Transcript Task 1 - MsMcDUSHistory

THE UTAH
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Task 1: Warm-up: 2 Minute Mixer
Task 2: Writing to Read: How Writing Improves Reading
Task 3: Developing Text Dependent Questions
Task 4: Writing Next: Effective Strategies to Improve
Adolescent Writing Instruction
Task 5: Argument Writing
Task 6: Informational/Explanatory Writing/Other
Task 7: LDC Module Development
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You will “mix” with 6 different people for two
minutes each
Fold a piece of paper into six squares to jot ideas
from each person you “mix” with
Share some of the following things:
 something you’ve learned
 something you’ve liked
 something you plan on using
 A resource you use and love that fits with our new
Utah Literacy Standards
Task 1: Warm-up: 2 Minute Mixer
Task 2: Writing to Read: How Writing Improves Reading
Task 3: Developing Text Dependent Questions
Task 4: Writing Next: Effective Strategies to Improve
Adolescent Writing Instruction
Task 5: Argument Writing
Task 6: Informational/Explanatory Writing/Other
Task 7: LDC Module Development
FOREWORD
from
Writing Next
by Graham and Perin
and
Writing to Read
by Graham and Herbert
Writing to Read
by Graham and Herbert
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A meta-analysis examining
the effects of different
writing practices on
students’ reading
performance.
Makes three primary
recommendations, with 7
sub recommendations.
Provides the effect size of
each strategy
Writing to Read
by Graham and Herbert
Take out the Writing to Read
recommendations
 Take out the 8 square
reading/writing note sheet
 Take notes on the following
things as we discuss the high
leverage activities outlined in
the recommendations
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 Effect size
 Strategies
 Variations
Writing to Read
by Graham and
Herbert
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Take 10 minutes to add
examples, strategies, and
variations that you
currently use for these
recommended activities
to your note sheet
Share out with a group of
3-5
Task 1: Warm-up: 2 Minute Mixer
Task 2: Writing to Read: How Writing Improves Reading
Task 3: Developing Text Dependent Questions
Task 4: Writing Next: Effective Strategies to Improve
Adolescent Writing Instruction
Task 5: Argument Writing
Task 6: Informational/Explanatory Writing/Other
Task 7: LDC Module Development
•
The Core Standards focus heavily students’ ability to read
closely to determine what a text says explicitly and to
make logical inferences from it.
•
Rather than asking students questions about their prior
knowledge or experience, the standards expect students
to wrestle with text dependent questions: questions that
can only be answered by referring explicitly back to the
text in front of them.
•
Both writing to read questions, and close read
questions should be text dependent and should focus on
core understanding and key ideas of the text rather than
peripheral details.
•
Read and annotate “A Guide to Creating Text Dependent
Questions for Close Analytic Reading.” Identify most
significant ideas and/or practices.
•
Protocol: Youngest person in the group identify a line
from the text you found interesting (read the whole
paragraph aloud) and discuss. Rotate clockwise.
•
Read “Gettysburg Address,” reread list of questions that
are not text dependent
Text Dependent Questions: Let’s Answer Some!
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What does Lincoln mean by “four score and seven years ago”? Who are
“our fathers”? (RI.9-10.1; RI.9-10.4)
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What does Lincoln tell us in this first sentence about what happened
87 years ago?
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What is the impact of Lincoln referring to such a famous date? (RI.910.1; RI.9-10.3; RI.9-10.6; RI.9-10.9)
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How does Lincoln use the idea of “unfinished work” to assign
responsibility to his listeners? (RI.9-10.1; RI.9-10.5; RI.9-10.9)
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Develop 2 more text dependent questions on Gettysburg
Address and share at tables

Practice writing text dependent questions
that could work for a guided close read or
writing to learn prompts for a text you plan
to use in your LDC Unit.
Task 1: Warm-up: 2 Minute Mixer
Task 2: Writing to Read: How Writing Improves Reading
Task 3: Developing Text Dependent Questions
Task 4: Writing Next: Effective Strategies to Improve
Adolescent Writing Instruction
Task 5: Argument Writing
Task 6: Informational/Explanatory Writing/Other
Task 7: LDC Module Development
Writing Next
by Graham and Perin
A meta-analysis on
instructional practices that
improve the quality of
students’ writing
 Identifies 11 key elements
of effective adolescent
writing instruction
 Provides the effect size of
each strategy
 Lets look at a sample of
writing that demonstrates
the scope of the problem
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Writing Strategies
2. Summarization
3. Collaborative Writing
4. Specific Product Goals
5. Word Processing
6. Sentence Combining
7. Prewriting
1.
Inquiry Activities
9. Process Writing
10.Study Of Models
11.Writing For Content
8.
THINK, PAIR, SHARE
Read the handout with details about each recommendation and
with a partner discuss which of these you do well in your classes
and which ones you could incorporate more.
Strategy 1: Explicitly Teach Writing Strategies
Effect size .82!
(SRSD) Self Regulated Strategy Development
 Checklists
 On elements of the genre
 On the process
 On effort
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Goal setting
 General goals: make a claim on a topic and
support it with evidence
 Elaborate goals: make a claim, give 3 reasons
with evidence to support it, a counter claim
and refutation
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Self Monitoring and Regulation
 On progress (color coded cards)
 Reflection
Strategy 1: Explicitly Teach Writing Strategies
Effect size .82!
(SRSD) Self Regulated Strategy Development
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Mnemonics
 DARE (develop a thesis, add details, refutation, end strong)
 TREE (topic sentence, reasons, evidence, ending)
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Shape Essay
 A more visual strategy for our ELL students
 Step Up to Writing
Task 1: Warm-up: 2 Minute Mixer
Task 2: Writing to Read: How Writing Improves Reading
Task 3: Developing Text Dependent Questions
Task 4: Writing Next: Effective Strategies to Improve
Adolescent Writing Instruction
Task 5: Argument Writing
Task 6: Informational/Explanatory Writing/Other
Task 7: LDC Module Development
•
The most significant change in writing from the Utah Core
to the Common Core is that change from persuasive
writing and the expectation in the Common Core for
argumentation.
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We must be very clear about the distinctions, between
persuasive writing and argumentation, especially with
students. Many new Common Core resources are not
doing a great job of this. We can do better!
Learning Task: Argument v. Persuasion v. Propaganda
◦ At your tables, discuss the similarities and differences
between the following three terms, and come up with
examples for each:
1. Argument
2. Persuasion
3. Propaganda
◦ After you’ve had a chance to discuss, appoint one
person from your group to share your ideas with the
group.
Argument
Persuasion
Propaganda
Discover the “truth”
Promote an opinion on a
particular position that is rooted
in truth
Offer “political advertising”
for a particular position that
may distort the truth or
include false information
General
Technique
Offers good reasoning and
evidence to persuade an
audience to accept a “truth”
(logos)
Uses personal, emotional, or
moral appeal to convince an
audience to adopt a particular
point of view (pathos, ethos)
Relies on emotions and values
to persuade an audience to
accept a particular position
(pathos, ethos)
Methods
Considers other perspectives
on the issue
May considers other perspectives Focuses on its own message,
on the issue
without considering other
positions
Blends facts and emotion to
make its case, relying often on
Relies on biases and
opinion
assumptions and may distort
or alter evidence to make the
May predict the results of
case
accepting the position, especially
if the information will help
Ignores the consequence of
convince the reader to adopt the accepting a particular position
opinion
Goal
Offers facts that support the
reasons (in other words,
provides evidence)
Predicts and evaluates the
consequences of accepting
the argument
www.readwritethink.org
•
Read and annotate The Common Core, Appendix A
section on writing (p. 23-25)
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Distill the parts on Argument into a one to two sentence
summary.
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Share your summaries at your tables and discuss the
value of writing arguments in the history/geography
classes.

A common academic distinction about argumentation
(Lunsford, Everything’s An Argument):
◦ “The point of argument is to use evidence and reason to
discover some version of the truth. The purpose of argument
is to lead the audience toward conviction – an agreement
that a claim is true or reasonable or that a course of action is
desirable. The aim of persuasion is to change a point of view
or move others from conviction to action. Writing that
persuades at all costs, abandoning reason and fairness
altogether, is propaganda. Writers or speakers argue to
discover some truth; writers or speakers persuade when they
think they are right.”
Carnegie Recommendation #1: Use Writing Strategies
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Chapter 7: “Building Arguments,” excerpt from Inquire: A Guide
to 21st Century Learning (2011)
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Read the 7 C’s writing strategy (p133-139).
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As a table group, come up with a mini lesson to help students
remember and understand the 7 C’s for an independent writing
task (a chant, story?) . We will share.
This lesson study highlights using evidence from texts
to support an argument.
http://commoncore.americaachieves.org/
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Developing evidence based arguments (Riesenfeld)
ELA/Literacy
Subject: History
Grade: 9
Shift: Evidence from text, Text selection and Vocabulary
Student Writing
Prompt
LDC Template
Task #____
Supports/Instruction
Used OR Analysis
against a rubric????
Task 1: Warm-up: 2 Minute Mixer
Task 2: Writing to Read: How Writing Improves Reading
Task 3: Developing Text Dependent Questions
Task 4: Writing Next: Effective Strategies to Improve
Adolescent Writing Instruction
Task 5: Argument Writing
Task 6: Informational/Explanatory Writing/Other
Task 7: LDC Module Development
Skim over the three paragraphs on informational/
explanatory writing in Appendix A and in your groups discuss
the following information and the implications for you
classes:
 What are the main purposes of informational/explanatory
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writing?
When is it better to assign informational/explanatory
writing instead of argument writing?
What should be included in informational/explanatory
writing?
What are the various techniques and genres of
informational/explanatory writing?
What is the aim of informational/explanatory writing?
Read and examine the two informational/
explanatory exemplar texts from Appendix C of the
CCSS . At your table discuss the following questions:
 How would you grade them against the LDC rubric?
 How would you support students to do this writing, i.e.
what would they need to know and be able to do?
Task 1: Warm-up: 2 Minute Mixer
Task 2: Writing to Read: How Writing Improves Reading
Task 3: Developing Text Dependent Questions
Task 4: Writing Next: Effective Strategies to Improve
Adolescent Writing Instruction
Task 5: Argument Writing
Task 6: Informational/Explanatory Writing/Other
Task 7: LDC Module Development
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Let’s work on our Common Core writing
lesson or unit re-design for publication!
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Feedback, Review, and Revision on units
tomorrow!
Using your feedback sheets, please provide
feedback to the facilitators about what
worked for you today as an adult learner,
what did not work for you today, and any
other questions or insights that you want to
share.
 Please read “Teaching Historical Literacy” in
preparation for tomorrow’s warm up activity.
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