The College Ready Writers Program Branson Public Schools 2015-2016 at Missouri State University presents

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

[email protected]

Heather Payne, M.S. Ed. EnglishCo-Director

[email protected]

Andy Love, M.S. Ed. EnglishHigh School Literacy Coach

Bolivar High School

Terri McAvoy, M.S Ed.Teacher Consultant

[email protected]

http://owp.missouristate.edu/KFranklin.aspx

mailto:[email protected]

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


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.


Forwarding Moves

Illustrating


Extending

Authorizing

Illustrating

The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris)


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:


An Example of Illustrating


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.


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.”


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


What Extending Looks LikeLanguage that reframes the text, adds another layer of interpretation, and/or drives it forward to new conclusions:


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


So now,…


Furthermore,….


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,…


Furthermore,….

The Vehicles (Countering Moves)


“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


What Countering Looks LikeLanguage that takes another approach, identifies hidden or absent arguments, or explains where an argument falls short.


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


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.


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



Debriefing

Two things you understand about the moves and two questions

https://www.youtube.com/watch?v=_w6QpkzYKBM

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

Documents

The College Ready Writers Program Branson Public Schools 2015-2016 at Missouri State University presents