and reasons why; if...then; as a result; the resulting effect or effects. therefore; because Problem and Solution The author states a problem and lists one problem is; dilemma is; puzzle is or more solutions for the problem. A solved; question... answer variation of this pattern is the questionand-answer format in which the author poses a question and then answers it. Stanford University: http://www.stanford.edu/~arnetha/expowrite/info.html Who is this special person? What makes this person special? Note - encourage students to go beyond he/she is nice, fun, great, etc. Ask questions like: What makes her great? What does she do to show you that she’s nice? Possible Structure: Compare/Contrast Other Family Members Andrea Lets me into Kick me out of her room even their rooms If she is busy They all love me Will not take me She will take me anywhere I love them places if I tell her ahead of time Won’t watch TV Very busy or play games with Watches TV & me unless it’s what plays fun games they want with me I am the baby of five children in my family. Yep, that’s right! There are seven people in my house! Even though we all love each other very much, everyone is always too busy for me. My sister, Andrea, is special because she’s the only one in my family who makes time for me. When I go to my older brothers’ rooms, I barely get one pinky toe in before they say, “Get out!” They say they are all doing things and they don’t want me in there to ask a lot of questions. This doesn’t happen when I go to Andrea’s room. She tells me to come on in. Even if she is on the phone or reading, she does not mind if I come in and sit on her bed. She will even let me ask a few questions without getting mad at me. My parents work a lot, so they cannot always take me to soccer practice or to programs I have to go to at school. But since Andrea got her license, she will take me to practices and even to my friend’s birthday party if she can… Possible Structure: Cause-Effect Before Joel came to our school, I didn’t have any friends. I used to sit by myself in the cafeteria. People didn’t pick me for teams in P.E. I was quiet because I did not know anyone. Joel’s family moved right next door. We started playing together right that weekend. When school started Monday, we started being friends at school. Now, I always know I have someone to sit next to who will actually talk to me. A lot of people like Joel, so it’s kind of like they talk to me because he’s my friend, too. Joel is special because if it weren’t for him, I would still feel all alone at school. Possible Structure: Logical Many people go to work every day, but not everyone can say that they are keeping the city safe. My father is special because he risks his life to help other people. He faces danger every day on his job. He is a police officer… His job as an officer never stops. Even when he is not at work, he knows that he has a duty to people no matter where he goes. For example, one time when we were at a baseball game, … Most people do anything they can to stay our of harm’s way. My dad is special because he does just the opposite every day. Specific or concrete examples Facts Self-evident truths Anecdotes Comparisons or analogies Authoritative quotes or testimonials Numbers/statistics Descriptive details Definition Graphics (diagrams, maps, charts, etc. Using the Time for Kids Articles, Identify Text Structures, Transitions and Details “Reading and analyzing expository literature with your students, as an isolated practice, will not advance their writing skills. The exercise must be part of an ongoing classroom writing workshop.” Jim Burk said. . . “The complexity of the writing process, which consists of both cognitive and emotional elements, can leave even the strongest teacher feeling ineffective, unsure of where to begin or how to proceed.” (2009) Burke, Jim. Content Area Writing. New York, NY Scholastic •26 lines •Using the TAKS writing samples, work with your group to rewrite the samples so that they are no more than 26 line. The ELAR TEKS require students to “write expository texts to communicate ideas and information to specific audiences for specific purposes.” To help students move beyond writing the typical narrative texts, teachers must provide students with opportunities to write in a variety of genres…especially expository. During this workshop, participants will identify how the standards address expository writing, familiarize themselves with samples of expository mentor texts, review mini lessons to implement expository writing in their classrooms, and sample lessons on teaching expository writing. The Evolving Publishing Industry Compare-Contrast selfpub and traditional because two are both prevalent Sequence – show the process FAQs – discuss some issues that didn’t get covered in the earlier portions Natural Hair Care The Fine Art of Being a Wife Gives students the opportunity practice forming/evaluating central ideas and supporting evidence. Each table gets a laminated “placemat” big enough for 4 people to write on and easily rotate Each person will need a dry-erase marker In a moment, we will write the key words from a prompt in the center circle Each person forms a central idea statement and places it on the placemat Table turns the placemat Next person must give one supporting statement under another person’s central idea Table turns the placemat Repeat Modeling Time! Should toymakers create overweight dolls? Literacy Team Jayne Knighton, M.Ed. ELA Program Coordinator jayne.knighton@region10.org 972-348-1444 Robyn Fox, M.Ed, MRT K - 12 Consultant specializing in Primary / Elementary School robyn.fox@region10.org 972-348-1484 Virginia Gonzalez, M.Ed., LDT, CALT State Dyslexia Consultant virginia.gonzalez@region10.org 972-348-1410 Nancy McGruder, M.Ed. K - 12 Consultant specializing in Intermediate / Middle School nancy.mcgruder@region10.org 972-348-1404 Gina Mitchell, MLA, LDT, CALT Regional Dyslexia Consultant gina.mitchell@region10.org 972-348-1454 Terry Roper, M.L.S. K - 12 Consultant specializing in Library Science terry.roper@region10.org 972-348-1414 Kay Shurtleff, M.A. K - 12 Consultant specializing in Middle / High School kay.shurtleff@region10.org 972-348-1756 Joan Vaughan, M.Ed K - 12 Consultant specializing in Middle / High School joan.vaughan@region10.org 972-348-1520 Region 10 Education Service Center It is the policy of Region 10 Education Service Center not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.