Transcript Selected Slides from Writing Strand

2016 AVID Summer Institute
Partnering for Success
Wr i t i n g A c r o s s t h e M i d d l e S c h o o l & H i g h S c h o o l
C o n te n t A r e a s
Selected Slides Requested by Strand Par ticipants
Slide 1
AVID Essentials
1.
2.
3.
4.
5.
Student Selection (with focus on the academic middle)
Voluntary Participation (by students and staff)
AVID Elective (during academic school day)
Enrollment in Rigorous Curriculum
Organizational Skills (promoting academic selfmanagement)
6. Writing and Reading to Learn
7. Inquiry and Collaboration to Learn and Promote Critical
Thinking
8. Trained Tutors
9. Data Collection and Analysis to Inform Instruction and
Schoolwide Implementation
10. School and District Resources Committed
11. Active Interdisciplinary Site Team
Set Up
AVID
Deliver
AVID
Support
AVID
Set Up AVID
1. Student Selection
(with focus on the academic middle)
2. Voluntary Participation (by Students and Staff)
3. AVID Elective (during academic school day)
4. Enrollment in Rigorous Curriculum
Slide 3
Deliver AVID
5. Organizational Skills
(promoting academic
self-management)
6. Writing and Reading to Learn
7. Inquiry and Collaboration to Learn and
Promote Critical Thinking
8. Trained Tutors
Slide 4
Support AVID
9. Data Collection and Analysis to Inform
Instruction and Schoolwide Implementation
10. School and District Resources Committed
11. Active Interdisciplinary Site Team
Slide 5
Strategies That Work
Note-Taking and
Summarizing
Nonlinguistic
Representations
Robert Marzano. Classroom Instruction That Works
Cooperative
Learning
(Collaboration)
Activating Prior
Knowledge
Brain Research
Image courtesy of Marcus E. Raichle, Department of Radiology,
Washington University School of Medicine, St. Louis, Missouri
http://www.alz.org/living_with_alzheimers_your_brain.asp
The Writing Brain
Slide 8
The Reading Brain (Literary)
“Stanford researchers
observe the brain
patterns of literary PhD
candidates while they're
reading a Jane Austen
novel. The fMRI images
suggest that literary
reading provides ‘a truly
valuable exercise of
people's brains.’”
Slide 9
The Reading Brain (Verbs)
“Truth be told,
verbs weasel into
the
creases of your
reader's brain.”
Slide 10
AEIOU Norms
Ask questions.
Engage fully.
Integrate new information.
Open your minds to diverse views.
Utilize what you learn.
Used with permission of Learning Forward, www.learningforward.org. All rights reserved.
Slide 11
I hear and I forget.
I see and I remember.
I do and I understand.
-Chinese Proverb
Slide 12
Writing Process vs. Writing to Learn
• Pre-writing
• Drafting
• Reader Response
• Revising
• Editing
• Final Draft/Publishing
• Self-Evaluation/Reflection
Considers:
• Audience
• Purpose
• Form
• Writing that helps students
record and make sense of
the learning.
• Writing is exploratory
and not intended for a
specific audience.
Examples:
• Taking Notes
• Learning Logs
• Annotating a Text
WICOR Environment will review key components of writing across
the content areas, and Writing Boost will support the writing
Slide 13across the content areas.
process
Venn Diagram with Partner
Unique Traits
and Qualities of
One Partner
Unique Traits
and Qualities
of One Partner
Things in Common
Slide 14
Handout #2
“Honeybees”
From the book: Joyful Noise Poems for Two Voices
by Paul Fleischman
BEING A BEE
is a pain.
BEING A BEE
Is a joy.
I’m a queen
I’m a worker
I’LL GLADLY EXPLAIN
I’LL GLADLY EXPLAIN
Upon rising, I’m fed
by my royal attendants,
I’m up at dawn, guarding
the hive’s narrow entrance
Slide 15
Handout #3-4
I’m bathed
“Honeybees”
then I take out
the hive’s morning trash
then I put in an hour
making wax,
without two minutes’ time
to sit and relax.
Then I might collect nectar
from the field
three miles north
then I’m groomed.
continued
The rest of my day
is quite simply set forth:
I lay eggs,
or perhaps I’m on
larva detail
by the hundred.
feeding the grubs
In their cells,
wishing that I were still
helpless and pale.
Slide 16
Handout #3-4
Then I pack combs with
Pollen – not my idea of fun.
Then, weary, I strive
I’m loved and I’m lauded
I’m outranked by none.
When I’ve done
enough laying
I retire
to patch up any cracks
In the hive.
for the rest of the day.
“Honeybees”
continued
Then I build some new cells,
slaving away at
enlarging this Hell,
dreading the sight
of another sunrise,
wondering why we don’t
all unionize.
TRULY, A BEE’S IS THE
WORST
OF ALL LIVES.
Slide 17
TRULY, A BEE’S IS THE
BEST
OF ALL LIVES
Handout #3-4
Now, it’s your turn!
Dialogue (Two-Voice) Poem
Using the Venn diagram and any other
information you might generate, create a
dialogue poem about you and your partner.
If you want to be creative, establish a
“persona” for each of you.
Slide 19
Sharing Two-Voice Poems
•
Stand in groups of six to eight around a table.
•
Have one partnership perform their poem and
then sit down.
•
Have a second partnership perform their poem
and then sit down.
•
Continue until all have shared. (When everyone
is sitting, we will know that all have shared.)
Slide 20
Sample Dialogue (Two-Voice) Poem
Comparing a Right Triangle with an Isosceles Triangle
We are Triangles
I am a right triangle
My sides aren’t equal
I am an Isosceles triangle
I have two equal sides
Both of us are polygons
I have one right angle
I have two angles of
the same measure
We both equal 180 degrees
My acute angles are complimentary
All of my angles are acute
We both have three sides
I am a right triangle
I am an Isosceles triangle
We are Triangles
Slide 21
What Differences
Do You See?
Traditional
Slide 22
Cornell Notes
Costa’s Levels of Thinking
Tips for helping students write effective questions.
3
Explorative/
Reflective
2
Interpretive
Literal
Slide 23
1
Applying
(off the page)
evaluate generalize imagine judge
predict speculate if/then hypothesize
Processing
(between the lines)
compare contrast classify
distinguish explain why infer
sort
analyze
Gathering
(on the page)
complete define describe identify
list observe recite select
Handout #5
Options for Repetition
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Circle key words.
Highlight/underline main ideas.
Put a questions mark by any points of confusion.
Asterisk possible test questions.
Chunk and question.
Summary that links everything together.
Fold Over Method.
Bring Points of Confusion to tutorials.
Use Cornell Notes as a resource during tutorials.
Study, revise, compare notes with a friend.
Slide 24
Cornell Note-Taking Factoids
• Dr. Pauk from Cornell
University Reading Center
created CN.
• CN are used at Stanford,
UCLA’s School of
Engineering, most
Law Schools, and Cornell
University.
• The Cornell system
requires students to
review notes and think
critically after learning
has taken place.
Slide 25
Q: Why should you take notes?
A: To minimize your “rate of
forgetting.”
• Don’t take notes =
Forget 60%
• Take some notes =
Remember 60%
• Take organized notes and do
something with them =
Remember 90 – 100%
indefinitely!
Cornell Note-Taking Factoids
• Dr. Pauk: “The
questioner is the
learner.”
Cornell Notes
• It’s not the form
that’s magic; it’s what
we do with the notes
that’s magic!
• Cornell Notes Boost is
all about troubleshooting
Cornell Notes by looking
at student samples!
Slide 26
Note-taking
Note-making
Note-interacting
Note-reflecting
“The dream begins with a teacher
who believes in you, who tugs and
pushes and leads you to the next
plateau, sometimes poking you
with a sharp stick called ‘truth.’”
- Dan Rather
Slide 27
Using “I” Statements
Let the writer know how you responded as a reader.
Helpful Things to Say
• I wanted to hear more
about…
• I wasn’t interested until
the part…
• I didn’t understand
why…happened.
• I was excited…
confused…scared…etc.
when…
Slide 28
Honest Questions
• What made you think …?
• How does this example
relate to your main point?
• When did…happen?
I missed that part.
• What do you mean by…?
• Where is…?
• How will you…?
HS Guide p. 79
Guidelines for Verbal Response (Partner)
Reader/Author: Explain your paper’s audience, purpose, and
form, and then read your introduction or first paragraph/section
aloud two times (don’t read too quickly).
Listener/Responder: Write notes on your note guide while the
author reads. Looking for: +’s (images, words, ideas); -’s
(images, words, ideas); areas of confusion.
Listener/Responder: Using “I” statements and honest
questions, share your feedback from your notes and what
you’re expecting from the rest of the paper based on this
introduction.
Reader/Author: Listen and record revision notes on your draft.
Repeat process with 2nd paragraph/section.
Switch roles and start over with new draft.
Telling Sentences
•
•
•
•
•
•
•
•
The stadium was packed.
She was sad when her puppy died.
The room is dark.
I am cold and tired.
Jennifer left the theater happy.
My cat is playful.
She was mad.
He was anxious about the test.
Slide 30
Handout #17
Content Area Telling Sentences
•
•
•
•
•
•
•
The substance was gooey.
The economy is good.
Bad and awful described the war.
The equation was complex.
The results of the experiment were messy.
The solid was hard.
The solution was wrong.
Slide 31
Sample Showing Writing
Shoulder to shoulder, students packed the
bleachers. Green and gold jerseys, banners,
and pom-poms lined the home side of the
stadium, moving upward in unison when the
crowd rose to its feet.
(Telling sentence: The stadium was packed.)
Slide 32
Overview of the
Three-Part Essay
Introduction
(one or more paragraphs)
Includes:
 opening sentences
 thesis
 forecast
Slide 33
HS Guide p. 89
Overview of the
Three-Part Essay
Body
(several paragraphs)
•
•
•
•
•
Slide 34
Each paragraph includes:
topic sentence
analysis
evidence
interpretation of evidence
anchor
HS Guide p. 89
Overview of the
Three-Part Essay
Conclusion
(one or more paragraphs)
Includes:
• summary
• intensified insight
Slide 35
HS Guide p. 89
Critical Reading Process
Students
engage
rigorous
texts!
Preread
Interact
with the
text
Extend
beyond
the text
Plan for reading
Slide 36
Handout #19
Critical Reading Process:
Plan for Reading
Reading Prompt
As you carefully read the AVID Weekly article,
“How ‘Harry Potter’ shaped the political culture of a
generation,” determine the answer to the following
question: “How has entertainment media shaped the
political culture of a generation?
While reading, circle key terms, and underline the
author’s claims and other relevant information.
Annotate in the margins for the strategic purpose of
summarizing the article.
Use your text markings to complete the One Paragraph
Summary Template when you’re finished.
Slide 37
Handouts #20-21
AVID Weekly Article
How ‘Harry Potter’ shaped the political culture of a generation
By Anthony Gierzynski
Special To The Washington Post
The idea that entertainment has an effect on our politics
might seem ludicrous to some. Many would scoff at the notion
that the “Star Wars” saga might have influenced the political
socialization of Generation X. Or that the music that the baby
boomers listened to played a supporting role in the development
of that generation’s politics.
And perhaps, most ridiculous of all, is the idea that J.K.
Rowling’s immensely popular tale of the boy-who-lived could have
played a role in the political development of that generation, the
millennials. Let alone an election result.
But this is exactly what some recent research of
mine indicates.
Slide 38
Handout #20
Marking and Annotating:
Interact with the Text
Questions to Consider:
• What is this paragraph (or chunk)
about?
• What is the author saying? Is he making
a claim?
• What is the author doing in this chunk?
• What key terms emerge? Why are they
important? What do they suggest?
Slide 39
Converting Marking & Annotations to Cornell Notes
CORNELL NOTES
TOPIC/OBJECTIVE:
“Harry Potter”
Article (Gierzynski)
NAME: Staff Developer
CLASS/PERIOD: SI Day 1
DATE: 00/00/2016
ESSENTIAL QUESTIONS:
How has entertainment media shaped the political culture of a generation?
QUESTIONS:
NOTES:
Key Terms
P 1 – 3 (Chunk 1)
What claim does
Gierzynski advance about • entertainment effects politics
 Star Wars = influenced gen X
entertainment and politics?
 Music = boomer politics
 Potter = millennial’s political
development
= election results
• some scoff at this idea of influence
• research indicates truth of claim
SUMMARY:
Doing?
Establishing
a foundation
for his claim.
One Paragraph Summary Template
(Author’s credentials), (author’s first and last name), in
her/his/the (genre) (title of text), (verb: argues, states,
suggests, hypothesizes, discusses, notes…) that (main
claim/argument advanced in the text).
She/he supports her/his claim by_________________________
___________________________________________________.
She/he next proceeds to show that ______________________.
Finally, she/he argues (or some other such verb) that________.
(Author’s last name)’s purpose is to ______________ in order to
_________________________________________.
She/he (verb: adopts, establishes...) a(n) _______________tone
for (intended audience).
Slide 41
Handout #22
Template: Sentence One
University of Vermont Political Science
Professor, Anthony Gierzynski, in his article
“How ‘Harry Potter’ shaped the political
culture of a generation,” cautions that the
status quo needs to consciously consider
entertainment media consumption and its
impact on the development of political
perspectives, government, and politics.
Slide 42
“What is written without
effort is in general read
without pleasure.”
-Samuel Johnson
Slide 43
Prompt Dissection
_____________ is a good school, but even
good schools have some problems. Choose a
rule you think needs to be changed or
eliminated, or a problem that needs to be
solved at our school. State the rule or problem,
and give reasons the change needs to be
made. Be sure your reasons are clear and
explained for the reader.
Slide 44
Handout #24
Prompt Dissection
VERB
WHAT
Choose
a rule or problem
State
a rule or problem
Give
reasons for change
Explain
reasons
Slide 45
Prompt Dissection Practice
Social Studies
We have studied the elements that
distinguish a culture. State the elements and
give one example of each, from either your
culture or another. Write your answer in
paragraph form.
Slide 46
Handout #24
Prompt Dissection Practice
Science
Imagine your teacher has asked you to
present the information from a film on the
respiratory system to five of your classmates who
missed the film because of a field trip. Create a set
of sample Cornell notes that you could use to
explain the parts of the body involved in respiration
and the process of respiration. You do not need to
write the summary statement of the notes.
Slide 47
Handout #25
Prompt Writing
Elements of a Well-Written Prompt
Sentence One:
A declarative sentence (a simple sentence
where possible) that makes a generalization
about a particular subject matter.
Slide 48
Prompt Writing
Elements of a Well-Written Prompt
Sentence Two:
An imperative sentence (also simple,
if possible) that asks students to make a
personal response to an instance of the
subject matter defined. Or an interrogative
sentence that gives them a question
to answer.
Slide 49
Prompt Writing
Elements of a Well-Written Prompt
Sentence Three:
Any specific directions as to the mode of
writing expected, the length, or any
qualifiers (for example, “Be sure to use
two supporting ideas.”)
Slide 50
Example Prompt
Fiction is told from a particular point of view.
(Declarative) From what type of point of view
is this novel told, and who is the narrator?
Do you think this is the most effective
means of narrating this novel?
(Interrogative) Answer these questions in a
paragraph. (Specific Directions)
Slide 51
Aristotelian Appeals
Logic
=
Logos
(persuasion by means of reasoning)
ComPassion
=
Pathos
(persuasion by means of emotion)
Ethics
=
Ethos
(persuasion by means of author’s credibility)
Slide 52
Argument vs. Persuasion
Persuasion
Argument

Makes a well-reasoned claim based on
research

States a claim or position based on
opinion

Student researches, analyzes evidence, and
develops claim

Student researches, looking for
evidence to back opinion

Substantiates claim with evidence


Appeals more to logic (strong in logos)
May support position with propaganda
techniques

Establishes author credibility through
knowledge, expertise, evidence, and
reasoning

Appeals more to emotion (strong in
pathos)

Includes elements of formal argument
(data, claim, warrant, backing,
counterargument, rebuttal)
Establishes author credibility through
character and credentials


Inductive process (does research and
makes claim after analysis of evidence)
Neglects elements of formal argument
(may neglect)


Student acts as investigator (openminded)
Deductive process (states opinion and
finds research to back it)

Student acts as expert (focus on
proving opinion)

Slide 53
Marking the Editorial
_____ (underline): specific examples
•
(dot): logical argument
* (star): statistic
!! (exclamation): striking image
□ (box around): expert opinion
o
(circle around): charged/loaded words (strong words)
ML Writing Guide, p. 153
Slide 54
Start here!!!
At Your Tables, Discuss . . .
• What is the author’s position and how do
you know?
• How does your editorial start—what is its
lead? How does it draw the reader in?
• From what point of view is this piece
written? What tense? What voice?
Slide 55
Topic Brainstorm
•
•
If you were going to write your own editorial or
personal commentary essay, what are some
subjects about which you feel strongly enough
to write? Think about school, community,
state, or national issues. Think about possible
personal issues: something you want your
husband/wife to do; something you want a
neighbor to do, etc.
OR
Choose a “dumb law” to argue for or against
(next slide).
Slide 56
Handout #27
“Dumb Laws”
(www.dumblaws.com)
California:
• It is a misdemeanor to shoot at any kind of
game from a moving vehicle, unless the
target is a whale.
• No vehicle without a driver may exceed
60 miles per hour.
• Sunshine is guaranteed to the masses.
Slide 57
“Dumb Laws”
(www.dumblaws.com)
Florida:
• Women may be fined for falling asleep under a hair dryer,
as can the salon owner.
• It is illegal to sing in a public place while attired in
a swimsuit.
• If an elephant is left tied to a parking meter, the parking
fee has to be paid just as it would for a vehicle.
Hawaii:
• Billboards are outlawed.
• All residents may be fined as a result of not owning a boat.
• Coins are not allowed to be placed in one’s ears.
Slide 58
“Dumb Laws”
(www.dumblaws.com)
Indiana:
• It is against the law to pass a horse on the street.
• Hotel sheets must be exactly 99 inches long and 81
inches wide.
• It is illegal to sell cars on Sunday.
Pennsylvania:
• It is illegal to sleep on top of a refrigerator outdoors.
• Any motorist who sights a team of horses coming toward
him must pull well off the road, cover his car with a
blanket or canvas that blends with the countryside, and
let the horses pass.
• A special cleaning ordinance bans housewives from
hiding dirt and dust under a rug in a dwelling.
Slide 59
“Dumb Laws”
(www.dumblaws.com)
Texas:
• A program has been created in the state that
attempts to control the weather.
•
It is illegal for one to shoot a buffalo from the
second story of a hotel.
•
When two trains meet each other at a railroad
crossing, each shall come to a full stop, and
neither shall proceed until the other has gone.
Slide 60
Tell Someone Your Business!
• Take Handout 27, the one just completed.
• Find Appointment #4.
• Take turns telling each other your business!
 The person newest to AVID goes first!
 You each get two minutes!
Slide 61
Handout #27
Thesis Statement Organizer
Topic:
Focus:
Forecast:
Thesis:
Slide 62
"The Tell-Tale Heart"
by Edgar Allan Poe
+
Poe uses vivid imagery.
+
Imagery is used to describe setting
and characters, which then create a
mood of suspense and horror.
=
In “The Tell-Tale Heart,” Poe uses vivid imagery to
describe setting and characters, which then create
a mood of suspense and horror.
Handout #28
Example 3-Column Organizer
First two Words
of Each
Sentence
Verb in Each
Sentence
Number of
Words in Each
Sentence
Early in
The pier
was (hidden)
was (shaken)
13
21
Slide 63
Handouts # 31-32
Written Feedback
Introduction
Questions:
1. Answer in the top margin:
What technique does the writer use to
open the essay?
2. Underline and label the writer’s thesis.
3. What angle will the writer take to prove
her thesis?
Slide 64
Overview of the
Three-Part Essay
Introduction
(one or more paragraphs)
Includes:
– opening sentences
– thesis
– forecast
Slide 65
Overview of the
Three-Part Essay
Body
(several paragraphs)
Each paragraph includes:
• topic sentence
• analysis
• evidence
• interpretation of evidence
• anchor (connects back to thesis)
Slide 66
Written Feedback
Body Paragraph
•
Topic Sentence: Underline and label the
topic sentence.
•
Analysis of Topic Sentence: How does the writer
further discuss the connection between the topic
sentence and the thesis statement?
•
Evidence: Underline and label the evidence.
•
Interpretation of Evidence: How does the writer
extend the discussion of evidence?
•
Anchor: How does the writer connect the evidence
to the topic/thesis?
Slide 67
Feedback ~ Body Paragraph
Steps:
• Read your assigned body paragraph
without interruption.
• Read it again, and then respond to the
questions below, marking the text as
appropriate.
• Reminder: Use “I” statements! This
means translating what you want to say
into “I” statements.
Slide 68
Feedback ~ Body Paragraph
Questions:
a) What is the focus of this paragraph? What is the topic
sentence?
b) Was there any analysis of this topic sentence?
c) Does this focus seem logical given what we read in
the introduction?
d) What evidence supports the topic sentence or focus?
e) Was there any explanation or commentary linking the
evidence to the topic sentence?
f) What kinds of persuasive techniques does the writer use,
and are they effective for helping to convince you?
g) What else did you want to read in this paragraph? What
is missing?
h) What questions are you left with?
Slide 69
“The object of teaching a child
is to enable him to get along
without a teacher.”
-Elbert Hubbard
Slide 70
“If one does not write well,
He does not think well.
And, if he does not think well,
Others will do his thinking for him.”
-Oscar Wilde
Slide 71
“Part of teaching is
helping students learn
how to tolerate ambiguity,
consider possibilities,
and ask questions
that are unanswerable.”
-Sara Lawrence Lightfoot
Slide 72
Learning Log Prompt
Think back to all the things we did and talked about
yesterday, specifically pre-writing, drafting, and focus
lessons. What key learning points have stayed with you
or what seems most important to you?
With this in mind, turn to pp. 6 – 7 in the HS
Writing Guide.
Choose one of the six italicized purposes, select a
bulleted item below it, and complete a learning log.
Slide 73
HS Writing Guide
pg. 6-7
Handout #36-37
Debrief Learning Log
What is the purpose/function of a learning log?
What different forms might a learning log take?
When might students write a learning log?
Different approaches to prompts: ML Guide: p. 15;
HS Guide: p. 6.
Key: Help students use learning logs productively;
it doesn’t come “naturally” for them.
Charting a Text
Paragraphs
Chunk/group the
paragraphs of the
text according to
purpose or idea.
Which paragraphs
seem to have the
same purpose?
Slide 75
Saying
What is the
author saying in
these
paragraphs?
What are the
essential details
that make up the
paragraphs?
Doing
Considering what
the author is
saying, determine
what the author is
doing in the
paragraphs.
What purpose
does the author
intend these
details to serve?
Handout #40
Charting a Text: Sample
Paragraphs
Saying
Doing
Paragraphs
1–2
• Stanford’s honor code
has been in place since
1921.
• Students monitor
themselves.
The author is
defining and
clarifying “honor”
in the academic
honesty code.
Slide 76
Handout #40-41
Charting a Text: Sample
Paragraphs
Saying
Doing
Paragraphs
3-5
• Many recent
infractions of the code
have led to concern.
• Faculty members must
talk with students
about the seriousness
and consequences of
academic dishonesty.
The author is
emphasizing the
seriousness of the
problem and
identifying
responsibilities.
Slide 77
Handout #40-41
Charting Verbs
•
•
•
•
•
•
•
•
•
•
•
Slide 78
acknowledging
arguing
asking
asserting that
claiming
concluding that
defining
distinguishing
emphasizing
establishing
exposing
•
•
•
•
•
•
•
•
•
•
•
hypothesizing
introducing
offering
pointing out that
prefacing
providing
refining
showing that
supporting
undermining
upholding
One Paragraph Summary Template
(Author’s credentials), (author’s first and last name), in
her/his/the (genre) (title of text), (verb: argues, states,
suggests, hypothesizes, discusses, notes…) that (main
claim/argument advanced in the text).
She/he supports her/his claim by_________________________
___________________________________________________.
She/he next proceeds to show that ______________________.
Finally, she/he argues (or some other such verb) that________.
(Author’s last name)’s purpose is to ______________ in order to
_________________________________________.
She/he (verb: adopts, establishes...) a(n) _______________tone
for (intended audience).
Slide 79
Template: Sentence One
Pulitzer prize winning Los Angeles Times
higher education reporter, Carla Rivera, in her
article “Colleges grapple with cheating in the
digital age” argues that as education gets
more and more competitive, the inclination to
cheat increases; however, neither students nor
professors intend to change the monitoring of
exams.
Slide 80
Student Sample Summary
Paragraph
Pulitzer prize winning Los Angeles Times higher
education reporter, Carla Rivera in her article “Colleges
grapple with cheating in the digital age” argues that as
education gets more and more competitive, the
inclination to cheat increases, however neither
students of professors intend to change the monitoring
of exams. She supports her claim by discussing the
allegations with higher education institutions, and how
those who excel are just as likely to cheat as a student
who deals with academic struggles. She next proceeds
to show that progress is not expected as the emphasis
is not put on learning but on grades and the high focus
on high stake tests continues to fulfill the need to
cheat. (cont.)
Student Sample Summary
Paragraph
…Finally, she argues that more competitive
majors such as engineering , business, and
computer science hold more culprits of
cheating than collaborative majors such as
humanities. Rivera’s purpose is to explain the
motivations and causes of cheating in order to
discuss possible prevention methods of
cheating in schools and society. She
establishes a concerning tone for students,
teachers, and university officials.
Slide 82
Four-Sentence Rhetorical Précis Frame
1. (author’s credentials – optional), (author’s first and last name),
in her/his (genre), (title of text; date in parentheses)
(__________), (argues or some other appropriate verb) that
(major assertion of author’s text)______________________.
2. She/he supports her/his claim by first_________________
__________________________, then __________________
_________________________, then____________________
________________________and finally, ________________
__________________________________________________.
3. (author’s last name)’s purpose is to ____________________
_________________________________________ in order to
(to accomplish what?) ______________________________.
_________________________________________________.
4. She/he (verb: adopts, establishes, creates, etc....) a(n) ______
tone for (intended audience)_________.
Vocabulary Map
Word/Concept
Definition or prediction of definition:
Compare to (synonyms):
Contrast with (antonyms):
Examples (from life or reading)
Pictures/Symbols
Slide 84
Handout #44
Cornell Notes Guidelines
Left Side:
Right Side:
Vocabulary
word
Information about vocabulary
word
Key to remember: The right and left sides of notes
have a relationship—is that relationship clear?
• Use:




key words only—not full sentences
abbreviations
symbols
color coding (if you have different pens)
Cornell Notes Summary
Choose one of the prompts below to respond to in the
summary section of your Cornell notes:
• Why is this method (concept map) useful for
vocabulary study?
• What might you do with all these content area words
you’ve collected in AVID? What value is there in using
these words in your AVID or content class?
• How and when might you use a concept map in your
AVID or content class?
• What does vocabulary study have to do with writing?
Slide 86
Application to Own Writing
• Look over your Cornell notes. Are there any key
words/concepts that fit with your selected topic?
Should they be considered/included in your writing?
• Reread the expository paragraph(s) you wrote, and
look over your research. Brainstorm a list of key
words/concepts that are a must for your paper.
• Create Vocabulary/Concept Map(s) for those key
words/concepts that are both complex in nature and
essential to the development of your essay. Use the
maps to enhance your understanding of the concepts
so that you can add depth to your essay.
Slide 87
Active Voice
Tense
Active Sentences
Present
We write essays.
Imperfect
We wrote essays.
Future
We will write essays.
Perfect
We have written essays.
Past Perfect
We had written essays.
Future Perfect
We will have written essays.
Slide 88
Passive Voice
Tense
Passive Sentences
Present
Essays are written by us.
Imperfect
Essays were written by us.
Future
Essays will be written by us.
Perfect
Essays have been written by us.
Past Perfect
Essays had been written by us.
Future Perfect
Essays will have been written by us.
Slide 89
Active vs. Passive Voice
Stretch Journal (Active/Passive)
What I Did
Focus Lesson
to Inform Revision
Active/Passive Voice
• Discussed
Active vs. Passive
• Wrote Active Sentences
• Wrote Passive Sentences
(six tenses)
• Acted Out Sentences
ML p. 114
HS p. 190
Application to Own Writing
What I Learned/
Observed
Common Core Connection
Reading 1, 2, 4, 5
Writing 4, 5, 6
Speaking 2, 3, 4
Language 1-6
How I Can
Use
Ways to Inform Revision
Focus
Lessons
Peer
Response
Ways to
Inform
Revision
Verbal
and
Written
Slide 92
Rubrics
Teacher
Response
Handout #45
Revision Steps
Input
(feedback/reader response)
Interpretation of the Input
(students study and make sense of input)
Teaching
(we help students understand what to do with feedback)
Planning
(students create a revision plan)
Output
(revision)
Student Use of Rubrics
Need
Ownership
Use at
different
stages of
writing
process
Students
Target
efforts
and set
goals
Push when
ready
Slide 94
Handout #46
Teacher Use of Rubrics
Help with
paper load
and choosing
focus lessons
Book
rubrics
flexible—
revise as
needed
Don’t use all
criteria at
once
Teachers
CAUTION:
Columns do
NOT translate
to letter
grades
Slide 95
Writing
process rubric
in Section 2
(HS Guide)
Handout #46
Key Points About Revision
• Allot TIME for significant teaching of skills for
reader response and revision.
• AVID might be the place to really hone these skills.
• Reinforce students setting specific revision goals
and plans.
• Use reader response, rubrics, revision, and flexible
timelines to manage paper load.
• Bottom line: Helping students become
autonomous, confident, and competent.
Slide 96
Instruction of Grammar – Tips
Teach
Focus
Lessons
Diagnose
Students’
Needs
All Teachers
Can Help!
Target
Instruction
Review Key Pages
Slide 97
Instruction of Grammar – Key Pages
Sentence
Structure
HS p. 201
Comma
Guide
HS pp. 128-129
Parts of
Speech
HS pp. 207-208
Transitions
HS p. 149
Review Packet
HS pp. 205-207
Slide 98
Blended Learning
How do I access the BOOSTS?
1. Go to www.avid.org.
2. Login to MyAVID.
3. Under the E-Learning tab, click on
Summer Institute Launches and Boosts.
4. Locate “My Learning.”
5. Locate 2016 Summer Institute Courses.
6. Begin!
Slide 99
Blended Learning
Extending Your Professional Learning
• WICOR Environment
• Cornell Notes Boost
• Writing Boost
Access via www.avid.org
Slide 100
Discussion Forums
Join our online community!
MyAVID  Community Tab  Discussion Forums
Slide 101
Stay connected!
Brad Ruff
AVID District Director
Kern High School District
Bakersfield, CA
[email protected]
Lecturer, Department of English
California State University, Bakersfield
Bakersfield, CA
[email protected]
www.csub.edu/~bruff
Slide 102