KCAS and the Three Modes of Writing Carole Mullins Eng/LA Regional Content Specialist

Learning Targets I can discuss the three modes of writing and begin to plan for their implementation at the grade level I teach. I can identify instructional tips that align with the three modes of writing.

CCR Anchor Writing Standard #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 tasks, purposes and audiences. “Students mastering Standard 10 are able to communicate clearly and will be prepared for Kentucky’s writing assessment.” Three Modes of Writing Guidelines: Page 2 The 3 Modes of Writing “Introduction Section”

One big change in the writing standards is the shift from opinion/persuasion to argumentation… 5

Opinion, Persuasion and Argumentation: What’s the difference? OpinionPersuasionArgumentation  May acknowledge other perspectives on the issue, but generally focuses on 1 point of view  Relies on opinion to support ideas; often uses emotional appeals; generalized support  Focuses on convincing the reader to adopt the opinion  May consider other perspectives on the issue  Blends facts and emotion to make its case, relying often on opinion  May predict the results of accepting the position, especially if the information will help convince the reader to adopt the opinion  Considers other perspectives on the issue  Offers facts that support the reasons; provides textual evidence  Anticipates and evaluates the consequences of accepting the argument Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think 6

From…To… Stating opinions Supporting with evidence Supporting with textual evidence 7 What differentiates argument from opinion? The use of textual evidence! Building Student’s Argumentative Skills from Elementary to Secondary

Addressing 3 Modes of Writing KCAS in the 21 st Century Tips for understanding standards, instruction & assessment Winter 2012 Office of Next Generation Learners

The guidebook: includes information about the standards, instruction to support the teaching of the standards, and assessment. focuses on the 3 modes of writing and serve as a starting point for planning writing instruction. Emphasizes information about the formative assessment process. embeds details that assist teachers to address how the new KCAS English/LA standards have impacted ODW.

Section 1: Opinion/Argument CCR Anchor Writing Standard #1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Highlight/Review the standard at your grade level Beginning in kindergarten, students are asked to communicate their opinions – a building block to writing effective argument Shift occurs in 6 th grade from opinion to argumentation Discuss what that looks like at your grade level with an elbow partner Suggested Mentor Text: Articles, Expository Text, Digital Text

Section 1: Argument Presenting An Argument

Writer’s Reference Sheet: Argument Grades 8, 10, 11 If I am writing an argument, did I introduce a claim? acknowledge and distinguish the claim from counterclaims (alternate or opposing claims)? anticipate audience’s knowledge and concerns? provide relevant background information from the reading passage (if a passage is provided)? maintain a clear focus? support claims with logical reasoning and relevant evidence (facts, details and examples)? use words and phrases to clarify the relationship among claims, counterclaims, reasons, and evidence?

Section 2: Informational/Explanatory CCR Anchor Writing Standard #2: Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. Highlight/Review the standard at your grade level Students must write to demonstrate understanding of the subjects they are studying It’s purpose is to increase readers’ knowledge of a subject Students draw not only from background knowledge, but from multiple print & non-print text Discuss what that looks like at your grade level with an elbow partner Suggested Mentor Text: articles, digital text, magazines, expository text, pictures

Steps to READING a Visual Image Step 1: Prepare an image in advance. Step 2: Have students form pairs Step 3: Help students set up note-taking forms Step 4: Project the full image Step 5: View by quadrants Step 6: Monitor note-taking Step 7: Display the full image a second time Step 8: Pairs discuss Step 9: Whole class discussion

United States: The Revis family of North Carolina Food expenditure for one week: $ Favorite foods: spaghetti, potatoes, sesame chicken Read more:

Second Viewing: Drawing Conclusions about the Visual Image What are the three most important details you and your partner noticed? What conclusions about the images can you draw from these details? If you were to give the image a title, what would it be?

Multiple Text Types for Reading and Writing PROMPT/TASK to guide instruction for informational/explanatory writing As part of our study of various cultures from around the world. Examine 2 photographs from the series “What the World Eats” and read 2 entries of text about 2 families. Write to inform our class blog readers about what you learn as you compare and contrast what the 2 families eat.

Writer’s Reference Sheet: Informational/Explanatory Grades 8, 10, 11 If I am writing to provide information or explain, did I establish a focused purpose? anticipate the needs of my audience? incorporate relevant background information from the reading passage (if a passage is provided)? support the thesis with relevant, well-chosen facts, definitions, concrete details, quotations, or examples? use precise language and domain-specific vocabulary?

Arguments and Explanations: Each Has a Different Aim “Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations…start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than persuade him or her to accept a certain point of view.” (CCSS Appendix A)

Section 3: Narrative Writing CCR Anchor Writing Standard #3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well- structured event sequences. Proficient writers recognize the importance of communicating clearly with an audience Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure Personal narrative is only one form of narrative Narratives can also take the form of creative fictional stories, memoirs, anecdotes and autobiographies Narrative can be used for many purposes including: 1. Inform 2. Instruct 3. Persuade 4. Entertain Suggested Mentor Text: poems, stories, plays, digital text, autobiographies

Section 3: Narrative Writing CCR Anchor Writing Standard #3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well- structured event sequences. Writing Standard #3 Grades 9-10 Focus: Narrative Essay Writing

Writer’s Reference Sheet: Narrative Grades 8, 10, 11 If I am writing a narrative, did I establish a clear purpose? use a variety of techniques (e.g., dialogue, description, anecdote, rhetorical question, surprising fact) to engage my audience? convey a sense of significance of the experience? use a sequence of events that would unfold naturally for the reader? use concrete words and sensory details?

Next Steps Come up with an Action Plan on how you will address the Three Modes of Writing in your classroom/grade level Decide how you will bridge reading and writing Plan how you will formatively assess your students Discuss, and then plan how technology will be incorporated into your Action Plan Create a way you will celebrate student writing

3-2-1 Time to Reflect List three best practices you learned today that will impact writing instruction in your classroom Name 2 things you will try within the few weeks Ask 1 question you still have about today’s session around the standards and the three modes of writing. 1.

HAVE A GREAT SCHOOL YEAR!