Integrating Reading and Writing

Integrating Reading and Writing
College Ready Career National Adult Education College and Career Readiness Training Design Initiative National Adult Education College and Career Readiness Training Design Initiative Integrating Reading and Writing Presenters Martin Kehe - Bonnie Goonen - Susan Pittman-Shetler - 04/29-05/01/2013

Focus of the Train-the-Trainer Session – Part 2
National Adult Education College and Career Readiness Training Design Initiative Focus of the Train-the-Trainer Session – Part 2 Review college and career readiness standards for English Language Arts content and practices Explore research-based strategies for integrating reading and writing skills Review evidence-based scoring rubric and sample anchor papers Explore resources for leaders to use to enhance learning with different audiences Key Points Review the objectives of the session. 04/29-05/01/2013

National Adult Education College and Career Readiness Training Design Initiative
"Writing today is not a frill for the few, but an essential skill for the many." The Neglected "R": The Need for a Writing Revolution Key Points “At its best, writing has helped reform the world. Revolutions have been started by it. Oppression has been toppled by it. And it has enlightened the human condition. American life has been richer because people like Rachel Caron, Cesar Chavez, Thomas Jefferson, and Martin Luther King, Jr., have given voice to the aspirations of the nation and its people. And it has become fuller because writers like James Baldwin, William Faulkner, Toni Morrison, and Edith Wharton have explored the range of human misery and joy. When pressed, many of us, you and old alike, still turn to pen and ink in the effort to make sense of our grief, pleasure, rage, or happiness.” “The reward of disciplined writing is the most valuable job attribute of all: a mind equipped to think.” Quotes are from The Neglected “R”. The Need for a Writing Revolution. A report of The National Commission on Writing in America’s Schools and Colleges, 2003. 04/29-05/01/2013

Driving Questions How can I support my teachers’ understanding of the CCR/ELA Standards? In particular, where can I go to find tasks, video, and other resources to help teachers implement the CCR/ELA Standards in their classrooms? Key Points As you proceed through the session, think about the questions. Remember, change can be difficult and can present many challenges at all levels. As an instructional leader, you have taken on the challenges to address these challenges. As a result, you will need to gather resources from a variety of entities that can make the transition easier and more effective. 04/29-05/01/2013

What Are Standards? Standards for CCR ELA/Literacy Content
National Adult Education College and Career Readiness Training Design Initiative What Are Standards? Standards for CCR ELA/Literacy Content Reading Anchor Standards Writing Anchor Standards Speaking and Listening Anchor Standards Language Anchor Standards Key Points Standards provide adult educators with a starting point – a method for increasing awareness and understanding of the skills and knowledge that adult learners must have to be successful, whether they want to pursue postsecondary education and training or employment. The world has changed in the past 15 years since educators in the K-12 system addressed standards at the state level. However, those standards were all across the board, with no cohesive structure. With the development of the Common Core State Standards, a focus was placed on what is most important to demonstrate college and career readiness. The College and Career Readiness (CCR) English Language Arts (ELA)/Literacy Standards were designed to identify what content was most important and most relevant for adult learners as they continue to pursue their educational and career goals. Review the areas covered in the Standards for CCR ELA/Literacy Content. 04/29-05/01/2013

Standards-Driven Curriculum
National Adult Education College and Career Readiness Training Design Initiative Standards-Driven Curriculum Standards/ Practices Classroom Instruction Student Achievement Key Points Standards themselves do not tell individual schools or instructors in the classroom what they must teach. As with the CCSS, the CCR Standards provide a provide “a consistent, clear understanding of what students are expected to learn, so teachers know what they need to do to help their students.” Strong standards coupled with effective curriculum, strategies, and practices lead to increased student achievement. 04/29-05/01/2013

Key Shifts in the Standards
National Adult Education College and Career Readiness Training Design Initiative Key Shifts in the Standards Shift 1: Complexity Regular practice with complex text and its academic language Shift 2: Evidence Reading, writing, and speaking grounded in evidence from text, both literary and informational Shift 3: Knowledge Building knowledge through content-rich nonfiction Key Points Review the three key shifts in the college and career ready English Language Arts/Literacy standards. Additional information on each of the key shifts is included on the next four slides. For more information on each of the shifts listed above, review Chapter 4 of the College and Career Readiness Standards for Adult Education prepared for the U.S. Department of Education, Office of Vocational and Adult Education, 2013. 04/29-05/01/2013

Complexity Shift 1 – Complexity: Regular practice with complex text and its academic language Complexity of text that students can read is the greatest predictor of success There is a four grade level gap between secondary and college/career level text Shift from how students read to complexity of texts that are read Focus needed on addressing academic vocabulary of students Key Points Review the information provided in each of the bullet points. Emphasize the need for instructors to embrace the need for students to increase their reading skills and be able to read and understand complex texts. Instructors must be aware that Additional information is included in Appendix D, Special Topic – Understanding Text Complexity . This information was provided by the National Governors Association Center for Best Practices, Council of Chief State School Officers 04/29-05/01/2013

Complexity Shift 1 – Complexity: Regular practice with complex text and its academic language Key Points Review the chart outlining text complexity at the various levels. Text complexity has been provided from a variety of sources, such as Flesch-Kincaid, The Lexile Framework®, etc. The CCSS have identified a three-part model for determining how easy or difficult a particular text is to read. The model includes: Quantitative dimensions of text complexity Qualitative dimensions of text complexity Reader and task considerations The three-part model is included in Appendix D, Special Topic – Understanding Text Complexity . 04/29-05/01/2013

Evidence Shift 2 – Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational Priority placed on textual evidence based on national assessment data Focus is on students’ ability to cite evidence from text in order to present Careful analyses Well-defended claims Clear information Key Points Review the information provided on textual evidence. Emphasize the importance of students being able to read, write, and speak based on the evidence they have gleaned from literary or informational text. Discuss with instructors the need to explore what they are currently doing and what they will need to do in the coming months to move students beyond basic reading comprehension skills to higher critical reading skills. 04/29-05/01/2013

Knowledge Shift 3 – Knowledge: Building knowledge through content-rich nonfiction Focus not limited to English language arts, but also literacy across the disciplines of Science Social studies Technical subjects Focus shifts to nonfiction text that constitutes the majority of what people read in college and the workplace Key Points Discuss how students build knowledge through reading and writing. Emphasize the importance of having students read and write about more than just literary works. Discuss the need to include a wide range of nonfiction texts that reflect what students will be expected to interact with in real-life situations, at home, in the workplace, and in higher education and training. 04/29-05/01/2013

Design and Organization
National Adult Education College and Career Readiness Training Design Initiative Design and Organization English Language Arts/Literacy Standards Separated into four strands: Reading, Writing, Speaking and Listening, and Language Strands are headed by CCR Anchor Standards Each anchor standard identifies broad college and career readiness skills Each anchor standard corresponds to a level-specific standard Standards are bundled into five grade-level groups: A (K-1), B(2-3), C (4-5), D(6-8), E (9-12) Reflect adult education levels of learning Example: RI.4.3 = Reading Informational Text, Grade 4, Standard 3 Key Points Review the bullet points that outline the design and organization of the ELA/Literacy Standards. 04/29-05/01/2013

National Adult Education College and Career Readiness Training Design Initiative Design and Organization Writing Standards Anchor Key Points If copies of the College and Career Readiness Standards for Adult Education are available, have participants explore the standards for ELA/Literacy. Point out the key elements for reading, writing, speaking and listening, and language standards. Discuss with participants how the level-specific standards build over the different adult education levels of learning. Level-Specific 04/29-05/01/2013

National Adult Education College and Career Readiness Training Design Initiative Design and Organization Key Points Point out the growing depth of complexity inherent in each adult education level of learning. 04/29-05/01/2013

Manageable and Essential
National Adult Education College and Career Readiness Training Design Initiative Manageable and Essential CCR Standards for Adult Education consists of a manageable set of standards essential for college and career readiness Consistency between K-12 and adult education systems Opportunity to create common tools and materials to support implementation Opportunity to prepare students for new assessment models (e.g., GED® test, PARC, and Smarter Balance) CCR Standards for Adult Education, 2013 Key Points Discuss each of the bullets included on the slide. Emphasize that the first priority of the move to CCR Standards for Adult Education is the opportunity to better prepare students not only for new assessment models, but also for the demands of life. Emphasize that the standards are both essential and manageable. 04/29-05/01/2013

Alignment to CCSS in ELA/Literacy
National Adult Education College and Career Readiness Training Design Initiative Alignment to CCSS in ELA/Literacy 2014 GED® test HiSET™ TASC Fully aligned to CCSS as well as college and career readiness standards developed by Texas and Virginia Phase I reflects substantial alignment with CCSS in English Language Arts and Mathematics Phase 2 will reflect greater alignment with CCSS , each TASC subtest will align more tightly with the CCSS Transition begins in 2014 with multiple-choice items in Reading and a writing prompt in 2016. Constructed responses will include constructed-response and technology enhance items. Key Points In addition to the 2014 GED® test, there are also two alternative high school completion assessments: HiSET™ developed by the Educational Testing Service TASC developed by CTB McGraw-Hill, LLC Review the alignment of each assessment to the Common Core State Standards. 04/29-05/01/2013

English Language Arts/Literacy New Realities
National Adult Education College and Career Readiness Training Design Initiative English Language Arts/Literacy New Realities Key Points Discuss with participants that all adult educators are facing new realities as they move to the future. Explain that throughout the rest of the presentation, they will be focusing specifically on the impact of the English Language Arts/Literacy CCR standards in their classrooms. 04/29-05/01/2013

What is at stake? “My view is that good writing is a sign of good thinking. Writing that is persuasive, logical, and orderly is impressive. Writing that’s not careful can be a signal of unclear thinking.” “Writing is integral in nearly every job. It’s really not a promotion issue since you’d never get to the point of promotion without good communications skills. You can’t move up without writing skills.” Key Points In 2004, the National Commission on Writing for America’s Families, Schools, and Colleges conducted a survey of business leaders. This report Writing: A Ticket to Work…Or a Ticket Out was a follow-up to The Neglected “R”. The Need for a Writing Revolution. A report of The National Commission on Writing in America’s Schools and Colleges, 2003. This second report from the Commission summarizes the findings of a major survey of 120 members of the Business Roundtable, a survey conducted in the spring of The Roundtable includes some of the most prominent corporations in the United States and the world. The quotes on this slide were taken directly from the report and were statements made by individuals who completed the survey. These quote emphasize what is really at stake with more rigorous instruction in adult education – the opportunity to gain employment and qualify for promotion in salaried positions. 04/29-05/01/2013

Overview of Content 2014 GED® test HiSET™ TASC
National Adult Education College and Career Readiness Training Design Initiative Overview of Content 2014 GED® test HiSET™ TASC Integrated reading and writing assessment 75% - nonfiction 25% - fiction Constructed responses Reasoning through Language Arts Social Studies Science Enhanced technology items Two tests Language Arts – Reading 40% - literary 60% - nonfiction Language Arts – Writing Contextualized editing/revising Essay Multiple choice items Essay question Reading 30% - literature 70% - informational text 10%-15% derived from vocabulary items Language Arts, Writing Multiple choice Prompt Key Points Review the overview of the content of each of the assessments. Discuss the type of text (fiction vs. nonfiction), item types, and type of writing required for each. Explain that as the session continues, participants will have an opportunity to view an example of the writing prompts for each assessment. Note: The 2014 GED® test includes writing in three of the four modules: Reasoning through Language Art, Social Studies, and Science. Indicate that at this time HiSET™ and TASC include writing in their Language Arts, Writing assessments. 04/29-05/01/2013

What’s new in the Reading content domain?
National Adult Education College and Career Readiness Training Design Initiative What’s new in the Reading content domain? Analyze how individuals, events, and ideas develop and interact. Analyze the structure of texts. Determine the author’s purpose or point of view. Delineate and evaluate the argument and specific claims in a text. Analyze how two or more texts address similar themes or topics. Key Points Each of the items included on the slide reflect increases in rigor required by the CCR as well as the 2014 GED® test. In future training sessions (time permitting): Allow participants to discuss how each of these items may impact what they are currently teaching within their programs. Highlight the importance of students reading more complex text. (Refer back to complexity included earlier in the presentation.) Emphasize the need for instructors to provide opportunities for students to gain skill in analyzing multiple text that address similar themes. Include a discussion on using a variety of text types (fiction/nonfiction). 04/29-05/01/2013

What’s new in the Language content domain?
National Adult Education College and Career Readiness Training Design Initiative What’s new in the Language content domain? Complete item types that simulate real-life editing tasks Edit to eliminate non-standard or informal usage Develop an argument and support ideas with text-based evidence Strategically apply awareness of audience and purpose of the task Key Points Each of the items included on the slide reflect increases in rigor and knowledge required by the CCR as well as the 2014 GED® test. Both HiSET™ and TASC address the first and second bullets. Emphasize the need for teachers to provide a more contextualized curriculum that includes opportunities for students to edit real-life text. Discuss that test-takers will also be required to edit documents to eliminate non-standard or informal usage. An example would be the following phrase - try to win the game instead of try and win the game. The first phrase “try to win the game” uses standard English, whereas the second phrase “try and win the game” uses an informal or incorrect use of language. Discuss the need for students to learn how to develop constructed responses based on text-based evidence. Discuss the continuing need for students to apply the standard conventions of English. 04/29-05/01/2013

What’s new in the Writing domain?
National Adult Education College and Career Readiness Training Design Initiative What’s new in the Writing domain? Constructed Responses Provide real-world opportunity for test-takers to develop an argument and support ideas with text-based evidence Integrate reading and writing skills Scored using a multi-dimensional rubric Can be an extended response or a short answer Key Points Each of the items included on the slide reflect increases in rigor and knowledge required by the CCR as well as the 2014 GED® test. The sample item provided by TASC includes the importance of developing the writing through the use of specific and relevant information and examples from two text. Review each of the following with participants Constructed response questions require that test-takers read an excerpt(s) and then respond to the question by developing an argument (often referred to as a thesis statement). The claim or thesis statement must be supported with ideas from the excerpts and may also require support based on background knowledge. Constructed response questions integrate the writing and reading process. Students will need to improve their reading skills in order to extract information from text and develop an extended response. Students will need to understand that writing is a process that requires multiple steps, including prewriting or planning, organizing, drafting, and editing/revising their responses. Responses are scored using a multi-dimensional rubric. Constructed response questions can be an extended response or short answer. 04/29-05/01/2013

Then 2002 GED® Essay Prompt What is one important goal you would like to achieve in the next few years? In your essay, identify that one goal and explain how you plan to achieve it. Use your personal observations, experience, and knowledge to support your essay. Key Points Review the prompt. The 2002 essay prompt asks test-takers to “create” a response based on a question. The test-taker is expected to use personal observations, experience, and knowledge to support his/her essay. 04/29-05/01/2013

Now – 2014 GED® test Key Points Slides 23 and 24 clearly demonstrate the differences in structure and content between the 2002 and 2014 GED® tests. The 2014 extended response requires that the test-taker read two texts and analyze both to determine which position is best supported. Test-takers are not asked for their own opinion, but rather to use evidence from the texts to support the response. This type of writing is very different from what instructors are generally teaching in today’s classroom. However, most instructors have found that constructed response writings actually present better options for students and is easier than “creating” an opinion response. This item has been identified as a Depth of Knowledge Level 3 due to the strategic thinking and complex cognitive processing required to complete the task. 04/29-05/01/2013

Now – HiSET™ Copyright © 2013 Educational Testing Service.
National Adult Education College and Career Readiness Training Design Initiative Now – HiSET™ Key Points Review the sample prompt with the participants. Take note of the directions that test-takers will need to follow as they develop their response. The essay prompt is designed to measure proficiency in the generation and organization of ideas through a direct assessment of writing. Candidates will be evaluated on development, organization, language facility, and writing conventions. Copyright © 2013 Educational Testing Service. 04/29-05/01/2013

Now – TASC Copyright © 2013 CTB/McGraw-Hill Proprietary
National Adult Education College and Career Readiness Training Design Initiative Now – TASC Key Points The writing prompt is tightly aligned to the spirit and expectations of the CCSS and is a text-based prompt as opposed to a stand-alone prompt used in past writing assessments. Students must develop an essay, use examples from the texts associated with the prompt, and provide evidence. This type of prompt allows students to demonstrate CCSS: reading critically, writing fluently, and using language effectively. CTB/McGraw-Hill LLC has indicated that this items is a Depth of Knowledge 4. A 4-point scoring rubric will be used. Copyright © 2013 CTB/McGraw-Hill Proprietary 04/29-05/01/2013

Holistic Scoring Key Points Set the stage for changes in scoring by briefly reviewing what is currently being done in adult education classrooms. The current scoring rubric includes five areas on which the essay is scored. Holistic scoring is used for the 2002 series essays. No one area has greater weight than another. Test-takers receive a score ranging from 0 to 4 based on the five areas included in the rubric. If a test-taker earns a score of less than a 2, the multiple-choice portion of the Language Arts, Writing test is not scored. 04/29-05/01/2013

Begin With THE END IN Mind!
National Adult Education College and Career Readiness Training Design Initiative Begin With THE END IN Mind! Key Points Explain that in this component of the session, the focus will be on exploring the differences between writing that is currently seen from students in adult education classrooms, and what adult learners are capable of producing. 04/29-05/01/2013

CCR Writing Standards CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce a claim Supply evidence of each claim Use words, phrases, and clauses to link sections Create cohesion Establish and maintain formal style and objective tone Attend to the conventions Provide a concluding statement that supports argument presented Key Points The CCR Standards for Adult Education emphasize the importance of students having the skills necessary to develop arguments and informative/explanatory texts. The standards highlight the fact that this focus should be maintained throughout the specific levels. If time permits, review the CCR Anchor 1 table which includes specific level standards for Levels B-E. Briefly review each of the bullets included under CCR Anchor 1. Explain that each of these items are incorporated into the 2014 GED® Writing Scoring Rubric. At this time, information is not available on the scoring rubric for HiSET™ or TASC . 04/29-05/01/2013

Scoring based on 2014 GED® Traits of Writing
National Adult Education College and Career Readiness Training Design Initiative Scoring based on 2014 GED® Traits of Writing Key Points The 2014 GED® RLA Extended Response Scoring Rubric looks very different from the 2002 GED® Essay Scoring Rubric. Candidate responses will be scored based on three traits that are adapted from Anchor Standards in the Common Core State Standards for English Language Arts and reflect the standards outlined in CCR Writing Anchor 1. The traits are: Trait 1: Analysis of arguments and use of evidence Trait 2: Development of ideas and structure Trait 3: Clarity and command of standard English conventions These three traits in the rubric explicitly identify the qualities of test-takers’ writing that are to be evaluated. Each of the traits are scored from 0 – 2 with 6 raw score points possible for an extended response in the Reasoning through Language Arts test. The ER item is weighted in determining the final test score, since demonstration of the ability to write well is such a critical skill for adults to demonstrate mastery. 04/29-05/01/2013

Trait 1 Rubric Overview Argument Creation of argument
National Adult Education College and Career Readiness Training Design Initiative Trait 1 Rubric Overview Argument Creation of argument Evidence – use of text citations to support created argument of source text(s) Validity Assessment of the argument in source text(s) Analysis of the issue Integration Integration of claims, explanations and textual evidence Connection of purpose to prompt Key Points Review each of the elements within Trait 1 - Analysis of Arguments and Use of Evidence. Explain that using text citations refers to the use of quotes ,not a citation such as those found in the Chicago, APA, or other style manuals. Discuss with participants the importance of students identifying the stance or claim that they will support with evidence. Emphasize that students must respond based on what is included in the text(s), not their own personal opinion. Explain that validity refers to how well the student has analyzed the issue included in the text source. Discuss with participants the need for students to integrate the claim, explanation, and the evidence included in the text(s). 04/29-05/01/2013

Trait 2 Rubric Overview Ideas Development (reasoning)
National Adult Education College and Career Readiness Training Design Initiative Trait 2 Rubric Overview Ideas Development (reasoning) Elaboration of ideas Progression Progression (flow) of ideas Connection of details to main ideas Organization Structured to convey message Transitional devices Words Appropriate word choice Advanced vocabulary application Awareness Demonstrated to audience and purpose Form of writing – objective rhetoric and persuasive Key Points Have participants briefly review the elements included in Trait 2. Have participants discuss which of these elements are already a part of their writing instruction. In current writing programs, instructors help students develop and connect ideas, organize their thoughts, use transition words, etc. Explain that students will need to work on developing their vocabulary. Unfortunately, many students in GED® preparation programs do not make word choices or use a level of vocabulary equivalent to that of graduating high school students. Participants need to recognize that students increase their vocabulary by reading more, diverse texts. 04/29-05/01/2013

Trait 3 Rubric Overview Conventions – Application of standard English (e.g., homonyms/contractions, subject-verb agreement, pronoun usage, placement of modifiers, capitalization, punctuation) Sentence Structure Variety Clarity Fluency (e.g., correct subordination, avoidance of wordiness, run-on sentences, awkwardness, usage of transition words, appropriate usage for formal structure Errors Mechanics and conventions Comprehension based on errors Key Points Trait 3 reflects many of the areas that are currently covered in GED® preparation programs. Programs often place a heavy focus on grammar issues when working with students. Review each of these items and discuss any areas that participants feel may be problematic for teachers. Remind participants that students are expected to write at a level appropriate for “on-demand, draft writing.” GED Testing Service® understands that test-takers will have limited time to review and edit their work, and has taken this into account when scoring the Extended Response and Short Answer items on the new 2014 GED® test. Writing is not expected to be error-free but should show a good command of the conventions emphasized in the rubric. 04/29-05/01/2013

Let’s Take a Closer Look
National Adult Education College and Career Readiness Training Design Initiative Let’s Take a Closer Look An Analysis of Daylight Savings Time The article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice’s impact on energy consumption and safety. In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response. Materials from GED Testing Service® Key Points Explain that the following activity will allow participants to view a sample text and extended response prompt that was used during field testing by GED Testing Service®. Participants will have an opportunity to review and discuss sample anchor papers written by adult learners. Review the extended response with participants. Point out the following: The article presents arguments from both supporters and critics of DST. The extended response requires that the test-taker: Analyze both positions Determine which is best supported Use evidence to support the response Remind participants that they may have a tendency to focus on whether they agree with the content of the passage – either for or against Daylight Savings Time. Remember that the task given to test-takers was not to create a position either for or against the issue, but rather to EVALUATE which of the positions taken in the stimulus material was best constructed or supported. It is easy, even in a training session, to have discussion devolve into one based on arguments about DST itself – so make sure participants in the session are aware of this trap. “Set up” the reading by modeling a pre-reading strategy such as “TIPP?”. Have participants do a “close” reading of the article and prompt. 04/29-05/01/2013

Reviewing the Anchor Papers
National Adult Education College and Career Readiness Training Design Initiative Reviewing the Anchor Papers Read each of the anchor papers Identify the following: Claim or stance Evidence to support claim or stance Strengths and weaknesses of each writing sample Development of ideas and organization Use of the conventions of standard English Sentence structure Errors in mechanics and conventions Key Points Have participants read each anchor paper and discuss the various strengths and weaknesses. Have participants identify the following: Claim or stance (thesis statement) taken by each writer Evidence included in the response to support the claim or stance For this activity, trainers will need to use the following six slides. Generally, participants will have strong responses about different aspects of the writing samples. Most will immediately focus on grammar mechanics and usage errors, rather than the important traits of creating an argument and using evidence. Remind participants that the writing is considered a draft and not a finished and polished final edition. As a trainer, it will be up to you to walk participants through the anchor papers asking questions about how well the writer met the rubric’s criteria. Anchor papers from the GED Testing Service® are provided for your use. 04/29-05/01/2013

Trait 1 Rubric Overview Argument Creation of argument
National Adult Education College and Career Readiness Training Design Initiative Trait 1 Rubric Overview Argument Creation of argument Evidence – use of text citations to support created argument of source text(s) Validity Assessment of the argument in source text(s) Analysis of the issue Integration Integration of claims, explanations and textual evidence Connection of purpose to prompt Key Points Anchor paper 56 A-B has been scored at the highest level. Start with that anchor paper and reinforce the elements of the rubric. Ask participants the following: Did the writer create an argument? Did the writer accurately analyze the issue? Did the writer integrate evidence from the text to support his/her response? Use the next slide to show examples that respond to these questions. 04/29-05/01/2013

Trait 1: Creating Arguments and Using Evidence
National Adult Education College and Career Readiness Training Design Initiative Trait 1: Creating Arguments and Using Evidence “In the argument for daylight savings time, it seems that the pro daylight savings time position has won. The first article brings up several improvements in the daily lives of Americans which daylight savings time brings about. The article then uses studies and large scale research to support it’s position. In the second article, only smaller scale studies are used, and the writer uses arguments with no factual basis to support an anti-daylight savings position. In the first article, historical facts are supplied to explain why daylight savings time was created – to save energy during the first world war – and the way it has evolved over the years from a state decision to a national one. . .” Argument Supporting Evidence Key Points Read the highlights of the argument and why the evidence supports the argument. Point out that the first sentence is the thesis statement or claim made by the writer. Refer to the second bullet to indicate the way the writer began to list evidence from the excerpt. 04/29-05/01/2013

Trait 2 Rubric Overview Ideas Development (reasoning)
National Adult Education College and Career Readiness Training Design Initiative Trait 2 Rubric Overview Ideas Development (reasoning) Elaboration of ideas Progression Progression (flow) of ideas Connection of details to main ideas Organization Structured to convey message Transitional devices Words Appropriate word choice Advanced vocabulary application Awareness Demonstrated to audience and purpose Form of writing – objective rhetoric and persuasive Key Points As indicated earlier, anchor paper 56 A-B has been scored at the highest level. Start with that anchor paper and reinforce the elements of the rubric. Ask participants the following: Did the writer develop his/her ideas and elaborate on those ideas? Is there a connection of details to the main ideas? Is the writing organized and are there transitional devices used throughout the response? Are word choices appropriate for this level of writing? Can you tell if the writer is aware of the audience and purpose for the writing? Is it objective? Use the next slide to show examples that respond to these questions. As the trainer reviews each anchor paper, it is important to complete the same process. Ask specific questions in each area to reinforce the criteria included in the rubric and how the writer met or did not meet that criteria. 04/29-05/01/2013

Trait 2: Development of Ideas and Organizational Structure
National Adult Education College and Career Readiness Training Design Initiative Trait 2: Development of Ideas and Organizational Structure “. . . In the first article, historical facts are supplied to explain why . . .” “. . . The second article cites this technology, which is much more prevalent now than in the 1970s and certainly more than during the inception of DST . . .” “. . . The next topic, which is cited by both arguments, is driver and pedestrian safety . . .” “. . . The second article, however, did not read the facts carefully, because the facts they cite . . .” Key Points These are excerpts from the writing sample that show the progression of ideas through organizational skills, appropriate word choice, and an awareness of the audience and purpose. The majority of these sentences are taken from the beginning of paragraphs within the writing sample. It is clear that the test-taker is effective in developing ideas and providing a strong organizational structure. As the trainer reviews each anchor paper, it is important to complete the same process. Asking specific questions in each area to reinforce the criteria included in the rubric and how the writer met or did not meet that criteria. 04/29-05/01/2013

Trait 3 Rubric Overview Conventions – Application of standard English (e.g., homonyms/contractions, subject-verb agreement, pronoun usage, placement of modifiers, capitalization, punctuation) Sentence Structure Variety Clarity Fluency (e.g., correct subordination, avoidance of wordiness, run-on sentences, awkwardness, usage of transition words, appropriate usage for formal structure Errors Mechanics and conventions Comprehension based on errors Key Points As indicated earlier, anchor paper 56 A-B has been scored at the highest level. Start with that anchor paper and reinforce the elements of the rubric. Ask participants the following: Is the writer able to apply the conventions of standard English? Does the writer use a mix of simple, compound, and complex sentences? Is there fluency in sentence structure? Are there errors in the mechanics of the writing or the conventions? Is the reader’s ability to understand the response impacted by errors in structure, mechanics, or conventions? Are there any areas where improvement could be made? Where? Why? Use the next slide to show examples that respond to these questions. 04/29-05/01/2013

Trait 3: Clarity and Command of Standard English Conventions
National Adult Education College and Career Readiness Training Design Initiative Trait 3: Clarity and Command of Standard English Conventions Use of standard English “. . . Opponents counter this claim, stating other results from different studies nullify this finding. According to the article, “a study in California indicated that DST had little or no effect on energy consumption that year.” In another study done in Indiana, it showed that “residents of that state spend $8.6 million more each year for energy, and air pollution increased aft he state switched to DST.” It is hypothesized that these jumps in energy and pollution are due to “increased use of air conditioning as a result of maximizing daylight hours.” Clearly this counters the argument that Daylight Savings Time is a cost effective measure. Energy efficiency isn’t the only aspect of DST that can be disproven. . .” Sentence variety Clarity of thoughts Key Points This example is taken from another writing sample. Notice the use of standard English, sentence variety, clarity of thoughts, and the limited number of errors. Have participants review the anchor paper and identify any specific errors that are found. Remind participants that test-takers will be scored on all three traits when completing an extended response. For example, a test-taker may receive a 2 on Trait 1; a 2 on Trait 2; and a 1 on Trait 3 to obtain a raw scale score of 5. A set score for “passing” the Extended Response item on Reasoning through Language Arts module has not been established at this time. However, because the ER item is weighted in determining the final score on the RLA Module, it will be critical for students to do well on this item, even more so than on other items that are not explicitly weighted. Few errors 04/29-05/01/2013

2014 GED® SS Extended Response Rubric
National Adult Education College and Career Readiness Training Design Initiative 2014 GED® SS Extended Response Rubric Key Points There is one extended response on the Social Studies module. A rubric has been developed for the Social Studies Extended Response (ER) as well. The traits are still: Trait 1: Analysis of arguments and use of evidence Trait 2: Development of ideas and structure Trait 3: Clarity and command of standard English conventions However, on the Social Studies ER, Trait 1 is scored from 0 – 2; Trait 2 is scored 0 – 1; and Trait 3 is scored 0 – 1 with 4 raw score points possible for an extended response the Social Studies test. The Social Studies ER item is also weighted in determining the final test score. 04/29-05/01/2013

Sample Social Studies Prompt
National Adult Education College and Career Readiness Training Design Initiative Sample Social Studies Prompt In your response, develop an argument about how the author's position in her letter reflects the enduring issue expressed in the excerpt from Thomas Jefferson. Incorporate relevant and specific evidence from the excerpt and the letter as well as your own knowledge of the enduring issue and the circumstances surrounding the case to support your analysis. Key Points There will be one extended response in Social Studies. 04/29-05/01/2013

Short Answers in Science
National Adult Education College and Career Readiness Training Design Initiative Short Answers in Science Science Test MC Item Science Test SA Item Identify which step (out of four listed) would produce a particular outcome in a scientific process? Design an experiment to test the hypothesis (given in the stimulus). Be sure to include descriptions of your data collection process and data analysis in your response. Advantages: SA items allow assessment of a higher level of cognitive complexity because they require test-takers to express a response in their own words. Tasks that appear in short answer items more like problems test-takers encounter in their daily lives. Key Points There will be two short answer items on the 2014 GED® Science module. There are many advantages to using short answer formats in science. Short answer items allow assessment of a higher level of cognitive complexity and is a more authentic process for assessment. Review the chart with participants. 04/29-05/01/2013

Short Answer Scoring Rubric
National Adult Education College and Career Readiness Training Design Initiative Short Answer Scoring Rubric “Because each item will have its own rules for scoring, scoring guides will be developed alongside the item itself.” GEDTS® Assessment Guide for Educators 3.3. 1 2 3 Key Points Each Short Answer item will have its own rules for scoring. Each Short Answer item on the 2014 GED® assessment will be scored on a three-point scale. For some items, the three points will be accumulated when the test-takers identify or analyze up to three specific details or correct answers. One point would be given for each “correct” response. However, scoring guides will also represent the variety of answers that are drawn from the various responses obtained when the short answer items are field tested. Test-takers are creative and may come up with correct responses that use different words or ideas than initially noted. The use of these exemplars plus the scoring guides will provide a accurate assessment of the writings provided by test-takers in short answers. 04/29-05/01/2013

A Review of the Research Evidence-based practices for teaching writing include . . . Key Points During this component of the session, the focus will shift to strategies and best practices for the classroom. Steve Graham is the Curry Ingram Professor of Literacy at Vanderbilt University. His research focuses on reading and writing instruction. Steve is the author of Writing Next and Writing to Read, meta-analyses conducted for the Carnegie Corporation of New York. Amy Gillespie is a doctoral student in the Department of Special Education at Peabody College of Education and Human Development at Vanderbilt University. She works in the Experimental Education Research Training Program (ExpERT) at Vanderbilt, supported by the U.S. Department of Education’s Institute for Education Sciences (IES). Her primary research interests include writing activities that support reading and interventions for struggling writers. Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt University (2011) 04/29-05/01/2013

A Review of the Research
National Adult Education College and Career Readiness Training Design Initiative A Review of the Research Strategy Instruction Summarization Peer Assistance/Collaboration Setting Product Goals Word Processing Sentence Combining Key Points [The following are key points from the research conducted by Steve Graham and Amy Gillespie. Each point should be covered to help participants understand the full range of practices that can help students improve their writing skills. The full text is included in the Train-the-Trainer Manual.] Strategy instruction involves explicitly and systematically teaching students strategies for planning, revising, and/or editing text. It is important that when teaching different strategies, the instruction is designed to teach students to use these strategies independently, also referred to as self-regulation. Writing strategies range from processes, such as brainstorming (which can be applied across different genre and content areas) to strategies designed for specific types of writing, such as constructed responses or essays or short stories. Teaching summarization skills can include different types of strategies for summarizing text or instructional activities designed to improve students’ text summarization skills. It’s important that students understand and can apply these six rules of summarization: Delete unnecessary material Delete redundant material Compose a word to replace a list of items Compose a word to replace individual parts of an action Select a topic sentence Invent a topic sentence, if necessary Peer assistance involves students working collaboratively to plan, draft, and/or revise their compositions. Assign students specific goals for the written product they are to complete. Can you imagine writing a research report or a workplace manual in long hand and having it readable? Word processing can assist students in documenting their ideas, as well as in the editing and revision process. Have students use word processing and related software to write. Many of our students create very simple sentences when writing. To assist them in constructing more complex and sophisticated sentences, provide exercises where two or more basic sentences are combined into a single sentence. Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt University (2011) 04/29-05/01/2013

A Review of the Research
National Adult Education College and Career Readiness Training Design Initiative A Review of the Research Process Approach Inquiry Pre-Writing Activities Writing as a Tool for Learning Study of Models Key Points [The following are key points from the research conducted by Steve Graham and Amy Gillespie. Each point should be covered to help participants understand the full range of practices that can help students improve their writing skills. The full text is included in the Train-the-Trainer Manual.] A process approach to writing involves extended opportunities for writing authentic or real-world text; engaging in cycles of planning, translating, and reviewing; taking personal responsibility and ownership of the writing project; collaborating; creating a supportive writing environment that includes an explicit, systematic mode of instruction, self-reflection, evaluation, and personalized, individual assistance. We often hear about the inquiry method when teaching mathematics. However, effective writing instruction also includes inquiry. It is important to engage students in activities that help them develop ideas and content for a particular writing task by analyzing immediate and concrete data, such as comparing and contrasting information or evaluating evidence obtained. Example of Inquiry: Goal – Describe the action of people. Analyze Data – Observe one or more peers during specific activities. Specific Strategies – Ask the people observed why they did what they did. Apply – Write based on insights. Engage students in activities (such as using a semantic web or brainstorming) designed to help them generate or organize ideas for their composition. How many of you are currently taking notes? Writing is an effective tool for learning. Integrating the reading and writing process assists students in learning important content information. Have students use writing as a tool for learning content. Provide students with good writing examples. Have them examine one or more specific types of text and attempt to emulate the patterns or forms in these examples in their own writing. Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt University (2011) 04/29-05/01/2013

Don’t Forget That Once Is Not Enough!
National Adult Education College and Career Readiness Training Design Initiative Don’t Forget That Once Is Not Enough! When teaching a new strategy Activate background knowledge Discuss the strategy Model the strategy Have students memorize the steps for the strategy Support students learning to implement (scaffolding) Establish independent practice to gain mastery (practice makes perfect) Key Points It is important when teaching a new strategy to first model the strategy for students and then provide guided and independent practice. Students need approximately exposures to a new strategy in order to become self-regulated learners.(that includes modeling by the instructors, guided practice, and independent practice). 04/29-05/01/2013

What is sentence combining?
National Adult Education College and Career Readiness Training Design Initiative What is sentence combining? It is the act of making one smoother, more detailed sentence out of two or more short, choppy sentences. It starts with a “kernel” – an irreducible sentence. For example: The dog ran. The story is boring. Key Points Of the many difficulties writers may encounter, crafting effective sentences can be quite challenging. The ability to construct an effective sentence is a critical skill for a writer to master. However, many of our students have a tendency to create short, choppy sentences. Sentence combining activities give students mindful writing practice that teaches the logic of sentence structure, sentence editing and revising, paragraph development and organization, and practice with different syntactic options. A kernel sentence is a simple, active, declarative sentence containing no modifiers or connectives that may be used in making more elaborate. [Example: The sentence “Good tests are short” is made from two kernel sentences: (1) “Tests are short.” (2) “(The) tests are good.”] 04/29-05/01/2013

Benefits of Sentence Combining
National Adult Education College and Career Readiness Training Design Initiative Benefits of Sentence Combining Increases an awareness of writer motivations and reader responses Helps convey different ideas Assists in the use of the grammar in context Fosters revision skills Key Points Sentence combing increases an awareness of the writer’s responses. The writer may ask himself/herself: How does my writing sound to others? Is there a better way of saying it? Varying sentence combinations can assist students in conveying different ideas through reducing the choppy or run-on style sentences that students often produce. Sentence combining also elevates awareness of and familiarity with different syntactic options for expressing the same idea, as well as providing options for how to say the “same thing” differently. Discussing sentence combining exercises assists in the use of grammar in context. Sentence combining exercises illustrate how punctuation organizes sentence elements. Sentence combining exercises foster skills in revision by promoting reorganization through the addition or elimination of textual elements. 04/29-05/01/2013

A Few Ways to Combine Sentences
National Adult Education College and Career Readiness Training Design Initiative A Few Ways to Combine Sentences Use a series of words or phrases Use compound subjects and/or verbs Use a key word (move a word between sentences) I am going to meet the president. I will meet him tomorrow. Tomorrow, I am going to meet the president. Use phrases (prepositional, participle, infinitive, and appositive phrases) Use compound or complex sentences Key Points There are a number of ways to combine sentences. Review each of the bullets included on the slide. [If needed, review page of the Train-the-Trainer Manual for specific information on each of the bullets.] Focus on the importance of having students develop sentences that effectively convey their ideas while maintaining grammatical integrity. 04/29-05/01/2013

Let’s Combine! Meditation can help you relax.
National Adult Education College and Career Readiness Training Design Initiative Let’s Combine! Meditation can help you relax. Meditation is a technique. The technique can be learned. Key Points Have the whole group identify different ways they could combine these three sentence into one effective sentence. Call on participants to share their responses. Examples may include, but are not limited to: Meditation is a learned technique that can help you relax. Meditation, a learned technique, can help you relax. Learning meditation can help you relax. 04/29-05/01/2013

Let’s Combine! How about . . .
National Adult Education College and Career Readiness Training Design Initiative Let’s Combine! How about . . . Meditation can help you relax. Meditation is a technique. The technique can be learned. Key Points Discuss the differences of the examples provided by the participants. Share the example from the slide. Meditation, a relaxation technique, can be learned. 04/29-05/01/2013

Nina needed to earn money. Nina is a hard worker.
National Adult Education College and Career Readiness Training Design Initiative Let’s Combine! Nina applied for a job. Nina needed to earn money. Nina is a hard worker. Key Points Have the whole group identify different ways they could combine these three sentence into one effective sentence. Call on participants to share their responses. Examples may include, but are not limited to: Nina, a hard worker, applied for a job to earn more money. Hard working Nina applied for a job to earn money. Nina, a hard worker, applied for a job because she needed more money. 04/29-05/01/2013

National Adult Education College and Career Readiness Training Design Initiative Let’s Combine! How about . . . Nina applied for a job. Nina needed to earn money. Nina is a hard worker. A diligent employee, Nina applied for a job to earn additional money. Key Points Display the sample sentence provided on the slide. Explain that combining sentences is one way of making revisions that can increase the effectiveness of a sentence. Discuss the differences in this sample sentence: Hard working has been changed to diligent, a more advanced word choice. The word “employee” has been included, even though there was no mention in the three sentences that Nina was currently employed or unemployed. The writer made an inference that because Nina was a “hard worker,” she was employed. The word “additional” money was included even though there was no mention of her needing “more” money, just that she needed money. Explain that when combining sentences, students may wish to use the following strategy – ARMS, an acronym for: Add words Remove words Move words Substitute words 04/29-05/01/2013

Let’s Combine! A sports car screamed around the corner.
National Adult Education College and Career Readiness Training Design Initiative Let’s Combine! A sports car screamed around the corner. The sports car was red. It screeched to a stop in front of the doors. The doors led into the hospital. Key Points Have participants work in groups and combine the four sentences on the slide into one creative, effective sentence. Give participants “permission” to be creative – something students often need as well. Have participants write their new, creative sentence on chart paper and be prepared to share with the group. [Since you have given permission for participants to be creative in this activity, you may receive some very interesting sentences. The point is to allow the participants to have fun, use their grammar skills, and create truly interesting sentences.] 04/29-05/01/2013

National Adult Education College and Career Readiness Training Design Initiative Let’s Combine! How about . . . A sports car screamed around the corner. The sports car was red. It screeched to a stop in front of the doors. The doors led into the hospital. The fire-red sports car screamed around the corner and screeched to a stop in front of the hospital emergency room. Screaming around the corner, the fire-red sports car screeched to a stop in front of the hospital’s emergency room door. Key Points Have participants share their responses. Share the examples on the slide. Debrief the activity and address any issues or concerns that arise. 04/29-05/01/2013

How to Incorporate Sentence Combining
National Adult Education College and Career Readiness Training Design Initiative How to Incorporate Sentence Combining Introduce alongside the writing process Provide short, frequent sessions Organize lessons into Teacher modeling Support/guided practice Independent practice Develop evaluative questions Use content as exercises Make it fun! Key Points The main point of this activity is to actively engage students in the writing process. Students often see little value in revising their writing and depend heavily on teachers in helping them revise. This strategy should be used as a part of the writing process and should be completed in short (10 minutes), but frequent sessions. As with any strategy, teachers need to model, provide guided practice, and then move students to independent practice. Teachers should include evaluative questions as part of the activity. The following are some examples of evaluative questions that can be used. Which of the versions do you think is the best? Why? In what major ways do the versions differ: Which begins the best? Which has the most logical organization? Which version has the most effective conclusion? Which version seems to be the most understandable to you? Why? Which version do you believe the intended audience will enjoy the most? Why? Which versions offer the most variety in sentence structure? Which has included the most remarkable or interesting structures? Which is the most rhythmically effective version? How is this effectiveness achieved? It is important that this activity be fun for students – writing does not have to be a chore, but rather something that can be entertaining as well as informative. 04/29-05/01/2013

Using Text Structure to Improve Comprehension Skills
National Adult Education College and Career Readiness Training Design Initiative Fiction vs. Nonfiction Using Text Structure to Improve Comprehension Skills Key Points Emphasize the need for effective reading comprehension skills. One strategy is to teach students how to use the different types of text structure, specifically in nonfiction excerpts, in order to “set the stage” for their close reading. 04/29-05/01/2013

Effective readers use text structure to . . .
National Adult Education College and Career Readiness Training Design Initiative Effective readers use text structure to . . . Predict what is to be read Comprehend/understand text Observe the way the author has organized the text Look for key words and concepts Note the different headings and subheadings Notice and interpret graphics Key Points Research supports that effective readers use text structure to aid in comprehension. Review the different ways that text structure can be used. 04/29-05/01/2013

Types of Text Structure
National Adult Education College and Career Readiness Training Design Initiative Types of Text Structure Description Sequence and Order Compare and Contrast Cause and Effect Problem and Solution Key Points Review the different types of text structures. You may wish to have participants share examples of text that use each type of structure. 04/29-05/01/2013

(a skill needed for both effective reading and writing)
National Adult Education College and Career Readiness Training Design Initiative Summarizing (a skill needed for both effective reading and writing) Key Points Summarizing is a skill that is needed in both reading and writing. Students often see summarization as merely taking the first or last sentence of a paragraph and using that as their summary. Students need strategies to learn how to extract information from the text that they and develop effectively summary. 04/29-05/01/2013

Rules of Summarizing Attribute sources Use topic sentences
National Adult Education College and Career Readiness Training Design Initiative Rules of Summarizing Attribute sources Cite the original source Use topic sentences Give your audience an idea of main points you want to make Omit excess detail Leave out minuscule details; focus on what’s relevant Collapse lists Condense lists to single descriptive word Condense multiple paragraphs to one paragraph Key Points Whether summarizing information for a class assignment, a work presentation, or a note to a child’s teacher, having steps that can be used consistently is important. This article focuses on four areas that students can use in order to summarize the text that they read. Review each of the steps with participants. If you would like more detailed information, access The Rules of Summarizing, by Kate Taylor, eHow Contributor 04/29-05/01/2013

Summarizing British Pass Stamp Act – March 22,1765
National Adult Education College and Career Readiness Training Design Initiative Summarizing British Pass Stamp Act – March 22,1765 Hoping to raise sufficient funds to defend the vast new American territories won from the French in the Seven Years' War, the British government passes the notorious Stamp Act in The legislation levied a direct tax on all materials printed for commercial and legal use in the colonies, including everything from broadsides and insurance policies to playing cards and dice. Though the Stamp Act employed a strategy that was common in England, it stirred a storm of protest in the colonies. The colonists argued that Parliament could not impose taxes upon them without their consent. Believing this right to be in peril, the colonists rioted and intimidated all the stamp agents responsible for enforcing the act into resignation. Not ready to put down the rioters with military force, Parliament eventually repealed the legislation. However, the fracas over the Stamp Act helped plant seeds for a far larger movement against the British government and the eventual battle for independence. Key Points This is a short passage that can be used for two purposes: to provide students with an opportunity to practice their summarizing skills and to introduce students to social studies content. Use a pre-reading strategy, such as TIPP?, to introduce the passage. Have participants read the passage and then turn over the passage, so that they can no longer refer to it. 04/29-05/01/2013

Somebody-Wanted-But-So
National Adult Education College and Career Readiness Training Design Initiative Somebody-Wanted-But-So Somebody Wanted But So Christopher Columbus To sail to India to buy spices He ran into the Caribbean Islands He claimed the area for Spain. Anne Frank To hide from the Nazis Someone turned her in She died in a concentration camp. Adolf Hitler To control all of Europe The Allies fought against him He killed himself when Germany was defeated. Thomas Edison To invent the incandescent light bulb His light bulb blackened (the Edison effect) It later led to the electron tube, the basis of the electronics industry British ? Key Points The Somebody-Wanted-But-So strategy (MacOn, Bewell & Vogt, 1991) is used during or after reading to help students understand literary elements such as conflicts and resolutions. It is also a great summarization technique for social studies, since so much of world history is based on the wants and needs of humans. Students complete the strategy on a chart or on a folded piece of paper. They identify who wanted something, what they wanted, what conflict arose, and the resolution. Review the sample items provided in the Somebody-Wanted-But-So chart. Have participants complete the chart based on what they read about the Stamp Act. This activity was identified from the Internet at the West Virginia Department of Education’s Strategy Bank at: 04/29-05/01/2013

Important Ideas Key Points Have participants identify three important ideas they learned from the passage. Write the ideas on chart paper or on the white board. Have each participant develop a sentence (15-20 words in length) that combines these ideas into one effective sentence. Have participants share their sentences with the rest of the group. Explain that this activity can also be used with students who have lower level reading and writing skills. The activity can be used with any short reading text. 04/29-05/01/2013

Getting the GIST Build comprehension and writing skills. (It’s really only 5 Ws and an H) Who? What? When? Where? Why? How? Summarize in 20 words or less. Key Points Have participants answer the 5 Ws and H questions based on the passage. Write the participants’ responses on chart paper or on the white board. Have each participant develop a sentence (no more than 20 words in length) that combines these answers into one effective sentence. Have the participants share their sentences with the rest of the group. Explain that this activity can be used with students at any level. Not only will students have to extract meaning from text, but they will also incorporate their answers into one (edited and revised) sentence. 04/29-05/01/2013

Getting Started with Constructed Responses
National Adult Education College and Career Readiness Training Design Initiative Getting Started with Constructed Responses Integrating Reading and Writing Key Points Constructed responses measure application-level cognitive skills as well as content knowledge. Constructed response items are not opinion questions. These types of items can use both primary and secondary stimuli about which the student constructs a response. Constructed response items are scored using specific criterion – a scoring rubric. 04/29-05/01/2013

Constructed response is . . .
National Adult Education College and Career Readiness Training Design Initiative Brainstorm Time! Constructed response is . . . Key Points Have participants brainstorm words and phrases that define constructed response. 04/29-05/01/2013

What is constructed response?
National Adult Education College and Career Readiness Training Design Initiative What is constructed response? Assessment items that ask students to apply knowledge, skills, and critical thinking abilities Requires students to “construct” answers without the benefit of any suggestions or choices. Requires students to generate and intertwine ideas into a response that is directly related to the text(s) Short or extended Key Points Students must use more complex cognitive processes in order to respond to an extended response or short answer. There is no “one” correct response, but rather the student constructs his/her answer based the evidence presented within the source text(s). The response must be directly related to the text. 04/29-05/01/2013

RLA Extended Response Key Points Quickly review the extended response types on the 2014 GED® test. Ideally, trainers should use the Item Sampler in order to review this item. That will enable participants to view the text(s) that must be read and the question. In addition, the trainer can demonstrate the basic keyboarding skills required. Test-takers do not need to have an extensive knowledge of word processing, but they do need to have basic keyboarding skills. The RLA extended response should take approximately 45 minutes to complete. The RLA ER item is in its own, separately timed subsection of the overall RLA test, to ensure that test-takers are always able to be aware of the time they have used and have remaining to use on the item. Please note that the space that the test-taker has to compose his or her answer does expand as the test-taker composes his/her response. As soon as the box on the screen is filled, a scroll bar will appear and the space will expand to allow as much text as needed to be entered. The scroll bar allows the test-taker to easily move to different parts of his or her response for review and editing. Demonstrate how to word process into the template, the basic tools provided along with using a hard return, inserting the cursor, backspacing, and spacing. Remind participants that tools such as grammar and spell check are not available. Also, test-takers cannot cut/paste from the excerpt. Share with participants that short-cuts, such as “control c” and “control v” can be used. Discuss that test-takers will have a whiteboard on which to plan/organize/draft before beginning to insert text into the template. Keep in mind that writers are expected to write at a level appropriate for “on-demand, draft writing.” GED Testing Service® understands that test-takers will have limited time to review and edit their work, and this is taken into account when scoring the Extended Response and Short Answer items on the new GED® Test. 04/29-05/01/2013

Science Short Answer Key Points Quickly review the extended response types on the 2014 GED® test. Ideally, trainers should use the Item Sampler in order to review this item. Using the Item Sampler will enable participants to view the text(s) that must be read and the question. In addition, the trainer can demonstrate the basic keyboarding skills required. Test-takers do not need to have an extensive knowledge of word processing, but they do need to have basic keyboarding skills. There are two short answers in science. Each should take approximately 10 minutes to complete. These items are not in a separate section and are timed within the overall time limits of the Science test. Please note that the space that the test-taker has to compose his or her answer does expand as the test-taker composes his/her response. As soon as the box on the screen is filled, a scroll bar will appear and the space will expand to allow as much text as needed to be entered. The scroll bar allows the test-taker to easily move to different parts of his or her response for review and editing. Demonstrate how to word process into the template, the basic tools provided along with using a hard return, inserting the cursor, backspacing, and spacing. Remind participants that tools such as grammar and spell check are not available. Also, test-takers cannot cut/paste from the excerpt. Share with participants that short-cuts, such as “control c” and “control v” can be used. Discuss that test-takers will have a whiteboard on which to plan/organize/draft before beginning to insert text into the template. Keep in mind that writers are expected to write at a level appropriate for “on-demand, draft writing.” GED Testing Service® understands that test-takers will have limited time to review and edit their work, and this is taken into account when scoring the Extended Response and Short Answer items on the new GED® Test. 04/29-05/01/2013

Social Studies Extended Response
National Adult Education College and Career Readiness Training Design Initiative Social Studies Extended Response Key Points Quickly review the extended response types on the 2014 GED® test. Ideally, trainers should use the Item Sampler in order to review this item. Using the Item Sampler will enable participants to view the text(s) that must be read and the question. In addition, the trainer can demonstrate the basic keyboarding skills required. Test-takers do not need to have an extensive knowledge of word processing, but they do need to have basic keyboarding skills. There is one extended response in social studies, which should take approximately 25 minutes to complete. The Social Studies ER is in a separately timed section of the overall Social Studies test. Please note that the space that the test-taker has to compose his or her answer does expand as the test-taker composes his/her response. As soon as the box on the screen is filled, a scroll bar will appear and the space will expand to allow as much text as needed to be entered. The scroll bar allows the test-taker to easily move to different parts of his or her response for review and editing. Demonstrate how to word process into the template, the basic tools provided along with using a hard return, inserting the cursor, backspacing, and spacing. Remind participants that tools such as grammar and spell check are not available. Also, test-takers cannot cut/paste from the excerpt. Share with participants that short-cuts, such as “control c” and “control v” can be used. Discuss that test-takers will have a whiteboard on which to plan/organize/draft before beginning to insert text into the template. Keep in mind that writers are expected to write at a level appropriate for “on-demand, draft writing.” GED Testing Service® understands that test-takers will have limited time to review and edit their work, and this is taken into account when scoring the Extended Response and Short Answer items on the new GED® Test. 04/29-05/01/2013

Steps for Drafting Constructed Responses
National Adult Education College and Career Readiness Training Design Initiative Steps for Drafting Constructed Responses Read the passage and question Unpack the prompt (identify key words) Rewrite the question in your own words and turn the question into a topic sentence/ thesis statement Collect relevant details from passage Organize details into a logical order Draft your answer Re-read and edit/revise your answer making sure all parts of the question are answered Key Points In order to effectively create a constructed response, students need to complete several basic steps. The first step requires the student to read the passage(s) and the accompanying question or prompt. Students must learn how to read critically in order to extract meaning from the passage(s). Students must also unpack the prompt, which requires that they identify key words that will tell them what they need to do in order to effectively respond to that prompt. The next step in the process is to rewrite the question by turning it into a thesis statement that clearly outlines the claim or stance. Once the thesis statement has been developed, the student must collect the relevant details, or evidence, from the passage(s). Remember, a constructed response does not provide their opinion, but rather the stance they have taken based on the prompt. After extracting the evidence from the passage, the student will need to organize his/her evidence in a logical manner in order to draft the response. At this point, the student drafts his/her response. Please note that the emphasis here is placed on the word “draft.” The last step in the process is for the student to re-read and then edit and revise as needed before considering that the response is complete. This also provides the student the opportunity to make sure that he/she has responded to all parts of the question or prompt. 04/29-05/01/2013

Use a Process Use a step-by-step approach, including how to:
National Adult Education College and Career Readiness Training Design Initiative Use a Process Use a step-by-step approach, including how to: unpack a prompt set up a claim (thesis statement) identify evidence in the to support the claim Key Points In the last portion of this session, the focus is on three specific strategies that students can use in order to initiate the drafting of a constructed response. Each of these elements will help ensure that the student: Understands what he/she needs to do to respond accurately to the prompt Establishes his/her claim by developing a thesis statement Identifies evidence that supports the claim made within the thesis statement 04/29-05/01/2013

Unpacking a Prompt – Do/What?
National Adult Education College and Career Readiness Training Design Initiative Unpacking a Prompt – Do/What? Explain a key similarity between Truman’s speech and Roosevelt’s speech. Use evidence from both articles to support your response. Type your response in the box. This task may require approximately 25 minutes to complete. Copyright © 2013 GED Testing Service Do What Explain Key similarity between the two speeches Use Evidence from both articles Type Your response Take Approximately 25 minutes Key Points If students are to produce effective constructed responses, they need to first accurately unpack the prompt. Unpacking the prompt allows students to identify what they must specifically do. The “Do/What” chart allows students to first identify the action to be performed and then what that action should entail. In this prompt, the first action the student must “do” is to “explain.” Next, the student determines “what” has to be explained. In this case, the student must explain a “key similarity between the two speeches.” As you continue through the chart – point out each action to be performed. For example: What will the student need to do? Use. Use what? Evidence from both articles. What will the student need to do next? Type Type what? Type the response. What will the student need to do next? Take. Take what? Take approximately 25 minutes. (Drawing attention to the time frame is very important for students who may not pay attention to the amount of time they need to construct a response.) NOTE: Examples provided through the following exercises are not all GED® prompts, but rather provide different types of prompts to use the in classroom. It is important that students have skills in unpacking various types of prompts, not only for assessment items, but also for educational and real-world writing tasks. 04/29-05/01/2013

National Adult Education College and Career Readiness Training Design Initiative Unpacking a Prompt – Do/What? A person who seems in charge of every situation is sometimes called a “natural leader.” People often look to such a person to lead them in projects both great and small. Select someone you have read about who seems to be a natural leader. Write an essay in which you describe the person and his or her accomplishments so vividly that your readers will feel they know the person. Do What Select Someone you’ve read about – a natural leader Write Essay Describe The person and accomplishments Key Points As a group, review this prompt and complete the same “Do/What” chart. In this prompt, the first action the student must “do” is to “select.” Next, the student determines “what” has to be selected. In this case the student must select the “someone you’ve read about – a natural leader.” As you continue through the chart – point out each action to be performed. For example: What will the student need to do? Write. Write what? An essay. What will the student need to do next? Describe. Describe what? The person and accomplishments. Point out to participants that this is not a 2014 GED® prompt, but is rather more closely related to a 2002 series essay prompt. The prompt does not require that a student respond to a specific text, but rather to someone they have read – a natural leader. In this case, the student would be writing a persuasive essay, rather than a constructed response. Support that unpacking a prompt works for all types of writing. 04/29-05/01/2013

It’s Your Turn - Unpack a GED® Prompt
National Adult Education College and Career Readiness Training Design Initiative It’s Your Turn - Unpack a GED® Prompt While Dr. Silverton’s speech outlines the benefits of cloud seeding, the editorial identifies drawbacks of this process. In your response, analyze both the speech and the editorial to determine which position is best supported. Use relevant and specific evidence from both sources to support your response. Type your response in the box. This task may require approximately 45 minutes to complete. Key Points Have participants work independently and complete a “Do/What” chart for the prompt. Discuss their responses and address any questions or concerns. 04/29-05/01/2013

It’s Your Turn - Unpack a GED® Prompt
National Adult Education College and Career Readiness Training Design Initiative It’s Your Turn - Unpack a GED® Prompt While Dr. Silverton’s speech outlines the benefits of cloud seeding, the editorial identifies drawbacks of this process. In your response, analyze both the speech and the editorial to determine which position is best supported. Use relevant and specific evidence from both sources to support your response. Type your response in the box. This task may require approximately 45 minutes to complete. Copyright © 2013 GED Testing Service Do What Analyze Speech and editorial Determine Best supported position Use Relevant/specific evidence from both Type Response Take 45 minutes Key Points Check that participants included the key elements of the prompt in the chart. Discuss their responses and address any questions or concerns. 04/29-05/01/2013

It’s Your Turn – Unpack a HiSET™ Prompt
National Adult Education College and Career Readiness Training Design Initiative It’s Your Turn – Unpack a HiSET™ Prompt Staying physically fit involves practicing habits such as exercising regularly, eating well and getting enough sleep. Research has shown that people who are physically fit perform better in work and school. Your employer is printing a special newsletter informing employees about important ways they can practice staying fit. Write an essay for your employer’s newsletter to persuade workers to adopt at least one behavior that will improve their fitness. Think carefully about what reasons will convince other workers to change their behavior. Copyright © 2013 Educational Testing Service. Key Points As a group, read the HiSET™ prompt Have participants independently complete the “Do/What” chart. 04/29-05/01/2013

It’s Your Turn – Unpack a HiSET™ Prompt
National Adult Education College and Career Readiness Training Design Initiative It’s Your Turn – Unpack a HiSET™ Prompt Staying physically fit involves practicing habits such as exercising regularly, eating well and getting enough sleep. Research has shown that people who are physically fit perform better in work and school. Your employer is printing a special newsletter informing employees about important ways they can practice staying fit. Write an essay for your employer’s newsletter to persuade workers to adopt at least one behavior that will improve their fitness. Think carefully about what reasons will convince other workers to change their behavior. Copyright © 2013 Educational Testing Service. Key Points Check that participants included only the task outlined in the prompt, not the supporting information in the passage. Do What Write Persuasive essay Think About reasons that will convince workers to change their behavior 04/29-05/01/2013

It’s Your Turn – Unpack a TASC Prompt
National Adult Education College and Career Readiness Training Design Initiative It’s Your Turn – Unpack a TASC Prompt Write an essay to delineate and explain the qualities of an effective argument. Base your ideas on the two texts you have read: the excerpt from Thomas Jefferson’s “Declaration of Independence” and the excerpt from Frederick Douglass’ speech “What to the Slave is the Fourth of July? As you plan and write your essay, be sure that you Organize and develop your ideas with specific and relevant information and examples from the two texts Use appropriate syntax and transitions to link your ideas Choose words precisely to convey your ideas Establish and maintain an appropriate style and tone Copyright © 2013 CTB/McGraw-Hill Proprietary Key Points As a group, read the TASC prompt Have participants independently complete the “Do/What” chart. 04/29-05/01/2013

It’s Your Turn – Unpack a TASC Prompt
National Adult Education College and Career Readiness Training Design Initiative It’s Your Turn – Unpack a TASC Prompt Write an essay to delineate and explain the qualities of an effective argument. Base your ideas on the two texts you have read: the excerpt from Thomas Jefferson’s “Declaration of Independence” and the excerpt from Frederick Douglass’ speech “What to the Slave is the Fourth of July? As you plan and write your essay, be sure that you Organize and develop your ideas with specific and relevant information and examples from the two texts Use appropriate syntax and transitions to link your ideas Choose words precisely to convey your ideas Establish and maintain an appropriate style and tone Copyright © 2013 CTB/McGraw-Hill Proprietary Do What Write Essay to delineate and explain qualities of argument Base Ideas on text read Organize/develop Ideas with specific/relevant information and examples Use Syntax and transitions Choose Words to convey ideas Establish/maintain Appropriate style and tone Key Points As a group, read the prompt and complete the “Do/What” chart. Check that participants included only the task outlined in the prompt, not the supporting passage. 04/29-05/01/2013

National Adult Education College and Career Readiness Training Design Initiative Unpacking a Prompt – Do/What? In the two autobiographies, the authors describe the challenges they must overcome to learn essential skills. Compare and contrast the challenges that each author faces and describe how each addresses those challenges. Use specific details from the two passages, Type your answer. This task may require approximately 45 minutes. Do What Compare and contrast Challenges each author faces Describe How each addressed the challenges Use Evidence from both passages Type Answer Take About 45 minutes Key Points As a group, read the prompt and complete the “Do/What” chart. Please note that within this chart, “compare and contrast” is placed before “use” which appears first in the text. In this case, the student has reordered the elements based on what he/she would do sequentially to produce the response. The student would need to: Compare/contrast Describe Use Type Take 04/29-05/01/2013

An Analysis of Daylight Savings Time
National Adult Education College and Career Readiness Training Design Initiative Quick Review An Analysis of Daylight Savings Time The article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice’s impact on energy consumption and safety. In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response. Materials from GED Testing Service® Key Points Briefly review the prompt used in the earlier activity with the GED® anchor papers. 04/29-05/01/2013

Let’s Develop a Thesis Statement
National Adult Education College and Career Readiness Training Design Initiative Let’s Develop a Thesis Statement Thesis Statement = The main idea or main point of a written assignment. Clearly identifies a topic Contains an claim or stance on the topic Creates a roadmap for the writing Answers the question: “What am I trying to prove?” Usually located in the introduction Key Points When an assignment asks a student to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that the student will need to develop a thesis statement and to support it with evidence. With a good thesis statement, the writer is attempting to convince others that he/she has a logical point of view on the subject and that it is based on evidence. Many writing instructors use the term “thesis statement” to refer to the main idea or point of a written assignment. Thesis statements may vary in structure dependent on the assignment. A thesis for an analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience. A thesis for an argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of an argumentative paper is to convince the audience that the claim is supported based on the evidence provided. The following are tips for writing a thesis statement. The thesis statement should be specific. It should cover only what will be discussed in the constructed response and should be supported with specific evidence. The thesis statement often appears at the end of the first paragraph of a paper, but may be at some other point in the introduction. A restatement of the thesis should also appears in the last paragraph of the writing sample. The thesis statement answers the question: ”What am I trying to prove?” The constructed response will answer the question: “How do I know?” “I know because I have included evidence from the text that I have read.” 04/29-05/01/2013

Thesis Statement – What is the claim?
National Adult Education College and Career Readiness Training Design Initiative Thesis Statement – What is the claim? Looking at the arguments regarding this issue, it is clear that DST is beneficial to society in many ways. Between the two positions in this article, the one against Daylight Saving Time is better supported through recent research and specific evidence. Even though the studies used in the article date back to the 1970s, the positive effect of daylight savings time in reducing energy costs and improving pedestrian safety is well documented. Key Points Review each of the thesis statements which have been drawn from anchor papers. Point out the stance taken and discuss whether or not the writer would be able to support his/her thesis statement with evidence. 04/29-05/01/2013

Start with Thesis Frames
National Adult Education College and Career Readiness Training Design Initiative Start with Thesis Frames Although _____________________ (believes, demonstrates, argues) that ____________________________________, _________________ supports/provides the clearest evidence _________________________. When comparing the two positions in this article, ____________ provides the clearest evidence that _________________________________________. Looking at the arguments regarding ____________, it is clear that _____________________________________________. Key Points One beginning strategy for developing a thesis statement is to provide students with sample “thesis frames.” Have students read a nonfiction work and complete the frames with claims/stances from the texts. Discuss how different claims/stances can be made for each text(s) read. Assist students in developing more complex thesis statements and identifying the specific words used to analyze the text(s). 04/29-05/01/2013

What supports the claim? - It’s the evidence!
National Adult Education College and Career Readiness Training Design Initiative What supports the claim? - It’s the evidence! Evidence - that which tends to prove or disprove something Reasons and explanations Facts, examples, statements, details Key words – for example, however, because of this reason Key Points The claim or stance provided in the thesis statement must be supported by evidence drawn from the text(s). Evidence can include reasons, explanations, facts, examples, statements, and/or details. As the student develops his/her response, key or transition words should appear to provide a road map for the reader. Reasons, evidence, and explanation 04/29-05/01/2013

What supports the claim? - It’s the evidence!
National Adult Education College and Career Readiness Training Design Initiative What supports the claim? - It’s the evidence! Sample evidence from the text(s) “Research in the 1970s found that Daylight Savings Time saved about 1% per day in energy costs.” “For example, it provides the results of a much more recent (2007) study in California.” “…the points listed in the counter-argument are more relevant…the data is 37 years more relevant!” Key Points Review the sample evidence which has been drawn from the text(s) of sample anchor papers. Point out the key and transition words found within the sample evidence. Reasons, evidence, and explanation 04/29-05/01/2013

Explaining the Evidence
National Adult Education College and Career Readiness Training Design Initiative Explaining the Evidence Claim What is your thesis statement/ claim? Using a Direct Quote What direct quote supports the claim? Paraphrasing How can you rewrite the direct quote in your own words? Explanation How does the evidence support the claim? Key Points Teach students how to identify evidence through direct quotes and then paraphrase the information, as well as explain how the evidence supports the claim/thesis. Discuss the importance of paraphrasing information, rather than using direct quotes. Discuss the use of graphic organizers to support organizational skills. 04/29-05/01/2013

Extended Response Structure
National Adult Education College and Career Readiness Training Design Initiative Extended Response Structure The introduction states the main idea or position. It begins with a topic sentence/thesis statement. The beginning restates the question and sets the stage to answer the prompt. Beginning Answer the question first. Provide important information the author stated and meant. This is where you go to the text(s) and provide examples/evidence and important details to support the answer. Sample phrases to introduce each text reference include: … stated; in the text …; for example . . . Include background information as required through the prompt. Middle Key Points If the writer has carefully read the text, unpacked the prompt, constructed a thesis statement, and pulled evidence from the text, then and only then is the writer ready to draft his/her response. The structure of the response is divided into three parts: beginning or introduction middle or body ending or conclusion In a short answer, each of these elements might appear in a single paragraph. However, the student is not limited to a single paragraph. In an extended response (45 minutes), it is expected that the response will include multiple paragraphs. However, there is not a specific number of paragraphs, sentences, or words required for the extended response. The student needs to respond appropriately to answer the question that has been asked within the prompt. After the student has drafted his/her response, the student needs to make the necessary edits and revisions. Remember, the GED Testing Service® considers the response to a short answer or extended response as a draft and does not expect that the response will be error free. Ending Write a closing that summarizes the position taken or restates the thesis statement in a different way. 04/29-05/01/2013

Don’t Forget to Revise and Edit
National Adult Education College and Career Readiness Training Design Initiative Don’t Forget to Revise and Edit A dd R emove M ove S ubstitute Structure and content Make changes to the substance of the writing from one draft to another L ists I ntroductory E xtra information S entences Make corrections Ensure adherence to standard English conventions Use editing checklist Key Points When a student has gathered feedback about the writing, then it is time to begin revising. The fifth and sixth steps of the writing process involve making changes to the draft and correcting any errors. Make sure that your student understands the difference between revising and editing. Revising is rewriting in order to improve the flow of the writing and fill in gaps or additional information that the reader will need in order to better understand the thoughts the writer is trying to convey. Editing is correcting misspellings, grammar errors, punctuation, or capitalization. Students should revise first and then edit. Sometimes, a student will need to repeat the process several times. Effective writers may spend more time on this part of the process than on the others. 04/29-05/01/2013

Constructed Responses are for Social Studies, too!
National Adult Education College and Career Readiness Training Design Initiative Constructed Responses are for Social Studies, too! Key Points Discuss with participants that constructed responses are used in disciplines other than language arts. If time permits, use the following slides and the text included in the resource guide to have participants practice the strategies that have been learned throughout this session. 04/29-05/01/2013

Unpack the Prompt – Do/What?
National Adult Education College and Career Readiness Training Design Initiative Unpack the Prompt – Do/What? In your response, develop an argument about how Senator Kennedy’s position in his speech reflects the enduring issue expressed in the quotation from the Massachusetts Constitution of Incorporate relevant and specific evidence from the quotation, the speech, and your own knowledge of the enduring issue and the circumstances surrounding Kennedy’s run for the presidency to support your analysis. Type your response in the box. This task may require 25 minutes to complete. Key Points Have participants practice unpacking the GED® social studies prompt. Other prompts and source materials can be used if needed. Do What 04/29-05/01/2013

National Adult Education College and Career Readiness Training Design Initiative What’s Your Claim ____________ position on _________________ is clearly supported by _______________ and _____________________. _____________________ argues that ____________________________, which is supported by _____________________. A key issue raised in both _________________________ and __________________ is that ______________________. The long-standing position of ______________ is supported by __________ and _______________________. In discussion of ______________________, one controversial issue has been ___________________. ________________ believes that _______________________ as supported by _________________________________. Key Points Have participants practice constructing thesis statements by using thesis frames. These frames were developed based on the GED® social studies prompt. Other prompts and source materials can be used if needed. 04/29-05/01/2013

What’s the Evidence? What are key words, phrases, ideas that support the claim from the excerpts and from your personal background knowledge? Text 1 Quotation Text 2 Speech Excerpt Background Knowledge Key Points Have participants practice identifying evidence from multiple texts. This chart was developed based on the GED® social studies prompt. Other prompts and source materials can be used if needed. 04/29-05/01/2013

Extended Response Structure
National Adult Education College and Career Readiness Training Design Initiative Extended Response Structure The introduction states the main idea or position. It begins with a topic sentence/thesis statement. The beginning restates the question and sets the stage to answer the prompt. Beginning Answer the question first. Provide important information the author stated and meant. This is where you go to the text(s) and provide examples/evidence and important details to support the answer. Sample phrases to introduce each text reference include: … stated; in the text …; for example . . . Include background information as required through the prompt. Middle Key Points Have participants develop a draft. Reiterate that if the writer has carefully read the text, unpacked the prompt, constructed a thesis statement, and pulled evidence from the text, then and only then is the writer ready to draft his/her response. Discuss use of the “college-structure” of a: beginning or introduction middle or body ending or conclusion Ending Write a closing that summarizes the position taken or restates the thesis statement in a different way. 04/29-05/01/2013

Select and Apply an Integrated Reading and Writing Strategy
National Adult Education College and Career Readiness Training Design Initiative Step 1: Analyze/Plan Know Do Facts/Content Support What is the question about? Underline or highlight important information Identify and circle the performance verbs What specific tasks is the question asking me to do? What are the facts I need to provide to answer each part of the question What are the supporting details that will help make my answer clear to the reader? Step 2: Write your answer – Be sure to use the “RAS” Method for Written Response. R: Restate the question A: Answer the question using your notes S: Support your answer with evidence (supporting details) Step 3: Go back and review, revise, and edit your answer. Next Step: Select and Apply an Integrated Reading and Writing Strategy Prompt/Questions: Restatement of question in own words Sample answer Detailed body of evidence that supports answer be sure to include enough details to answer the question. Make sure that all details address the questions and are not off-topic. Restated question Concluding thoughts Key Points Explain that there are a wide range of graphic organizers and acronyms that can be used in conjunction with teaching constructed response. One size does not fit all. Identify graphic organizers that work for the students. RARE2 04/29-05/01/2013

Practices that Make a Difference
National Adult Education College and Career Readiness Training Design Initiative Practices that Make a Difference Dedicate time to writing and writing instruction across the curriculum. Involve students in various forms of writing. Treat writing as a process. Keep students engaged. Be enthusiastic about writing. Key Points Dedicate time to writing and writing instruction, with writing occurring across the curriculum. Involve students in various forms of writing. Treat writing as a process, where students plan, draft, revise, edit, and share their work. Keep students engaged by involving them in thoughtful activities versus activities that do not require thoughtfulness. Remind instructors that if they want students to be enthusiastic about writing, they have to be enthusiastic as well. Writing cannot be viewed as a “chore” or something they “have to do for a test.” Rather, students need to learn that writing as a tool for communication is essential. 04/29-05/01/2013

Practices that Make a Difference
National Adult Education College and Career Readiness Training Design Initiative Practices that Make a Difference Teach often to the whole class, in small groups, and with individual students. Model, explain, and provide guided assistance. Provide support, but move towards self-regulation. Adapt writing assignments and instruction to meet student needs. Set high expectations. Key Points Teach often to the whole class, in small groups, and with individual students. Model, explain, and provide guided assistance when teaching. Provide enough support so that students can make progress or carry out writing tasks and processes, but encourage students to act in a self-regulated fashion, doing as much as they can on their own. Remind instructors that they must expect that their students can be effective writers. High achievement is the result of high expectations. 04/29-05/01/2013

Questions, Insights, Suggestions
National Adult Education College and Career Readiness Training Design Initiative Questions, Insights, Suggestions Key Points Provide time for participants to ask questions and discuss any issues they may have. Provide participants with contact information so they may submit any additional questions after the session. If a date has been set, provide participants with any additional information about future training sessions. 04/29-05/01/2013

“High achievement always occurs in the framework of high expectation.”
National Adult Education College and Career Readiness Training Design Initiative “High achievement always occurs in the framework of high expectation.” Charles F. Kettering ( ) Key Points Close with a quote or comment that is positive in going towards the future. 04/29-05/01/2013

Susan Pittman-Shetler
National Adult Education College and Career Readiness Training Design Initiative Bonnie Goonen Trainer/Consultant Susan Pittman-Shetler 04/29-05/01/2013

Note: This presentation may be used and reproduced in its entirety for educational purposes in preparation for the 2014 GED® test by including the following attribution text: Copyright © 2013 GED Testing Service LLC. All rights reserved. Used by permission. GED® and GED Testing Service® are registered trademarks of the American Council on Education (ACE). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education. 04/29-05/01/2013

Integrating Reading and Writing

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