the college ready writers program branson public schools 2015-2016 at missouri state university...
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The College Ready Writers Program
Branson Public Schools2015-2016
at Missouri State Universitypresents
#showmebranson
Dr. Keri R. FranklinDirector of Assessment
Director, Ozarks Writing [email protected]
Phone: 417-836-6300
Colleen Appel, M.S. Ed. English
Teacher [email protected]
Est. 2008
Pam Hankins, M.S. EdProfessional Development
Heather Payne, M.S. Ed. EnglishCo-Director
Andy Love, M.S. Ed. EnglishHigh School Literacy Coach
Bolivar High School
Terri McAvoy, M.S Ed.Teacher Consultant
Over-Arching GoalBy the end of the 2015-2016 school year, participating Branson teachers will embed into existing curriculum multiple tools, strategies, and protocols for teaching college-ready writing to students at all grade levels.
Ozark Writing Project for NWP CRWP funded by the Dept. of Education
Goals: What We Will Learn● Use protocols to look at student work● Experience the Argument Highway● Use the Sources Tool to look at student work
Agenda: How We Will Learn
• Writing into the day • Quick Dip into student writing • Experience the Argument Highway---moves
that writers make to create arguments • Lunch • First Glance at the National Writing Project’s
Sources Tool • Collaborative Planning Time
Purpose/ Non-PurposePurpose: Offer support as we co-create knowledge about argument writing
Non-Purpose: To leave you isolated in this new learning.
Our Norms
Which of these norms do you want to be mindful of in yourself today?
● Please take care of your personal needs.
● We will take a morning and afternoon break.
● Please place phones on vibrate.● Questions? Post them on the Parking
Lot.● Clear your mind Post-its
Formative Assessment: A Vital Part of CRWP
Work Formative Assessment is
• Taking a quick dip
• Gathering data
• During the learning process
• Adjusting teaching and learning
Guiding Questions •What is our purpose?
•What do we want to see?
•What have we taught?
•What adjustments can we make?
•How much time do we have?
Looking at student work: Making Informal Arguments/Reality T.V.Reminder: The goal of this mini unit is to support students as they gather
information from text, consider multiple angles on a topic, develop a nuanced claim and write a complete draft.
Foundational Skills: explore an issue to make a claim, identify evidence and integrate sources.
Work with a Partner
Read the same student sampleDiscuss what you noticeMake notes Chart possible ways to reteach
A Notecatcher
Sharing our findings
Let’s do a quick share
around the room as we chart our
findings.
What our findings tell usEvidence of Teaching Evidence For Teaching How We Will Adjust
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Break
Argument: Messing with Our Minds
Ozark Writing Project for NWP CRWP funded by the Dept. of Education
Taylor Mali on Changing Minds
Argument Highway:
A Metaphor
Leeanne Bordelon, NSU Writing Project, 2014
Argument Highway
An instructional metaphor for the ways good writers use source material, based on
Rewriting: How to Do Things with Texts
by Joseph Harris
Leeanne Bordelon, NSU Writing Project, 2014
Coming to Terms with the Source
• An additional metaphor: entering the conversation
• Texts don’t just reveal meaning -- we must make the meaning.
• Be generous and fair.
• Ask, “What is the writer trying to do in this text?”
The vehicles are the ways to quote and use source material.
Leeanne Bordelon, NSU Writing Project, 2014
Forwarding Moves
Illustrating
Leeanne Bordelon, NSU Writing Project, 2014
Extending
Authorizing
Illustrating
The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris)
Leeanne Bordelon, NSU Writing Project, 2014
What Illustrating Looks LikeLanguage that captures what an author is saying/doing,
X argues that
X claims that
X acknowledges that
X emphasizes that
X tells the story of
X reports that
X believes that- Graff and Birkenstein’s They Say I Say:
Leeanne Bordelon, NSU Writing Project, 2014
An Example of Illustrating
Leeanne Bordelon, NSU Writing Project, 2014
from “The Early Bird Gets the Bad Grade” by Nancy Kalish:
Nancy Kalish reports, “When high schools in Fayette County in Kentucky delayed their start times to 8:30 a.m., the number of teenagers involved in car crashes dropped, even as they rose in the state.”
Let's Find
X argues thatX claims that X acknowledges thatX emphasizes that X tells the story of X reports that X believes that
- Graff and Birkenstein’s They Say I Say:Leeanne Bordelon, NSU Writing Project, 2014
➢ Use the article "The Early Bird Gets the Bad Grade".
➢ Glance through the article and highlight an example of illustrating.
➢ Share examples.
➢ "Thumbs up" if you agree, "thumbs sideways" if you're uncertain, and "thumbs down" if you disagree.
Let’s Practice
X argues thatX claims that X acknowledges thatX emphasizes that X tells the story of X reports that X believes that
- Graff and Birkenstein’s They Say I Say:Leeanne Bordelon, NSU Writing Project, 2014
➢ Use one of the articles from your first mini-unit.
➢ Glance through the article and highlight a sentence or phrase that captures what the author is saying.
➢ Use one of the sentence starters from the left and write a sentence of illustration.
➢ Share sentence with a partner.
Authorizing
Quote an expert or use the credibility or status of a source to support claim.
Leeanne Bordelon, NSU Writing Project, 2014
What Authorizing Looks LikeLanguage that names the expertise, credibility, and/or status of an author or source, as in these examples:
Joseph Bauxbaum, a researcher at the Mount Sinai School of Medicine, found …
… , according to Susan Smith, principal of a school which encourages student cell phone use.
A study conducted by the Gulf Coast Center for Law & Policy Center revealed that …Leeanne Bordelon, NSU Writing Project, 2014
An Example of Authorizingfrom “High schools with late start times help teens but bus schedules and after-school can conflict”
[T]he focus on logistics is frustrating for
Heather Macintosh, spokeswoman for a
national organization called Start School
Later…. “What is the priority?” she said. “It
should be education, health and safety.”
Leeanne Bordelon, NSU Writing Project, 2014
Let’s Find
➢ Use the article "The Early Bird Gets the Bad Grade".
➢ Glance through the article and highlight an example of authorizing.
➢ Share examples. ➢ "Thumbs up" if you agree, "thumbs
sideways" if you're uncertain, and "thumbs down" if you disagree.
According to XX,…..
A study conducted by XX revealed…
Let’s Practice➢ Use one of the articles from your
first mini-unit.➢ Glance through the article and
highlight the expertise, credibility, and/or names of an author or source and highlight a sentence or phrase that captures what the expert is saying.
➢ Use one of the sentence starters from the left and write a sentence that authorizes the source.
According to XX,…..
A study conducted by XX revealed…
Extending
Writer’s “spin” on terms and ideas taken from other texts
Leeanne Bordelon, NSU Writing Project, 2014
What Extending Looks LikeLanguage that reframes the text, adds another layer of interpretation, and/or drives it forward to new conclusions:
Leeanne Bordelon, NSU Writing Project, 2014
So now,…
Because of this…..
Furthermore,….
An Example of Extending
Let’s Find➢ Use the article "The Early Bird Gets
the Bad Grade". ➢ Glance through the article and
highlight an example of extending. ➢ Share examples. ➢ "Thumbs up" if you agree, "thumbs
sideways" if you're uncertain, and "thumbs down" if you disagree.
So now,…
Because of this…..
Furthermore,….
Let’s Practice➢ Use one of the articles from your
first mini-unit.➢ Glance through the article and
highlight a sentence or phrase that you would like to extend or add to with your own ideas.
➢ Use one of the sentence starter templates from the left and write a sentence or two that extends the source’s thinking with your own thinking.
So now,…
Because of this…..
Furthermore,….
The Vehicles (Countering Moves)
Leeanne Bordelon, NSU Writing Project, 2014
“The aim of countering is to open up new lines of inquiry.” –Harris in Rewriting: How to Do Things with Texts
All forms of Countering: Arguing the Other Side, Uncovering Values,
Dissenting
Countering Moves “Push back” against the text in some way:
Disagree with it Challenge it
Interpret it differently
Leeanne Bordelon, NSU Writing Project, 2014
What Countering Looks LikeLanguage that takes another approach, identifies hidden or absent arguments, or explains where an argument falls short.
Leeanne Bordelon, NSU Writing Project, 2014
What the author fails to consider is …This is true, but …The same thing can be said for …The author doesn’t explain why ….Another way to look at this is …The study doesn’t explore the connections between …
An Example of Countering
Let’s Practice➢ Use one of the articles from your
first mini-unit.
➢ Glance through the article and highlight a sentence or phrase that you would like to “push back” against in some way.
➢ Use one of the sentence starter templates from the left and write a sentence that counters.
What the author fails to consider is …This is true, but …The same thing can be said for …The author doesn’t explain why ….Another way to look at this is …The study doesn’t explore the connections between …
Let’s Find➢ Use the article "The Early Bird Gets
the Bad Grade". ➢ Glance through the article and
highlight an example of countering. ➢ Share examples. ➢ "Thumbs up" if you agree, "thumbs
sideways" if you're uncertain, and "thumbs down" if you disagree.
What the author fails to consider is …This is true, but …The same thing can be said for …The author doesn’t explain why ….Another way to look at this is …The study doesn’t explore the connections between …
Debriefing
Two things you understand about the moves and two questions
Sources Tool
Planning Time
Goals: What We Will Learn● Use protocols to look at student work● Experience the Argument Highway● Use the Sources Tool to look at student work