building writers of informational text grades 6-8 your workshop facilitator dr. dea conrad-curry...

BUILDING WRITERS OF INFORMATIONAL TEXT

GRADES 6-8

Your Workshop FacilitatorDr. Dea Conrad-Curry

Your Partner in Educationwww.partnerinedu.com

Today’s Goals

Analyze the language of the CCSS for writing in the informational / explanatory genre

Identify expected progression in writing skills from sixth grade through eighth grade

Analyze the relationship between PARCC prototypes and Common Core grade level standards

Develop three approaches to support student acquisition of grade level performance skills

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© 2012-2013 Partner in Education

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TEXT TYPES & PURPOSES: ELA INFORMATIVE/EXPLANATORY

GRADE 6 GRADE 7 GRADE 8

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and informationthrough the selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison / contrast, and cause/effect; include formatting (headings), graphics (charts, tables), and multimedia when useful to comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from the information or explanation presented.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.


e. Establish and maintain a formal style.f. Provide a concluding statement or

section that follows from and supports the information or explanation presented.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.


e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

COMPONENTS OF THE WRITING WORSKHOP


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SIXTH SEVENTH EIGHTH

READ ALOUD5 – 7

minutes5 – 7

minutes5 – 7

minutes

MINI-LESSON

INDEPENDENT WRITING

20 minutes 20 minutes 20 minutes

Three days a week, teacher conducts individual conferences; two days each week, teacher leads

guided writing sessions.

SHARING 5 minutes 5 minutes 5 minutes

Organizing Comparison & Contrast 5

Mini Lesson #1Read Aloud: share samples of texts developing comparison & contrast concepts

Read the text aloud the first time stopping at transition words that provide clues about the organizational style; note whether aspects of the “thing” are being compared or contrasted

Read the second time through and note the manner by which the comparisons and contrasts are organized

Complete the comparison and contrast organizer with notations

Pass the task off to the students


Organizing Comparison & Contrast

Mini Lesson #2Think aloud: selecting a topic for comparison and contrast Complete the organizer as you thinkPass the task off to the studentsMini Lesson #3Turning an organizer into an essayThink aloud: Should I write a “side by side” or a block comparison?Model writing the first paragraph

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Comparing and Contrasting Character

Aspect

Block

Side by Side

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Cause and EffectSometimes, events correlate not

because they cause an outcome but are merely coincidental in time.


Students analyze in detail how the early years of HarrietTubman (as related by author Ann Petry) contributedto her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates,and elaborates upon the events in Tubman’s life.

Performance Task RI.6.39

From Chapter 3: “Six Years Old” 10

By the time Harriet Ross was six years old, she had unconsciously absorbed many kinds of knowledge, almost with the air she breathed. She could not, for example, have said how or at what moment she knew that she was a slave.

She knew that her brothers and sisters, her father and mother, and all the other people who lived in the quarter, men, women and children were slaves.

She had been taught to say, “Yes, Missus,” “No, Missus,” to white women, “Yes, Mas’r,” “No, Mas’r” to white men. Or, “Yes, sah,” “No, sah.”

At the same time someone had taught her where to look for the North Star, the star that stayed constant, not rising in the east and setting in the west as the other stars appeared to do; and told her that anyone walking toward the North could use that star as a guide.

She knew about fear, too. Sometimes at night, or during the day, she heard the furious galloping of horses, not just one horse, several horses, thud of the hoofbeats along the road, jingle of harness. She saw the grown folks freeze into stillness, not moving, scarcely breathing, while they listened. She could not remember who first told her that those furious hoofbeats meant that patrollers were going in pursuit of a runaway. Only the slaves said patterollers, whispering the word.

Source: Common Core State Standards, Appendix B. (2010). Petry, A. Harriet Tubman: Conductor on the Underground Railroad. New York: HarperCollins, 1983. (1955) From Chapter 3: “Six Years Old”

Linking Phrases For example… Another example is… To add on… This makes me

realize…. This is important

because… This is giving me the

idea that… The reason for this is… Another reason is…

This connects with… On the other hand… I partly agree but…

because… Could it also be that… Might the reason for this

be… This is similar to… This is different from… I think this is important

because….

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Source: Lucy Calkins Resources for Teaching Writing CD.

More Linking Phrases I noticed that …and I think

this connects to the whole story because…

I see (the item you are discussing), and then a similar thing happens (in this place), I think this is repeated because….

There is one thing in the story that doesn’t ‘fit’ for me and it’s…

This might be present because...

In the beginning….then later…..finally……

In the beginning… in the middle… at the end…

Many people think… but I think…

I used to think… but now I’m realizing…

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Source: Lucy Calkins Resources for Teaching Writing CD.

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PRODUCTION AND DISTRIBUTION OF WRITING: ELA


4. Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience. (Stnds 1-3)



5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

5. With some guidance and support from peers and adults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or trying a new approach, focusing on how well purposeand audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)

5. With some guidance and support from peers and adults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing forconventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

6. Use technology, including the Internet, to produce and publish writing as well as to interact andcollaborate with others; demonstrate sufficientcommand of keyboarding skills to type a minimum of three pages in a single sitting.

6. Use technology, including the Internet, to produce and publish writing and link to and cite sourcesas well as to interact and collaborate with others, including linking to and citing sources.

6. Use technology, including the Internet, to produce and publish writing and present the relationshipsbetween information and ideas efficiently as well as to interact and collaborate with others.

Source: Common Core State Standards, 2010.

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RESEARCH TO BUILD & PRESENT KNOWLEDGE: ELA

GRADE 6 GRADE 7 GRADE 87. Conduct short research projects to answer a question, drawing on several sources andrefocusing the inquiry when appropriate.

7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data andconclusions of others while avoiding plagiarism and providing basic bibliographic Information for sources.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research

.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics”).

b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Source: Common Core State Standards , Appendix C (2010). p.42-46.

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Grade 7: Annotations• Introduces the topic clearly, previewing what is to follow.

– My report is on a very rare and unique wetland that many people do not even know exists. . . . Vernal pools in San Diego occur only on the local mesas and terraces, where soil conditions allow, but these are the ideal place for much of the city’s urban and agricultural development. Is it possible to find a balance between the two conflicting purposes of expansion and preservation?

• Organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect.

– Definition: Vernal pools are a unique and rare form of wetland. . . . Vernal pools are depressions between the mima mounds. . . . Vernal pools are a very rare, specific habitat.

– Comparison/contrast: Some examples of wetlands are bogs, swamps, marshes, and edges of lakes and streams. . . . But vernal pools are different than these other types of wetlands. They are located on dry and flat places.

– If/then and cause/effect: If the watershed for the pools is changed, the condition of the pools changes. If there isn’t enough water from runoff, then all plant or animal life in them disappears, because they need enough moisture at the right time, to live.

• Includes formatting and graphics when useful to aiding comprehension .– The writer uses a number of headings to help section off the text: Methods , What

Vernal Pools Are, Why Vernal Pools Are So Important, Protection Techniques– The writer offers a cross-section of a vernal pool, an illustration of the vernal pool

cycle, a map of the distribution of vernal pools in San Diego County, a pie chart of responses to a survey, and a cross-section of a possible nature center.

Source: Common Core State Standards , Appendix C (2010). p.18-21. 17

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Grade 8 Annotations

Introduces the topic clearly, previewing what is to follow. What I like doing best is playing football . . . Football is a physical game, of

course, but it’s the mental aspect that I appreciate the most.

Organizes ideas, concepts, and information into broader categories.

Information is organized into three components of the mental aspect of football: discipline, concentration, and instinct

Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. At times football can get grueling, which makes the game even more

exciting. The first time you make contact with another player (even with all that equipment) you get very sore.

For example, when you’re carrying the ball or about to make a tackle, you want to make sure you have more momentum than the other guy. If you don’t you’ll be leveled. 18

Source: Common Core State Standards, Appendix C (2010). p. 47-48.

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• Uses appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.– At times . . . The first time . . . After awhile . . . During the game . . . For

example . . . But . . .– Playing defense . . . After . . . However . . .– On offense, while playing receiver, you can actually “hear” the footsteps of

the defensive back . .

• Uses precise language and domain-specific vocabulary to inform about or explain the topic.– . . . playbook . . . defense . . . offense . . . receiver . . . defensive back

• Establishes and maintains a formal style (with occasional lapses into cliché and undefined terms).

• Provides a concluding section that follows from and supports the information or explanation presented.– The conclusion emphasizes the importance of the controlling idea (the

mental aspect of football) by putting it in a new light: You can get hurt in football if you screw up and ignore the right way to do things. However, mental discipline and concentration, which you develop during hours of practice, helps you avoid such mistakes.

• Demonstrates good command of the conventions of standard written English and some stylistically effective constructions

Source: Common Core State Standards, Appendix C (2010). p. 47-48.

Source: Partnership for the Assessment of Readiness for College and Career and http://www.parcconline.org/samples/item-task-prototypes

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PARCC Prototypes & CC Writing Standards

Understanding the Research Simulation Task

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• Session 1:– Students begin by reading an anchor text that introduces the topic.

EBSR and TECR items ask students to gather key details about the passage to support their understanding.

– Then, they write a summary or short analysis of the piece.

• Session 2:– Students read two additional sources (may include a multimedia

text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension.

– Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources.

Source: Partnership for the Assessment of Readiness for College and Career and http://www.parcconline.org/samples/item-task-prototypes 22

Grade 7: Technology-Enhanced Constructed-Response Item Research Simulation Task

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Editing: Teaching Conventions

The writing workshop values instruction in word choice and writing conventions: sentence structure, punctuation, grammar, and spelling.

Identify a convention or word choice that may be new to students or is frequently misused by students. Discover an authentic text that uses the convention or word choice advantageously.Read the text aloud, stopping to discs the author’s use of the convention or word choice.Continue to read the text, asking students to identify additional uses of the convention or word choice. Ask students to return to their writing and

1. Check spelling2. Add focus convention (capitalization, apostrophes, commas, etc. ).3. Replace tired words with carefully selected words.

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LANGUAGE STANDARDS

CONVENTIONS OF STANDARD ENGLISH


1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper case (subjective, objective, possessive).b. Use intensive pronouns (e.g., myself, ourselves).c. Recognize and correct inappropriate shifts in pronoun number and person.*d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

1. Demonstrate command of the conventions of standard English grammar and usage when writingor speaking.a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.b. Form and use verbs in the active and passive voice.c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.d. Recognize and correct inappropriate shifts in verb voice and mood.*

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LANGUAGE STANDARDS

CONVENTIONS OF STANDARD ENGLISH


2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*b. Spell correctly.

2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).b. Spell correctly.

2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.b. Use an ellipsis to indicate an omission.c. Spell correctly.

KNOWLEDGE OF LANGUAGE

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Vary sentence patterns for meaning, reader/listener interest, and style.*b. Maintain consistency in style and tone.*

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

26Source: State of Delaware Department of Education. Assessment Tools. http://www.doe.k12.de.us/aab/English_Language_Arts/ela_assessment_tools.shtml

Source: State of Delaware Department of Education. Assessment Tools. http://www.doe.k12.de.us/aab/English_Language_Arts/ela_assessment_tools.shtml 27

28Source: State of Delaware Department of Education. Assessment Tools. http://www.doe.k12.de.us/aab/English_Language_Arts/ela_assessment_tools.shtml

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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 Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (asingle sitting or a day or two) for a range of tasks, purposes, and audiences.

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