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Writing Support                       The Writing Process              Opinion + Informative Genres                   Desi...
Reflection   What do you   currently know   based on our three   previous trainings?   What do you                        ...
AgendaThe Writing ProcessOpinion + Informative GenresDesigning Writing TasksRubric Calibration
Part 1The Writing Process
Defining the Writing ProcessGoal: To define at each gradelevel, examples of what students should bedoing at each stage of ...
Prewriting - Reviewing the Stages• Review the following documents  – Step up to Writing – Writing process stages  – CCSS s...
Students will write without                                                  worrying about spelling                      ...
Prewriting           The Writing                       •   Students will brainstorm andDRAFTING   Process in ___          ...
Part 2Opinion + Informative Genres
What does effective opinion writing           look like?
Role of Opinion / Argument―While all three text types are important, theStandards put a particular emphasis onstudents’ ab...
Opinion / Argument– Only about 20% of students are prepared to  write academic arguments when they enter  college.– Argume...
Foundations of Opinion Writing Before students can write sound arguments on substantive topics and issues, we must teach t...
Opinion / Argument CCSS• Examine opinion standard from CCSS for  your grade level• Examine vertical alignment above and  b...
Chart your understanding   Opinion Writing:                           Important Skills and Concepts for Grade _____       ...
What doeseffective opinionwriting look like?
What does effective informativeor explanatory writing look like?           How does this type of           writing compare...
Role of Informative/Explanatory                WritingInformative/Explanatory writing conveys informationaccurately. This ...
Informative / ExplanatoryReview the explanation of the distinctionbetween informative/explanatory andopinion/argument writ...
Informative / Explanatory CCSS• Examine writing standard 2 from CCSS for  your grade level• Examine vertical alignment abo...
What does effectiveinformative orexplanatory writing looklike?How does this type ofwriting compare to opinionor argument w...
Part 3Designing Writing Tasks
Using Template Tasks• Fill-in-the-blank ―shells‖• Create opportunities for high-quality  student assignments that develop ...
Task Design Frame(Insert Question) After reading_______(literary or informational text/s), writea/n_____ (product) in whic...
First, fill in blanks …Is it important to listen to advice from an expert?After reading The Three Little Pigs (literary or...
Second, remove the prompts…Is it important to listen to advice from an expert?After reading The Three Little Pigs, write a...
Let’s do this one together…(Insert Question)After reading________________________ (literary orinformational text/s), write...
Writing Task Design• Create a writing task for a text students  are currently engaged in• Choose a current selection from ...
Part 4Rubric Calibration
Rubric Calibration• Working with your grade-level team  – Select examples of student work  – Individually evaluate the pie...
Closing    What have you learned from this workshop?  What is one goal you have for your students in               regards...
Monterey writing training
Monterey writing training
Monterey writing training
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Monterey writing training

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Monterey writing training

  1. 1. Writing Support The Writing Process Opinion + Informative Genres Designing Writing Tasks Rubric Calibration
  2. 2. Reflection What do you currently know based on our three previous trainings? What do you want to know, or better understand?
  3. 3. AgendaThe Writing ProcessOpinion + Informative GenresDesigning Writing TasksRubric Calibration
  4. 4. Part 1The Writing Process
  5. 5. Defining the Writing ProcessGoal: To define at each gradelevel, examples of what students should bedoing at each stage of the writing process.
  6. 6. 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
  7. 7. Students will write without worrying about spelling Drafting RevisingStudents will brainstorm anddiscuss different ideas with apartner Writing Process in _____ grade Pre-Writing Editing Publishing
  8. 8. Prewriting The Writing • Students will brainstorm andDRAFTING Process in ___ discuss different ideas with a partner Grade Drafting Revising • Students will write without worrying about spelling Editing Publishing
  9. 9. Part 2Opinion + Informative Genres
  10. 10. What does effective opinion writing look like?
  11. 11. Role of Opinion / Argument―While all three text types are important, theStandards put a particular emphasis onstudents’ ability to write soundarguments on substantive topics andissues, as this ability is critical to college andcareer readiness.‖ (National Governors Association Center for Best Practices, Council of Chief State School Officers 2010b, 24)
  12. 12. 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.
  13. 13. 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
  14. 14. Opinion / Argument CCSS• Examine opinion standard from CCSS for your grade level• Examine vertical alignment above and below your grade level.
  15. 15. Chart your understanding Opinion Writing: Important Skills and Concepts for Grade _____ Newly Introduced, or more rigorous expectations for this grade level:
  16. 16. What doeseffective opinionwriting look like?
  17. 17. What does effective informativeor explanatory writing look like? How does this type of writing compare to opinion or argument writing?
  18. 18. Role of Informative/Explanatory WritingInformative/Explanatory writing conveys informationaccurately. This kind of writing serves one or moreclosely 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)
  19. 19. Informative / ExplanatoryReview the explanation of the distinctionbetween informative/explanatory andopinion/argument writing on page 23 ofAppendix A.Summarize the difference in a T-chart.
  20. 20. Informative / Explanatory CCSS• Examine writing standard 2 from CCSS for your grade level• Examine vertical alignment above and below your grade level.
  21. 21. What does effectiveinformative orexplanatory writing looklike?How does this type ofwriting compare to opinionor argument writing?
  22. 22. Part 3Designing Writing Tasks
  23. 23. 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
  24. 24. Task Design Frame(Insert Question) After reading_______(literary or informational text/s), writea/n_____ (product) in which you answer thequestion and explain your reasons_____(content). Give ________ (an, several, or #)examples from ____ (text/s) to support youropinion.
  25. 25. First, fill in blanks …Is it important to listen to advice from an expert?After reading The Three Little Pigs (literary orinformational text/s), write an article (product) inwhich you answer the question and explain yourreasons why the pigs should have listened totheir brother’s advice (content). Give two(an, several, or #) examples from the story(text/s) to support your opinion.
  26. 26. Second, remove the prompts…Is it important to listen to advice from an expert?After reading The Three Little Pigs, write anarticle in which you answer the question andexplain your reasons why the pigs should havelistened to their brother’s advice. Give twoexamples from the story to support your opinion.
  27. 27. Let’s do this one together…(Insert Question)After reading________________________ (literary orinformational text/s), write a/n________________(product) in which you answer the question andexplain your reasons_________________ (content).Give _____________________ (an, several, or #)examples from __________________ (text/s) tosupport your opinion.
  28. 28. 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
  29. 29. Part 4Rubric Calibration
  30. 30. 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
  31. 31. 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?

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