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Writing for the Kansas College and Career Ready Standards February and March, 2015 WRITING WORKSHOP.

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Presentation on theme: "Writing for the Kansas College and Career Ready Standards February and March, 2015 WRITING WORKSHOP."— Presentation transcript:

1 Writing for the Kansas College and Career Ready Standards February and March, 2015 WRITING WORKSHOP

2 Norms Handouts: Restrooms Breaks Professionalism Be open to learning Parking lot for potentially derailing questions MDPT = Multidisciplinary Performance Task

3 Today’s Primary Objective Move you from this… …To this!

4 Objectives Today’s focus: 1)Showcase and walk participants through the MDPT support materials, 2)Help educators develop a deep understanding of similarities and differences between extended, more “polished” writing vs. shorter “on-demand” writing, and why both are important for students, and 3)Help all educators integrate quality writing instruction into their existing curriculum in ways that will meet students’ needs in a variety of extended and on-demand writing contexts.

5 How are you feeling today?

6 Introductions: 4 corners Grade level and content area Writing I don’t do it. I do it because I have to. I’m getting better at it. My code name is “Writing King/Queen”

7 Our goal: Keep them in “the learning zone” Source: Colvin, 2009 The panic zone The learning zone The comfort zone

8 “If you want to feel secure, do what you already know how to do. But if you want to grow… go to the cutting edge of your competence, which means a temporary loss of security. So, whenever you don’t quite know what you are doing, know that you are growing…” -Viscott, 2003

9 Multiple Texts and Disciplines Writing on Demand What is the Multidisciplinary Performance Task?

10 Multidisciplinary Performance Task (MDPT) A performance task incorporating multiple disciplines which requires students to engage with texts, images, diagrams and other resources and then compose a narrative, informational/ explanatory text, or opinion (3- 5)/argument (6-HS).

11 Reviewing “the basics” READ 2-3 related resources 750 words total (3-5), 1000 words total (6-8) Text to speech option for all students Guiding questions Text type. Notes be able to use graphic organizers or other writing tools regularly used for writing instruction, as long as they are student-selected. During MDPT Activity 1, Students will…

12 Reviewing “the basics” Prompt (narrative, expository/informational, or opinion/argument) Notes from Activity 1 Student-friendly “Reminders” Access to texts Spell check tool in KITE be able to use graphic organizers or other writing tools regularly used for writing instruction, as long as they are student-selected. During Activity 2, Students will…

13 Reviewing “the basics” What is a field test? The purpose of a field test is to determine whether items/prompts will produce valid and reliable information. What does this mean for teachers and students? This year, scores will not “count” for accountability purposes. A representative sample of student responses will be scored by volunteer scorers. Student scores will not be released for this field test year.

14 Economy Utility Why?

15 Whose Standards Are These?

16

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18 Where is our common ground? ELA Standards HGSS Standards Science Standards Because instructional time is valuable, the MDPT assessment focuses on the “common ground” between these content areas. This keeps students from having to take multiple lengthy performance tasks. Likewise, focusing on a common set of skills could help with students’ ability to transfer those skills into multiple contexts.

19 The MDPT is… …(1) closely reading (2) related resources and (3) responding in writing to those resources.

20 A Taste of MDPT What will students experience? Response length expectations for MDPT: Grades 3-5 – Approx. 1-3 paragraphs Grade 6-HS – Approx. 3-5 paragraphs For adults practicing: Long enough!

21 Reflections Turn and Talk: What was required of you as a reader?

22 What is required of a reader? Read with a purpose. Use guiding questions to focus. Read text closely and carefully. Take notes or draw pictures to “make thinking visible.”

23 How did you… Establish a purpose? Use guiding questions? Make sense of what you read? Make your thinking visible? Analyze three texts?

24 Reflections Turn and Talk: What was required of you as a writer?

25 What is required of a writer? Write to a prompt. Use notes to guide writing. Understand required text type. Know purpose, audience, context. Use evidence from the text. Use modified writing process. Synthesize three texts?

26 How did you… Attack the prompt? Use your notes? Frame the text type and/or organize your thoughts? Acknowledge audience? Decide which evidence to use? Use the writing process?

27 Developing the Skills and Strategies of the Reader and Writer Record your thinking on chart paper

28 So…how can we help students acquire these skills?

29 Brain Break!

30 So…how can we help students acquire these skills?

31 How did you… Establish a purpose? Use guiding questions? Make sense of what you read? Make your thinking visible? Analyze three texts?

32 Read (Watch) with a Purpose Use Guiding Questions 1.How did students make sense of what they were reading? 2.What did his close reading process look like? 3.How did the students record their thinking?

33 Video – Close Reading

34 Read (Watch) with a Purpose Use Guiding Questions 1.How did students make sense of what they were reading? 2.What did his close reading process look like? 3.How did the students record their thinking?

35 Add strategies to your visual from this morning. Should be able to address: How do I establish a purpose? How do I use guiding questions? How do I make sense of what Iread? How do I make your thinking visible?

36 LUNCH Please be back and ready by 1:00 p.m.

37 English Challenges

38 How did you… Attack the prompt? Use your notes? Frame the text type and/or organize your thoughts? Acknowledge audience? Decide which evidence to use? Use the writing process? Synthesize three texts?

39 Three Text Types Argument/Opinion Support a claim with sound reasoning and relevant evidence Informational/ Explanatory Writing Increase subject knowledge Explain a process Enhance comprehension Narrative Writing Convey experience i.e. fictional stories, memoirs, anecdotes, autobiographies The text types

40 KSDE MDPT Rubrics

41 Graphic organizers to support instruction: OPINION/ARGUMENT Should probably include… 1) CLAIM - What is being argued? 2) EVIDENCE - What information supports the claim? 3) DETAILS – What explanation connects the evidence to claim?

42 Graphic organizers to support instruction: INFORMATIVE/EXPLANATORY Should probably include… 1)MAIN IDEA – What’s “the gist”? 2)SUPPORTING DETAILS – What helps explain the main idea?

43 Graphic organizers to support instruction: NARRATIVE Should probably include… 1)CHARACTERS – Who is this about? 2)GOALS/ ATTEMPTS– What is the character aspiring to do? 3)IMPORTANT EVENTS – What events or actions take place?

44 Add strategies to your visual from this morning. Should be able to address: How do I take notes? How do I frame the text type and/or organize my thoughts? How do I decide which evidence or details to use?

45 Burning Question How do we make the instruction for on demand writing CONNECTED to the curriculum so it isn’t another “test prep” activity?

46 “Preparing students for tests need not be separate from delivering good writing instruction. To the contrary, it can underscore best practice and exemplify best teaching.” Gere, Christenbury and Sassi, 2005

47 The writing process is how we translate ideas into written text. ▪ Prewriting ▪ Drafting ▪ Revising ▪ Editing ▪ Publishing

48 The 6+1 traits are key qualities that define strong writing. ▪Ideas ▪Organization ▪Word choice ▪Voice ▪Sentence Fluency ▪Conventions ▪Presentation

49

50 So… What might an on-demand writing process look like?

51

52 What is different about these processes? 1)Length of time engaged in each step. 2)Often an absence of revision. 3)Usually can only complete the process once (missing a bit of the recursive nature of the writing process)

53 What could be the same? 1)The use of a process in the first place 2)Most of the steps are present. 3)Presence of purpose, audience, context, and form 4)Attention to quality (6 traits) to some degree

54 How can we capitalize on the similarities between long and short writings in our instruction?

55 “[The] processes of writing on demand can be learned within a larger, more robust engagement with a writing process that encourages student independence.” - Sassi and Gere, 2014

56 Brain Break!

57 The Power of Teamwork

58 Problem Solving

59 Add strategies to your visual from this morning. Should be able to address: How do I use the writing process? Synthesize three texts?

60 MDPT samples for all assessed grades and text types are available at community.ksde.org/ela.

61 Potential uses of MDPT samples Use them as-is. Weave elements of the samples into instruction. Use the format to create your own samples. Source: KSDE MDPT Sample Guide, Dec. 2014

62 Creating a resource set

63 This template will guide our work.

64 Step 1: Select a topic and create essential questions. Please note that the MDPT Performance Task encountered during the state test will not include essential questions.

65 What is an Essential Question? “Essential Questions are questions that are not answerable with finality in a single lesson or a brief sentence. Their aim is to stimulate thought, provoke inquiry, and spark more questions, including thoughtful student questions, not just pat answers. They are provocative and generative. By tackling such questions, learners are engaged in uncovering the depth and richness of a topic that might otherwise be obscured by simply covering it.” Source: McTighe and Wiggins, Essential Questions, p. 3

66 True or False? Essential Questions should have a single, final, and correct answer. They are worth revisiting again and again. Essential questions are aimed to the lower levels of Blooms – basic, essential knowledge-level questions students must answer initially. An essential question is the same as a prompt. An essential question may cause students to ask additional questions and sparks further inquiry. Source: McTighe and Wiggins, Essential Questions, p. 3

67 Essential Question or NOT an Essential Question? Kahoot

68 Step 2: Add a set of resources that support the selected topic. Select texts that: are organized around a single topic. represent different types of texts. represent texts students might encounter at their grade level.

69 ‘Good Reading on the Web’ Ready-to-use short texts, resources, and website descriptions for students and teachers: *Not all resources are appropriate for all students https://student.societyforscience.org/educators Many listed addresses from The Comprehension Toolkit, Page

70 Step 3: Craft rich, authentic prompts that support the writing type and prompt students to use resource evidence to share their learning.

71 CRAFTS Context Role Audience Format Topic Strong verb

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73 Guiding questions are: supportive of each writing type text dependent and focus students on using the text as evidence focused on synthesis of content in preparation for the prompt task Step 4: Construct guiding questions that help students recognize aspects of the resources that will be helpful in answering the prompt.

74 Step 5: Produce a list of student-friendly reminders that state what should be included in the finished product based on the MDPT Rubrics.

75

76 Where are the Student Samples? Actual MDPT student writing samples will come from the MDPT field test, but until then, here is a helpful resource: In Common: /Big_1_DR8.12.pdf

77 Possible uses of samples Student analysis to help students consider qualities of good or poor writing Compare/contrast a good piece of writing to their own in order to guide revisions What else?

78 Additional Information Available To You Find it all here: community.ksde.org/ela FAQs - New Information available! Rubrics PowerPoint Slides Recorded Presentations Sample Performance Tasks at each assessed grade level Link to resources about on-demand writing The KCCRS Standards Link to assessment details

79 Evaluation 1) What information or activities did you find most beneficial today? 2) What information or activities did you find not beneficial today? 3) What additional information or professional learning do you see a need for? Include an audience specification if necessary.

80 Final Thoughts The MDPT is really just… …(1) Closely reading (2) related resources and (3) responding in writing to those resources. On-Demand Writing is really just… …an abbreviated writing process that requires students to write a complete work in a single sitting.

81 Final Thoughts “The assessments associated with the [standards] offer one challenge, but it is only one in the variety of contexts, audiences, and purposes students will contend with when they write – in college, in the working world, and in their personal lives – to give voice to their knowledge and views, and to make a difference.” - Sassi and Gere, 2014

82 The Joys of Winter

83 Thank you! Please complete an evaluation before you leave. For questions: Suzy Myers


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