1. KCAS and the Three Modes of Writing Grades K-5 Carole Mullins Eng/LA Regional Content Specialist 606-854-2329 carole.mullins@education.ky.gov www.kvecelatln.weebly.com

2. Learning Targets I can recognize some of the instructional shifts demanded in the ELA standards. 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.

3. What is meant by College and Career Readiness (CCR) Anchor Standards? …the acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution (such as a two- or four-year college, trade school, or technical school) without the need for remediation. (ACT) The standards were built on this vision for every single student who graduates from high school. 3

4. Some of the “Big” Shifts Demanded in ELA/Literacy Standards Increased reading of Informational Texts (in elementary balance the reading of info and literary texts and vary the topics, making sure they are developmental) Work on Content Area Literacy—sharing it among ALL teachers Attend to TEXT COMPLEXITY—discern ideas of more complex texts Focus on TEXT DEPENDENT QUESTIONS – those that REQUIRE close reading of the text (vs ‘text-free’—which rely on prior knowledge instead of the actual text) Focus on WRITING –Argumentation with Evidence and Narrative Writing (to inform) Emphasize Domain-Specific Vocabulary Emphasize Short and Sustained Research Projects Karen Kidwell, Highly Effective Teaching, Learning and Assessment: 2011 KAAC Presentation English Language Arts Big Shifts Document - http://ideas.aetn.org/commoncore/strategic-plan

5. “Read like a detective, write like a reporter.”

6. Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework GRADELITERARYINFORMATION 450% 845%55% 1230%70% The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. ELA CCSS Page 5

7. Writing Standard #1 Anchor Standard #1: Reading (Literature and Informational) Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. K-12 Progressions 7

8. Writing Standard #1 Anchor Standard #1: Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. K-12 Progressions 8

9. Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework GRADETO PERSUADE TO EXPLAIN TO CONVEY EXPERIENCE 430%35% 8 30% 1240% 20% It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP. ELA CCSS Page 5

10. Videos Produced by James B. Hunt, Jr. Institute for Educational Leadership and Policy And the Council of Chief State School Officers (CCSSO) Example: Writing to Inform and Make Arguments (3:36) http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related Common Core You Tube Videos

12. 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”

13. “Your students need time to write their hearts out; to explore many different subjects; to write deeply about a single one…” Fletcher and Portalupi (2001)

14. Write Your Heart Out… Using the provided index card, jot down a few responses to each of the prompts below:  What is something(s) you know you are good at doing?  Where is your favorite place to go to relax?  Is there something you find interesting that you would like to know more about?  Have you visited a place that was so interesting you want to share about it with others?

15. One big change in the writing standards is the shift from opinion/persuasion to argumentation… 15

16. 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 www.readwritethink.org http://kms.sdcoe.net/kms/474-SMS.html 16

17. From…To… Stating opinions Supporting with evidence Supporting with textual evidence 17 What differentiates argument from opinion? The use of textual evidence! Building Student’s Argumentative Skills from Elementary to Secondary

18. TRANSITIONING FROM OPINION TO ARGUMENT You can turn your opinions into arguments by researching the subject in question. Look for evidence to support a particular point of view - but also look at any evidence that may contradict your own opinions. Be aware of the counter-arguments and be willing to keep an open mind about them. You may also decide to change your opinions in the light of any new evidence.

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

20. 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.

21. “Addressing the 3 Modes of Writing” Follow-Up Activity During a PLC, discuss the guidelines and notes taken with your colleagues. What important information, questions tips or ideas can you share and/or develop?

22. 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 Discuss what that looks like at your grade level with an elbow partner Shift occurs in 6 th grade from opinion to argumentation. What does this mean for grades 4-5? Suggested Mentor Text: Articles, Expository Text, Digital Text

23. WHAT’S YOUR OPINION? Children have opinions or certain beliefs. They must have an understanding that their words/ideas matter and have power. Teach them that they can support their beliefs or opinions with facts or evidence.

24. WRITING AN OPINION An opinion is an idea that a person or group holds to be true. Can be based on someone’s feelings, what they’ve heard, or what they have been told (REASONS) Does not necessarily have to be supported by facts or evidence

25. Section 1: Opinion/Argument Opinion Writing Second Grade http://www.youtube.com/watch?v=Icz4BrycFpo Digging Into Writing Standard # 1: Opinion/Argumentation Digging Into Writing Standard # 1: Opinion/Argumentation “My Opinion” Graphic Organizer “My Opinion” Graphic Organizer

26. WRITING AN ARGUMENT An argument is a claim that is supported with concrete, real-world EVIDENCE (articles, books, reports, statistics etc) related to topic. Research is required- implies author is knowledgeable of the topic Writer explains and defends their position or opinion Writer refutes the opposing position Reader can agree or disagree Formal in tone

27. KY Writer’s Reference Sheet: Argumentative Grades 5 and 6 If I am writing my opinion or creating an argument, did I establish and maintain focus? anticipate audience’s knowledge and concerns? provide relevant background and contextual information from the reading passage (if a passage is provided)? use facts, details and examples to support my opinion/argument? use words and phrases to clarify the relationship among opinions/claims, reasons, and evidence?

28. 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

29. Informative/Explanatory writing seeks to accurately convey information. It’s purposes are:  to increase readers’ knowledge of a subject  to help readers better understand a procedure or process  to provide readers with an enhanced comprehension of a concept

30. Essential Skills for Informational Writing Three main skills that Writing Standard #2 mentions: selecting, organizing, and analyzing content. Two important qualities mentioned in Writing Standard #2: accuracy and clarity.

31. How does Informative/Explanatory writing differ from argumentative writing? With argumentative writing, the aim is to get people to believe that something is true. With explanations, the aim is to answer questions about why or how because truthfulness is assumed. Argument seeks to persuade; explanation seeks to create understanding. Compare these two writing prompts:  Was Alexander the Great truly great?  How did Alexander the Great hellenize the Middle East? (Adapted from CCSS Appendix A)

32. Menu: Types of Informative Writing Assignments Basic paragraph Essay (definition, descriptive, cause/effect, problem/solution, etc.) Report Term paper Brochure/pamphle t Article (newspaper, magazine, encyclopedia, etc.) Newscast Lab conclusions Directions (recipe, lab procedures, technical instructions, directions for a game, rules for a sport, etc.) Diary entry, journal, log, blog Interview Website Documentary Menu Catalog Biography / autobiography Interview Advertisement or label (explaining a product or service) Poster Review/critique

33. 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

34. United States: The Revis family of North Carolina Food expenditure for one week: $341.98 Favorite foods: spaghetti, potatoes, sesame chicken Read more: http://www.time.com/time/photogallery/0,29307,1626519,00.html#ixzz1ckVgjk91

41. 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?

42. 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.

43. KY Writer’s Reference Sheet: Informational/Explanatory Grades 5 and 6 If I am writing to provide information or explain, did I establish a focused purpose? anticipate the needs of my audience? incorporate relevant background and contextual information from the reading passage (if a passage is provided)? use general and specific details and examples to support my thesis? use precise language and domain-specific vocabulary?

44. 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. 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

45. Section 3: Narrative Writing Writing Through A Mask Writing Through A Mask EXAMPLE: Students read the book Up North at the Cabin or teacher reads the story orally to the class. Design a mask that focuses on one of the things you are read about (a smart angler, a loon, a great, gray dolphin, an acrobat, a fearless voyageur, a river, a bull moose, an armored beetle, a daredevil, an angry northern pike) Write “through your mask” to tell the story the way your “character” might tell it using the same story setting. Think about how writing through a mask might help your students write more “narratively” than a personal narrative or memoir Create a unique way to celebrate this writing

46. KY Writer’s Reference Sheet: Narrative Grades 5 and 6 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?

47. Electronic Resource for Writing http://www.rpdp.net/

48. Develop an assignment for each of the Three Modes: Read the article Survivor: Deadly Avalanche a ‘Horror Story‘ Work with a partner or small group and develop 3 assignments/prompts that require students to answer in each one of the three modes of writing. Write your prompts on the appropriate chart posted on the wall.

49. Survivor: Deadly Avalanche a ‘Horror Story‘ Text Complexity, Close Reading & Text-Dependent Questions Lexile: 1140 (High End of Grade 6-8) Use the TC-QM Rubrics from this morning’s session and determine the Qualitative Measure of the article. Think about Reader and Task Considerations Based on your determinations using the three legs of the Text Complexity process, would you agree/disagree on giving this article to 6-8 graders? Is this article the appropriate length for a Close Reading activity? What about Text-Dependent Questions?

50. SHARE YOUR PROMPTS!! Let’s review the prompts posted on the charts. A Few Other Sample Prompts Mode 1: Should skiers be allowed to scale a mountain after the possibility of an avalanche has been made known to the public? Write an essay and be sure to provide valid evidence to support your claim. Mode 2: Explain the causes and effects of an avalanche. Mode 3: Think about a time that you or someone you know was in survival mode and inform your readers about the incident.

51. Next Steps Develop an Action Plan for implementing effective literacy practices within your school. How will your school address Text Complexity, Close Reading, Text Dependent Questions and the 3 Modes of Writing once all have been trained? A few thoughts…  How will teachers bridge reading and writing in all content areas?  How can teachers formatively assess students?  How will technology be incorporated into your Action Plan?  How will the results of the Action Plan fit into your school’s CSIP, Writing/Literacy Plan and/or Program Review.

52. 3-2-1 Time to Reflect 3-2-1 List three best practices you learned today that will impact writing instruction in your classroom. 1. 2. 3. Name 2 things you will try within the few weeks. 1. 2. Ask 1 question you still have about today’s session around the standards and the three modes of writing. 1.