1. RTL Follow-up Writing to Achieve Training #2 October 28 nd 5 th Grade

2. Welcome… Changes to future WTA trainings:  4 th Grade: January 15 th Research Report Writing  5 th Grade:February 5 th Research Report Writing  6 th Grade:February 4 th Research Report Writing

3. RTL Follow-Up… Goal for the next hour…  Analyze student writing  Select anchor papers for each score

4. Key Components of RTL Understanding of literary work – theme Traits Specific references to text / prior knowledge - evidence Writing strategies  Multiple paragraphs  Introductory / summary, supporting, conclusion Writing Conventions  Sentence structure / punctuation

5. Analyze Student Writing Strengths and Needs Categorize student writing into 4 stacks Begin with stack #1(those with a score of 1) On the summary sheet  Summarize the strengths using factual statements (For example: 50% of students scoring a 1 understand theme).  Summarize the needs using factual statements and list the students who need extra support Repeat process with remaining stacks If you did not bring student writing, consider strengths and needs based on teacher observation, thus far.

6. Sharing Student Writing Strengths and Needs Share  Your summary with your partner  Ideas for addressing needs Whole group chart  strengths and needs  Ideas for addressing needs Planning time will be available this afternoon

7. RTL Anchor Papers SELECT Once you have a summary for each stack, select  one paper from each stack that best demonstrates that score. SCORE Use the rubric to score each anchor paper (genre, writing strategies, writing conventions)  This will provide you with a current anchor paper for 1, 2, 3, 4.  As you get closer to the end of the trimester, you may want to re-assess to see if you need to replace it.

8. Break (9:45-10:00)

9. Persuasive Writing Tool Kit

10. Persuasive Writing Information Writing prompts will be electronically emailed to you in a couple of weeks. Writing pacing guide:  Persuasive Writing: November 23 rd -March 12 th  Trimester 2 Benchmark Testing Dates: March 15-19th

11. Table Group: Create a poster that answers the following: Why teach persuasive writing? What are the essential components of a persuasive piece? What specific skills should kids demonstrate? **Whole group debrief to follow**

12. Why Do Persuasive Writing? It provides a life skill.  Students learn to use words to promote their ideas, rather than force. Media Literacy -- helps students recognize when, how and by whom they are being persuaded to do something so that they can be discriminating in their decisions. It helps students organize their thoughts in a convincing way.

13. Why Do Persuasive Writing? “The pen is mightier than the sword…” “There is no conversation more boring than the one where everyone agrees.” “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.”

14. Why Do Persuasive Writing? 2.0 Reading Comprehension (Focus on Informational Materials)  2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

15. Why Do Persuasive Writing? 2.0 Writing Applications (Genres and Their Characteristics) 2.4 Write persuasive letters or compositions:  a. State a clear position in support of a proposal.  b. Support a position with relevant evidence.  c. Follow a simple organizational pattern.  d. Address reader concerns.

16. Forms of Persuasive Writing Advertisements or posters Letters Compositions / Essays Speeches / Debate

17. The Big Picture

18. In persuasive writing, students are expected to… Take a position Support their position with clear evidence Anticipate their audience’s reaction Have counter arguments ready Summarize or restate their position

19. Teaching From Part to Whole

20. Advertisements… Goal:  To have students identify the position being taken and the supporting evidence or examples.  To have students recognize the use of persuasive language.  To have students transfer this information to a persuasive writing note page.  Note: Ads generally do not present the opposing viewpoint or rebuttal.

21. Using Ads to Teach Persuasion Client Testimonial

22. Using Ads to Teach Persuasion Program Endorsement

23. Using Ads to Teach Persuasion More practice – transferring to print In pairs, using a magazine ad, complete a note page. (5 min to complete and turn in)  Note pages will be shuffled and redistributed Match the note page you now have to the correct ad Write a rebuttal using the ‘Opposing View’ note page

24. Using Ads to Teach Persuasion Media Literacy  Design your own cereal box  Design your ads http://pbskids.org/dontbuyit/advertisingtricks/ Activity 1.Design your own cereal box / ad. 2.Teacher assigns key components to include. 3.Use the opposing view note page

25. In pairs, discuss I will use ads to teach these key components of persuasive writing: _______________ and ____________________ I will do this for ____________ (length of time / dates)

26. Deconstructing Text Goal  To have students identify the position being taken in text, the reasons, and the supporting evidence or examples.  To have students identify the counter argument and rebuttal in text.  To have students recognize the use of persuasive language and language frames.  To have students transfer this information to a persuasive writing organizer.

27. Deconstructing Text Practice Process Locate the following & transfer to organizer:  Position  Counter argument  Rebuttal  Conclusion  Note: Subsequent practice can have students locate persuasive language.  HM English Text, page 404. Think about the Gradual Release Model I do / You do

28. Practice in Class Identifying reasons and collecting evidence from text

29. Gradual Release How much practice will your students need before completing a graphic organizer on their own topic? Pre-Write

30. How to Write a Persuasive Composition Pre-Write Identify the topic of the composition Choose your position on the topic List all of the reasons supporting your position From the list choose three of the strongest reasons Find and note evidence to support each reason Determine the counter argument and address these concerns

31. How to Write a Persuasive Composition Draft 1.Write your composition in at least five paragraphs with the following elements: a.Introduction which states a clear position and reasons b.Three supporting paragraphs which include evidence for each reason c.The counter argument and how you would address the reader’s concerns d.A strong conclusion that restates the position and reasons Edit / Revise 1.Reread, edit, and revise your composition

32. Develop a Persuasive Composition Work in a triad Choose a topic from the list provided Develop a graphic organizer Write a persuasive composition Use the checklist to ensure you included the key components Use the rubric to score your composition or the sample provided  These will be stored in the curriculum locker as resources for all to share

33. Planning & Collaboration Time Task One  Plan your RTL instruction (remaining 3 weeks)  Plan 2 nd trimester Persuasive writing Task Two – Choose one of the following:  Collaborate with colleagues: peruse resources, share ideas/instructional practices  Use lab to gather or create needed resources  Private questions/coaching - Tina  Uploading into Curriculum Locker - Margaret

34. Questions? Complete the presentation check form and turn in. Thank you!

35. Teacher Resources

36. Ideas for Persuasive Writing Prompts Uniforms in school Skateboards on campus Junk food on campus Pay for chores at home Homework Cafeteria food quality Where to go on a fieldtrip Length of school day Children should not be able to eat sugary breakfast cereals

37. Persuasive Language Frames for stating your position: In my opinion I believe that… It seems obvious to me that… Although not everybody would agree, my position is…

38. Persuasive Language Frames for supporting your position: I have several reasons for arguing this point of view. My first reason is…Another reason is… There are several points I want to make to support my point of view. A further point they make is…

39. Persuasive Language Frames for considering the counter arguments: Some argue that… They say (claim, hold, maintain) that… On the other hand, there are many who disagree with the idea that… Yet some argue vehemently that… However, there are several reasons to oppose this point of view.

40. Persuasive Language Frames for restating your position: After looking closely at both sides of the issue and the evidence, I believe it is best to… The advantages of…outweigh the disadvantages of… Even thought the issue has two sides, I think I have shown that…

41. Persuasive Language Frames for restating your position: Based on the evidence so far, we should…because… What it comes down to is…versus… If we look closely at…, we should…because…

42. Writing Checklist for Persuasive Conventions Capital letters (beginning of sentences, names, dates). Spelling Punctuation Neatness (Skip lines, don’t forget to indent, space between words.)

43. Writing Checklist for Persuasive Content States a position about the topic. Describes points to support the position. Counterargument: addresses readers’ concerns or arguments against the position. Optional: Provides evidence from research to support position.

45. What Can You Do?