Monterey writing training

Writing Support

The Writing Process

Opinion + Informative Genres

Designing Writing Tasks

Rubric Calibration

Reflection

What do you currently know based on our three previous trainings? What do you

want to know, or better understand?

Agenda

The Writing Process

Opinion + Informative Genres

Designing Writing Tasks

Rubric Calibration

Part 1The Writing Process

Defining the Writing Process

Goal: To define at each grade level, examples of what students should be doing at each stage of the writing process.

Prewriting - Reviewing the Stages

• Review the following documents– Step up to Writing – Writing process stages– CCSS standards for your grade level

• Language 1• Writing 6

• As a team, brainstorm examples of what should be happening in each stage for your grade level

• Record your thinking in a “Cluster-Map” on chart paper

Writing Process in _____ grade

Pre-Writing

Revising

Drafting

Publishing

Editing

Students will brainstorm and discuss different ideas with a partner

Students will write without worrying about spelling

The Writing Process in ___ Grade

Prewriting• Students will brainstorm and

discuss different ideas with a partner

Drafting• Students will write without

worrying about spelling

Revising

Editing Publishing

DR

AF

TIN

G

Part 2Opinion + Informative Genres

What does effective opinion writing look like?

Role of Opinion / Argument

“While all three text types are important, the Standards put a particular emphasis on

students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness.”

(National Governors Association Center for Best Practices, Council of Chief State School Officers 2010b, 24)

Opinion / Argument

– Only about 20% of students are prepared to write academic arguments when they enter college.

– Argument forces us to consider two or more perspectives and to evaluate strengths and weakness—a habit of mind that is necessary in many college classes.

– Argument moves beyond surface knowledge to critical thinking and analysis.

– Argumentative thinking is the basis of research.

Foundations of Opinion Writing

Before students can write sound arguments on substantive topics and issues, we must teach them to• Identify and Introduce topics• State opinions• Support opinions with reasons• Use linking words• Provide a concluding

statement

Opinion / Argument CCSS

• Examine opinion standard from CCSS for your grade level

• Examine vertical alignment above and below your grade level.

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gOpinion Writing: Important Skills and Concepts for Grade _____

Newly Introduced, or more rigorous expectations for this grade level:

What does effective opinion writing look like?

What does effective informative or explanatory writing look like?

How does this type of writing compare to opinion or argument writing?

Role of Informative/Explanatory Writing

Informative/Explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes:

• To increase readers’ knowledge of a subject

• To help readers better understand a procedure or process

• To provide readers with an enhanced comprehension of a concept

(National Governors Association Center for Best Practices, Council of Chief State School Officers 2010b, 23)

Informative / Explanatory

Review the explanation of the distinction between informative/explanatory and opinion/argument writing on page 23 of Appendix A.

Summarize the difference in a T-chart.

Informative / Explanatory CCSS

• Examine writing standard 2 from CCSS for your grade level

• Examine vertical alignment above and below your grade level.

What does effective informative or explanatory writing look like?

How does this type of writing compare to opinion or argument writing?

Part 3Designing Writing Tasks

Using Template Tasks

• Fill-in-the-blank “shells”• Create opportunities for high-quality

student assignments that develop reading, writing, and thinking skills

• Built off of the CCSS for Writing

Task Design Frame

(Insert Question) After reading_______ (literary or informational text/s), write a/n_____ (product) in which you answer the question and explain your reasons_____ (content). Give ________ (an, several, or #) examples from ____ (text/s) to support your opinion.

First, fill in blanks …

Is it important to listen to advice from an expert?

After reading The Three Little Pigs (literary or informational text/s), write an article (product) in which you answer the question and explain your reasons why the pigs should have listened to their brother’s advice (content). Give two (an, several, or #) examples from the story (text/s) to support your opinion.

Second, remove the prompts…

Is it important to listen to advice from an expert?

After reading The Three Little Pigs, write an article in which you answer the question and explain your reasons why the pigs should have listened to their brother’s advice. Give two examples from the story to support your opinion.

Let’s do this one together…

(Insert Question)

After reading________________________ (literary or informational text/s), write a/n________________ (product) in which you answer the question and explain your reasons_________________ (content). Give _____________________ (an, several, or #) examples from __________________ (text/s) to support your opinion.

Writing Task Design

• Create a writing task for a text students are currently engaged in

• Choose a current selection from– ELA– Science– Social Studies

• Choose one of the task templates for your grade level span that meets the expectations of this selection

Part 4Rubric Calibration

Rubric Calibration

• Working with your grade-level team– Select examples of student work– Individually evaluate the piece of student work

against your rubric– Discuss how you rated the student work with

your team

Closing

What have you learned from this workshop?

What is one goal you have for your students in regards to developing as writers?

What are you going to do to help your students meet that goal?