1. 1 TEXT-BASED SYNTHESIS WRITING: INFORMATIVE / ARGUMENT OPINION NARRATIVE Silver Shores Elementary

2. 2 Essential Question As an instructional leader in the classroom, what deliberate actions can I take to create coherence for my students so that I can prepare them to be college and career ready (through the Florida Standards)?

3. 3 Broward Schools’ Connections Marzano- Teacher Evaluation Tool Design Questions- 2,3,4 PLC- C.A.R.E Curriculum –(intent of standards/appropriate materials/leixile bands and stretch) Assessment –(formative/summative- proficiency level of the standard -cognitive complexity/DOK) Remediation –(scaffolding through DOK, fluency skills) Extension –(going deeper within the standard – DOK levels; moving to higher level thinking on Blooms) What should students know and be able to do? How will we know they “get it”? What will we do if they don’t “get it”? What will we do if they do “get it” to extend learning?

4. 4 Precise Vocabulary Investigation Student knows focus vocabulary to learn –Independently Discovers + Assigned (DQ 2) Teacher emphasizes vocabulary in various materials – text, video (DQ2) Student and teacher USE vocabulary –Tier II (Academic) and Tier III (Domain) –Speak, Listen, Write, Draw, Read, Hear (DQ 2-3) Student required to make BEST USE within synthesis tasks (writing, speaking) (DQ 3-4) Student explores meaning: Synonym, Antonym, Nuance, Prefix, Suffix, Root (DQ 3)

5. 5 Precision Reading- ROUTINE Read closely and determine what a text says explicitly – for all curricular areas Amplify vocabulary, context (video)- (DQ2) Read alone and identify unknown vocabulary (DQ2) Discuss (DQ3)- connect to accountable talk DOK 1, 2, 3 questions and tasks (DQ 2,3,4) Vocabulary Investigation (DQ 2,3) Writing/Speaking Synthesis Tasks (DQ3,4)

6. 6 System of Proficiency: PLC "CARE" DQ 2 DOK 1 & 2 DQ 3 DOK 2 & 3 DQ 4 DOK 3 & 4 Collaboration & Reading Routine (DOK 1-4) Vocabulary Investigation (DOK 1-3) □ New Vocabulary (DOK 1-2) □ Teacher Uses Vocabulary (DOK 1-2) □ Use of Tier 2 and Tier 3 Vocabulary (DOK 2-3) □ Exploring Meaning of Words (DOK 2-3) Accountable Talk (DOK 3 & 4)- strategy to move from DOK 2 to DOK 3 Writing & Speaking for Synthesis Tasks (DOK 3 & 4)

7. 7 Precision Reading- ROUTINE Read closely and determine what a text says explicitly – for all curricular areas Amplify vocabulary, context (video)- (DQ2) Read alone and identify unknown vocabulary (DQ2) Discuss (DQ3)- connect to accountable talk DOK 1, 2, 3 questions and tasks (DQ 2,3,4) Vocabulary Investigation (DQ 2,3) Writing/Speaking Synthesis Tasks (DQ3,4)

8. 8 Synthesis Writing Look at Writing Prompts Use Writing Prompts as Exemplars Look at Writing Rubrics Use Writing Rubrics in PLCs Integrate Writing Standards & Speaking / Listening Standards into lessons Focus on Precision at DOK 3 & 4

9. 9 Speaking and Listening (Influencing the thinking of others through actively listening and strategically adjusting to the flow of conversation- being quick on your feet) Mastery Writing (Synthesizing information, problem solving and generating new solutions through the written word) Towards Reading (Reading closely for understanding) Building

10. 10 Reading Standards for Literacy Across Content Areas

11. 11 LAFS.K12.R.1.1 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. Based on our BAFS: 44% (out of 72 tested) of 3 rd grade answered correctly 35% (out of 79 tested) of 4 th grade answered correctly 39% (out of 65 tested) of 5 th grade answered correctly

12. 12 K-12 Writing Standards for Literacy Text Types and Purposes: 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. Production and Distribution of Writing: 1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 3. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing: 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.

13. 13 Three Text Types 1. Argument 2. Informational/Explanatory 3. Narrative

14. 14 K-12 Writing Standards for Literacy 1.Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3.Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

15. 15 Grade-level Standards What are the differences and nuances found in the progression of the standards? –What do the standards imply? Consider order, wording, what is omitted, what is included.

16. 16 Argumentative Writing

17. 17 Persuasion vs. Argument Ethos (author credibility) Pathos (emotional appeals) Persuasion Logos (logical appeals) Reason Argument

18. 18 Is it argument or persuasion?

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20. 20 Is it argument or persuasion?

21. 21 Progression of Standard Student Work Samples Writing- K-12 Standard 1

22. 22 Kindergarten

23. 23 First Grade

24. 24 Second Grade

25. 25 Third Grade

26. 26 Fourth Grade

27. 27 Fifth Grade

28. 28 FOOD FOR THOUGHT… How do you assess writing? –What is the process you have place? –How does that fit into your system?

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34. 34 HAPPY HOLIDAYS! ENJOY THE BREAK