mnu.edu

Day Two: Summer Literacy InstituteGarden City, KS

www.amybenjamin.com

Today: 9:00-10:30: Common Core Writing Standards: Page xvii Writing to Learn: Pages 53-59

Framing a Writing Task: Pages 59-62; 164; 166-16810:30-11:30: Breakouts to frame a writing task11:30-1:00: Working lunch

1:00-3:30: Responding to Student Writing: RxEdit and RxRevise(www.amybenjamin.com)

Grammar Instruction: What Really Works: Pages 123-130

Writing__________________s thought.

Common Core Writing Standards: Page xvii

Which of these Standards do you teach the least?

Pages 53-38: Science, Meet Syntax…

Five ways to express relationships in one sentence:

Pages 53-38: Science, Meet Syntax…

Compound Sentences:

1. (sentence),and (sentence)

Relationship: Part 2 of the sentence builds on Part 1

Hinge: AND

Immunization protects the human body from disease, and smallpox has been eliminated as a worldwide threat as a result.

Compound Sentences:

1. (sentence),but (sentence)

Relationship: Part 2 of the sentence opposes Part 1

Hinge: BUT

Immunization protects the human body from disease, but some parentschoose not to immunize their children.

Compound Sentences:

1. (sentence), so (sentence)

Relationship: Part 2 of the sentence shows the effect, or result,or conclusion to be drawn from Part I.

Hinge: SO

Tick bites can cause Lyme disease in humans, so you should cover your skin when you go into high grass or the woods.

Classroom Application:

Ask students to construct and, but, so sentences on any topic todemonstrate their knowledge.

, and

, but

, so

Sentence: (example)

Hinge: :

Overuse of renewable resources can deplete them: overfishing removes aparticular species of fish too quickly to allow their reproductive cycle toreplenish the stock.

Sentence; Parallel Sentence

Hinge: ;

Some of the earth’s resources are renewable; others are nonrenewable.

All living things affect the environment around them. Porcupines chew the barkfrom trees; squirrels break twigs as they leap from branch to branch.

A good argument is a responseto opposition: Pages 59-62

“Terribonne Parish Council approvedan ordinance…that banned saggy pants.Anyone seen wearing pants saggingbelow their waist in public will get a$50 fine for the first offence. Thatdoubles on the second offence, and thethird offence will also include 16 hoursof community service.”

A good argument embeds all or some of these components:

Acknowledgement of the opposing side

Quotations and paraphrases (references to authority)

Anecdotes (little stories)

A combination of objective (academic) and subjective (emotional) language

Rhetorical questions

Facts and figures

Summaries

Cause and effect statements

Variety of perspectives (I, we, you, he, she, they)

A good argument refers to allor some of the following values:

Note: These are overlapping:

Democratic Principles: Personal freedom, expression of individuality, promotion of democracy, the right to be left alone, civil liberties, honoring the past

Sense of Community: Helping others, sharing resources, considering future generations; establishing sense of belonging; caring for loved ones

Desire for safety and security: Protection against enemies, protection of resources, having sufficient food and shelter, avoiding and responding to natural disaster, maintaining health

Economics: Maintaining sufficient resources for now and the future, protecting personal fortunes while offering

opportunities to everyone

Beauty, Pleasure, Convenience

Sentence Frames for Argumentation

Use these frames at the outset of your argument to establish what others have been saying on this topic:

In recent __________, we have been hearing a great deal about

__________________________ by ______________________.

_______________________ has been in the news recently

because ________________________________________.

Sentence Frames for Argumentation

Use this frames at the outset of your argument to introduce an ongoing debate:

In discussions of _____________, one controversial issue has been

___________________________. People who believe____________

claim that________________________________. On the other hand,

those who believe _____________________________ assert that

______________________________________________________.

My own view is __________________________________________.

Sentence Frames for Argumentation

Use this frame to establish common ground on a controversial issue:

When it comes to the topic of ______________________, most of us

would agree that ____________________________. Where this

agreement ends, however, is on the question of _____________________.

Whereas some are convinced that _______________________________.

others maintain that___________________________________________.

My own view is that____________________________________________.

Sentence Frames for Argumentation

Use these frames as you acknowledge that the opposing side has a certain degree to validity:

While at one time it may have been true that__________________,

we can now state that____________________________________.

___________________ makes sense when he/she/they say________

________________, but _____________________________________.

Despite the validity of ______________________’s claim about ____________,

he/she/they miss the mark when it comes to________________________

because___________________________________________________.

Sentence Frames for Argumentation

Use these frames to establish working definitions of key terms:

For the purpose of this discussion, I will define _______________________

as __________________________________________________________.

Although you might think of ______________________as being just

another_________________________, I define it as_______________________

_________________________________________________________________.

Sentence Frames for Argumentation

Use these frames to establish or deny a comparison:

_______________________ is like ___________________________.

They both _______________________________________________.

__________________________(s) may say that ___________________

is like _______________________________, but the comparison is

false because while _________________________________________

is______________________________, it is not as ________________

as they claim.

Sentence Frames for Argumentation

Use these frames to establish the importance of this topic:

______________ is important because__________________.

We should care about______________because if_____________,

then_________________________.

Ultimately, what is at stake here is____________________________.

My discussion of _________________ addresses the

larger matter of _____________________.

Sentence Frames for Argumentation

Use these frames to trace the development of your own views on the subject:

I’ve always believed that____________________________________

When I was a child, I used to think that______________________________,

but/and now I realize that____________________________________________.

At the same time that I believe____________________,I also believe__________________________________.

After careful consideration and as a result of myexperience, I have/have not changed my mindabout__________________________________.

Page 164: Checklist for Paragraph Development

Is anything missing?

Is anything unnecessary?

Page 166-168: Rubrics

Is anything missing?

Is anything unnecessary?

•Argument: 40%

•Information/Explanatory: 40%

•Narrative: 10%

• Unspecified: 10%

Writing for the CCSS:

Framing the Writing Task

Ineffective: (Vague, unscaffolded)

Write a report about a mineral.

What is your opinion aboutPresident Obama?

More Effective: (Scaffolded) Minerals have certain properties thatmake them useful. Select a mineral andexplain in a well-developed paragraphhow its properties make it useful.

Suggested vocabulary: application, manufacture

resistance, flexibility, withstand, strength

Suggested sentence frame:

Because of its________, _______ is used for_________.

One property of _____ is ______, whichmakes it________.

You will be required to gatherinformation from professionaljournals and the Federal Reserveand write a research paper makinga recommendation as to what to do with interest rates.

Framing the Writing TaskMore Effective: (Scaffolded)

Minerals have certain properties thatmake them useful. Select a mineral andexplain in a well-developed paragraphshow its properties make it useful.

Suggested vocabulary: application, manufacture

resistance, flexibility, withstand, strength

Suggested sentence frame:

Because of its________, _______ is used for_________.

One property of _____ is ______, whichmakes it________.

More Effective: (Scaffolded)

I. Directions: --General focus statementabout the topic --At least one “task verb” delineating expectations (select and explain… identify and describe… identify and analyze…)

II. Suggested vocabulary: 3-5 useful words that the

students might not have thought of

III. Suggested sentence frame(2): 1-2 sentence templates that will serve as good

“containers” for a key idea

Structuring a Writing Task: 3 Parts

Part One: State what you want the students to do, carefully choosing your task verb. Be sure the students understand the task verb (analyze, explain, describe, compare, tell a story…)

Part Two: Provide a short word bank (list of 5-10 words) that will work well in this writing task, but that the students would probably not have thought of by themselves:

Part Three: Provide 2 or 3 sentence frames that will work well in this writing task:

Responding to Student Writing: Formative Assessment

Rx Edit

RxRevise

www.amybenjamin.com

Teaching Grammar: What Really Works

Pages 123-129