1. Junior High Professional Development Nov. 16, 2011

2. List as many ideas or words that come to mind when you hear "Nonfiction Writing." BRAINSTORM

3. “There are no silver bullets in education. But writing – particularly nonfiction writing – is about as close as you can get to a single strategy that has significant and positive effects in nearly every other area of the curriculum.”

4. Richard Vacca says... "Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives."

5. Across the school year: o Increase the amount of writing for all students every day across all subject areas Immediate goal: o GET STUDENTS WRITING!

6. 90/90/90 Schools -- Milwuakee, Wisconsin (1995-1998) --Looked at more than 130,000 students in 228 buildings. 90% or more of students were eligible for free or reduced lunch. 90% or more of the students were members of an ethnic minority. 90% or more of the students met the district or state academic standards in reading or another academic area.

8. What it isWhat it isn’t TruthFiction FactImagination EssaysIllusion ReportsScience Fiction Factual NarrativesPoetry PersuasionNovels AnalysisShort Stories

9. What is the value of using non-fiction writing for all students across all subject areas?

11. Text Types and Purposes (1-3) Production and Distribution of Writing (4-6) Research to Build and Present Knowledge (7-9) Range of Writing (10) Grades 3-12

12. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

13. In groups of three, read across the writing standards for grades 6-7-8. One person read Text Types and Purposes One read Production and Distribution of Writing One read Research to Build and Present Knowledge and Range of Writing. o How are these expectations similar to our current standards? o How are they different?

14. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

15. Grade 7 As a part of Core Instruction, all seventh grade students will write:  An argument  An explanatory/informational text  A narrative  A research project  Create/publish writing using technology

16. Our Work Grade 8 As a part of Core Instruction, all eighth grade students will write:  An argument  An explanatory/informational text  A narrative  A research project  Create/publish writing using technology

17. Engaging Start Here ProcessingDemonstrating Understanding Once it’s part of the culture Purpose: to provide all students with a nonthreatening opportunity to respond. Students engaged in writing Purpose: to help students “think” through the end of their pen. Students grappling with or processing the content Purpose: to produce a product piece that goes through the writing process. Students are provided feedback in using a rubric with clearly identified levels of proficiency

18. We are getting ready to run a mile next week. Before we start today, we are going to do some stretching. After our work-out, we are going to engage in some cool- down activities. Why is this important? (Quick Write)

19. Engaging We have been working with the relationship between the area and perimeter of a rectangular shape. As the perimeter changes, what happens to the area? (QuickWrite)

20. We have been doing work-outs this week to prepare us to run the mile. As I have been observing, I am noticing that not everyone is doing stretching and/or cool- downs. Today we are going to do a Think Write Pair Share. Why should we take stretches and cool-downs seriously? When you are writing, try to convince your partner that this is important, so that when you share, they will understand the importance.

21. Processing Today we are going to do a Think Write Pair Share. Although we have been working with algebraic equations and expressions, pretend your partner is a new student. His or her old school has not covered algebraic equations and expressions. Explain what algebraic equations and expressions are and how they are used in such a way that he/she is able to understand.

22. We have now had a few sessions of work-outs to prepare for our mile run next week. We have talked about the importance of stretching and cool-downs. Today, we will have free choice PE. Before you choose your activity, I would like you to write a summary paragraph to show me your understanding. Remember our guidelines for paragraphs—  3-5 complete sentences  All sentences are about the main topic  Beginning capitalization and ending punctuation

23. Demonstrating Understanding We have been studying the slope of a line. I would like you to write a summary paragraph describing how the slope of a line is used in mathematics and what information it provides. This will show me your understanding of the slope of a line. Remember our guidelines for paragraphs: o 3-5 complete sentences. o All sentences are about the main topic. o Beginning capitalization and ending punctuation.

24. Engaging, Processing, Demonstrating Understanding It is not about the writing format….it is about what you do with the writing. Opportunities for scoring and feedback increase as you move from engaging to processing to demonstrating understanding. It is about PURPOSE and FEEDBACK.

25. Engaging Start Here ProcessingDemonstrating Understanding Once it’s part of the culture Purpose: to provide all students with a nonthreatening opportunity to respond. Students engaged in writing Purpose: to help students “think” through the end of their pen. Students grappling with or processing the content Purpose: to produce a product piece that goes through the writing process. Students are provided feedback in using a rubric with clearly identified levels of proficiency

26. Short Spontaneous (in a planful sort of way) Exploratory Informal Personal Connected to standard/learning goal Evaluation of instructional impact Feedback— adjustment of instruction

27. Quick Writes Admit/Exit Slips Brainstorming Drawing and Illustration Summary Statements

28. What are some ways you could use the options shared in your classes between now and the next time we meet?

29. Choose at least 3 of the options from our menu to engage your students in writing. Implement as often as possible between now and the next time we meet. Bring: o 3 samples of student writing with the context/lesson goal Be ready to share your reflections and insights on implementation

30. On your index cards….. Write a synthesis statement about writing to learn that combines any new learning from today with your background knowledge related to non-fiction writing. Summarize the benefits and attributes of non-fiction writing. Please leave your index card when you leave today.