Dr. Vicky Tusken

Review guidelines on how to shift the focus to more argumentative and informative writing.

What do these shifts look like across grade levels and curriculum?

Learn how to use graphic organizers more effectively to assist students to think and write more critically

“Must Haves” for writing in all subject areas

Acquire tools to assist ELL students

• A de-emphasis on narrative and an emphasis on argumentative and explanatory.

• By high school, 70% of student writing will need to be in the realms of argumentative and explanatory.

• Writing for the real world.

• PARCC assessments will focus on students’ ability to analyze two-three texts and write a response using textual support.

• Arguments

• Support claims

• Analysis

• Reasoning

• Relevant evidence

• Examine

• Convey

• Multiple print and digital resources

Illinois State Board of Education provides this interactive layout that illustrates the progression of “the shift” from kindergarten through high school.

ELA/Literacy Progressions: Writing

Last webinar, described how using graphic organizers are a useful tool in assisting students in writing process

It is all about HOW one uses the graphic organizers

When used intentionally, G.O. can elevate thought processes and the writing process that follows.

• Graphic organizers are a visual way of constructing knowledge and organizing information.

• They help students convert and compress a lot of seemingly disjointed information into a structured, simple-to-read, graphic display.

• The resulting visual display conveys complex information in a simple-to-understand manner.

• The process of converting data/information/ideas into a graphic organizer gives the student a deepening understanding of the topic

• To create the organizer, the student must identify the relationships between the items and examine the meanings attached to each of them.

• While creating a graphic organizer, the student must also prioritize the information

• The creation of graphic organizers can also help generate ideas and help students collect their thoughts visually.

Be sure that the form of the organizer is appropriate to the text structure:

• Descriptive – Web

Compare/Contrast - Table or Venn Diagram

Time Order - Cycle or Timeline

Problem/ Solution - Flow Chart

Intervention Central: ◦ A wonderful web site that provides strategies for the

implementation of RtI

◦ Lists specific school-wide strategies that need to be in place to nurture writing across the curriculum

http://www.interventioncentral.org/academic-interventions/writing/school-wide-strategies-managing-writing

Fluency: Have the students write every day.

◦ Short daily writing activities that encourage both strong and struggling writers

Journal writing

Pen pals

Responding to a current event question as a bell ringer

Target a component of informational or argumentative writing

Emphasize and do not depart from the full writing process! ◦ Three stage process: planning, writing, revising

◦ Provide graphic organizers and “think sheets” that assist students work through all three stages

◦ Provide lots of good models

◦ Provide supportive and timely feedback

Reverse Outline ◦ Student writes a draft of an essay/report

◦ Student reads through the piece of writing, jotting notes in the margin that communicate the main idea.

◦ Student organizes margin notes into an outline

◦ Helps student identify if draft follows logical order with sufficient support

Brainstorming: Time-tested method to help students generate topics for writing. ◦ Freewriting: Set a time/length limit. Students

spontaneously writes until the limit is reached.

◦ Listing: a topic is selected by teacher and/or students

◦ Similes: student uses a list of key terms and/or concepts linked to writing assignment. Then the student brainstorms, using the framework of a simile:

Example: The Yellow Fever Epidemic of 1793 was like a tidal wave as it crashed into the densely-populated Philadelphia

◦ References: student writes down key ideas from writing assignment. Then he/she browses through various reference works/Google to trigger ideas.

Student Proofreading: Use the SCOPE acronym ◦ Spelling: Are my words spelled correctly?

◦ Capitalization: Have I capitalized all appropriate words, including first words and sentences, proper nouns, and proper names>

◦ Order or Words: Is my word order (syntax) correct?

◦ Punctuation: Did I use end punctuation and other punctuation marks appropriately?

◦ Expression of Complete Thoughts: Do all of my sentences contain a noun and a verb to convey a complete thought?

Model SCOPE as a whole class and then have students break out in pairs using the checklist.

Selective Proofreading by Teachers ◦ Focus on only one-two proofreading skills from SCORE

when correcting a student paper.

◦ Underline pieces of text with a highlighter and number the errors.

◦ Write comments on a separate piece of paper.

The following samples come from:

Common Core State Standards for English, Language Arts and Literacy in History/Social Studies, Science and Technical Subjects : Appendix C: Student Samples

Annotation The writer of this piece • introduces the topic (with some words from the book) and the title. o When you go owling you don’t need words, or worm (warm) or any thing. but hope. This is (from) the book of Owl Moon. • states an opinion about the book and supplies reasons to support the opinion. o I like that phrase Because The boy was happy becaus (because) he got to go owling and hes (he’s) been wonted (wanting) to go owling for a long time and he finally got to go. When other kids are happy that makes me happy.

uses linking words to connect opinion and reasons. o I like it Because it makes me feel good Because you don’t

haf’t (have) to have words to go owling but you haf’t to have hope to see an owl. • provides a concluding statement. o I like it Because it makes me feel good Because you don’t

haf’t (have) to have words to go owling but you haf’t to have hope to see an owl. • demonstrates growing command of the conventions of

standard written English. o This piece illustrates the writer’s understanding that

capital letters are used in a title, that the pronoun I should be capitalized, and that

sentences should begin with a capital letter. The title of the book is underlined, and most words

are spelled correctly. The use of the comma and the apostrophe is not consistent, but all

sentences end with periods

Student Sample: Grade 4, Argument (Opinion)

This argument was produced in class, and the writer likely received feedback from her teacher and peers.

Zoo Field Trip

Dear Mr. ___________ and Mrs. ___________,

We have a problem. The wildlife here in __________ is very limited. There is not a lot of opportunity to

learn about conservation and wildlife preservation. If we took a field trip to __________ our problem

would be solved. __________, __________, __________ and I would like to take our class for a great

learning experience. In addition, we will provide a study guide to __________ to identify the animals and

provide information about conservation of endangered wildlife.

If we went on a field trip, we will learn about the wildlife from around the world and how __________

provides a natural habitat for them to live and breed. This information would help us to understand the

importance of science in our day to day life. We would use math to make a budget and figure out a way

to earn money. These skills will be very useful again and again. We will learn how to make a schedule

with target dates. This will provide us with a plan that covers the entire project from start to finish. The

preparation of the study guide will require lots of research and organization of information.

The first thing to do is research, research, research! Next, we will choose a fund raiser (with your

approval, of course). This will earn money for the field trip. The parents will hopefully chip in their time

and money, if we don’t get enough. We will prepare a plan schedule. This will provide the dates that

team members will need to accomplish the steps toward our goal. My competent adult model is the

Unofficial Guide to Walt Disney World. It shows us step by step how to plan a trip and what to see.

Now, you are asking why should I approve a trip to __________? How does this help __________ and the

students? Besides the fact that the project planning, fund raising, budgeting and reporting will provide

an excellent learning opportunity, it will provide education. It will also provide awareness of wildlife and

the importance of conservation. This project will be evaluated by its successful planning and its ability to

involve our class in wildlife conservation. The trip will be evaluated by the student participation on the

trip and a plan of conservation that identifies what we can all do to protect and respect wildlife so they

will still be around when we have children.

Sincerely,

_______________

The writer of this piece

Introduces a topic clearly, states an opinion, and creates an organizational structure in which related ideas are grouped to support the writer’s purpose.

o We have a problem. The wildlife here in __________ is very limited. There is not a lot of opportunity to learn about conservation and wildlife preservation. If we took a field trip to __________ our problem would be solved. __________, __________, __________ and I would like to take our class for a great learning experience.

Provides reasons that are supported by facts and details.

o If we went on a field trip, we will learn about the wildlife from around the world and how __________ provides a natural habitat for them to live and breed. This information would help us to understand the importance of science in our day to day life. We would use math to make a budget and figure out a way to earn money . . . We will learn how to make a schedule with target dates . . . The preparation of the study guide will require lots of research and organization of information.

Links opinion and reasons using words and phrases.

o The first thing to do . . . Next . . . Now, you are asking . . . Besides the fact . .

Provides a concluding section related to the opinion presented.

o The final paragraph details possible objections to the field trip and argues against each one:

Now, you are asking why should I approve a trip to __________?. . . Besides the fact that the project planning, fund raising, budgeting and reporting will provide an excellent learning opportunity, it will provide education. It will also provide awareness of wildlife and the importance of conservation.

Demonstrates exemplary command of the conventions of standard written English.

o This piece has been edited by student response groups as well as by adults, so it is nearly flawless in terms of observing the conventions of standard written English.

Putting Common Core standards into practice in American classrooms is a huge task

For teachers working with ELL students, the work is even more daunting.

Common Core demands more sophisticated uses of language than the hodge-podge of standards that have existed before.

THE SHIFT: “Move from understanding language as a form or

functions to understanding language as an activity” (Maxwell, 2013)

Much of ELL instruction focuses on bits and pieces of language (Walqui, 2013)

Students need to be given supports to participate in academic activities using language.

Much of the current literature is pushing for elevating the reading levels for ELL students and making the reading more relevant.

World-Class Instructional Design and Assessment consortium (WIDA) share a common set of English-language proficiency standards

Spells out grade level vocabulary words and expressions teachers should integrate into instruction

Provides scaffolding and support ideas

Links to WIDA:

The 2012 Amplification of the ELD Standards, Kindergarten–Grade 12 : ◦ http://mediasite.engr.wisc.edu/Mediasite/Play/9078b6820

cd44e89a6856ebca1f14e961d?catalog=ae64a549-cffb-4086-aa29-bfc14528e0f3

◦ http://mediasite.engr.wisc.edu/Mediasite/Play/9078b6820cd44e89a6856ebca1f14e961d?catalog=ae64a549-cffb-4086-aa29-bfc14528e0f3

Supporting English Language Learners: an in-depth study of effective instruction for English Language Learners, published by American Institute for Research ◦ http://www.air.org/files/ELL_Pocket_Guide1.pdf

Six part video series developed by Stanford University and the Gates Foundation

An initiate/model on how to scaffold argumentative writing aligned to Common Core with ELL students.

◦ https://www.teachingchannel.org/blog/2013/10/25/video-playlist-ell-instruction/

Writing in the Common Core reflects a distinct shift in purpose

Nothing substitutes for effective writing instruction, as described by best practice.

Equip students with authentic and meaningful purposes for writing

Provide supports that enable them to freely utilize many different forms of text.

Use text support in informative and argumentative writing.

In the end, we are preparing our students for the world of higher education and work.

Achieve the Core. Retrieved October 20, 2013 from: http://www.achievethecore.org/

Common core state standards for English, language arts and literacy in history/social studies, science and technical subjects : Appendix C: Student samples. Retrieved January 10, 2014 from: http://www.corestandards.org/assets/Appendix_C.pdf

Education Week Spotlights. (2012). Spotlight on common core for ELL. Retrieved January 6, 2014 from: http://www.edweek.org/ew/marketplace/products/spotlight-english-language-learners-in-the-classroom.html

Engage NY: The Common Core. Retrieved October 21, 2013 from: http://www.engageny.org/common-core-curriculum-assessments

Illinois State Board of Education. (2013). ELA/Literacy progressions. Retrieved January 6, 2014 from: http://learningprogressions.tctl.org/?category=2&learningProgression=17

Intervention Central. (2014). Retrieved January 16, 2014 from: http://www.interventioncentral.org/academic-interventions/writing/school-wide-strategies-managing-writing

Office of Public Instruction: State of Washington. (2013). Common core state standards: A commitment to student success. Retrieved January 2, 2014 from: http://www.k12.wa.us/corestandards/elastandards/default.aspx