Transcript Pages 53-38: Science, Meet Syntax…

Day Two:
Summer Literacy
Institute
Garden City, KS
www.amybenjamin.com
mnu.edu
Today:
9:00-10:30: Common Core Writing Standards: Page xvii
Writing to Learn: Pages 53-59
Framing a Writing Task: Pages 59-62; 164; 166-168
10:30-11:30: Breakouts to frame a writing task
11:30-1:00: Working lunch
1:00-3:30: Responding to Student Writing: RxEdit and RxRevise
(www.amybenjamin.com)
Grammar Instruction: What Really Works: Pages 123-130
Writing__________________s thought.
Common Core Writing Standards: Page xvii
Which of these Standards do you teach the least?
Pages 53-38: Science, Meet Syntax…
Pages 53-38: Science, Meet Syntax…
Five ways to express relationships in one sentence:
Compound Sentences:
1. (sentence),and (sentence)
Relationship: Part 2 of the sentence builds on Part 1
Hinge: AND
Immunization protects the human body from disease, and smallpox has
been eliminated as a worldwide threat as a result.
Compound Sentences:
1. (sentence),but (sentence)
Relationship: Part 2 of the sentence opposes Part 1
Hinge: BUT
Immunization protects the human body from disease, but some parents
choose not to immunize their children.
Compound Sentences:
1. (sentence), so (sentence)
Relationship: Part 2 of the sentence shows the effect, or result,
or conclusion to be drawn from Part I.
Hinge: SO
Tick bites can cause Lyme disease in humans, so you should cover your
skin when you go into high grass or the woods.
Classroom Application:
Ask students to construct and, but, so sentences on any topic to
demonstrate their knowledge.
, and
, but
, so
Sentence: (example)
Hinge: :
Overuse of renewable resources can deplete them: overfishing removes a
particular species of fish too quickly to allow their reproductive cycle to
replenish the stock.
Sentence; Parallel Sentence
Hinge: ;
Some of the earth’s resources are renewable; others are nonrenewable.
All living things affect the environment around them. Porcupines chew the bark
from trees; squirrels break twigs as they leap from branch to branch.
A good argument is a response
to opposition: Pages 59-62
“Terribonne Parish Council approved
an ordinance…that banned saggy pants.
Anyone seen wearing pants sagging
below their waist in public will get a
$50 fine for the first offence. That
doubles on the second offence, and the
third offence will also include 16 hours
of community service.”
A good argument embeds all or
some of these components:
Acknowledgement of the opposing side
Quotations and paraphrases (references to authority)
Anecdotes (little stories)
A combination of objective (academic) and subjective (emotional) language
Rhetorical questions
Facts and figures
Summaries
Cause and effect statements
Variety of perspectives (I, we, you, he, she, they)
A good argument refers to all
or some of the following values:
Note: These are overlapping:
Democratic Principles: Personal freedom, expression of individuality,
promotion of democracy, the right to be left alone, civil liberties,
honoring the past
Sense of Community: Helping others, sharing resources,
considering future generations; establishing sense of belonging;
caring for loved ones
Desire for safety and security: Protection against enemies, protection of resource
having sufficient food and shelter, avoiding and responding to natural
disaster, maintaining health
Economics: Maintaining sufficient resources for now and the future,
protecting personal fortunes while offering
opportunities to everyone
Beauty, Pleasure, Convenience
Sentence Frames for
Argumentation
Use these frames at the outset of your argument to establish what others have
been saying on this topic:
In recent __________, we have been hearing a great deal about
__________________________ by ______________________.
_______________________ has been in the news recently
because ________________________________________.
Sentence Frames for
Argumentation
Use this frames at the outset of your argument to introduce an ongoing
debate:
In discussions of _____________, one controversial issue has been
___________________________. People who believe____________
claim that________________________________. On the other hand,
those who believe _____________________________ assert that
______________________________________________________.
My own view is __________________________________________.
Sentence Frames for
Argumentation
Use this frame to establish common ground on a controversial issue:
When it comes to the topic of ______________________, most of us
would agree that ____________________________. Where this
agreement ends, however, is on the question of _____________________.
Whereas some are convinced that _______________________________.
others maintain that___________________________________________.
My own view is that____________________________________________.
Sentence Frames for
Argumentation
Use these frames as you acknowledge that the opposing side has a certain
degree to validity:
While at one time it may have been true that__________________,
we can now state that____________________________________.
___________________ makes sense when he/she/they say________
________________, but _____________________________________.
Despite the validity of ______________________’s claim about ____________,
he/she/they miss the mark when it comes to________________________
because___________________________________________________.
Sentence Frames for
Argumentation
Use these frames to establish working definitions of key terms:
For the purpose of this discussion, I will define _______________________
as __________________________________________________________.
Although you might think of ______________________as being just
another_________________________, I define it as_______________________
_________________________________________________________________.
Sentence Frames for
Argumentation
Use these frames to establish or deny a comparison:
_______________________ is like ___________________________.
They both _______________________________________________.
__________________________(s) may say that ___________________
is like _______________________________, but the comparison is
false because while _________________________________________
is______________________________, it is not as ________________
as they claim.
Sentence Frames for
Argumentation
Use these frames to establish the importance of this topic:
______________ is important because__________________.
We should care about______________because if_____________,
then_________________________.
Ultimately, what is at stake here is____________________________.
My discussion of _________________ addresses the
larger matter of _____________________.
Sentence Frames for
Argumentation
Use these frames to trace the development of your own views
on the subject:
I’ve always believed that____________________________________
When I was a child, I used to think that______________________________,
but/and now I realize that____________________________________________.
At the same time that I believe____________________,
I also believe__________________________________.
After careful consideration and as a result of my
experience, I have/have not changed my mind
about__________________________________.
Page 164: Checklist for Paragraph Development
Is anything missing?
Is anything unnecessary?
Page 166-168: Rubrics
Is anything missing?
Is anything unnecessary?
Writing for the CCSS:
•Argument: 40%
•Information/Explanatory: 40%
•Narrative: 10%
• Unspecified: 10%
Framing the Writing Task
Ineffective: (Vague, unscaffolded)
Write a report about a
mineral.
What is your opinion about
President Obama?
You will be required to gather
information from professional
journals and the Federal Reserve
and write a research paper making
a recommendation as to what to
do with interest rates.
More Effective: (Scaffolded)
Minerals have certain properties that
make them useful. Select a mineral and
explain in a well-developed paragraph
how its properties make it useful.
Suggested vocabulary:
application, manufacture
resistance, flexibility, withstand,
strength
Suggested sentence frame:
Because of its________, _______ is
used for_________.
One property of _____ is ______, which
makes it________.
Framing the Writing Task
More Effective: (Scaffolded)
Minerals have certain properties that
make them useful. Select a mineral and
explain in a well-developed paragraphs
how its properties make it useful.
Suggested vocabulary:
application, manufacture
resistance, flexibility, withstand,
strength
Suggested sentence frame:
Because of its________, _______ is
used for_________.
One property of _____ is ______, which
makes it________.
More Effective: (Scaffolded)
I.
Directions:
--General focus statement
about the topic
--At least one “task verb”
delineating expectations
(select and explain…
identify and describe…
identify and analyze…)
II. Suggested vocabulary:
3-5 useful words that the
students might not have
thought of
III. Suggested sentence frame(2):
1-2 sentence templates that
will serve as good
“containers” for a key idea
Structuring a Writing Task: 3 Parts
Part One: State what you want the students to do, carefully choosing your
task verb. Be sure the students understand the task verb (analyze,
explain, describe, compare, tell a story…)
Part Two: Provide a short word bank (list of 5-10 words) that will work well in
this writing task, but that the students would probably not have thought of
by themselves:
Part Three: Provide 2 or 3 sentence frames that will work well in this writing task:
Responding to Student Writing: Formative Assessment
Rx Edit
RxRevise
www.amybenjamin.com
Teaching Grammar: What Really
Works
Pages 123-129