Office of Academics and Transformation-Department of English Language Arts (ELA) 2015-2016
Introduce yourself to your group/table members.
-- Henry David Thoreau
Power-Writing Chart
Power-Writing Rounds
• Select one word from the two words
Number
of
Round 1
Round 2
Round 3
displayed.
Words
• Write as much as you can, as well as you
can
81 - 90in one (1) minute, until asked to stop
writing.
71 - 80
• Draw a line underneath what you just
61 - 70
wrote.
51 - 60
1
41 - 50
4
• Count the number of words you wrote.
• Record word count under the line.
31 - 40
2
7
• Give your count to your group leader to
21 - 30
6
5
add and record results for each round on
11 - 20
9
4
chart.
0 - 10
6
• Repeat
for a total
of three rounds.
Agenda
 Ice Breaker
 District / State Updates
 Research Article: Evidence-based practices
for teaching writing
 The Importance of Understanding/Reviewing
the Anchor Standards for Writing
 Understanding how to give Effective Feedback
 Differentiate scoring vs. grading
 Utilize rubrics effectively
 Samples of Writing and Implications for further
Instruction
 Score Student Writing Sample
 Writing Strategies for Classroom Instruction
 Closure & Wrap-Up
 My Learning Plan Follow-up Requirements
DISTRICT/STATE
UPDATES
State Updates - Writing
Coming Late Fall…
Sample Scoring Guides
One annotated sampler per grade
Grade 4 – Opinion
Grade 5 – Informative
Grade 6 – Informative
Grade 7 – Argumentation
Grade 8 – Informative
Grade 9 – Argumentation
Grade 10 – Informative
Domain specific scores will
not be provided. Instead
students will receive a
composite score that includes
performance on writing and
reading.
FSA Update – Commissioner
Stewart releases proposed
Achievement Level Cut
Scores
Evidence-based
practices for teaching
writing
Amy Gillespie and Steve Graham
reveal the techniques that have been
proven to work when teaching students to write
PICTURE NOTES
1. Use the information from the article and the
whole group discussion to brainstorm
important ideas to display on the picture
note.
2. Take chart paper and colorful markers to
create a visual summarization of the
assigned writing practice.
3. Use symbols, icons, and simplistic
illustrations. The artwork must represent the
central idea and their interrelationships.
4. Share productions with the class. The
presentation needs to pull together the
discrete images into a clear and complex
explanation.
Picture Notes taken from a Technology Article
IN MY OWN WORDS
Paraphrased Passage:
1. Use your own words to write what the author is saying.
In the first season of The Sopranos, Tony Soprano’s mobster activities are
more
threatened
members
ofas
hisneeded
biological
2. Return
to theby
text
as often
to family
checkthan
for by agents of the
federal
government. This familial betrayal is multi-pronged. Tony’s closest
understanding.
friend and associate is an FBI informant, his mother and uncle are
3. Incorporate
how
you
make
withsurfing
your prior
conspiring
to have
him
killed,
andconnections
his children are
the Web for
information
about his activities.
knowledge.
Original Passage:
In The Sopranos, the mob is besieged as much by inner infidelity as it is by
the federal government. Early in the series, the greatest threat to Tony's
Family is his own biological family. One of his closest associates turns
witness for the FBI, his mother colludes with his uncle to contract a hit on
Tony, and his kids click through Web sites that track the federal crackdown
in Tony's gangland.
INSTRUCTIONAL IMPLICATIONS
1. Reread your section.
2. Think about your instruction
in relationship to the
assigned writing practice.
3. Using examples, explain in
detail what does this writing
practice look like in your
classroom.
Evidence-Based Practices For Teaching Writing ACTIVITY
Picture Notes
In My Own Words
byInstructional
Amy Gillespie and
Steve Graham
Implications
(What does this look like in the classroom?)
Purpose: Transforming information into
a visual helps students uncover
meaning, reinforce understanding and
retain information. Changing words into
pictures encourages active synthesis of
ideas.
Purpose: To self monitor and improve
comprehension. With paraphrasing,
students read information and
translate into their own words. It also
inspires students to connect with
prior knowledge as they construct
their own meaning.
Purpose: To analyze the effectiveness
of the instruction and illuminates
difficulties that remain. It cycles
continuous educational improvement.
1. Use chart paper and colorful
markers, create a visual
summarization of the assigned
writing practice.
2. Use symbols, icons, and simplistic
illustrations. The artwork must
represent the central idea and their
interrelationships.
2. Think about your instruction in
1. Reread section use your own
relationship to the assigned
words and write what the author is
writing practice.
saying.
3. Using examples, explain in detail
2. Return to the text as often as
what does this writing practice
needed to check for
look like in your classroom.
understanding.
3. Share productions with the class.
The presentation needs to pull
together the discrete images into a
clear and complex explanation.
3. Incorporate how you make
connections with your prior
knowledge.
1. Reread your section
WRITING
STANDARDS
Anchor Standards for Writing
 The college-and career-ready anchor standards for writing were designed to
articulate the need for a strong foundation across disciplines, audiences and
purposes.
1. We often judge others by what they write and how they say it.
2. Too many misspellings and we wonder if the person is careless.
3. We assume disorganized discourse is the product of a jumbled mind..
 The writing anchor standards are an effort to ensure that students are able to
communicate effectively in written form in order to represent themselves in the
classroom, workplace, and world.
 There are ten (10) anchor standards for writing, extending from kindergarten
through twelfth grade.
FOUR WRITING CLUSTERS
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Cluster 1 - Text Types and Purposes
This domain has three (3) standards, which define three
major types of writing that are tied to their purposes.
LAFS.K12.W.1.1 Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.K12.W.1.2 Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
LAFS.K12.W.1.3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
There is a blend of two or more text types. For example,
an informative piece may include an argument, as well as
narrative to describe the writer’s perspective.
We need to clearly link purposes for writing, not just the
format for a genre.
Qualities of Strong ARGUMENTS
Synthesize and analyze ideas from the
stimuli to present, argue and support a
claim
The argumentative essay is a
genre of writing that requires the
student to investigate a topic;
collect, generate, and evaluate
evidence; establish a position on
the topic in a concise manner.
Text structure appropriate to focus with a
variety of elaboration techniques to
support the claim
Acknowledge counterargument or counter
claim
Effective use of sources, facts, and details
Various sentence structures
Which type of claim is right for your argument?
Which type of claim or thesis you use for your argument will
depend on your position and knowledge of the topic, and
your audience.
Imagine your audience and pinpoint where you think the
biggest difference in viewpoints might be.
 Define your position early on in the paper.
Different types of support may expand your claim.
Cause and Effect Paragraph
___________ is influenced by
___. Since
happened, then __________. Therefore, _______________. This provides
explanation for
___and ____
_
. The impact is
.
Compare and Contrast Paragraph
There are several differences between ______________ and
In contrast to
,
. Unlike
_____,
does not
__. On the other hand,
Problem/Solution Paragraph
________present(s) a dilemma that is___________. The problem is
__. This has/have occurred because
________. A resolution is/was possible. To solve it/this, it will
be/has been necessary to ______________. The solution(s) include(s) ______
_____________________.
____. They
has
___
INFORMATIVE or EXPLANATORY
Informative essays, can compare viewpoints on controversial
subjects. They may analyze data, like in a cause and effect
situation, or educate the audience on ways to do something, like
solving a certain kind of problem.
For example:
An informative essay might explain the pros and cons of the
death penalty, using statistics on crime rate reduction as a pro
and statistics on innocent men being found guilty as a con.
An informative essay might analyze whether lack of education is
a cause of homelessness by using statistics and information
about the educational attainment of homeless men and women.
Qualities of Strong INFORMATIVE TEXT
Students must learn to
read and write “short”
responses for multiple
audiences using multiple
sources.
Synthesize and analyze ideas
from the stimuli to develop and
support a controlling idea
Use sources, facts, and details
effectively
Select appropriate text structure
Choose a variety of elaboration
techniques
Vary sentence structures
NARRATIVE
helps our students
understand the world,
makes sense of the world
through fictional characters,
and frames the human
experience.
Qualities of Strong NARRATIVE WRITING
Elements of story (plot, setting,
character, conflict, etc.)
Theme
Use of literary elements
Sequencing of events
Point of view
Narrative Writing is embedded in the Pacing Guides
Three - Minute Pause
Pause and take
time to process
the newly learned
information
Turn to shoulder partner or
group for three minutes to:
1. summarize what was read and heard
2. identify something found particularly interesting
3. ask any questions about confusing information
Cluster 2 - Production and Distribution
This domain focuses on the communicative nature of
writing.
LAFS.K12.W.2.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Anchor standard four (4) encourages teachers to link the task, purpose, and audience
to the selected genre or format.
LAFS.K12.W.2.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting or trying a new approach.
Anchor standard five is the bridge from standard four (4) to standard six (6). It
articulates the processes a writer must necessarily engage with in order to
communicate effectively
LAFS.K12.W.2.6 Use technology, including the Internet to produce and publish writing and
to interact and collaborate with others.
In anchor standard six (6) the writing is lifted from a solitary an isolated act to one
that involves peers, fellow writers, teachers and experts across the classroom,
community and world.
Use Audience and Purpose to Shape Your Focus
Clarifying the audience and purpose is
one way to help focus the writing.
Audience affects what we write, how much, and the examples
and details we emphasize, as well as the words and tone we
choose. Who is this message directed to?
Purpose shapes what angle(s) or aspects I choose. What will I
include? What will I leave out? What important commonalities or
threads do I see to create the message I want to send?
Use Audience and Purpose to Shape Your Focus
Activity
Conduct a “Purpose – Audience” Lottery
Select an audience and purpose slip. (can’t share
with anyone)
Write for five(5) minutes, using the purpose and
audience slip.
Share writing while others listen to guess the purpose
and audience
Discuss how the determination was made and how it
impact the focus of the writing
Create COHESION
Connect your ideas with transitional
words and phrases.
The transitions should be quick,
smooth, quiet, reliable and logical,
and they should bring to themselves
a minimum of attention.
Transitions provide readers road signs to
“go here next” or “bring this thought
along with you,” keeping the reader on the
road like a turn-by turn GPS.
Transitions emphasize details, reveal
organizational strategies, highlight
text structures, and illuminate
comparisons and contrasts.
Cohesive Writing: Removing Extraneous Information
Extraneous information is distracting and veers writing away from coherence.
From the Mixed-up Lincoln Files-ACTIVITY
 Use the first three(3) paragraphs of the Newbery Award-winning Lincoln: A
Photo-biography by Russell Freedman. Take what you know about transitions
to rearrange the cut-out sentences and form clear and coherent writing.
 Arrange the sentences in order.
 Share how the transitional words and phrases helped to connect ideas and
move the reader through the writing.
 View the excerpt from Freedman’s book.
 Discuss how deleting parts of a writing piece, even if “it is true” or even if you
“like the flow”, impacts the harmony of the writing.
Three - Minute Pause
Pause and take
time to process
the newly learned
information
Turn to shoulder partner or
group for three minutes to:
1. summarize what was read and heard
2. identify something found particularly interesting
3. ask any questions about confusing information
Cluster 3 - Research to Build and Present Knowledge
This domain emphasizes the importance of academic
writing in its three anchor standards.
LAFS.K12.W.3.7 Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
LAFS.K12.W.3.8 Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
LAFS.K12.W.3.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Students are encouraged to gather information from a
variety of sources in order to investigate topics of worth.
Students must critically analyze information sources, both
literary and informational and use the analysis in their
writing to conduct inquiry and research.
Support with Layers of Facts, Resources and Quotes
Writers support what they say with facts,
citing resources or providing meaningful
quotes.
Layering information in a text is crucial.
Writers weave layers of evidence, giving
ideas weight.
The type of support depends on the
purposes for the writing.
Levels of
Support
Bare
Minimal
support/evidence for
the writer’s claim.
Little if any use of
sources, facts, or
details.
May include
irrelevant evidence or
citations from the
source material
Extended
Uneven, cursory
support/evidence for
the writer’s claim.
Partial use of sources,
facts, and details.
May be weakly
integrated, erratic, or
irrelevant.
Layered
Adequate support,
citing evidence for the
writer’s claim that
includes the use of
sources, facts, and
details.
Generally integrated
and relevant evidence
Elaborated
Thorough,
convincing, and
credible support.
Cites evidence from
writer’s claim using
sources, facts, and
details.
Smoothly integrated
and relevant evidence.
Precise references to
sources.
Four Levels of Support
Bare
Nutritional supplements improve health.
Extended
Nutritional supplements improve health because “fats play a
vital role in our cardiovascular health”.
Nutritional supplements improve health because “fats play a
vital role in our cardiovascular health”. For someone who has
heart problems, taking healthy fat supplements like omega 3
fatty acids could be beneficial.
Layered
Elaborated
Nutritional supplements improve our heart health because
“fats play a vital role in our cardiovascular health”. For
someone who has heart problems, Dr. Ward explained that
taking supplements like “monounsaturated fat,
polyunsaturated fat, and the super-healthy fats omega 3 fatty
acids, can actually improve the overall health of the heart”.
Supplementing your diet with good fats can be beneficial for
combatting heart disease.
Cluster 4 - Range of Writing
Routinely is the key word in anchor standard ten (10).
LAFS.K12.W.4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for
a range of tasks, purposes and audiences.
Writing is not something that is done only occasionally,
but daily, and for extended periods of time in order to
increase volume.
As with reading, the intent is to build skill and stamina
through frequent application and practice.
Cluster 4 - Range of Writing
The Timer Method to Freewriting on Your Own
Timed writing is an effective tool students can
use to write routinely over short time frames.
Breathing deeply
What keeps
me going
is thatfrom the group.
• Select
one quote
and releasing fear
quest for just being able to
will help you
be present and be myself.
get
towell
where
you
•
Write
as
much
as
you
can,
as
as
you
can
not for people, but for me.
want to be.
for (15) minute.
Janet Mock
Iyanla Vanzant
When we create
Doing
small things
•
Reread
to
edit
any
careless
errors.
happiness and positivity
with love
in the present, we’re better
is the atom
• Share
writing
at making
a better
worldwith
for your partner.
of bravery
other people afterwards.
Mark Nepo
Shawn Achor
Three - Minute Pause
Pause and take
time to process
the newly learned
information
Turn to shoulder partner or
group for three minutes to:
1. summarize what was read and heard
2. identify something found particularly interesting
3. ask any questions about confusing information
Review from Day 1 of Writing Standards Based Instruction
in ELA Classrooms
The Importance of the Appropriate FEEDBACK
Effective & Ineffective Feedback
Positive: Students’ learning can be advanced
with teacher feedback through comments that
are not judgmental, but constructive.
Negative: Numerical scores have a negative
effect on students if there is no correlation to
the students’ writing skills.
Effective FEEDBACK + Opportunity for REVISION
= Great Writing
The primary purpose of feedback is to...
offer students clear and
specific guidance of how to
improve their performance.
Feedback is about guidance
The goal is to leave students with a clear
Feedback is much more than making a few
message about what they must do to
red marks on a paper.
improve future writings.
One study found that most students complained their writing
Diagnosis
of what
is wrong
bewith
accompanied
by clear
feedback was
too general
andmust
vague
no suggestions
for
improvement.for improvement: "Here's what's wrong and
suggestions
here's how to fix it.“
Students report….
they
are
often
left
not
knowing
what
they
have
done
well
Start with higher-order concerns (support of ideas) and
what they need to change
move to lower-order problems (mechanics)
why they have achieved the grade they have
Feedback is for every student
Less proficient writers often
receive better and more
frequent feedback than
stronger writers.
Proficient writers often suffer
from this disproportionate
attention to improve future
writings.
Even the best writers need
your instructional guidance
for improvement.
Feedback – Prompt and Timely
Feedback
comments
should
be
limited
to
three
or
four
This student should be writing multiple drafts and
major suggestions.
improving his/her writing each time with effective
Restrain fromand
pointing
out
feedback
instruction.
Too much feedback can
every single mistake or
suggesting every
improvement that comes to
Give
students
mind.
prompt anxiety.
of feedback prevents the
student from acting on the
comments.
most important to
improve, even if the end
result isn't perfect.
an opportunity to improve
their writing through revisions guided by
Feedback should help the
appropriate feedback.
An overwhelming amount
student decide what is
Examples of Effective and Ineffective Feedback
Identify which feedback is Effective and Ineffective
1-Each paragraph should have one 2-Your report is the best one in the
main idea, and that idea goes in the class! You can have a "free pass"
topic sentence.
for your homework tonight.
Focus—Task
Comparison—Criterion-referenced
Function—Descriptive
Valence—Positive
Focus—Personal (it says the report is great, but the attribution
seems to be that this is a "good" student)
Comparison—Norm-referenced
Function—Judgmental
Valence—Positive
ACTIVITY
Find a partner
Take turns reading the Feedback in the left
column and the Focus, Comparison, Function &
Valence in the right column.
Determine which Writing standard is aligned to
the teacher’s feedback and what would be the
instructional implication.
Let’s Discuss and Review the Answers
Podcasting To Personalize Feedback
https://www.teachingchannel.org/videos/student-feedback-throughtechnologyclassroom is a form of formative assessment
Three - Minute Pause
Pause and take
time to process
the newly learned
information
Turn to shoulder partner or
group for three minutes to:
1. summarize what was read and heard
2. identify something found particularly interesting
3. ask any questions about confusing information
Difference between Scoring & Grading
Rubrics are used for Scoring
Standards are used for grading
Scoring
Holistic Scoring
• Each element of good writing
depends partially on every other
element.
• The part makes up the whole.
• The writing can only be understood
(judged) in relation to one another
and as part of a whole essay.
• Reward the writing for what was
done right rather than punish the
writer for what was done wrong.
Grading
• A checklist of particular
expectations to
demonstrate mastery
of techniques.
• Assess students' needs
and evaluate their
progress.
• Evaluate particular
writing skills taught and
growth as learners.
The Rubrics:
 The rubrics are analytic consisting of three domains.
The three domains in the rubric are:
Domain 1 - Purpose, Focus and Organization
Domain 2 - Evidence and Elaboration
Domain 3 - Conventions of Standard English
 The FSA writing rubrics may even be referenced as
“analystic”.
 There is specificity within each domain rendering the
rubric analytic, but there are closely related components
that are scored as a whole within the domain reflecting
some characteristics of a holistic rubric.
Domain 1 PFO
Domain 2 EE
Domain 3 -
DISTRICT WRITING PRETEST
Analytic
Determining Student Need for
Argumentative Writing
Holistic
Conventions
Domain 1 PFO
Domain 2 EE
Domain 3 Conventions
When scoring a response, keep in mind….
 Every score point refers to the audience,
purpose, and task. This is the context of the
writing task.
 Students MUST ADDRESS THE TASK!
 When scoring, pay close attention to the overarching statement for each domain before
looking at the bulleted points.
Overarching Statement for Evidence and Elaboration
Argumentation
4
3
2
1
• The response provides thorough, convincing and credible support,
citing evidence for the writer’s claim that includes the effective use of
sources, facts, and details.
ACTIVITY
• The response provides adequate support, citing evidence for the writer’s
claim that includes the use of sources, facts, and details.
• The response provides uneven, cursory support / evidence for the
writer’s claim that includes partial use of sources, facts, and details.
• The response provides minimal support / evidence for the writer’s
claim, including little if any use of sources, facts, and details.
Domain 1 PFO
Domain 1 - PFO
Holistic score for PFO
_____/4
Domain 2 EE
Domain 2 - EE
Holistic score for EE
_____/4
Domain 3 Conventions
Holistic score for
PFO
_____/4
Holistic score for EE
_____/4
Holistic score for
CSE
Overarching Statement for Evidence and Elaboration
Informative / Explanatory
4
• The response provides thorough and convincing support, citing
evidence for the controlling idea or main idea that includes the effective
use of sources, facts, and details.
3
• The response provides adequate support, citing evidence for the
controlling idea or main idea that includes the use of sources, facts, and
details.
2
1
ACTIVITY
• The response provides uneven support / evidence for the controlling
idea or main idea including little if any use of sources, facts, and details.
• The response provides minimal support / evidence for the controlling
idea or main idea including little if any use of sources, facts, and
details.
GOAL is MASTERY by DOMAIN:
Purpose, Focus and Organization and Evidence and Elaboration
 Score points 1 and 2 are written in the terms of the
weaknesses in the response.
 Score points 3 and 4 are written in the terms of the strengths
in the response.
Conventions of Standard English
 Score points 0 and 1 are written in terms of weaknesses in
the response.
 Score point of 2 is written in terms of strengths.
Analytic / Holistic
Scoring
“PRINCIPLES OF HOLISTIC SCORING”
Reward the writer for what has been done well.
Arrive quickly at the assessment by judging the
overall impression the writing leaves.
Hold the rubric in your head during the reading.
Use the entire scoring scale.
Be aware there can be a range of papers within a
score point. (Not all papers with the same score point
are alike.)
Score only what is on the paper.
Scoring should not reflect personal bias.
Remember: This is a draft
MODELING How to Score using the State Rubric
ACTIVITY
10th Sample Essay
Plenty of people all around the world use dietary supplements. If someone is missing
some nutrients that their bodies need, they can easily get them by taking supplements.
Its very important to get all the nutrients your body needs in order to be healthy.
Nowadays, most of the food is processed and the food loses the nutrients they contain
and become less for your body. The reason why nutritional supplements can be good is
because of a poor diet or foods. The body needs nutrients in order to work well.
Nutritional supplements improve health “fats play a vital role in our cardovasclar
health” (AOA). These supplements would not only help you’re body get healthy fats but
they would improve your health! For someone who has heart problems to take healthy
fat supplements would make it work better.
One of the most important things a body needs is protein “Protein supplements repair
muscles and help the body recover from exercise” (AOA). Its necessary to have the
proper amounts of protein that your body needs.
Some people reported having adverse reactions while taking supplements. You need
to take the proper amount.
WRITING
INSTRUCTION
What, Why, How Strategy
This strategy is great for explanatory and argumentative
writing.
The key to a successful piece of writing is great support.
You’ve got to be able to back up everything you say with
good reasons and solid evidence.
You can use the What, Why, How strategy to help students
who struggle with evidence and elaboration.
What, Why, How = Central Idea/Claim, Connect,
Evidence(Quote)
Teaching the What, Why, How
Review the writing prompt and break it down with the
students.
What: Have students state their claim or overall
claim/thesis. What do you want to say about the thesis?
Why: Ask students, “Why do you think this?” Remind
students they have to provide a reason for every “what”
statement.
How: Ask students, “How do you know this? What
evidence can you use to support your what/why?”. For
every claim or statement, they should cite evidence.
Prompt: Read the texts below regarding the use of dietary supplements. Write an
argumentative essay either in support of the use of dietary supplements or against their
use.
Thesis (Overall What): Plenty of people all around the world use dietary supplements.
WHAT
WHY
HOW
ACTIVITY
Instructional Implications?
What feedback can we give the student to
improve his/her writing based on how the essay
is laid out in the What, Why, How chart?
Scene: Atticus and Ms. Dubose from To Kill a Mockingbird by Harper Lee-video
https://www.youtube.com/watch?v=tmzg4KoPsUg
Excerpt from A Testament of Hope: The Essential Writing and Speeches of Martin Luther King Jr.
Instructional Plan
Discuss your ideas/feedback with your table.
As a group, create an instructional plan for this
student.
Illustrate your instructional plan on chart paper.
Be prepared to share out to the whole group.
Carousel
Move around the room with your group, preview each
instructional plan and provide feedback using the
sticky notes provided.
After the feedback; qualities of strong writing instruction
See Atwell, 1998; Calkins, 1994; Culham, 2003; Elbow, 1998a, 1998b; Graves, 1994; Spandel, 2001; Troia &
Graham, 2003
Three - Minute Pause
Participants pause
to process the
information.
Turn to shoulder partner or
group for three minutes to:
1. summarize what was read and heard
2. identify something found particularly interesting
3. ask any questions about confusing information
WRITING
RESOURCES
Writing for Understanding
taken from Achieve the Core
To be used with:
Keep On Reading
File Name: A9-10R Keep On Reading
Argument
Grade 10
Range of Writing
Planning
http://wps.ablongman.com/wps/media/objects/133/136299/handbook.pdf
Gathering Evidence
Text Coding
Text coding helps students to become active readers that are aware of their thinking as they read. Text coding can be
useful in identifying evidence that will support their opinion/controlling idea.
 As students read the sources, they mark each paragraph using appropriate codes:
 After students have finished reading the sources, they can go back and gather the evidence that supports their
opinion/controlling idea. Students can group the evidence into categories which will help them begin their
essays.
Gathering Evidence
Selective Underlining/Highlighting
1.
Read the Prompt: Students must have purpose for reading before
beginning to read the selections and before underlining/highlighting.
2.
Read the selections.
3.
Reread one paragraph or sections at a time and begin underlining
always keeping the purpose for reading.
4.
Choose key words or phrases to highlight/underline, never entire
sentences or paragraphs.
5.
Generate topics or categories for ideas and write them in the margins.
6.
Discuss and justify underlined information with a partner (only during
class instruction not during assessment).
Organizing the Evidence
Power Thinking/Notes
Power 1: Stated Opinion/Identified Controlling Idea
Power 2: Support or detail of Power 1
Power 3: Support or detail of Power 2
(Using Evidence from the Texts)
Power 4: Elaboration of Power 3
(Explains the Why)
Power 2: Support or detail of Power 1
Power 3: Support or detail of Power 2
(Using Evidence from the Texts)
Power 4: Elaboration of Power 3
(Explains the Why)
Organizing the Evidence
Conclusion-Support Notes
What is the issue/topic?
What are your
reasons for this
Opinion/Controlling
Idea about the topic? opinion/controlling
idea?
What is your
What is your Conclusion?
What evidence from the
sources support your
opinion/controlling idea?
Why is this evidence
important to your
opinion/controlling
idea?
FSA
WRITING
ASSESSMENT
Writing-Dates to Know
Text-Based Writing Stimulus and Prompt
Guidelines
• The stimulus will consist of two to four texts.
• The stimulus will be presented along with a writing prompt that asks
students to write an essay about the topic.
• The students will be required to synthesize information from the text
sets and must cite specific evidence from the texts to support their
ideas.
• For the informative/explanatory writing prompts, students will be
required to synthesize and analyze ideas from the stimuli to
develop and support a controlling idea.
• For the argumentative writing prompts, students will be required to
synthesize and analyze ideas and evidence from stimuli. They
will use these ideas to argue and support a claim (grades 6‒10).
Standards Assessed on the TextBased Writing Assessment
LAFS.W.1.1
or
LAFS.W.1.2
LAFS.W.2.4
LAFS.W.2.5
LAFS.W.2.6
LAFS.W.3.8
LAFS.W.3.9
LAFS.L.1.1
LAFS.L.1.2
LAFS.L.2.3
LAFS.L.3.4
LAFS.L.3.5
LAFS.L.3.6
The Importance is in the citing, and not the citation…..
Informal citations are
acceptable.
• Title of article, passage
• Author’s name
• Paragraph number
• Direct quotation with tag
line
Modern Languages Association (MLA) is
for High School English, Humanities, and
Modern Languages (i.e., Japanese,
Spanish etc.
American Psychological Association
(APA) is for Science, Education,
Social Sciences and Mathematics
Wrap-up and Home Learning/Reflection
Discussion: What did you learn today?
Home Learning: Write about what you
learned today and explain how you will
implement what you learned in your
writing instruction.
Resources
 Weaver, M. R. (2006). Do students value feedback? Student perceptions of
tutors' written responses. Assessment & Evaluation in Higher Education Vol.
31, Iss. 3.
 http://achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/1
1/12/page/503/common-core-argument-opinion-writing-list-pg
 http://www.betterwritingfeedback.com/
 https://www.brainpickings.org/2015/07/01/martin-luther-king-jr-anexperiment-in-love/
 http://www.fldoe.org/core/fileparse.php/5390/urlt/0081014-lafs.pdf
 http://www.miamiherald.com/opinion/opn-columns-blogs/leonard-pittsjr/article2218081.html
 https://www.washingtonpost.com/blogs/monkeycage/wp/2013/09/30/explaining-the-gender-gap/