Open Response Writing Workshop for Non-Fiction Readings Say: Today we will be learning how to read actively and write better responses to open-ended questions. The key to your success will be to carefully and thoughtfully follow each step in a process that will help you to become a better reader and writer.

Creating intellectual HABITS and ROUTINES! Consistency & Perseverance = Creating intellectual HABITS and ROUTINES! Show slide; no comment intellectual HABITS ROUTINES

Active Reading and Open Response To develop the skills you will need to help you succeed in your classes, in college, and in your careers; To improve your performance on state and national assessments including STAAR, AP, SAT, and ACT; Teach you to think clearly and to articulate your thoughts to an audience. Why are we here? Say: Please read this slide. Point out that entry level jobs in the US require a lexile level of 1200 or more, which is the same level necessary to enter college or the military. Half the 9th and 10th grade students at RHS are reading below grade level, and the English 1 and 2 tests are the ones students most often do not pass on the first attempt. These assignments directly address a deficit that has been identified for a large proportion of our students, and improving these skills can greatly increase the scores of our highest performing students on AP, SAT, and ACT tests. READING is the Gateway to Continuous Learning. Writing is Making That Learning Visible!

Our Agenda Teach Active Reading Strategies Teach Steps in Open Response Writing Train in Use of the Rubric 1. 2. Say: Here is our agenda for today’s Literacy Workshop. 3.

The first step in writing an open response well is… ACTIVE READING! Actively read the question so you determine a purpose for reading. Say: You need to read for a purpose, not just read to finish. You need to have a specific comprehension goal before you begin reading. That is Active Reading – reading for a purpose and collecting specific information.

Open Response Writing Steps for Non-Fiction Passages SKIM PASSAGE AND IDENTIFY UNKNOWN VOCABULARY WORDS. DISCUSS OR LOOK UP MEANING BEFORE READING. ACTIVELY READ QUESTION BY  CIRCLING AND UNDERLINING KEY WORDS. RESTATE QUESTION AS THESIS  (LEAVING BLANKS). ACTIVELY READ PASSAGE BY CIRCLING, UNDERLINING, AND ANNOTATING OR NOTE-TAKING. MAP OUT YOUR ANSWER BY PARAGRAPH. EACH PARAGRAPH MUST HAVE A TOPIC SENTENCE. WRITE YOUR RESPONSE CAREFULLY,  USING YOUR MAP AS A GUIDE. STRATEGICALLY REPEAT KEY WORDS FROM  THESIS IN YOUR BODY AND IN YOUR END SENTENCE. REREAD (OR HAVE PEER READ) AND REVISE AND EDIT YOUR RESPONSE. REPEAT. Reading Comprehension Strategies Reading to find answers Actively marking Taking notes Organize the information Maintain focus on your thesis Revise and edit

Day 1 Overview Scan the article for unfamiliar vocabulary Hand out the reading passage. Say: We want you to repeat these beginning steps every time you read an open response question. Scan for unfamiliar words, actively read the question, restate the question in your own words, and actively read the passage. Let’s begin with clearing up vocabulary questions.

Step 1– Skim the Article Skim through the article and look for vocabulary that might cause difficulty in understanding the passage. *Develop a working definition of the words used in this context Post your words & definitions in the padlet for your article Read slide – give 2 minutes to complete (adjust time if necessary) Give students 2 more minutes to discuss vocabulary questions with a partner. Then give 1 or 2 more minutes for pairs of students to look up any vocabulary they still do not understand. Wetlands Glaciers Tattoos

Day 1 Overview Scan the article for unfamiliar vocabulary Actively read the question, prompt, or directions, circle key verbs, and underline important information. Hand out the reading passage. Say: We want you to repeat these beginning steps every time you read an open response question. Scan for unfamiliar words, actively read the question, restate the question in your own words, and actively read the passage. Let’s begin with clearing up vocabulary questions.

Step 2– Assess the Question Read the question and circle the verbs telling you what you will do with the information gathered from the reading. Underline important information in the question stem that helps clarify your writing task. Say: Now let’s preview the questions so we know what to look for when we read. Read the slide. Give students 2 minutes to circle and underline in the questions.

Day 1 Overview Scan the article for unfamiliar vocabulary Actively read the question, prompt, or directions, circle key verbs, and underline important information. Restate the question as a thesis. Flip the question to write a template for your thesis Hand out the reading passage. Say: We want you to repeat these beginning steps every time you read an open response question. Scan for unfamiliar words, actively read the question, restate the question in your own words, and actively read the passage. Let’s begin with clearing up vocabulary questions.

Step 3– Develop a Thesis Look at the verb you circled in the question stem. Restate in your own words what the question is asking you to do. “Flipping the question” - How could you use the words in the question to help write a statement that will become your thesis? Say: Please read the slide. (Give 1 minute). Before we continue, let’s look at some examples of what “flipping the question” to make a thesis statement.

Flipping the Question - Examples “Compare and contrast the Star Wars films with the Star Trek films. Determine which franchise is better and defend your answer.” Flip “Although both the Star Wars and Star Trek films both have ___________ and ___________, the _______________ movies are superior because ________________. Question: “According to the article, various dietary plans have very specific health benefits. Which Plan would best suit you and why?.” Flip “Since _____________ and _________ both run in my family, the ______________ dietary plan would best suit me because ____________________.” Say: Please look over these examples of flipping the question. Now take 2 minutes and either flip the question or state the question in your own words to guide your reading. You should focus on finding the answer to your restated question or filling in the blanks on your flipped question as you read.

Flip your question here.

Day 1 Overview Scan the article for unfamiliar vocabulary Actively read the question, prompt, or directions, circle key verbs, and underline important information. Restate the question as a thesis. Flip the question to write a template for your thesis Actively read the passage, circling, underlining, and annotating or note-taking. Hand out the reading passage. Say: We want you to repeat these beginning steps every time you read an open response question. Scan for unfamiliar words, actively read the question, restate the question in your own words, and actively read the passage. Let’s begin with clearing up vocabulary questions.

Step 4– Active Reading Actively read the text while making annotations (underline, circle, notes in the margins) focusing on the response to the question. Underline the thesis (usually in the introductory paragraph) AND the topic sentence OR main idea in each paragraph. Circle key words, like TRANSITION WORDS and TERMS THAT INDICATE THE AUTHOR’S TONE (how does the author feel about a topic - positive, negative, or neutral). Make notes in the margins or on a separate sheet of paper of any details that you may want to include in your response to the question you restated in your own words. Say: Now it is time to actively read the text. First underline the thesis of the article, and then identify the topic sentence or the main idea in each paragraph. Take about 3 ½ minutes to do this. Please complete this task for your article now. Time: 3 ½ minutes

Day 2– Map Your Response Map out your answer by paragraph. Each paragraph must have a topic sentence.

Response Map Concluding Paragraph - connect to thesis - In this reading ….. (look at the flipped question and restate by filling in the blanks) Transition from Intro Topic Sentence Supporting evidence Explanation connecting to thesis Logical Transition Topic Sentence Supporting Evidence Concluding Paragraph - connect to thesis - Summarize analysis and connect to broader context. Body Paragraph 1 Body Paragraph 2 Body Paragraph 3 Give out the blank graphic organizer and transitions & connectives Say: Now we move to the planning phase. Use the blank organizer to plan your essay. You already have the top box ready to fill in, using the flipped question or your answer to your rephrased question as your thesis. Organize the information you gathered in the boxes for body paragraphs. Be sure to include a topic sentence and supporting textual evidence for each paragraph. Choose transitions or connectives from the transition list that express the correct logic for you to guide your reader to your conclusion. You should also explain how the evidence you cited supports your thesis. Take about 10 minutes to organize for writing.

Before We Write… Understanding the Rubric YOU WILL BE GRADED ACCORDING TO THIS RUBRIC. Purpose: Assess your growth as a writer Monitor changes as you revise and begin assignments Say: Before you start writing you should understand how you will be assessed. It is best to know what the grader/teacher is looking for before you begin writing. Work (in small groups/with a partner) to compare and contrast the three bullets in each box for Content. Time: 2 minutes Say: Now compare and contrast the bullets for Form. Your goal is to understand the difference between a good score and an excellent score. Say: Notice your will receive one point for legibility and one point for length.

Today you will complete steps 6, 7, and 8: Day 3–Writing the Open Response Today you will complete steps 6, 7, and 8: Write your response carefully, using your map as a guide Strategically repeat key words from the thesis, in your body paragraphs, and in your conclusion. Say: At this point it is time to thoughtfully write your open response. We will do this in class, NOT for homework, so I can monitor your progress and help you if you struggle. I will be walking around and assisting you during your writing time. Time: at least 30 minutes (probably will be the next day)

Step 8-Revising and Editing Either your teacher, yourself, or a peer will grade your response according to the rubric. You will then revise your response to the prompt to improve your response. After revision, you will edit to improve spelling, grammar, and organization. Say: The revise and edit step is mandatory. You need to see a score before and after revision and editing. Writing a quality open response or an essay is not a single step but rather a process. Even on a timed test you should reread, edit, and revise responses to open-ended questions. You will have in your handouts a guide to assist you in revising and editing.

From Talent is Overrated by Geoff Colvin “The factor that seems to explain the most about great performance is something the researchers call deliberate practice… Deliberate practice is hard. It hurts. But it works. More of it equals better performance. Tons of it equals great performance.” Show slide