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Garner GrowsFostering Rigor to Create Success

Sara Overby,Coordinating Teacher/Secondary Literacysoverby@wcpss.net

GMHS School Improvement Plan

October, 2013

Alliance for Excellent EducationThe ability to read, comprehend, and writein other words, to organize information into knowledgecan be viewed as tantamount to a skill.Americans face yet another challenge: how to keep our democracy and our society from being divided not only between rich and poor, but also between those who have access to information and knowledge, and thus, to power.

We can talk about test scores about graduation rates But I want to talk about JUSTICE and LIBERTY.3There is abetween the interrelated meaning-making activities of reading and writing.(Tierney, 1992, p. 250)

Essential question for todayHow can teachers tap into the synergism between reading and writing to teach the POWER of content knowledge to our students?

How can teachers tap into the synergism between reading and writing to teach the POWER of content knowledge to our students? Learning objectives for todayParticipants will be able to Explain how to determine level of text complexity for authentic text in their coursesExplain three ways to create argument prompts from using the texts they have the students readLead their PLTs in designing ongoing complex text/argument cycles for the content they teach.

RRStandard 10By the end of grade 12, read and comprehend science/technical history/social studiesliterary nonfictiontexts in the grades 11CCR text complexity band independently and proficiently.

Rigorous Thinking ests on igorous Reading

CCSS Reading for Science, Social Studies, Technical Subjects, and ELA Grades 11-12 Cognitive Rigor Matrix

8Increasingly Complex TextThe Key to Thinking and Learning

And research shows that the knowledge and skills needed for college are now equivalent to those needed in the workplace (American Diploma Project, 2004)

Text Complexity How Can I Know It When I See It?

Door Prize!Youre a Winner!

Lets Practice!Vet a TextFind a Text. Room for Debate http://www.nytimes.com/roomfordebate Find out the Quantitative Level. Flesch-Kincaid Readability Score. http://www.readability-score.com/ Assess the Qualitative Level. Continuum of Qualitative Features (placemat)Decide on Reader and Task Connections. Where student abilities and complexity of concepts/text structures intersect.

Find the Texthttp://www.nytimes.com/roomfordebate

A Diploma in 10th Grade? Should High School Last Six Years?The End of CashThe Cost of Being an ArtistCan Playing Ball Be Bad for Children?Who Won the Civil War?You, the JuryIs North Carolina a Model for State Budgets?http://www.nytimes.com/roomfordebate/2013/07/11/is-north-carolina-a-model-for-state-budgets

12Find the Quantitative Level

13Find the Quantitative LevelFlesch-Kincaid Readability Score. http://www.readability-score.com/ Highlight and Copy the digital text (Room for Debate website). Try to avoid the ads!Paste into Readability Score Text Box.Look at the F-K score on the right.

14Assess the Qualitative LevelCCSS Qualitative Features of Text

15consider Reader and TaskComplexity of TextComplexity of TaskScaffolds and Structures

16are more likely to prompt critical thinking

Reading and writing in combination (Tierney et al., 1989, p. 134)

than when reading is separated from writingwriting or when combined with answering questions." Because writing is thinking,

at least about the topic of study. (Fisher and Frey, 2013)they probably are not thinking fluently, thinking, if students are not writing fluentlyWriting to ThinkEverythings an Argument!

Cross-curricular CCSS Writing Standards

Standard 1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.Writing to ThinkEverythings an Argument!Cross-curricular CCSS Writing Standards

Standard 1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases.

Writing to ThinkEverythings an Argument!PLUS

Its developmentally appropriate for adolescents!

Academic VocabularyClaim Counterclaim

Significance of Claim

EvidenceWhat facts, details, anecdotes, examples, stats show that the students assertion is right?What facts, details, anecdotes, examples, stats show that the other peoples ideas are not as good?What does the student assert?What might other people who disagree say?

What is valuable about the students assertion?

Academic VocabularyReasoning

BiasesDiscipline-appropriate formatWhat format is normal and conventional for the discipline?Why is the students assertion better than the opposing points of view?What facts, details, anecdotes, examples, stats show that the students assertion is right? What facts, details, anecdotes, examples, stats show that the other peoples ideas are not as good?What preconceived notions and opinions do the sources have?

Reading and writing intersect in natural ways when literate persons are actively using reading and writing to learn." (Hanson et. al, 1991, p. 58).

intersect in natural waysDAILY IN YOUR CLASSROOMIF THEY Use a reading protocolTHEY WRITE BCRsBrief Constructed Responses3-2-1 Notes

As you read, record

3 Ideas the author gives thorough and relevant evidence for

2 Ideas the author gives weak or insufficient evidence for

1 Idea the author ignored, omitted for some reason, or didnt think ofArgument BCR

Using your 3-2-1 notes to help you provide evidence, argue your position on this statement:

The author of this source is a sneaky writer trying to manipulate his audience unfairly to accept his ideas unquestionably.

DAILY IN YOUR CLASSROOMIF THEY Use a reading protocolTHEY WRITE BCRsBrief Constructed Responses4As

As you read, record

Something you AGREE with

Something you would ARGUE with

Something you think the author wants you to just ASSUME without questioning

Something that you would like to ASPIRE toArgument BCR

Use your Agree With idea as your Claim. What are at least 3 Counterclaims that people who might disagree would present? What is the fallacy of each of the Counterclaims?

You may bullet your ideas for this BCR.

WEEKLY IN YOUR CLASSROOMACT-Style Argument Lite Rubric Scores 6 (high) to 1 30-minute response on demandSynthesis of your weeks reading and learningRelated to ongoing public or discipline-specific debate that uses the weeks learning (Where do even the experts disagree?)Essay format, but go easy on the grammar and spellingPre-teach and use rubric for holistic gradingClear understanding of taskTakes positionOffers critical context for ideasExamines different perspectives Evaluates implicationsResponds to counterargumentsAmple, specific, logical evidenceElaborates reasoningClear organizationTransitions that reflect writers logicEffective and well developed introduction and conclusion elementsGood command of languageFew errors to distract the reader

WEEKLY IN YOUR CLASSROOMACT-Style Argument Lite The Structure for EVERY PromptThomas Hobbes theorized that governments impose themselves upon a society in order to keep people from engaging in a war of each against all.

1st paragraph 4 sentencesGeneral introduction statement or rhetorical question about topicSome people believeOther people believeWhat do you believe

2nd paragraph same every time John Locke suggested that the people in a society agree to the government they have through an unspoken social contract. Human beings are social creatures, and governments have been part of society since the beginning of time.

Based on your study and experience, which theory do you believe has the best claim? In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on the question. Use specific reasons and examples to support your position.

Lets Practice!Write an Argument-Lite PromptUse the Topic and Readings from Room for DebateUse the Prompt templateGo for it!1st paragraph 4 sentencesGeneral introduction statement or rhetorical question about topicSome people believeOther people believeWhat do you believe

2nd paragraph In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on the question. Use specific reasons and examples to support your position.

monthly IN YOUR CLASSROOMdeveloped responseTemplate TasksFill-in-the-blank shellsCross-curricular, aligned to CCSSDesigned to elicit high-quality student responsesDesigned for responses to reading or researchProvides a sample list of audiences/products for authentic writingProvides a sample list of additional demands to add to basic template (Honors/AP/IB or to grow into)

Literacy Design Collaborativehttp://ldc.org/sites/default/files/LDC-Template-Task-Collection-2.0.A.pdfAt home (scaffolds as needed)Cumulative synthesis of course learning to dateRelated to real world problem that uses the course learningTHINK: Whose job would need to know what these students learned this week?Essay format. Build in time and structure for peer discussion and formative feedback about logic, grammar, and spellingPre-teach and use rubric for holistic summative feedback

Try ONE![Insert optional question] . After researching ________ (informational texts) on ________ (content), write ________ (an essay or substitute) in which you argue ________ (content). Support your position with evidence from your research.Does North Carolina really have The Answer to state budget problems?

Support your position with evidence from the articles that you read. Remember to discuss not only your claim but other possible counterclaims. in which you argue that NC does or does not have The Answer.write an op-ed article for the News and Observer After researching information from 4 articles from Room for Debate, Try Another!Task 10: [Insert optional question or scenario]. After reading ________ (literature or informational texts) on ________ (content), write ________ (an essay or substitute) in which you argue the cause(s) of ________ (content) and explain the effect(s) ________ (content). Support your discussion with evidence from the text(s). [Extra Demand]You are an intern in a state senators office. There is a bill coming up for a vote on whether to rebuild the Bonner Bridge over the Outer Banks as it was, or to redesign the whole thing. Your senator asks you to review environmental studies and to research the particulars of this case.

Support your discussion with evidence from the texts. In your discussion, address the credibility and origin of sources in view of your research topic. in which you argue the causes of the current problems and explain the effects of simply rebuilding the original bridge. write a policy briefAfter reviewing your notes on inlets and barrier islands, and reading 2 opposing reports on Outer Banks bridge proposals, Writing to ThinkDoesnt have to be soloCollaborative WritingGoogle DocsDoesnt have to be gradedFeedback only for the first oneThen scaffold using the rubric one or two skills each timeTeach self-grading (with explanation and evidence from their own papers), with your feedbackTeach peer- feedback ( with explanation and evidence from papers)Non-threatening Choose the best one per group; vote on best one per classTeach students to consider themselves as authors of reading that others will do. Are they writing complex text?Flesch-Kincaid on Word: Review command/Spelling and GrammarCheck out Matti Jalasvuori

Alliance for Excellent EducationThose who enrich themselves by learning to read with understanding and write with skill and clarity do so not only for themselves and their families, but for our nation.for our nation.

Can you...PLT Next Steps

Text Complexity walkthroughs collecting reading assignments; judge Flesch-Kincaid grade levels

Argument Writing create Read-Write-Discuss cyclesSara OverbyCoordinating Teacher forSecondary Literacysoverby@wcpss.net

Explain how to determine the level of text complexity for authentic text in your courses?Explain three ways to create argument prompts using the texts your students read?Lead your PLT in designing ongoing complex-text/argument cycles for the content you teach?