1. The College Ready Writers Program Monett School District 2015-2016 at Missouri State University presents

2. B ROUGHT TO Y OU BY THE E ST. 1974 College-Ready Writers Program

3. Dr. Keri R. Franklin Director of Assessment Director, Ozarks Writing Project KFranklin@MissouriState.edu Phone: 417-836-6300 Colleen Appel, M.S. Ed. English Teacher Consultant cappel833@gmail.com Est. 2008 Pam Hankins, M.S. Ed Professional Development Coordinator Bob-Pamspfd@sbcglobal.net Heather Payne, M.S. Ed. English Co-Director hpayne@missouristate.edu Amy Knowles, M.S. Ed. English Co-Director aknowles@missouristate.ed Betsy McQueen, M.S. Ed Reading Teacher Consultant mcqueenb@branson.k12.mo.us

4. Our Over-Arching Goal By the end of the 2015-16 school year, participating Monett teachers will embed into existing content multiple stratgies, tools, and protocols for teaching college-ready writing to students at all grade levels.

5. Today’s Goals We will... Experience informal writing mini unit Add strategies, tools, and protocols to our toolbox Participate in a writing marathon Plan next steps for implementing college-ready writing in the classroom.

6. Purpose/ Non-Purpose Purpose: Build a partnership that will enable us to accomplish this work together Non-purpose: Leave you unsupported in this work

7. Our Norms Which of these norms do you want to be mindful of in yourself today?

8. ●Please take care of your personal needs. ●We will take a morning break. ●Please place phones on vibrate. ●Questions? Post them on the Parking Lot. ●Clear your mind Post-its

9. How’s it Going?? 1.Creating a Culture of Writers and/or 2. Non-fiction Writer’s Notebook

10. Mini-Unit Making Informal Arguments

11. Gaming: Harmless or Harmful? An Argument Writing Mini-Unit Adapted from Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education, based on templates developed by Beth Rimer and Linda Denstaedt and including slides created by Leanne Bordeleon

12. Quick-write! What are your thoughts about video gaming?

13. Arguments at a Glance What do you see? What does it mean?

14. “And now I’m thinking…” Go back to your Quick Write about video gaming. Use a transition like “Now I’m thinking,” and then select a detail from the text (the image) to add to your quick-write about reality TV. We are starting a process call “layering.” We’ll layer texts and writing several times.

15. The Thinking Behind Layering Connecting texts, not just summarizing Considering different angles Changing our claims as we write through the text set

16. Make this chart in your notebook Source: 9 Ways Video Games Can Actually Be Good For You The Huffington Post | By Drew GuariniDrew Guarini It SaysI Say 1. 2. 3. 4. 5. 6.

17. Read the article 9 Ways Video Games Can Actually Be Good For You The Huffington Post By Drew GuariniDrew Guarini As you read... ○ Under “It Says” Take notes on what the article says about video games. write down words and phrases that stick out to you NEXT: We are messing around with how an idea might change

18. Make this chart in your notebook Source: 9 Ways Video Games Can Actually Be Good For You The Huffington Post | By Drew GuariniDrew Guarini It SaysI Say 1. 2. 3. 4. 5. 6.

19. Join the Conversation Generate a list of sentence stems –On the other hand –A different way of looking at this might be –I hadn’t considered… –This line [insert] is making me wonder… –They Say, I Say samples… Using one of these transitions, cite a fact or evidence from the text. Respond to the text by writing what you are thinking.

20. Break

21. Another Layer Read the article How Playing Violent Video Games May Change the Brain By Alice Park @aliceparknyDec. 02, 2011Alice Park@aliceparkny Code the text with F for fact and E for example and underline statements of opinion.

22. What are you thinking now? Add another layer to your thinking. Cite something from the text—insert it into your quick-write--and reply to it with your own thoughts.

23. Moves Writers Make When They Want to Share an Opinion By Adam Frank APRIL 29, 2015 Why Video Games Matter As you read…..

24. Why Video Games Matter Highlight sentences that indicate positions that experts are taking on the topic. Underline sentences that state a position the writer is taking on the topic. Double underline the sentence that seems to be the writer’s claim. If you find a counterclaim, code it CC in the margin. Code for evidence that seems convincing: F- Facts; E - Examples; A – Authorities

25. “A writing marathon is really quite simple. It’s about setting people loose to write.” Richard Louth

28. Refresh Your Memory Reread your writing and notes on gaming. NWP CRWP funded by the Department of Education

29. Now I’m Thinking… What do you think about gaming now? Harmless? Harmful? Or ?? NWP CRWP funded by the Department of Education

30. Use the sentence starters to include information in your writing. Think about ways to add information from a source to your writing. Use a sentence starter to add evidence and then explain your thinking. NWP CRWP funded by the Department of Education Agree ○ “As Daphne Bavelier, cognitive scientist, says,” ○ “The TED Talk “Your Brain on Videos” explains …” ○ “According to …” ○ “Supporting my example, Bavelier’s research shows…” Disagree ○ “Although the video says …” ○ “While Daphne Bavelier explains …”

31. VIP Notes (Very Important Post-It Notes) ● Use only 3 Post-it notes of each color ● Yellow=Important Info ● Blue= Things that strike you or challenge your thinking Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

32. Continue Your Thinking ● Begin a new writing using information from the new text. ● Use sentence frames to introduce the information. ● Explain what you think about the evidence. NWP CRWP funded by the Department of Education

33. Sentence Starters ○ The article “Video Games Are Good for You (a Little Bit)” explains … ○ As Andrew Przybylski, the author of the study, says,…. ○ According to Patrick Tolan of the University of Virginia, … ○ Although the article says … ○ While the study showed … NWP CRWP funded by the Department of Education

34. Exit Slip—Notecard Claim ● Read over your writing so far and use the note card to write a claim about gaming and the choices teens make. Is gaming harmless? Harmful? Helpful? ● How might you qualify (or limit) your claim? NWP CRWP funded by the Department of Education SAMPLES: Video games are more harmful than good. Video games are more beneficial than harmful. Because research shows ___, we should ___.

35. Let’s Review! ● Let’s Review our Notes & previous writing on the Gaming ○ Picture & writing response ○ “It Says/I Say” chart ○ Article & writing response ○ Note card Claim

36. How to help students fill the page Make a quick list under your claim of the kinds of evidence you have from each text. –Look at the notes you have. –Look at the annotations you have made. –Look at the coding you have done. –Look at the stars you have made. Now write about each.

37. The 40-Minute Kernel Essay Attention grabber and my claim on the Issue Here's what I’ve learned But this fact really convinces me I now believe

38. The 40-Minute Kernel Essay Attention grabber and my claim on the Issue 3 minutes Write an introduction that provides an interesting detail about gaming to grab the reader’s attention. Then state your claim on the issue: “Video Games: Harmless or Harmful?”

39. The 40-Minute Kernel Essay Here's what I’ve learned ● 4 minutes Select 2-3 pieces of evidence that provide information to support your claim. ● 10 minutes State a reason you believe this claim. Insert evidence using sentence starters to write what you’ve learned about the effects of gaming. Connect and explain how the evidence supports your claim.

40. The 40-Minute Kernel Essay But this fact really convinces me ● 3 minutes Identify 1-2 pieces of evidence that seem most convincing--maybe a fact from research or a quote from an authority. ● 10 minutes State the reason this fact or quote seems most important. Introduce the evidence with a sentence starter like “According to…” Explain how this evidence supports your claim.

41. The 40-Minute Kernel Essay I now believe 3 minutes Write a final few sentences as a conclusion, perhaps restating your claim.

42. Brain Break

43. Looking at the Writing Color = Claim = Evidence = Counterclaim

44. Student Writing / Coaching Sessions 1.Choose three to five students (or more, depending on what you decide) to track writing progress and LASW. 2.Plan for coaching 3.Graduate Credit Available

45. Today’s Goals We will... Experience informal writing mini unit Add strategies, tools, and protocols to our toolbox Participate in a writing marathon Plan next steps for implementing college-ready writing in the classroom.

46. 3, 2, 1 3 things you value from today’s learning 2 things you want to try in your class 1 question you want to ask your coach