21st Century Expectations: Examining
Task, Purpose, and Audience
2
Housekeeping
Writing in a Variety of Genres
Flexibly use tools related to:
AudienceWho is the audience?
PurposeWhat does the
audience need to know?
TaskHow should you share this with your audience?
Every Child a GraduateAgenda 2017
Standards & Instruction– What and how should kids learn?
Assessments and Data Systems– How do we know if they learned
it?
Accountability – systems and individuals– How do we support improvement
if they don’t?
School Finance– How should we pay for schools?
Guiding Principles for Teaching and Learning
1. Every student has the right to learn2. Instruction must be rigorous and
relevant3. Purposeful assessment drives
instruction and affects learning4. Learning is a collaborative
responsibility5. Students bring strengths and
experiences to learning6. Responsive environments engage
learners
Wisconsin’s Foundational Documents
Response to Intervention
Culturally Responsive Practices The National Writing Project
and Carl Nagin state that “The emphasis on culture and identity has helped educators more effectively and sensitively teach children who are also English Language Learners. ELL studies from the last decade observe that learning a new language, in addition to being a grammatical task, also asks the student to take on a new identity (p. 28).
Task, Purpose, Audience
Production and Distribution of
Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Background
More than 500 Wisconsin ELA teachers responded that they could use more
professional learning, time, resources, or support related to:
• Teaching students how to use the writing process and technology to produce and distribute writing appropriate to task, purpose, and audience.
• Develop a balance of explanatory informative, argumentative, and narrative texts for different purposes and audiences.
Production and Distribution of Writing
What are your
beliefs about the teaching of writing?
21st Century Expectations
A text is:any communication – spoken, written, or visual – involving language
21st Century Expectations
“college and career readiness [is] the acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution …without the need for remediation” (ACT, 2010).
21st Century Expectations
Involve self-management, including the ability to regulate one’s behavior and emotions to reach goals
Intrapersonal Competencies
Involve expressing information to others, as well as interpreting others’ messages and responding appropriately
Interpersonal Competencies
21st Century Expectations
The most common terms used to describe characteristics necessary for the successful 21st century learner are "collaboration" and "technology" (American Association of School Librarians, 2007, Partnership for 21st Century Skills, 2011, Cox, 2009, Pearlman, 2010).
21st Century Expectations
Kalantzis, Cope, & Cloonan, (2010) support the consideration of broader implications of new technology for literacy within the “new communications environment” rather than trying to master a particular piece of software or digital tool (p. 64)
Writing in a Variety of Genres
Flexibly use tools related to:
AudienceWho is the audience?
PurposeWhat does the
audience need to know?
TaskHow should you share this with your audience?
Context and Communication
Task, purpose, and audience shape:• Type of communication• Content• Genre(Collin, 2013)*Understanding genres and sub-genres
integral to understanding relationships between content and genre
Write a range of print and digital texts of various lengths and formats
Definitions:
Narrative
Argument/Opinion
Informational/ Explanatory
Blends
Mentor Texts –or– Texts as Teachers
Mentor Texts
Integrated Nature of English Language Arts
Speaking and Listening: Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Language: Knowledge of Language3. Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Reading: Integration of Knowledge and Ideas9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
Examining Task, Purpose, and Audience
Narrative
Argument/Opinion
Informational/ Explanatory
Blends
CCR Anchor Standard 1:
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Argument/Opinion
Argument/Opinion
Audience, Task, Purpose?
Argumentation/Opinion Potential Tools
Pen/pencil paperWord doc, word
processing Google docs
Mixed InkGoodreadsAmazonKidblog
CCR Anchor Standard 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.
Informational/Explanatoryand “Short” Research Project
Informational/Explanatoryand “More Sustained” Research
Project
Audience, Task, Purpose?
Potential Informational/Explanatory Tools
Pen/pencil paperWord doc, word
processingGoogle docsPodcasting
Weebly.com http://timeline.knightlab.com/UDL bookbuilderTimeline PiktochartVoicethreadPrinting pressKidblog
CCR Anchor Standard 6:
Use technology, including the
internet, to produce and publish writing and to interact and collaborate with others.
Audience, Task, Purpose?
Potential Narrative Tools
Pen/pencil paperWord doc, word
processing Google docs
StorybirdCowbirdUDL BookbuilderTimeline VoicethreadKidblog StoryjumperStonesoup
Further Resources
Troy Hicks’s website
Cool Tools for School (Presentations)
Effective Use of Technology to Support At-Risk Students
1. Use of technology to explore and create—not “drill and kill”
2. Interactivity with some learner control
3. The right blend of teachers and technology– do not substitute technology for the teacher
(Darling-Hammond, Zielezinski, & Goldman, 2014)
Revisiting the Writing Process Prompt:
“The only way for sanity to prevail is for us as knowledgeable educators to know and value what we believe and for those beliefs to align with effective, research-based, and experience-based practices” (Routman, 2014).
Revisit your beliefs about the teaching of writing to extend or add to this thinking based on your experiences as a writing teacher, and the research base from this presentation.
Thank You
For questions about this resource contact:
Marci Glaus English Language Arts
(608)266-3551
ELA DPI Google+ Community