expository writing: the new narrative
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Expository Writing: The New Narrative. Literacy Team. Workshop goals. . . - PowerPoint PPT PresentationTRANSCRIPT
Expository Writing: The New Narrative
Literacy Team
The ELAR TEKS require students to “write expository texts to
communicate ideas and information to specific audiences for specific
purposes.” To help students move beyond writing the typical narrative
texts, teachers must provide students with opportunities to write in a
variety of genres…especially expository. During this workshop,
participants will identify how the standards address expository writing,
familiarize themselves with samples of expository mentor texts, review
mini lessons to implement expository writing in their classrooms, and
sample lessons on teaching expository writing.
Workshop goals. . .
Housekeeping• Restrooms
• Cell Phones
• Snacks
Texas Voices: STAAR -gazing
-gazing can get out of hand.
K-W-L
Writing for REAL!
What was the last thing you wrote?
A text message? A social media post? A letter? A description? A referral? A lesson plan? A review? An email message? A thesis paper? Directions?
Mini STAAR Update
Types of Writing Assessed Grade 4
Personal Narrative Expository (not “how
to”) Grade 7
Narrative with Extension (extension weaved into writing; not added at the end)
Expository
English I Expository
English II Persuasive
English III Analytic
Reading Genres AssessedLiterary Strand Fiction Literary Nonfiction Poetry Drama
Assessed beginning at 4th grade Media Literacy
Embedded
Readiness Genre Supporting
GenreSupporting GenreSupporting Genre
Reading Genres AssessedInformational Strand Expository Persuasive
Assessed beginning at 5th grade Procedural
Embedded Media Literacy
Embedded
Supporting Genre
Readiness Genre
What’s in a Genre?(as defined by TEA)
Form/Content Sub-GenreBiography Literary NonfictionSpeech Literary Non-fiction / PersuasiveInformational Chart MediaHow-to ProceduralPicture with Caption MediaLetter of Complaint ExpositoryPlay about a true story DramaThank-you note ExpositoryFolk Tale FictionLetter to Influence Attitudes PersuasiveStory about a boy and his dog Fiction
Stop to Process
STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAARTM)
Grades 3−8 ReadingGrades 4 and 7 Writing
English I, II, and III
Victoria YoungDirector of Reading, Writing, and Social Studies AssessmentsTexas Education Agency
STAAR Writing Rubric
Score Point 1—VERY LIMITEDScore Point 2—BASICScore Point 3—SATISFACTORYScore Point 4—ACCOMPLISHED
Teachers and students need to have anin-depth understanding of the writing rubric for each type of writing!
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Writing Scoring Model for STAAR
Rubrics Summed Scores WeightingRubrics (used in conjunction with student responses representing each score point) are the basis for assigning scoresTwo readers score each student writing response. If there is perfect or adjacent agreement, the two readers’ scores are summed.Summed scores range from 2−8(0 = nonscorable)
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Scoring Model for STAAR
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SCORE 1 SCORE 2
SUMMED
SCORE CSR RATING
0 0 0 Nonscorable Performance1 1 2 Very Limited Performance1 2 3 Between Very Limited and Basic Performance2 2 4 Basic Performance2 3 5 Between Basic and Satisfactory Performance3 3 6 Satisfactory Performance3 4 7 Between Satisfactory and Accomplished Performance4 4 8 Accomplished Performance
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From TEA’s Victoria Young….
“You've got to think about this as a continuum. What we're trying to do with summing is to pinpoint more accurately where the kid is on this writing continuum."
STAAR Writing READ: A short synopsis of some kind
or a quote.
THINK: The synopsis or quote generalized and reworded
WRITE: An even more focused rewording
BE SURE TO: A reminder to proof
Reflection
Do you have a thesis statement? Did you find it harder or easier to
write in expository mode? Did you drift into a narrative? Could your essay fit onto the 26-
lined page?
Rubric Dissection
Expository and Literary
Review Column 1 “Limited”
Highlight the most
importantwords or phrases
Review Columns 2 & 3
“Basic” & “Satisfactory
Record key, recurring
words for these score points
Score Point 4“Accomplished”
Work with your team to create main idea statement about these three categories in 10 words or less.
Review a few Released Papers
Score your paper
Check the TEKS
Writing TEKSGrades K – 12, Writing Process: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
Grade K-12: Writing/Expository Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.
Grade 7: (17) Writing/Expository Texts. Students write expository [texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to write a multi-paragraph essayto convey information about a topic.
“One cannot develop such intelligence by osmosis; instead, it requires deliberate
instruction. Writing is often assigned, but if students are to master this complex craft, it
must be taught.”
(2009) Burke, Jim. Content Area Writing. New York, NY Scholastic
Jim Burk said. . .
Demonstration Lesson –
lots of modeling!
Putting it into practice
In Groups. . .
Take a piece of chart paper and markers
Divide the paper up in four parts
Label each part with the following: Books Television shows Movies Songs
In Groups. . .Books
TV ShowsMovies
SongsBridge to Terrabithia Lean On Me - Bill Withers
The Golden GirlsHarry Potter
Qualities of Friendship
List the main characters from the books, movies, TV shows and songs just brainstormed
Discuss the qualities of friendship the characters show
Independently, come up with 3 – 5 characteristics that you think is most important
Think Aloud
Encouraging / supportive Honest Challenges me Holds me accountable
Watch as I model how I would begin this piece of writing.
READ the following quotation.
THINK carefully about the following statement.Friendships are important, but everyone has a different opinion of the qualities of a friend. WRITE an essay explaining what makes a person a good friend. Be sure to –Clearly state your controlling ideaOrganize and develop your explanation effectivelyChoose your words carefullyUse correct spelling, capitalization, punctuation, grammar, and sentences
“A friend is one that knows you as you are, understands where you have been,
accepts what you have become, and still, gently allows you to grow.” -
William Shakespeare
Pattern Description Cue Words
Description The author describes a topic by listing characteristics, features, and examples
for example, characteristics are. . .
Sequence The author lists items or events in numerical or chronological order.
first, second, third; next; then; finally
Comparison The author explains how two or more things are alike and/or how they are different.
different; in contrast; alike; same as; on the other hand
Cause and Effect The author lists one or more causes and the resulting effect or effects.
reasons why; if...then; as a result; therefore; because
Problem and Solution
The author states a problem and lists one or more solutions for the problem. A variation of this pattern is the question- and-answer format in which the author poses a question and then answers it.
problem is; dilemma is; puzzle is solved; question... answer
Stanford University: http://www.stanford.edu/~arnetha/expowrite/info.html
Text Structures
Formula vs. Text
Structures
Formula v. Text Structure
FORMULA
Predetermined number of paragraphs
TEXT STRUCTURES
Student choice
Pattern Description Cue Words
Description The author describes a topic by listing characteristics, features, and examples
for example, characteristics are. . .
Sequence The author lists items or events in numerical or chronological order.
first, second, third; next; then; finally
Comparison The author explains how two or more things are alike and/or how they are different.
different; in contrast; alike; same as; on the other hand
Cause and Effect The author lists one or more causes and the resulting effect or effects.
reasons why; if...then; as a result; therefore; because
Problem and Solution
The author states a problem and lists one or more solutions for the problem. A variation of this pattern is the question- and-answer format in which the author poses a question and then answers it.
problem is; dilemma is; puzzle is solved; question... answer
Stanford University: http://www.stanford.edu/~arnetha/expowrite/info.html
Text Structures
Examples: Matching Controlling Idea (or Thesis)
to Organizational Structure
This particular prompt asks two questions: Who is this special person? What makes this person special?
Note - encourage students to go beyond he/she is nice, fun, great, etc. Ask questions like: What makes her great? What does she do to show you that she’s nice?
Central Idea: My sister, Andrea, is special to me because she is the only one in my house who makes time for me.
Possible Structure: Compare/Contrast
Other FamilyMembers Andrea
They all love me
I love them
Very busy
Kick me out of their rooms
Will not take meanywhere
Won’t watch TV or play games with me unless it’s what they want
Lets me into her room even If she is busy
She will take me places if I tell her ahead of time
Watches TV &plays fun gameswith me
Let’s start it off… I am the baby of five children in my family. Yep, that’s right! There are seven people in my house! Even though we all love each other very much, everyone is always too busy for me. My sister, Andrea, is special because she’s the only one in my family who makes time for me. When I go to my older brothers’ rooms, I barely get one pinky toe in before they say, “Get out!” They say they are all doing things and they don’t want me in there to ask a lot of questions. This doesn’t happen when I go to Andrea’s room. She tells me to come on in. Even if she is on the phone or reading, she does not mind if I come in and sit on her bed. She will even let me ask a few questions without getting mad at me. My parents work a lot, so they cannot always take me to soccer practice or to programs I have to go to at school. But since Andrea got her license, she will take me to practices and even to my friend’s birthday party if she can…
Central Idea: My friend, Joel, is special because he changed my life for the better.
Possible Structure: Cause-EffectBefore Joel came to our school, I didn’t have any friends. I used to sit by myself in the cafeteria. People didn’t pick me for teams in P.E. I was quiet because I did not know anyone.
Joel’s family moved right next door. We started playing together right that weekend. When school started Monday, we started being friends at school. Now, I always know I have someone to sit next to who will actually talk to me. A lot of people like Joel, so it’s kind of like they talk to me because he’s my friend, too. Joel is special because if it weren’t for him, I would still feel all alone at school.
Central Idea: My father is special because he risks his life to save other people.
Possible Structure: LogicalMany people go to work every day, but not
everyone can say that they are keeping the city safe. My father is special because he risks his life to help other people. He faces danger every day on his job. He is a police officer…His job as an officer never stops. Even when he is not at work, he knows that he has a duty to people no matter where he goes. For example, one time when we were at a baseball game, …
Most people do anything they can to stay our of harm’s way. My dad is special because he does just
the opposite every day.
Back to the Modeling!
Let’s Talk Details
Common Types of Details
Specific or concrete examples
Facts Self-evident
truths Anecdotes Comparisons or
analogies
Authoritative quotes or testimonials
Numbers/statistics
Descriptive details
Definition Graphics
(diagrams, maps, charts, etc.
An Invitation to Notice. . .
Using the Time for Kids Articles, Identify Text Structures, Transitions
and Details
Marcia Freeman said. . .
“Reading and analyzing expository literature with your students, as an isolated practice, will not advance their writing skills. The exercise
must be part of an ongoing classroom writing workshop.”
“The complexity of the writing process, which consists of both cognitive and emotional
elements, can leave even the strongest teacher feeling ineffective, unsure of where to begin or
how to proceed.”
(2009) Burke, Jim. Content Area Writing. New York, NY Scholastic
Jim Burk said. . .
Cognitive Activity
•26 lines
•Using the TAKS writing samples, work with your group to rewrite the samples so that they are no more than 26 line.
The ELAR TEKS require students to “write expository texts to
communicate ideas and information to specific audiences for specific
purposes.” To help students move beyond writing the typical narrative
texts, teachers must provide students with opportunities to write in a
variety of genres…especially expository. During this workshop,
participants will identify how the standards address expository writing,
familiarize themselves with samples of expository mentor texts, review
mini lessons to implement expository writing in their classrooms, and
sample lessons on teaching expository writing.
Workshop goals. . .
Extending
Let’s Plan a Blended Expository Text
Let’s Plan a Blended Expository Text
The Evolving
Publishing Industry
Natural Hair Care
The Fine Art of
Being a Wife
Compare-Contrast self-pub and traditional because two are both prevalentSequence – show the process
FAQs – discuss some issues that didn’t get covered in the earlier portions
Practice Strategy: Best Thesis and Supporting Ideas (Using Placematting)
Gives students the opportunity practice forming/evaluating central ideas and supporting evidence.
Best Supporting Ideas (Using Placematting)Each table gets a laminated
“placemat” big enough for 4 people to write on and easily rotate
Each person will need a dry-erase marker
In a moment, we will write the key words from a prompt in the center circle
Each person forms a central idea statement and places it on the placemat space in front of them
Best Supporting Ideas (Using Placematting) cont. Table turns the placemat Next person must give one
supporting statement under another person’s central idea
Table turns the placemat Repeat
Best Supporting Ideas (Using Placematting)
Modeling Time!
Should toymakers create overweight dolls?
Downloading Information
Jayne Knighton, M.Ed.ELA Program Coordinator
Robyn Fox, M.Ed, MRT K - 12 Consultant specializing in
Primary / Elementary School [email protected]
972-348-1484Virginia Gonzalez, M.Ed., LDT, CALT
State Dyslexia [email protected]
972-348-1410
Nancy McGruder, M.Ed.K - 12 Consultant specializing in
Intermediate / Middle School [email protected]
972-348-1404
Gina Mitchell, MLA, LDT, CALT Regional Dyslexia [email protected]
972-348-1454
Terry Roper, M.L.S. K - 12 Consultant specializing in
Library [email protected]
972-348-1414
Kay Shurtleff, M.A.K - 12 Consultant specializing in
Middle / High School [email protected]
972-348-1756
Joan Vaughan, M.Ed K - 12 Consultant specializing in
Middle / High [email protected]
972-348-1520
Literacy Team
Region 10 Education Service Center
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in its vocational programs, services or activities as required by Title VI
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Amendments of 1972; and Section 503 and 504 of the Rehabilitation
Act of 1973, as amended. Region 10 Education Service Center will take
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to admission and participation in all educational programs and
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