1Text- Based Writing Workshop.pptx

8/16/2019 1Text- Based Writing Workshop.pptx

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Writing Pacing Guide Updates for Grades 3-5 &" 'ee( alignment to the )eading *acing +uidesChange in language& The DDC) is no' an Open)esponse or the riting *romptocus is on the riting *rompt that 'as introduced

in )eading !ased on the sources readometimes the e.idence needed to ans'er the

prompt 'as addressed / gathered during )eadingA0D ela!orated on in riting

1ring the riting *rompt through the riting*rocess using appropriate mini-lessonsour columns on the *acing +uides&

LA GUAGE A!T"

#L$!%&A "TA &A!&" 'LA#"(We))*s &$+,

ACA&E.%C W!%T% G

C$ TE T% "T!UCT%$ AL T$$L" $B/ECT%0E"


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Objectives

De.elop a !asic understanding othe Te2t-1ased riting Componento the ELA assessment3Conduct a close read o the 'riting

standards and 'riting ru!rics3De.elop mini-lessons aligned to the

standards and student needs3


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Text-Based Writing Componentof the ELA Assessment

Overall Task Description: Students will read astimulus about a single topic. The stimulus shouldconsist of informational or literary fiction or nonfictiontexts and can cover a wide array of topics. Afterreading the stimulus, the students will respond to awriting prompt in which they will provide information ona topic or take a stance to support an opinion orargument.

0ote& Argument is assessed in grades 4-$$ only


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Stimu us AttributesThe complexity of the texts used as stimuli should be accessible for the applicablegrade. While this is primarily a writing test, a grade-appropriate level of literacy isre uired.

!n choosing the text"s#, ualitative and uantitative dimensions of text complexity mustbe balanced by the task considerations re uired of the reader.

$raphics such as info graphics, photographs, tables, and diagrams, can be includedwith the stimuli. The graphics used, however, must be purposeful to the task and shouldsupplement the student%s understanding of the topic.

The stimuli for the informative/explanatory prompts should maintain a clear topical

connection but may address diverse concepts and ideas.

Stimuli for the opinion/argumentative prompts should present opposing points of view.&ach point of view should be e ually represented so that a student can take either sideof a position.

Thorough and convincing support for the controlling ideas must be evident in all stimuli.


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Stimu us Attributes


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Text-Based Writing Component1Assessed "tandards


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' 3$3$ addresses the characteristics o opinion 'riting

' 3$3"& addresses the characteristics o in ormati.e 'riting' 3"3% addresses the organi5ation that is appropriate to tas( and

purpose and audience 6 3$3$ and 3$3" clari7es this or each mode o'riting83

' 3"39 addresses planning, re.ising and editing 6Language standardsL.1.1 (conventions of standard English grammar and usage whenwriting or speaking 8 and L3$3" 6conventions of standard Englishcapitalization, punctuation, and spelling when writing) are em!edded'ith 3"398

' 3"34 addresses the use o technology to produce and pu!lish 'riting6using (ey!oarding s(ills8

' 3:3; addresses gathering rele.ant in ormation rom print and digitalsources <

' 3:3= addresses dra'ing e.idence rom literary or in ormational te2tto support analysis, re>ection, and research

' L3:3% addresses the use and understanding o multiple meaning 'ordsand conte2t clues etc3

' L3:39 addresses 7gurati.e language' L3:34 addresses the understanding and use o con.ersational, general

0ote&' Language tandards 'ill !e taught as students dissect their

'ee(ly selections during the =# minute )eading?LA !loc(3' tudents 'ill !e a!le to apply 'hat they ha.e learned on the

day o the assessment as they read and analy5e the stimuluspassages in order to demonstrate comprehension3

' I students are a!le to understand the meaning o 'ords andthe author@s use o certain orms o 7gurati.e language inthe stimulus passage sets, they 'ill !e a!le to respond to thetas( presented !y the prompt 'ith much more success3

' tudents 'ill !e a!le to use academic and domain speci7c

'ords rom the sources correctly and e ecti.ely in theiressays i they ha.e understood the de7nitions and purposeo those 'ords 'ithin the stimulus passage sets3


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!nformative"Exp anator#$rompt %uide ines

or the In ormati.e?E2planatory'riting prompts, students 'ill !e

reBuired to synthesi5e and analy5eideas rom the stimuli to de.elop andsupport a controlling idea3

tudents 'ill !e presented 'itheither a one part or a t'o partIn ormati.e?E2planatory *rompt3


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!nformative"Exp anator# Writing Stimu us and$rompt Examp e

Topic&

The passages 'ere a!out e2ploring

the oceans through technology3rite an in ormati.e essay in 'hichyou e2plain ho' technology hashelped e2plorers o.ercomechallenges related to deep-seae2ploration3 se e.idence rom thepassages in your essay3

This is an examp e of a one partinformative prompt&


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!nformative"Exp anator# Writing Stimu usand $rompt Examp e

The sources that you read 'ere a!out

di erent materials3 rite anin ormati.e essay in 'hich youcontrast t'o interesting materialsthat you read a!out and ho' thematerials are used3 se in ormationrom the sources in your essay3

This is an examp e of a t'o partinformative prompt&


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Opinion $rompt

%uide inesor the opinion?argumentati.e 'riting

prompts, students 'ill !e reBuired to

synthesi5e and analy5e ideas ande.idence rom stimuli3 They 'ill usethese ideas to present and support anopinion 6grades %-98 or to argue andsupport a claim 6grades 4-$$83tudents 'ill !e presented 'ith either a

one part or a t'o part Opinion *rompt3


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Opinion Writing Stimu us and $rompt Examp e

The passages you read 'erea!out !i(e sharing3 rite anessay in 'hich you gi.e youropinion a!out 'hether or not a!i(e sharing program 'ould 'or(in your community3 sein ormation rom the passages inyour essay3

This is an examp e of a one partopinion prompt&


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The passages are a!out !ottled'ater3 rite an essay in 'hich you

gi.e your opinion a!out 'hichsystem 'ould !e !etter or yourschool& selling !ottled 'ater or!uying a 'ater puri7cation systemand 'hy the other idea 'ould not !ea good choice or your school3upport your opinion 'ith e.idencerom the sources 3

This is an examp e of a t'o partopinion prompt&


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Let@s Ta(e a Closer Loo(

riting tandards

)u!rics


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%rade-Specific Standards forWriting Standard (

Learning $rogressions


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!nformative"Exp anator# *ubric

Domain $ Domain " Domain :


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!nformative"Exp anator# *ubricDomain $ Domain " Domain :


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!nformative"Exp anator# *ubric

Domain $ Domain " Domain :

Te2t e.idence is

2hat isimportantela!oration is2h it isimportant3

" P i t %nformati4e $ i i ! ) i


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"core Point %nformati4eExp6anator

!u)ric

$pinion !u)ric

+

consistent, fu #, c ear #,s i fu #, strong # maintained,ogica , sustained, satisfactor#,strong #, no forced evidences,re evant evidence ande aboration, inter'oven ideas,interconnectedness

.

Ade/uate, sufficient,maintained, s#nthesi0edinformation from more than onesource, integrated ideas

(

partia , repetitive, inconsistent,uneven, imprecise,inappropriate for the audienceor tas , erratic, grouped ideas

'ithout interconnectedness,p opped information, apses ofogic, fau t# ogic, just notenough, circu ar fi ers,treadmi paragraphs, irre evant

minima , ambiguous, absent,

irre evant, missing, confusing,vague, brief


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Opinion *ubricDomain $ Domain " Domain :


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"core Point %nformati4e $pinion !u)ric


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"core Point %nformati4eExp6anator

!u)ric

$pinion !u)ric

+

consistent, fu #, c ear #,s i fu #, strong # maintained,ogica , sustained, satisfactor#,strong #, no forced evidences,re evant evidence ande aboration, inter'oven ideas,interconnectedness

.

Ade/uate, sufficient,maintained, s#nthesi0edinformation from more than onesource, integrated ideas

(

partia , repetitive, inconsistent,uneven, imprecise,inappropriate for the audienceor tas , erratic, grouped ideas

'ithout interconnectedness,p opped information, apses ofogic, fau t# ogic, just notenough, circu ar fi ers,treadmi paragraphs, irre evant

minima , ambiguous, absent,

irre evant, missing, confusing,vague, brief


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Comparing 1odes of Writing Wor sheet2!nformative"Exp anator# and Opinion Writing

%nformati4e Exp6anator

Writing

!u)ric &omains #ie6ds $pinion Writing

*rompt

*urpose

ocus

Organi5ation

E.idence

Ela!oration

' sing all the in ormation rom the sourcespro.ided& the stimulus sets, the prompts, thestandards and the ru!ric, you 'ill pro.ide e.idencerom those sources to e2plain each ru!ricdomain?7eld as it pertains to the speci7c mode o'riting3

' Fou 'ill ha.e $# minutes or so to complete yourassigned section3

' Once completed each group 'ill present theirin ormation3


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Comparing 1odes of Writing Wor sheet2!nformative"Exp anator# and Opinion Writing

%nformati4e Exp6anator

Writing

!u)ric &omains #ie6ds $pinion Writing

*rompt

*urpose

ocus

Organi5ation

E.idence

Ela!oration


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reBuently As(edGuestions

$3 Ho' much time 'ill students ha.e to completethe assessment

"3 Ho' long does the essay ha.e to !e:3 Do the students ha.e to use e.idence rom all

the sources in their essay%3 Is the essay considered a 7nal dra t

93 Can the students underline, ta(e notes on thecomputer43 Can students cut and paste te2t rom the

sources onto their essay

J3 ill paragraphs !e num!ered


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*O I1ILITIE KKLet@s ta(e a loo( at the type o test itemthe students .A7 encounter on the Te2t-

1ased riting Component o the ELAAssessment3


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The passages are a!out !ottled'ater3 rite an essay in 'hich you

gi.e your opinion a!out 'hichsystem 'ould !e !etter or yourschool& selling !ottled 'ater or!uying a 'ater puri7cation systemand 'hy the other idea 'ould no !ea good choice or your school3upport your opinion 'ith e.idence

rom the sources 3


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Instructional Implications

nderstanding the

*rompt+athering E.idence

Organi5ing E.idence*araphrasing


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3nderstanding the $rompt


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%athering EvidenceText Coding

Te2t coding helps students to !ecome acti.e readers that are a'are o theirthin(ing as they read3 Te2t coding can !e use ul in identi ying e.idence that 'illsupport their opinion?controlling idea3

As students read the sources, they mar( each paragraph using appropriatecodes&

. A ter students ha.e 7nished reading the sources, they can go !ac( and gatherthe e.idence that supports their opinion?controlling idea3 tudents can groupthe e.idence into categories 'hich 'ill help them !egin their essays3


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"e6ecti4e Under6ining 8igh6ighting

9: !ead the Prompt1 "tudents must ha4e purpose forreading )efore )eginning to read the se6ections and)efore under6ining high6ighting:

;: !ead the se6ections:3: !eread one paragraph or sections at a time and )egin

under6ining a62a s


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Organi0ing the EvidencePo2er Thin


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Conc6usion-"upport otes

Organi0ing the Evidence

What is the issue topic

hat is your

Opinion?Controlling Idea a!out thetopic

hat are your

reasons or thisopinion?controllingidea

What e.idence rom

the sources supportyouropinion?controllingidea

Wh is this

e.idenceimportant to youropinion?controllingidea

hat is your Conclusion


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Discussion e!

Organi0ing the Evidence

What

hy

hat

hy

hat

hy

What

hy

hat

hy

hat

hy

)easons&

*rompt&

Conclusion&

upport& hat and hy upport& hat and hy

tudentaddressesthe $ st part otheprompt3

tudentaddressesthe "ndpart otheprompt3


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Transitiona Signa Words


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$araphrasingIn My O'n ords

*araphrasing is an e2cellent 'ay to chec( one@sunderstanding3 I you can con.ert a 'ritten or oral messageinto your o'n 'ords, you (no' you understand it3

Paragraph or "ectionfrom Text

%n . $2n Words


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1ini- essons Targeting Students4 5eeds


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1Text- Based Writing Workshop.pptx

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