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Monterey writing training
- 1. Writing Support The Writing Process Opinion + Informative Genres Designing Writing Tasks Rubric Calibration
- 3. Reflection What do you currently know based on our three previous trainings? What do you want to know, or better understand?
- 4. Agenda The Writing Process Opinion+ Informative Genres Designing Writing Tasks Rubric Calibration
- 5. Part 1 The WritingProcess
- 6. Defining the WritingProcess Goal: To define at each grade level, examples of what students should be doing at each stage of the writing process.
- 7. Prewriting - Reviewingthe 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
- 8. Students will writewithout worrying about spelling Drafting Revising Students will brainstorm and discuss different ideas with a partner Writing Process in _____ grade Pre-Writing Editing Publishing
- 9. Prewriting The Writing • Students will brainstorm and DRAFTING Process in ___ discuss different ideas with a partner Grade Drafting Revising • Students will write without worrying about spelling Editing Publishing
- 10. Part 2 Opinion +Informative Genres
- 11. What does effectiveopinion writing look like?
- 12. 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)
- 13. 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.
- 14. Foundations of OpinionWriting 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
- 15. Opinion / ArgumentCCSS • Examine opinion standard from CCSS for your grade level • Examine vertical alignment above and below your grade level.
- 16. Chart your understanding Opinion Writing: Important Skills and Concepts for Grade _____ Newly Introduced, or more rigorous expectations for this grade level:
- 18. What does effective opinion writinglook like?
- 19. What does effectiveinformative or explanatory writing look like? How does this type of writing compare to opinion or argument writing?
- 20. 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)
- 21. Informative / Explanatory Reviewthe explanation of the distinction between informative/explanatory and opinion/argument writing on page 23 of Appendix A. Summarize the difference in a T-chart.
- 22. Informative / ExplanatoryCCSS • Examine writing standard 2 from CCSS for your grade level • Examine vertical alignment above and below your grade level.
- 24. What does effective informativeor explanatory writing look like? How does this type of writing compare to opinion or argument writing?
- 25.
- 26. 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
- 27. Task Design Frame (InsertQuestion) 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.
- 28. First, fill inblanks … 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.
- 29. Second, remove theprompts… 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.
- 30. Let’s do thisone 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.
- 31. 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
- 32.
- 33. Rubric Calibration • Workingwith 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
- 34. 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?
Editor's Notes
- #3 Thinking back to when you a student. Try to remember a piece of writing you did as a elementary, middle or high school student. Why did you write this piece? What made it memorable?
- #4 Need to provide KWL chart in packet
- #9 Documents to review:Step up to Writing – Writing Process descriptionsCCSS writing standard ______CCSS writing standard _______
- #10 Drafting – create a list of 4-5 descriptors of what each stage should look like in your grade level. – on chart paper
- #11 Individually –help participants call to mind the kinds of writing that their students have done throughout the year. Explain that you will give them three minutes to brainstorm as many types of writing or writing activities as they can. After three minutes, direct participants to talk in small groups and compare the lists. This will allow them to add things they may have forgotten. Let participants know that throughout the workshop, they will come back to this list to understand the connection to Common Core State Standards.
- #13 Invite participants to turn and talk to a partner about the key phrase, “sound arguments on substantive topics.” Ask that they work together to put this phrase into their own words. Invite a few participants to share their responses. For example, a sample response might be clear, logical, factually supported arguments on relevant, meaningful topics. Lead a brief discussion about why argument is so critical to college and career readiness. Point out that while K–12 students often spend a great deal of time writing narrative pieces, a significant portion of the writing they will be asked to do in college and in their careers will fall under the argument genre.Also reinforce the distinction between argument and persuasion
- #14 Ask participants to refer back and identify the selections from their list that fall into the opinionwriting genre. Using a different color, have them highlight these selections.
- #16 Explain that participants will now look at their grade level standards for opinion/argument writing to determine what skills need to be taught to prepare students for the complex argument writing they will need to do later on. Direct participants to pages 8–9 in their Participant Workbook. Explain to participants that they should work with a grade-level peer for the activity. Invite them to reflect on Writing Standard 1 for the grade level they teach, as well as subsequent grade levels, and discuss with a partner what key skills need to be taught. After participants have had time to discuss with a partner, engage in whole group discussion and review some key skills listed on Slide 15. You may want to have kindergarten and first grade teachers start the conversation and then ask for teachers of subsequent grades so that participants can hear how the skills build through the group conversation.
- #17 Chart Paper --- top ½ - important skills and concepts for your grade level, bottom ½ - what’s more rigorous, or newly introduced from previous grade level. Teams should post on wall in progression for discussion.
- #18 Task / Reflection – modified 4 A protocol – need to include in packetAppendixC – include link on Weebly, make single set copies
- #22 Provide t-chart in packet
- #23 Same procedure and materials as “Opinion” task
- #24 Task / Reflection – modified 4 A protocol – need to include in packetAppendixC – include link on Weebly, make single set copies