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PART III “Supporting Student Success: Understanding PARCC Expectations for Student Writing” Lynn Vasquez Director of Assessment NMPED Sheryl White Webinar Facilitator PARCC ELA OWG
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Session Objectives Understand the 3 PARCC written tasks or Prose Constructed Responses (PCRs) Understand the PARCC Scoring Rubrics and scoring implications for the PCRs Acquire general classroom strategies to support the elements in the PARCC rubric Be informed about resources available for writing instruction Q & A
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3 PARCC Written Tasks Unit 1: Literary Analysis Task (LAT)
Unit 2: Research Simulation Task (RST) Unit 3: Narrative Writing Task (NWT)*
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PARCC Data: From Evidence Statement Analysis Report
Written Expression: 75%-80% of score Writing Knowledge: 25%-20% of score Narrative highest statewide* Students can achieve on PCRs! Grade 6 Low, low income Native American ELL Over 50 students
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Literary Analysis Task
This task will ask students to carefully consider literature worthy of close study and compose an analytic essay. There will always be 2 literature-based texts (stimuli) in this tasks and will follow a series of questions around both texts The topic or focus for the analytic essay is driven from one or more Reading Literature standards and based on the Task Model for the unit
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LAT Task Model Example-4th
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Research Simulation Task
In this task, students will analyze an informational topic presented through articles or multimedia, the first text being an anchor text that introduces the topic. Students will engage with the texts by answering a series of questions and synthesizing information from multiple sources in order to write an analytic essay.
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Research Simulation Task
The topic or focus for the analytic essay is driven from one or more Reading Informational standards and based on the Task Model for the unit 3rd Grade: will “read” and write from two texts 4th Grade: will “read” three and write from two 5th-11th Grade: will “read” three and most often write from all three
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RST Task Model Example-6th
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Intent of PARCC Writing Tasks
Allow students to elicit evidence demonstrating that they have understood a text or texts read Allow students to demonstrate that they can communicate that understanding well both in terms of written expression and knowledge of language and conventions Allow teachers the opportunity to provide feedback on how individual pieces of writing meet or do not meet the criteria for quality writing* Written tasks should require writing to sources rather than to a decontextualized or generalized prompt
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What is an Essay? An essay is a piece of writing that focuses on one subject and a particular purpose. In learning institutions, it is assigned to students to develop and test their writing skills, comprehension, and creativity. An essay will direct you to: Information about the content that you are supposed to cover. For example: point of view One or more verbs, or direction words, that tell you what to do with that content. For example: analyze it, explain it, discuss it, or describe it.
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PARCC Blueprints to Explain
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PARCC Blueprints to Explain
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PARCC Blueprints to Explain
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PARCC Scoring Rubrics 2 sections for the LAT/RST Rubric
Reading Comprehension and Written Expression (RC/WE) Knowledge of Language and Conventions 2 sections for the NWT Rubric Written Expression (WE)
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LAT/RST Scoring Rubric
Grade 3: 0-3 possible points for both sections Reading Comprehension and Written Expression (RC/WE) Knowledge of Language and Conventions Grades 4-11: 0-4 points possible for Reading Comprehension/ Written Expression (RC/WE) 0-3 points possible for Knowledge of Language and Conventions Points from Reading Comprehension and Written Expression contribute to the reading score*
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5 Rubric Elements RC/WE LAT & RST
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5 Rubric Elements in RC/WE
comprehension of text and accurate analysis addresses prompt and development is effective and appropriate to task clear reasoning supported by relevant, text-based evidence effectively organized with clear and coherent writing uses/maintains/establishes language effectively (formal)
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Rubric: Comprehension of Text- Accurate Analysis*
In the LAT & RST reading comprehension is part of what is assessed in the rubric. Can the student retell, restate, describe key ideas and details and infer messages from text read? Lower comprehension = misconceptions about text and flaws ability to complete the task Engaging with complex text is critical! Grade 3 asks for description, explanation or comparison
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Pitfalls with Comprehension and Analysis in Tasks
Lack of close and careful reading Can retell, but not retain deep comprehension or infer from reading May lack exposure to complex text Analysis Students often retell or provide a summary of text, but lack analysis Analysis lacks depth Analysis lacks focus
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A Few Comprehension & Analysis Prep Strategies
Reading complex text with exposure to Tier 2 and Tier 3 vocabulary Chunking text Close Reading w Annotating Discussing Text Exit cards and questioning to assess comprehension Short, daily routine writing tasks
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Close Reading “A significant body of research links the close reading of complex text – regardless if the student is a struggling reader or advanced – to significant gains in reading proficiency, and finds close reading to be a key component of college and career readiness.” Is an an analytical classroom routine used to unpack the meaning of complex text.
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Close Reading: Comprehension Questions Driven from Standards
General Understanding/Key Ideas/Details Standards RL./RI. 1-3 2nd Craft and Structure Standards RL./RI. 4-6 3rd Integration of Knowledge and Ideas Standards RL./RI. 7-9 Followed by written task Fisher and Frey Close Reading Progression
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Read, Note, and Discuss Although students cannot engage in partner talk during the assessment, build the habit of having students chunk out their understanding of the text from part to whole. Follow by posing a series of text-dependent questions that analysis, rereading and require students to locate textual evidence. Design a writing prompt.
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Accurate Analysis Start small and increase complexity over time
With one text, then add additional text Increase complexity of text(s) over time Increase to more than one text Use a single reading standard to to create a daily/weekly reading question that students can respond to in writing and provide text evidence Have them regularly engage in and practice responding to questions and prompts based on a standard!
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Single Text Routine Writing Prompts to Support Analysis*
Text: “Life in a Deep Freeze” Text: “The Horses of Assateague” Text: “The Amazing Penguin Rescue” What is the main idea of the article? Provide least 2 details that support the main idea. (RI.3.2) What explanation is there for how the horses have survived on the barrier island for so long? (RI.4.1) Describe the process of cleaning the penguins. Was it a simple or difficult task? Use evidence to support your response. (RI.5.3)
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Rubric: Addresses Prompt & Effective Development
Writing to the prompt is essential Students should acquire strategies to understand how to unpack the prompt and understand what they are expected to write about Development should in in the form of an extended response The response should contain key points in response to the prompt; with comprehensive explanation, detail and support of the topic Unpack
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Pitfalls with Addressing the Prompt & Effective Development
Lower scores sometimes indicate that the student missed the mark when responding Retelling and summaries are given instead of analysis Response is not appropriate to task i.e., persuasive essay Effective Development Lower scores of often a result of minimal amount of written response. 1 or 2 sentences is not adequate to demonstrate elements in the rubric. Redundant, repetitive statements Off topic writing
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Which Can Be Adequately Scored?
Not a 5 paragraph essay, but strong score! 1 Grade 6 RST 1= limited comprehension, some incorrect info, no text references, no reasoning, general language 3 Grade 6 RST
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Addressing the Prompt Reinforce need to read directions:
Purpose Setting Statement (PSS) Read prompt in advance of reading texts…sets purpose Unpacking prompt w/ graphic organizer Turning prompt into a series of questions Practice unpacking the prompt in class all the time!
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Read the Directions: They Set Purpose for Writing
In the directions for each unit, there is a Purpose Setting Statement (PSS). That statement gives students a focus for their writing in advance.
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Age Old Strategy: Read Prompt First
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Research Simulation Task-Grade 7
Today you will research electricity and consider some of the methods used in science texts and videos to support different purposes. First you will read a passage that explains some general principles of electricity. Next, you will watch a video about fun ways to learn about electricity circuits. Finally, you will read an article that explains how different materials conduct electricity. As you review these sources, think about the purpose of each and the role that explanations, demonstrations, and/or descriptions of experiments play in communicating that purpose. At the end of the task, you will be asked to write an essay…. PROMPT: You have learned about electricity by reading two articles, “Energy Story” and “Conducting Solutions,” and viewing a video clip titled “Hands-on Science with Squishy Circuits.”
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In an essay, compare the purposes of the three sources
In an essay, compare the purposes of the three sources. Then analyze how each source uses explanations, demonstrations, or descriptions of experiments to help accomplish its purpose. Be sure to discuss important differences and similarities between the information gained from the video and the information provided in the articles. Support your response with evidence from each source. UNPACKED: In these three sources about electricity, what purpose does each source serve? What message does each convey? How does each source use explanations, demonstrations, or descriptions of experiments to convey its message? Write an essay, providing evidence from each source to support your comparison.
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Simple Triangle Graphic to Unpack the Prompt
Where the Red Fern Grows “The Lighthouse Lamp” TEXT(S) Essay TASK What type of writing? Have students jot down on their scratch paper. Teach them to do that in class before they write. Do partner work….. Impact of point of view on events. Use both texts Include events w POV QUESTION What is the writing about? What needs to be included in my writing?
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Effective Development
Planning/Pre-writing Activities (W.5) Listing Conserves mental bandwidth, easy, fast Mapping Provides visual picture, can help with organization Note-taking Can be done on platform or scratch paper, is a simple tool to ensure inclusion of important info Outlining (scratch) Topic statements, reasons, support, and conclusion. Supports organization, simple and fast
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Four Square Note-taking
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Rubric: Clear Reasoning & Relevant, Text-Based Evidence
In a nutshell, students must: explain their thinking why they think that way; and how they are going to support it (facts, data, or observations and more!) Elaboration on why and how greatly enhances their writing. Students should not be repetitive or be evidence heavy!
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Pitfalls for Reasoning & Relevant, Textual Evidence
Absence of lack of reasoning is included in student response Clarity in what student is trying to communicate Reasoning and evidence provided are not connected Student loads up writing with textual evidence with no explanation There is no original writing as it is directly copied from text.
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Grade 4 RST Score 2 RC/WE
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Reasoning and Evidence
Excellent organizer to take student through the process of defining their reasoning and relevant evidence. Reasoning is used to explain to the reader why the claim is true or untrue. Reasoning should be logical, or make sense to the reader. Evidence But, reasoning is not enough to prove your argument. You also need evidence that supports your reasoning. Your need to make sure you have enough evidence and that the evidence is related to what you’re talking about. Your evidence can be any combination of facts, data, or observations. Is It Relevant? Relevant evidence is related to the argument. The easiest way to determine if evidence is relevant is to ask yourself, “Does this evidence support the main idea and does it make sense?”
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Organizer for Reasons and Evidence
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What Do I Think? Why Do I Think It? How Can I Support It?
Claim/Point: What do I think? Reason: Why do I think it? Evidence (Relevant): How can I support what I think? Is it connected to the claim and reason? What do I think? Why do I think it? How can I support it?
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Prove It! Follow up by writing an essay. Modified from Solution Tree
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Claim-Evidence-Reasoning-Elaboration
Explain, Analyze, & Add to the EVIDENCE to show HOW the evidence supports your CLAIM! In the excerpt from My Home is Far Away, the main character, Marcia, differs from the generally accepted beliefs of how children should act. The narrator states, "She had read and written almost as soon as she walked and talked." This is different from most children, who learn to read and write during their first years in school. Also, Marcia had an exceptionally good memory, which set her apart from the rest of the children. She could memorize pieces long before her older sister, even though it was not her assignment. Both Marcia and Thea differed from the stereotypes of how children should act, and they faced difficulty because of it Claim Evidence Reason Elaboration
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Ways to Cite Evidence Text Evidence is another way of saying“evidence from the text.” This may be done by:
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Use in Answering a Series of Questions
Repetition in supporting reasoning and evidence can negatively impact score for clarity, coherence and style. Train students to use a range of responses stems.
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Dealing with Evidence Teach students to:
find one strong piece of evidence for each paragraph in their writing. Searching for specific ideas to support a claim or counterclaim is easier than collecting ideas in general.
use quotes if a specific piece of language supports the key ideas in a single paragraph. “Pop” the quote in. Smooth out language later.
paraphrase ideas when the evidence is spread out over multiple paragraphs. “Pop the paraphrased idea in. Smooth out language later.
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Rubric: Effectively Organized & Clear and Coherent
Easy to follow, a flow to the writing Can tell the structure students chose to create essay Thoughts are grouped together Organization supports the writer’s message Graphic organizers Grouping of like thoughts Use of transitions to show shift Organized note taking
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Pitfalls to Clear, Coherent & Organized Writing
Disconnected ideas Thoughts not grouped together(claim, reasoning, evidence) Lacks developed introduction, body paragraphs, and conclusion Lack of transitions Repetition Organization is random and impedes reader’s ability to follow thoughts and ideas
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F.Y.I. A 5 paragraph essay is not required
High scores can be achieved without 5 paragraphs and a formulaic approach R.A.C.E. is a good prep for students but not always appropriate to the task!
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Coherence The flow of writing. The overall unity of a passage that has traits of a particular genre. “Understandability” of the writer’s ideas. Ideas are organized in a structure that is clear, they are grouped together, and they are focused. Without coherence, writing has no discernable meaning.
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Coherence Students need to know the organizational structures in texts. What will the relationships be between paragraphs (main ideas of each paragraph)? This will lead to their choice of linking words. Using a structure that makes sense will give the writing clarity. You can give them multiple choices before they draft, this can be used to differentiate.
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Cohesion Standards W1-W3 all address the idea of cohesion. link ideas
use a variety of transitional words and phrases to manage sequence, convey order, etc. use words, phrases and clauses to create cohesion and clarify the relationship among ideas and concepts, claims and reasons, etc. There are many resources online that list transitional words and phrases that are grade level appropriate. They include words and phrases that signal: time, place, order of importance, comparisons and contrasts, conclusions and summations, cause and effect. Adding these types of words/phrases help the reader follow the writer’s ideas and concepts more easily. As you work with students on improving cohesion in their writing, bring these words/phrases to their attention in what they are reading
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Transition List & Bookmarks
time place order of importance comparison and contrast conclusions and summaries cause and effect link opinion to reasons or evidence link ideas within or across categories sequence of events/order spatial or temporal relationships signal addition
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Cohesion These linking words need to be chosen on purpose.
How are the linking words building understanding in the writing? These words can change the meaning of the writing. Students should know the categories of these words and then build a collection in each category. Have students sort the transition words and phrases and label a category.
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Effectively Organized, Clear and Coherent Tools
Graphic organizers and activities Add mailing labels with linking words written on them to your graphic organizer. Put the stickers where they will go in the paragraph.
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Note-taking
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Rubric: Uses Language Effectively & Effective Style
In the LAT and RST tasks, students should use formal language and avoid the following: eliminate slang abbreviations texting language (LOL, BFF, etc.) Specificity in language vs. general language precise and descriptive “the guy vs. Joseph” Reduce repetitious language Varied sentence structures Use language from sources (from the text)
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Pitfalls General language use
Repetition of beginning of sentences and sentence length Lack of clarity Lack of complexity in language usage, over-simplified
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Sample Annotation Repetitive and non-specific language (her missing things, taking her things,, doesn’t think she would take her things, feels something needs to be done, he faked his injury and Danny faked the injury because, think of all the good stuff), combined with minimal variation in sentence structures, contribute to a style that is only limited in its effectiveness. Grade 8 LAT Score 1
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Classroom Supports for Language
Delete overuse of pronouns Use the “2 highlighter method” after mini-lesson and modeling from teacher. Green color used to highlight specific language; signals continuation of specific language, Tier 2 words Pink color used to highlight generalities, overuse of pronouns, vague use of language that should be changed
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43 Words to Cut from Your Writing
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Rubric: Writing Knowledge
Command of conventions and standard English at an appropriate level of complexity Review grade level conventions Language Standards L.1, L.2, and L.3 Students should apply the grammar and conventions outlined in their grade level expectations, as appropriate. Spelling errors* (their/there, our/hour) Show language continuum Revising Editing On level Grace for students
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Rubric: Knowledge of Language and Conventions
mechanics grammar usage
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Rubric: Writing Knowledge
Students should engage in: Short, mini-lessons on conventions and grammar Many opportunities to apply learning though writing Revising and peer editing own and other’s writing.
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Narrative Writing Task
Narrative writing broadens the way in which students may use this type of writing. In this task, students may be asked to write a story (or the next part of a story). Narrative prompt can be in seeral forms: Letter Diary or Journal entry Extension of text (what happens after or what happened before)
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Narrative Task Model 3rd-11th
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Different Rubric for Narrative Writing
Written Expression No Written Comprehension Grades 3-5: 3 points Grades 6-11: 4 points Writing Knowledge Grades 3-11: 3 points Based on CCSS Standard W.3
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Effective Development Organized Clear and coherent Effective language
Per the CCSS W.3, narrative elements include: 3-5: establishing a situation organizing a logical event sequence describing scenes, objects or people developing characters’ personalities, and using dialogue as appropriate 6-8: in addition to 3-5 establishing a context situating events in a time and place developing a point of view developing characters' motives 9-11: in addition to 3-8 outlining step-by-step procedures* creating one or more points of view constructing event models of what happened Effective Development Organized Clear and coherent Effective language
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Pitfalls in NWT Doesn’t address the prompt Minimal development
Retells vs. continues or pre-empts text Does not connect to passage read Lacks many literary elements Provides no closure
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Narrative Task Tools
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Ongoing Strategies Use PARCC Released Student Responses
Have students unpack well-written response Compare a high and low scoring paper Read annotations when provided Highlight and model successful writing elements Have students practice unpacking prompts Highlight transitions Identify how writing was organized Provide suggestions for editing and revisions on lower scoring papers Score student writing samples
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Ongoing Strategies: Integrate On-Demand Writing into Your Curriculum
On-demand writing to standards-aligned prompts Use text passages that are worthy or reading and writing about Select a Reading Literature or Reading Informational standard that lends itself to the text being read Compose a prompt that students can complete in one sitting that requires
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PLC Scoring Calibration Work: Practice Papers
Score practice papers as a PLC and then visit the assigned scores. When annotations are available , read to solidify understanding of score.
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ELL/SD Strategies Chunk text and unpack complex ideas
Sentence starters Teach note taking strategies model development of ideas organize structure show use of transitions
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Resources http://www.illinoisliteracyinaction.org/
Click Grade Level and Go To Writing Resources
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Resources
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Resources
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Sheryl White sherylwhite54@gmail.com
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Next Webinar Part IV: “Supporting Student Success: Creating Practice On-Demand Writing Prompts” November 1, :30-4:30
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“My Reason, Your Evidence” Partner Work
Students work in partners to identify a reason and find relevant, supporting evidence. Step 1: Teacher reads prompt from texts/passages students have read. Step 2: Student A selects a reason they would include in writing and shares with Student B. Step 3: Student B locates the relevant evidence. Step 4: Students discuss together and determine if they should keep the provided reason and evidence. If evidence found or is not relevant, throw it out. Revisit reason. Step 4: Change roles. Continue. Chart responses.
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