anita l. archer, ph.d. arguments, informative texts ... · –fictional stories, memoirs,...
TRANSCRIPT
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Scaffolding Writing Instruction forStruggling Older Writers:
Matching the Common Core Standards
Arguments, Informative Texts,and Narratives
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Anita L. Archer, [email protected]
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Arguments - To convince
! Definition– A reasoned, logical argument– Demonstrating that the writer’s position, belief, or conclusion
is valid! Purpose
– Change reader’s point of view– Bring about some action on reader’s part– Ask reader to accept writer’s explanation
! Genre– essay, letter, editorial
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Persuasion vs. Argument(Eye on Education)
Consists of athesis/claim,evidence,concession/refutation,and a more formalstyle
Appeals to logic andreason
Argument
Uses techniques suchas bandwagon, plainfolks, glitteringgeneralities, namecalling, and snobappeal
Appeals to theemotions of audience
Persuasion
Common FeaturesDefinitionGenre
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Informative Text -To Explain or Inform! Definition
– Text– That conveys information accurately
! Purpose– To increase reader’s knowledge of subject– To help reader understand a procedure or process– To provide reader with enhanced understanding of concept
! Genre– literary analyses, reports, summaries, comparisons,
instructions, manuals, memos, resumes
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Narratives -To Convey an Experience! Definition
– A written product– That conveys real or imagined experiences– Using time as the structure
! Purpose– To entertain– To inform– To instruct– To persuade
! Genre– fictional stories, memoirs, anecdotes, autobiographies
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Common Core State Standards
! Condense and integrate the standards• Make CCSS teachable• Simplify without losing essence
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Argument - 7th grade CCSS
1. Write arguments to support claims withclear reasons and relevant evidence.a. Introduce claim(s), acknowledge and address alternate oropposing claims, and organize the reasons and evidencelogically.
b. Support claim(s) or counterarguments with logicalreasoning and relevant evidence, using accurate, crediblesources and demonstrating an understanding of the topic ortext.
c. Use words, phrases, and clauses to create cohesion andclarify the relationships among claim(s), reasons, andevidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section thatfollows from and supports the argument presented.
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4. Produce clear and coherent writing in which thedevelopment, organization, and style areappropriate to task, purpose, and audience.
5. With some guidance and support from peers andadults, develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying anew approach, focusing on how well purpose andaudience have been addressed.
(Editing for conventions should demonstratecommand of Language standards 1–3 up to andincluding grade 7 on page 43.)
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6. Use technology, including the Internet, toproduce and publish writing and link to andcite sources as well as to interact andcollaborate with others, including linking to andciting sources
7. Conduct short research projects to answera question, drawing on several sources andgenerating additional related, focusedquestions for further research andinvestigation.
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8. Gather relevant information from multiple printand digital sources, using search terms effectively;assess the credibility and accuracy of each source;and quote or paraphrase the data and conclusionsof others while avoiding plagiarism and following astandard format for citation.
9. Draw evidence from literary orinformational texts to support analysis,reflection, and research.
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10. Write routinely over extended time frames(time for research, reflection, and revision) andshorter time frames (a single sitting or a day or two)for a range of discipline-specific tasks, purposes,and audiences.
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7th Grade Writing
Tasks! Routine writing! Extended time - research projects allowing research, reflection, revision! Shorter time! Variety of tasks, audiences, purposes
Purposes– to convince or persuade (Argument)– to inform or explain (Informative)– to convey an experience (Narrative)
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7th Grade Writing - ArgumentCritical Attributes (What)Introduction
– Introduces claims– Acknowledges alternative claims/ counterarguments– Organizes reasons
Body– Supports claims and counterarguments– With logical reasoning and relevant evidence– Uses transition words, phrases, clauses to create cohesion
Conclusion– Contains concluding statement or section– That supports argument
Overall– Conveys a reasoned, logical argument– Maintains formal style– Has clear, coherent writing– Avoids plagiarism
Conventions– Capitalization, punctuation, spelling– Standard format for citations
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Writing Process (How)Planning
Research, gather information and evidenceUses multiple, credible sourcesIncludes print and digital sourcesIncludes evidence from literary and informational text
Take notes on informationOrganize
Organizes appropriate to task, audience, purpose
WritingWrite
Transcribes plan into clear, coherent writingUses technology
RevisingEditing
Conventions
RewritingPublishing/Sharing
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Critical CCSS vocabulary! Editing – A part of writing and preparing presentations
concerned chiefly with improving the clarity, organization,concision, and correctness of expression relative to task,purpose, and audience; compared to revising, a smaller-scaleactivity often associated with surface aspects of a text
! Revising – A part of writing and preparing presentationsconcerned chiefly with a reconsideration and reworking ofthe content of a text relative to task, purpose, and audience;compared to editing, a larger-scale activity often associatedwith the overall content and structure of a text
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Critical CCSS vocabulary! Evidence – Facts, figures, details, quotations, or
other sources of data and information that providesupport for claims or an analysis and that can beevaluated by others; should appear in a form and bederived from a source widely accepted as appropriateto a particular discipline, as in details or quotationsfrom a text in the study of literature and experimentalresults in the study of science
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Big Idea: Writing products dependent onfoundation skills
Outcome: Writing Arguments,Informational Texts, Narratives
Example Foundation Skills:reading, expressive vocabulary, word usage,fluent handwriting or typing, spelling, grammar,capitalization, punctuation, sentence formation,sentence sense, paragraph formation
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Big Idea - Break down complexskills
! Complex skills and strategies should bebroken down into smaller (easy toobtain) instruction units.
! This will promote success.
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Break down complex skills.Example - Common Core Standards
Body of ArgumentTranscription1. When given a reason and related facts and details, can write
a paragraph with a topic sentence stating the reason.2. When given a reason and related facts and details, can write
a paragraph with a topic sentence stating the reasonfollowed by sentences containing facts and details,connected with transition words and phrases.
3. When given three reasons and related facts and details, canwrite three paragraphs each containing a topic sentencestating the reason followed by sentences containing factsand details, connected with transition words and phrases.
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Break down complex skills.Example - Common Core Standards
Body of ArgumentPlanning and Transcribing4. When given a position on a topic, can generate reasons to
support that position.5. When given a topic, can generate a position and reasons
and details to support that position.6. When given a topic, can generate a position and reasons to
support that position, and details to logically support eachreason.
7. When given a topic, can generate a plan for the body of anessay (the position, the reasons, details to support eachreason) and transcribe the plan into three coherentparagraphs.
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Break down complex skills.Example - Common Core Standards
Introduction8. For previously formulated argument papers, writes an introduction
that: a) grabs the attention of the reader, b) states the writer’sopinion, and c) introduces reasons to support the writer’s opinion.
Conclusion9. For previously formulated argument papers, writes a short conclusion
“wraps it up” the essay by: a) summarizing the opinion and reasons,b) calling for some action to be taken, or c) explaining the outcomesof not following the writer’s suggestions.
Arguments (Desired Outcome)10. When given a topic, can plan, write, and edit an argument paper that
includes: a) an effective introduction, b) a well structured body withlogically organized reasons and related facts and details, linked withappropriate transition words and phrases, and c) a short conclusionthat “wraps it up”.
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Big Idea - Provide ExplicitInstruction! Practice without explicit instruction is not adequate.! Remember practice does not make perfect…only
permanent.
! Model - I do it.! Guided Practice - We do it.! Check understanding- You do it.
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Big Idea - Scaffold Instruction
! Scaffold Instruction, gradually fading out teacherassistance.
M T W T FI do it. We do it. We do it. We do it. We do it.
M T W T FYou do it. ….. You do it. …… You do it.
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Big Idea - Provide judiciouspractice.
! Have students write many products offocus genre to promote mastery.
! After initial instruction, products can becomposed in a variety of classes.
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Big Idea - Provide Feedback! Provide feedback in real time as you circulate
and monitor. Correct, Encourage, Correct
! Have students carefully check their productsagainst the rubric.
! Have students give focused feedback to theirpartners.
! Provide feedback to students on a portion ofthe rubric.
! Provide feedback on final drafts using therubric.
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Big Idea - Consider motivation
! Consider motivation.
– Success (perceived probability of success)
– Interest (interest in the topic)
– Choice (narrow choice when possible)
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BIG IDEAS - Teach the “What”and “How”! WHAT
– Critical attributes– Rubric– Example
! HOW– Writing Process
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WHAT! Ask yourself, what are the CRITICAL ATTRIBUTES of a well-
written product.
! Consider the Six Traits– Ideas– Organization– Word Choice– Voice– Sentence Fluency– Conventions
! Consider the Descriptions in the Standards
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What
! Design a simple, easy to understand RUBRIC.
! Carefully examine the genre descriptions in the Common CoreState Standards.
! Consider introducing only a portion of the rubric initially. Focuson ideas, organization, and conventions.
! Provide an EXAMPLE to illustrate the critical attributes.
! (Optional) Guide students in analyzing a non-example todetermine missing attributes.
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WHAT
Example # 1
– descriptive paragraph rubric and example– passage summary rubric, example and
non-example
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HOW
! Writing process
– Planning - Plan– Writing - Write– Revising - Revise– Editing - Edit– Rewriting - Rewrite– Publishing - Publish
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HOW - Plan
Plan T = Task/TopicA = Audience P = Purpose
Plan ThinkorResearch and gather evidence
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Brainstorming
! Think– Students record ideas.– Teacher monitors and writes ideas and names on
transparency or paper (depending on technology used in theclassroom).
! Pair– Students share ideas with partners.– Teacher monitors and continues to record ideas and names
on transparency or paper.! Share
– Teacher shares ideas with class by displaying collection ofideas/names on the screen.
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HOW - Plan
! Support for organization of writtenproduct
– Writing frames– Strategies– Think Sheets
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Frames
Writing frames• Use with beginning writers.• Use as an accommodation for emerging
writers.• Use to support specialized writing.• Use to support summarization.• Use to emphasize use of academic language.
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Frames
! See examples.• Example #2. Beginning writers (basic paragraph)• Example #3. Accommodation for emerging writers (state
report, mammal report)• Example #4. Specialized writing (story problem
explanation)• Example # 5. Summarization narrative (story grammar)• Example # 6. Summarization expository.• Example #7. Academic Language
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Strategies
Strategy for Paragraph Writing- List- Cross-out- Connect- Number ( Write)
REWARDS PLUS (Sopris West)
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List - Make a list of important ideas.
Penquin’s birth– Male takes care of egg– Female lays egg– Female leaves– Female spends winter at sea– The water is very cold– Male puts egg on his feet under belly– Male stays on egg for two months– Male doesn’t eat– Egg hatches– Male must care for baby
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Cross-out - Cross out any unnecessary or weak ideas.
Connect - Connect ideas that could go in one
sentence.
Penquin’s birthMale takes care of egg
Female lays eggFemale leavesFemale spends winter at seaThe water is very coldMale puts egg on his feet under belly
Male stays on egg for two months Male doesn’t eat
Egg hatchesMale must care for baby
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Number - Number the ideas in the order thatthey will appear in the paragraph.
Penquin’s birth 3 Male takes care of egg
1 Female lays egg
2 Female leavesFemale spends winter at seaThe water is very coldMale puts egg on his feet under belly
4 Male stays on egg for two months 5 Male doesn’t eat
Egg hatches6 Male must care for baby
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Write a summary.
The birth process of penguins is fascinating andquite different from that of other animals. The femalepenguin lays an egg. Soon after laying the egg, thefemale penguin leaves and spends the winter in thesea. Meanwhile the male must take care of the egg.For two months, he places the egg on his feet underhis belly. During this time, the male penguin doesn’teat. Even after the baby penguin hatches, the malepenguin continues to take care of the infant penguin.
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Strategies
! See Example #8 for summary writing– Strategy– Example of Strategy Use– Example Summary– Rubric
REWARDS Plus (Sopris West)
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Think Sheets
Examples! Example # 9 -
– Think sheet for organizingcompare/contrast
– Example paragraph
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Think Sheets
! Example # 10 - Essay to convince– Example Rubric– Example Essay– Think Sheet
! Example # 11 - Essay to explain/inform– Example Rubric– Example Essay– Think Sheet