Presentation is loading. Please wait.

Presentation is loading. Please wait.

College Ready Career Ready National Adult Education College and Career Readiness Training Design Initiative Integrating Reading and Writing Presenters.

Similar presentations


Presentation on theme: "College Ready Career Ready National Adult Education College and Career Readiness Training Design Initiative Integrating Reading and Writing Presenters."— Presentation transcript:

1 College Ready Career Ready National Adult Education College and Career Readiness Training Design Initiative Integrating Reading and Writing Presenters Martin Kehe - Bonnie Goonen - Susan Pittman-Shetler - 1

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 Focus of the Train-the-Trainer Session – Part 2 2

3 "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 3

4 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? Driving Questions 4

5 Standards for CCR ELA/Literacy Content –Reading Anchor Standards –Writing Anchor Standards –Speaking and Listening Anchor Standards –Language Anchor Standards What Are Standards? 5

6 Standards-Driven Curriculum 6 Standards/ Practices Classroom Instruction Student Achievement

7 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 Shifts in the Standards 7

8 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 Complexity 8

9 Shift 1 – Complexity: Regular practice with complex text and its academic language Complexity 9

10 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 Evidence 10

11 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 Knowledge 11

12 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 Design and Organization 12

13 Design and Organization 13 Writing Standards Anchor Level- Specific

14 Design and Organization 14

15 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 Manageable and Essential 15

16 Alignment to CCSS in ELA/Literacy GED ® testHiSET™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 Constructed responses will include constructed- response and technology enhance items.

17 English Language Arts/Literacy New Realities 17

18 What is at stake? 18 “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.”

19 Overview of Content GED ® testHiSET™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 Two tests Reading 30% - literature 70% - informational text 10%-15% derived from vocabulary items Language Arts, Writing Multiple choice Prompt

20 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. What’s new in the Reading content domain? 20

21 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 What’s new in the Language content domain? 21

22 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 What’s new in the Writing domain? 22

23 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. Then 23

24 Now – 2014 GED ® test 24

25 Now – HiSET™ 25 Copyright © 2013 Educational Testing Service.

26 Now – TASC 26 Copyright © 2013 CTB/McGraw-Hill Proprietary

27 Holistic Scoring 27

28 BEGIN WITH THE END IN MIND! 28

29 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 29

30 Scoring based on 2014 GED ® Traits of Writing 30

31 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 Trait 1 Rubric Overview 31

32 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 Trait 2 Rubric Overview 32

33 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 Trait 3 Rubric Overview 33

34 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 ® Let’s Take a Closer Look 34

35 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 Reviewing the Anchor Papers 35

36 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 Trait 1 Rubric Overview 36

37 “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...” Trait 1: Creating Arguments and Using Evidence Argument Supporting Evidence 37

38 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 Trait 2 Rubric Overview 38

39 “... 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...” Trait 2: Development of Ideas and Organizational Structure 39

40 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 Trait 3 Rubric Overview 40

41 Trait 3: Clarity and Command of Standard English Conventions “... 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...” Use of standard English Sentence variety Clarity of thoughts Few errors 41

42 2014 GED ® SS Extended Response Rubric 42

43 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. Sample Social Studies Prompt 43

44 Short Answers in Science 44 Science Test MC ItemScience 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.

45 “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. Short Answer Scoring Rubric 45

46 A Review of the Research Evidence-based practices for teaching writing include... Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt University (2011) 46

47 Strategy Instruction Summarization Peer Assistance/Collaboration Setting Product Goals Word Processing Sentence Combining A Review of the Research Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt University (2011) 47

48 Process Approach Inquiry Pre-Writing Activities Writing as a Tool for Learning Study of Models A Review of the Research Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt University (2011) 48

49 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) Don’t Forget That Once Is Not Enough! 49

50 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. What is sentence combining? 50

51 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 Benefits of Sentence Combining 51

52 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 A Few Ways to Combine Sentences 52

53 Let’s Combine! Meditation can help you relax. Meditation is a technique. The technique can be learned. 53

54 Let’s Combine! How about... Meditation can help you relax. Meditation is a technique. The technique can be learned. Meditation, a relaxation technique, can be learned. 54

55 Let’s Combine! Nina applied for a job. Nina needed to earn money. Nina is a hard worker. 55

56 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. 56

57 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. Let’s Combine! 57

58 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. Let’s Combine! How about... 58

59 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! How to Incorporate Sentence Combining 59

60 60

61 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 Effective readers use text structure to... 61

62 Description Sequence and Order Compare and Contrast Cause and Effect Problem and Solution Types of Text Structure 62

63 63

64 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 Rules of Summarizing 64

65 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. Summarizing 65

66 Somebody-Wanted-But-So SomebodyWantedButSo 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? ?? 66

67 Important Ideas 67

68 Getting the GIST 68

69 69

70 Constructed response is... Brainstorm Time! 70

71 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 What is constructed response? 71

72 RLA Extended Response 72

73 Science Short Answer 73

74 Social Studies Extended Response 74

75 1.Read the passage and question 2.Unpack the prompt (identify key words) 3.Rewrite the question in your own words and turn the question into a topic sentence/ thesis statement 4.Collect relevant details from passage 5.Organize details into a logical order 6.Draft your answer 7.Re-read and edit/revise your answer making sure all parts of the question are answered Steps for Drafting Constructed Responses 75

76 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 Use a Process 76

77 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 Unpacking a Prompt – Do/What? DoWhat ExplainKey similarity between the two speeches UseEvidence from both articles TypeYour response TakeApproximately 25 minutes 77

78 Unpacking a Prompt – Do/What? DoWhat SelectSomeone you’ve read about – a natural leader WriteEssay DescribeThe person and accomplishments 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. 78

79 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. It’s Your Turn - Unpack a GED ® Prompt 79

80 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 It’s Your Turn - Unpack a GED ® Prompt 80 DoWhat AnalyzeSpeech and editorial DetermineBest supported position UseRelevant/specific evidence from both TypeResponse Take45 minutes

81 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. It’s Your Turn – Unpack a HiSET™ Prompt 81

82 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. It’s Your Turn – Unpack a HiSET™ Prompt DoWhat WritePersuasive essay ThinkAbout reasons that will convince workers to change their behavior 82

83 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 It’s Your Turn – Unpack a TASC Prompt 83

84 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 It’s Your Turn – Unpack a TASC Prompt DoWhat WriteEssay to delineate and explain qualities of argument BaseIdeas on text read Organize/developIdeas with specific/relevant information and examples UseSyntax and transitions ChooseWords to convey ideas Establish/maintainAppropriate style and tone 84

85 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. Unpacking a Prompt – Do/What? DoWhat Compare and contrastChallenges each author faces DescribeHow each addressed the challenges UseEvidence from both passages TypeAnswer TakeAbout 45 minutes 85

86 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 ® Quick Review 86

87 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 Let’s Develop a Thesis Statement 87

88 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. Thesis Statement – What is the claim? 88

89 Start with Thesis Frames Although _____________________ (believes, demonstrates, argues) that ____________________________________, _________________ supports/provides the clearest evidence _________________________. Looking at the arguments regarding ____________, it is clear that _____________________________________________. When comparing the two positions in this article, ____________ provides the clearest evidence that _________________________________________. 89

90 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 What supports the claim? - It’s the evidence! Reasons, evidence, and explanation 90

91 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!” What supports the claim? - It’s the evidence! Reasons, evidence, and explanation 91

92 Explaining the Evidence 92 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?

93 Extended Response Structure Beginning 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. Middle 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. Ending Write a closing that summarizes the position taken or restates the thesis statement in a different way. 93

94 Don’t Forget to Revise and Edit Structure and content Make changes to the substance of the writing from one draft to another Make corrections Ensure adherence to standard English conventions Use editing checklist A dd R emove M ove S ubstitute A dd R emove M ove S ubstitute L ists I ntroductory E xtra information S entences L ists I ntroductory E xtra information S entences 94

95 95

96 DoWhat 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. Unpack the Prompt – Do/What? 96

97 ____________ 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 _________________________________. What’s Your Claim 97

98 What are key words, phrases, ideas that support the claim from the excerpts and from your personal background knowledge? What’s the Evidence? Text 1 Quotation Text 2 Speech Excerpt Background Knowledge 98

99 Extended Response Structure Beginning 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. Middle 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. Ending Write a closing that summarizes the position taken or restates the thesis statement in a different way. 99

100 Step 1: Analyze/Plan KnowDoFacts/ContentSupport What is the question about? Underline or highlight important information Identify and circle the performan ce 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 questionA: 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. 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 Next Step: Select and Apply an Integrated Reading and Writing Strategy 100

101 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. Practices that Make a Difference 101

102 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. Practices that Make a Difference 102

103 QUESTIONS, INSIGHTS, SUGGESTIONS 103

104 104 “High achievement always occurs in the framework of high expectation.” Charles F. Kettering ( )

105 105 Bonnie Goonen Trainer/Consultant Susan Pittman-Shetler Trainer/Consultant

106 106 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.


Download ppt "College Ready Career Ready National Adult Education College and Career Readiness Training Design Initiative Integrating Reading and Writing Presenters."

Similar presentations


Ads by Google