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TEXT-BASED SYNTHESIS WRITING:

INFORMATIVE / ARGUMENTOPINION

NARRATIVE

Silver Shores Elementary

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Essential Question

As an instructional leader in the classroom, what deliberate actions can I take to

create coherence for my students so that I can prepare them to be college and career

ready (through the Florida Standards)?

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Broward Schools’ ConnectionsMarzano- Teacher Evaluation Tool• Design Questions- 2,3,4

PLC- C.A.R.E• Curriculum

– (intent of standards/appropriate materials/leixile bands and stretch)

• Assessment – (formative/summative- proficiency level of the standard -cognitive

complexity/DOK)

• Remediation– (scaffolding through DOK, fluency skills)

• Extension – (going deeper within the standard – DOK levels; moving to higher level thinking on

Blooms)

What should students know and be able to do? How will we know they “get it”? What will we do if they don’t “get it”? What will we do if they do “get it” to extend learning?

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Precise Vocabulary Investigation

• Student knows focus vocabulary to learn– Independently Discovers + Assigned (DQ 2)

• Teacher emphasizes vocabulary in various materials – text, video (DQ2)

• Student and teacher USE vocabulary– Tier II (Academic) and Tier III (Domain)– Speak, Listen, Write, Draw, Read, Hear (DQ 2-3)

• Student required to make BEST USE within synthesis tasks (writing, speaking) (DQ 3-4)

• Student explores meaning: Synonym, Antonym, Nuance, Prefix, Suffix, Root (DQ 3)

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Precision Reading- ROUTINE

Read closely and determine what a text says explicitly – for all curricular areas

• Amplify vocabulary, context (video)- (DQ2)• Read alone and identify unknown vocabulary

(DQ2)• Discuss (DQ3)- connect to accountable talk• DOK 1, 2, 3 questions and tasks (DQ 2,3,4)• Vocabulary Investigation (DQ 2,3)• Writing/Speaking Synthesis Tasks (DQ3,4)

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System of Proficiency: PLC "CARE"

DQ 2 DOK 1 & 2

DQ 3DOK 2 & 3

DQ 4DOK 3 & 4

Collaboration & Reading Routine (DOK 1-4)

Vocabulary Investigation (DOK 1-3) □ New Vocabulary (DOK 1-2) □ Teacher Uses Vocabulary (DOK 1-2) □ Use of Tier 2 and Tier 3 Vocabulary (DOK 2-3) □ Exploring Meaning of Words (DOK 2-3)

Accountable Talk (DOK 3 & 4)- strategy to move from DOK 2 to DOK 3

Writing & Speaking for Synthesis Tasks (DOK 3 & 4)

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Precision Reading- ROUTINE

Read closely and determine what a text says explicitly – for all curricular areas

• Amplify vocabulary, context (video)- (DQ2)• Read alone and identify unknown vocabulary

(DQ2)• Discuss (DQ3)- connect to accountable talk• DOK 1, 2, 3 questions and tasks (DQ 2,3,4)• Vocabulary Investigation (DQ 2,3)• Writing/Speaking Synthesis Tasks (DQ3,4)

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Synthesis Writing

• Look at Writing Prompts• Use Writing Prompts as Exemplars

• Look at Writing Rubrics• Use Writing Rubrics in PLCs

• Integrate Writing Standards & Speaking / Listening Standards into lessons

• Focus on Precision at DOK 3 & 4

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Speaking and

Listening

(Influencing the thinking of

others through actively listening and strategically adjusting to the

flow of conversation- being quick on

your feet)

Mastery

Writing

(Synthesizing information,

problem solving and generating new solutions through the

written word)

Towards

Reading

(Reading closely for

understanding)

Building

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Reading Standards for Literacy Across Content Areas

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LAFS.K12.R.1.1

• Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• Based on our BAFS:• 44% (out of 72 tested) of 3rd grade answered correctly• 35% (out of 79 tested) of 4th grade answered correctly• 39% (out of 65 tested) of 5th grade answered correctly

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K-12 Writing Standards for Literacy

Text Types and Purposes:1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.Production and Distribution of Writing:1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge:1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.3. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing:

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Three Text Types

• 1. Argument• 2. Informational/Explanatory• 3. Narrative

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K-12 Writing Standards for Literacy

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

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Grade-level Standards

• What are the differences and nuances found in the progression of the standards? – What do the standards imply? Consider

order, wording, what is omitted, what is included.

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Argumentative Writing

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Persuasion vs. Argument

• Ethos (author credibility)

• Pathos (emotional appeals)

Persuasion

• Logos (logical appeals)

• ReasonArgument

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Is it argument or persuasion?

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Is it argument or persuasion?

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Progression of StandardStudent Work Samples

Writing- K-12Standard 1

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Kindergarten

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First Grade

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Second Grade

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Third Grade

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Fourth Grade

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Fifth Grade

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FOOD FOR THOUGHT…

How do you assess writing?

–What is the process you have place?–How does that fit into your system?

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HAPPY HOLIDAYS! ENJOY THE BREAK