Common core academy Review & ideas
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Transcript of Common core academy Review & ideas
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COMMON CORE ACADEMY REVIEW
& IDEASNicki Slaugh
Good Morning Song (Happy Birthday to You) Good morning to you, Good morning to you.I’m so glad to see you, good morning to you! – I’m glad you’re here.
– (kids need to be in seats, facing forward by the end of the song)
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WHEN WRITING IS PUT INTO THE PROPER PERSPECTIVE; ACHIEVEMENT
SOARS.
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IT’S TIME TO RE-EXAMINE IF THE INHERITED CULTURE AND TRADITIONS OF TEACHING WRITING ARE LEADING
TO DESIRED OUTCOMES.
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STAMINA, STRENGTH AND FLEXIBILITY GET US TO THE FINISH LINE
SUCCESSFULLY.
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DESIRED OUTCOMES OF TODAY…IF NOTHING ELSE, WE GET THESE THINGS DONE!
Our Constitution!•“Can Do” feeling
•Common Core Template
•Understand the Common Core better
•Writing Focus
•Cooperative Learning Ideas
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1. What is the essential question I would like students to engage?2. What is the intended outcome of student learning? What will the final product be?3. Have I developed a rubric or assessment list to define elements and level of quality of the expected outcome or product?4. What digital resources will I use to support lesson activities, assignments, or the final product?5. What kind of writing will instruction and/or the intended outcome result in e.g.
To Persuade (supported opinion, argumentation, building a case),To Explain (an explanation, a report of findings, a statement of information), orTo Convey (a narrative written to convey facts, a narrative written to tell a story).
Common Core Template
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6. What strategies will I use to move students through multiple revisions of the document?
7. What are the narrative texts I will have students read to gain background on the question?
8. What are the informational texts I will have students read to gain facts and information about the question?
9. What instructional activity will you use to put students in groups (providing instruction and practice in speaking, listening, and collaborating)?
10. When and in what structure will I critically examine this student work, and discuss the instruction with colleagues?
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STUDY, TELL, HELP, CHECK Study the template
Partner 1 tells all they remember without looking at the template
Partner 2 helps by questioning, giving hints, or adding additional information
When both partners have told all they can remember, they look at the template and check their responses
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THE TEACHER IS “THE ESSENTIAL FORCE FOR IMPROVING STUDENT ACHIEVEMENT.” SOLMON & SCHIFF, “TALENTED TEACHERS,”
2004 Take out your THINK PAD!
Quick Jot: In your “Think Pad” Write one word (or more) about how you are feeling, share with a neighbor. (Pair Share)
Discuss as a whole with class concerns and celebrations.
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THE COMMON CORE VS. UTAH CORE Still focuses on the foundational skills of
decoding, fluency, vocabulary, and comprehension with an increased emphasis on writing
Organized under four strands: Reading, Writing, Speaking and Listening, and Language
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THE COMMON CORE VS. UTAH CORE Additional skills in the Common Core :
Production of opinion/argumentative (persuasive), informational/explanatory, and narrative writing.
Increased exposure to informational text structures.
Increased range and complexity of text Greater emphasis of digital technology Provide opportunities for shared learning Shift to performance based evaluation
Page 7 of your CC… TAB IT: Read Later
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Total Number of Standards by Grade
K-2 46 (32 CCR + the 10 Reading CCR Standards applied to Informational Text + 4 in Reading Foundational Skills)
3-5 44 (32 CCR + the 10 Reading CCR Standards applied to Informational Text + 2 in Reading Foundational Skills)
6-12 42 (32 CCR + the 10 Reading CCR Standards applied to Informational Text)
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LEXILE
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GETTING TO KNOW THE COMMON CORE Tabbing your BINDER
3 colors of tabsTopic, Standard and Grade
APPENDIX AGlance through it
Our FOCUS today is Writing- make sure you tab
page 23 APPENDIX B
Text Exemplars APPENDIX C
Student Samples
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GETTING TO KNOW THE COMMON CORE Jigsaw 5 sections of the ELA Common
Core for your grade. 1. Reading: Literature2. Reading: Informational3. Reading: Foundational4. Speaking and Listening5. Language
Be prepared to share with your expert group and your jigsaw group: impressions, changes, implications, etc.
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TAKE A LOOKWRITING STANDARDS K-5 Looking Deeper
Turn to pg. 18.
Looking at this page, what are you already doing and what could you beef up? Highlight in one color what you are doing and use another color what you could beef up.
In teams discuss what is meaningful.
Number Heads Together sharing idea. (I will give you each a number before you start, then I will roll the dice, the person with that number is the one that shares)
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QUICK WRITE PROMPT IN YOUR THINK PAD: DIVIDE INTO FOUR SECTIONS
Do you teach writing in a certain block of time?
Do you have your students write throughout the day?
What strategies help your writing to be successful?
What do you need to learn about teaching writing?
Complete one box, then Pair Share…until all four boxes are complete.
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GRADUAL RELEASE OF RESPONSIBILITY:READING AND WRITING
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WHAT IS WRITERS WORKSHOP? Explicit teaching with
Time to practiceTime to share
Occurs during the writing block Focused Writing Provides feedback
Check the interest level for a later training Share examples and experiences
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Focus on 4 Quick Techniques
1. Quick Jots2. Quick Tries3. Quick Writes4. Thinking Boxes
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TREAT STUDENTS LIKE REAL WRITERS AND THEY WILL VIEW THEMSELVES AS AND BEHAVE LIKE REAL WRITERS. GIVING THEM CHOICE, RESPECT, AND SERIOUS-MINDED INSTRUCTION WHILE SHOWING THEM THE JOYS OF WRITING WORK WONDERS.
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*She
suggests at least 3 jaunts into the Think Pad a day!
These are quick
moments to
think, jot down,
question, list,
brainstorm or
respond!
Any time you want to ask a
question, get an opinion, or check
students’ understanding may be a good
“Think Pad time.”
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QUICK JOT
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QUICK JOT
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Provide a type of practice after students have
had explicit instruction toward a
learning goal.
Let’s turn to page 31 in your handout… I love the
Vocabulary and Math one.. I actually love them ALL!!! But we will just go over
those two today!
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QUICK TRY
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QUICK TRY
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The students get more time on these. They
allow for more sustained writing in
one shot.
Make sure you go over
the Rules for a Quick
Write. She sets a timer
for 7-10 minutes.
As a teacher, she
participates in the Quick
Writes also with her
prompt provided. She
models appropriate
responses during sharing,
and her writing as she
would expect them to.
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QUICK WRITE
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QUICK WRITE
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They work on one box at a time,
under your direction,
then quickly share.
Can be used in
any subject
area!
Can be used as Formative Assessment!
Way better than
having kids fill out a
worksheet!
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THINKING BOXES
1) took notes on facts explicitly stated; 2) synthesize info and draw conclusion;
3) connect to personal experience and schema; 4) make an inference from quote
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THINKING BOXES
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YOUR TURN TO PRACTICETHINKING BOXES
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ASSESSING QUICK BURSTSYes/NoWeekly/Biweekly Quick ChecksAnecdotal records
-during sharing-quick checks-conferencing
Problems? Individual goals, more frequent
checks
Source: Quick Start to Writing Workshop Success, J. Wagstaff, 2011
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This editing strategy can take place when the teacher meets one on one with a student, or small group
After student have done peer editing Students listen for things they love Things they wish could be better Hearts: after the reading each student in the circle
comments on what they loved ie beginning, strong words. On a heart sticky notes teacher makes notes
Wishes: Same protocol but put you notes on a cloud or star sticky.
Students take their notes back to their desk and make the changes needed.
HEARTS AND WISHES
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COLLEGE- & CAREER-READY WRITING
Name on Your Paper Song (If You’re Happy and You Know It) Put your name on your paper, at the top. Put your name on your paper, at the top. Put your name, or they’ll all just look the same, Put your name on your paper, at the top.
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COMMON CORE STANDARDS
Grade Argument Informational
Narrative
4 30% 35% 35%8 35% 35% 30%12 40% 40% 20%
Writing
Common Core Standards Introduction p. 5
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DETERMINE TOPIC, AUDIENCE, AND PURPOSEInformative/Explanatory Explain – to make known, to expound, to clear up Define – to identify, to state the meaning, to determine Instruct – to teach, to train, to give knowledge Clarify – to make clear, to make more comprehensible Describe – to tell, to give a description, to characterize
Opinion/Argumentative Persuade – to convince, to cause to believe
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FOCUS ON INFORMATIVE/EXPLANATORY WRITING
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TEXT TYPES AND PURPOSESW.3.2 Write informative/explanatory texts to
examine a topic and convey ideas and information clearly. Introduce a topic and group related
information together; include illustrations when useful to aiding comprehension.
Develop the topic with facts, definitions, and details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
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PRODUCTION AND DISTRIBUTION OF WRITING W.3.4, W.3.5, AND W.3.6 With guidance and support from adults,
produce writing in which the development and organization are appropriate to task and purpose.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
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RESEARCH TO BUILD AND PRESENT KNOWLEDGEW.3.7 AND W.3.8 Conduct short research projects that
build knowledge about a topic.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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Turn to page 23 in Appendix A.
Read and highlight important points.
Share with a your number group.
INFORMATIONAL/EXPLANATORY WRITING
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EXAMPLE WRITING STRUCTURE:INFORMATIVE WRITING
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INFORMATIVE WRITING IN YOUNGER GRADES
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INFORMATIVE WRITING IN YOUNGER GRADES
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CONSIDER THE WRITING PROCESS
Step 1 •BrainstormingStep 2 •Webbing
Step 3•Writing
Step 4 •RevisingStep 5 •EditingStep 6 •Sharing
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BRAINSTORMING
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WEBBING
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WRITING
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WRITING ABOUT THE MOVEMENT OF THE EARTH (ADDED SUPPORT)
3rd Grade Example
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STEP 1: BRAINSTORMING
Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)
1. follows an orbit
2. rotates
3. spins on its axis
4. makes a revolution around the sun
Topic Sentence: Write to explain how the sun moves in the sky.
3rd Grade Example
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STEP 2: WEBBING
Scaffolding and Troubleshooting:•For students who struggle and need extra support, you can have them verbally tell you what should go in a circle, then write it for them, encouraging them to move forward with the next step. • For students who are absent during the “webbing step,” they can use your sample web to help them write their paragraph.
Topic: earth moves in the sky__ Audience: __________________ Purpose: explain_____
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STEP 3: WRITING
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WRITING ABOUT MULTIPLICATION
4th Grade Example
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STEP 1: BRAINSTORMING
Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)
1. equal sets
2. arrays
3. factors
4. skip counting
5. product
Topic Sentence: “I know a lot about multiplication.” Write to explain what you know about multiplication.
4th Grade Example
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STEP 2: WEBBING
Differentiating:Not every informative piece needs to include three main ideas. You might choose one main idea for students to write about, as in the above example.
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STEP 3: WRITING
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WRITING ABOUT MAGNETS
5th Grade Example
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STEP 1: BRAINSTORMING
Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)
1. shaped like a U
2. attracts
3. repels
Topic Sentence: Write to explain why U-shaped magnets are important.
5th Grade Example
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STEP 2: WEBBINGU-shaped magnets
are important.
Shaped like a U
attracts
repels
Sticks to iron
doesn’t stick to plastic U-shaped magnets are important because
they’re shaped like a U.
Topic: important aspects of U-shaped magnets Audience: class book Purpose: explain
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STEP 3: WRITING
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WRITING ABOUT SLED DOG RACES
2nd Grade Example
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STEP 1: BRAINSTORMING
Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)
1. the dogs
2. what mushers take
3. the race
4. the location
Topic Sentence: Write to explain about sled dog races.
2nd Grade Example
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STEP 2: WEBBINGSled dog races are
important.
what mushers take
booties
food
Sled dog races are cool.
dogs the race
wear booties
healthy
strong
checkpoint
1000 miles
Topic: sled dog races__ Audience: __________________ Purpose: explain_____
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STEP 3: WRITING
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WRITING ABOUT CLOUDS
4th Grade Example
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STEP 1: BRAINSTORMING
Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)
1. cirrus
2. stratus
3. cumulus
Topic Sentence: Write to describe different kinds of clouds.
4th Grade Example
v
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STEP 2: WEBBING
Different types of clouds.
cirrus
highest
how they look
Each kind of cloud has different characteristics
stratus cumulus
low
how they look
Steady rain
middle
how they look
predict rain predict sun
Topic: types of clouds__ Audience: published books to share w/class Purpose: explain_____
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STEP 2: WEBBING
Different types of clouds.
cirrus
highest
how they look
Each kind of cloud has different characteristics
stratus cumulus
low
how they look
Steady rain
middle
how they look
predict rain predict sun
Topic: types of clouds__ Audience: published books to share w/class Purpose: explain_____
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STEP 3: WRITING
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WRITING AN ANIMAL REPORT
2nd Grade Example
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STEP 1: BRAINSTORMING
Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)
1. where they live
2. what they eat
3. their families
4. What they look like
5. their powerful bodies
Topic Sentence: Write to describe cougars.
2nd Grade Example
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STEP 2: WEBBINGTopic: characteristics of cougars Audience: class Purpose: explain_____
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STEP 3: WRITING
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APPOINTMENT CLOCK BUDDIES Fill out the 4 time slots with 4 different
people in this room.
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We will use the moon as our topic over the next few activities.
We will model components of teaching I/E writing, discuss instruction and the common core.
INFORMATIVE/EXPLANATORYEXAMPLE LESSON (NOT USING GRAPHIC ORGANIZER)
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9 o’clock Appointment Clock Partner
Partner 1 is the ‘slasher’, partner 2 is the namer.
Partner 2 names as many things as they can about the moon is 30 seconds, partner 1 tallies how many partner one gets.
(In THINK PAD)
Switch roles
ACTIVATE PRIOR KNOWLEDGEORAL LANGUAGE
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On your own, write facts you know about the moon in a list form in your THINK PAD.
With your 12 o’clock appointment partner, share and add to your lists about the moon. Partner 1 shares one fact. If partner 2
doesn’t have it on their list they add itSwitch rolesContinue until entire lists are shared
QUICK WRITE
Show poster with
RULES!
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The Moon by Gail Gibbons
Add to your list as some of it is read to you
TEACHER READ ALOUD
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Pg. 1: Draw a picture of the Earth and moon – label the distance
Pg 6-9: Write the dates and brief sentences/facts about space travel to the moon
Pg. 15: Write some facts about the moon’s temperature or weather
Choose page: write something you’ve learned
THINKING BOXES: WAGSTAFF, PG. 33THE MOON BY SEYMOUR SIMON
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When we are teaching Informative/Explanatory writing, we don’t just want our students to summarize one text, we want to use many books and other resources to learn about the topic and to pull information from.
Receive USOE Moon Book In your groups, add to your lists
RI 3.9: Compare/contrast the most important points and key details presented in two texts on the same topic.
Stephanie Harvey- I always used articles, magazines, let
them print info. from the web, go to the library..and so
on when we were researching a topic. Then
used some of S.H. techniques. Totally fits with
new CC.
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Lists Thinking boxes Drawing and labeling a picture/diagram
Discuss more ideas….
Gather info from books, movies, interviews, field notes, internet, magazines etc.
DIFFERENT WAYS TO TAKE NOTES AND GATHER INFORMATION
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Focus on Arguments and Persuasive Writing
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A SPECIAL PLACE OF ARGUMENT IN THE STANDARDS
ROUNDTABLE -How you have taught persuasion and what does it looks like compared to opinion/argumentation? (Pass a paper around and everyone writes their answer, no one can write the same as someone else.)
Read pp. 24-25 in Appendix A
Highlight any questions/concerns you have
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ARGUMENTATIVE / PERSUASION
ArgumentConvinces the
audience because of the perceived merit
Reasonableness of claims
Proofs offered Important form of
college-and career-ready writing.
PersuasionEmploys the appeal
to the credibility, character, or authority of writer (speaker)
Knowledgeable TrustworthySelf-interestBased in emotions
Appendix A, Page 24
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OPINION/ARGUMENTATIVE WRITING APP A
PurposePersuade -Change a point of viewConvey -Bring about actionExplain -Accept an explanation or evaluation on
an issue, concept, or problem Forms
Answer questions to address problemsMake claimsProvide examplesOffer reasons for their assertionsExplain cause/effect, compare/contrast, and
problem/solution Appendix A, p. 23
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OPINION/ARGUMENTATIVE WRITING APP A
In Social StudiesAnalyze evidence Advance a claim that is best supported by the
evidence In Science
Claims in the form of statements or conclusionsAnswer questions Address problemsDraw an understanding of scientific concepts
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WRITING LESSON WINTER IS THE WARMEST SEASON Objectives
Review (or introduce) opinion writing Introduce students to the organization and
format of opinion writingStudents will construct a graphic organizer
from opinion text
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EXTENSIONS Look at Writing Standard 3.6
In pairs generate ideas for continuing this lesson into a final published piece
How could you integrate technology?W3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
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RUBRICS Open discussion
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WRITING LESSONI WANNA IGUANNA
ObjectiveShared Writing ExperienceReview Opinion WritingThink Sheet OrganizerLetter Frame
Purpose of an Opinion Letter Fact/Opinion
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DO IGUANA’S MAKE GOOD PETS?-ACTIVATE PRIOR KNOWLEDGE
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HAVE KIDS DO SOME RESEARCH ON IGUANAS FIRST: ADD IGUANA FACTS TO THEIR SCHEMA Keeping Iguanas as Pets
Interested in Iguanas as pets? These animals need very particular care and a lot of handling to keep them tame and healthy!
How Big Does an Iguana Get?They can be as small as 14 inches or as big
as 7 feet
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MORE IGUANA FACTS Behavior
Adult male iguanas can become very aggressive during breeding season (3 months)
Female iguanas usually produce eggs, even without a male
Iguanas need to be handled everyday to keep tame
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FOOD AND LIVING NEEDS Iguanas are strict vegetarians!
No animal products! Some species do eat bugs Rhubarb is poisonous to iguanas They love fruits, squash, strawberries, melons, green beans,
peppers, watercress Must have ultraviolet light in their cages
Cage must be 95 degree Fahrenheit Habitat should be 70-80 degrees Fahrenheit Iguana should have one bowl to drink water On bowl of water for the Iguana to bath in (big enough to
submerse itself.
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READ TEXT: I WANNA IGUANA
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REVIEW LESSON Procedures
Explain why you would want to convince others or sway another person to your opinion
Examples and non-examples of opinions and facts (thumbs up & thumbs down)
Discuss the purpose of using facts to support an opinion
Background informationHave the children write an Opinion Letter,
using the facts they had found backing up their opinion on the topic.
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EXTENSIONS Voice Thread (later lesson) Power Points Make a commercial/video Pod Cast E-Mails Choose another animal to convince your
mom to let you have (zebra, alligator)http://www.funbrain.com/ http://kids.nationalgeographic.com/kids/ http://www.kidfriendlysearch.com/Science.th
m
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FOCUS ON NARRATIVE WRITING
Move to a Location Song (London Bridges Falling Down)Everybody to the back (or rug, or to your seats) in 10 seconds!, in 10 secondsRepeat10-9-8-7-6-5-4-3-2-1
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NARRATIVE WRITING Turn to page 23-24 Appendix A- highlight
main ideas or questions.
“The narrative category does not include all of the possible forms or creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion”
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WRITE NARRATIVES TO DEVELOP REAL OR IMAGINED EXPERIENCES OR EVENTS USING EFFECTIVE TECHNIQUE, DESCRIPTIVE DETAILS, AND CLEAR EVENT SEQUENCES…
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations
Use temporal words and phrases to signal event order
Provide a sense of closure
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NARRATIVE COMMON CORE NARRATIVE TEXT FEATURES Establish situation/problem Introduce narrator/character Organize event sequence that unfolds
naturally Use dialogue, descriptions of
actions/thoughts/etc. Use temporal words to signal event order Provide sense of closure
Receive “Writing Core by Genre” created by South Jordan School District
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NARRATIVE WRITING Conveys experience (real or imaginary) Uses time as its deep structure Can be used for many purposes:
To inform, instruct, persuade, or entertain Students often produce narratives in the
form of: Creative fictional stories, memoirs,
anecdotes, and autobiographies
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WRITING PROCESS : VISUAL EXAMPLES Play Dough-you can change, mold,
build, take a way or add to your play dough, just like you can in your writing.
Hot Dog
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Fluency Tie Fluency into writing
Expression
AccuracyRateSmoothness
Way of speaking that shows feeling…
Having no errors or mistakes…
How fast or slow…
Flowing, not choppy or robotic
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FLUENCY Teach song Read King Bidgood’s in the Bathtub and
or Quick as a Cricket Reader’s Theatre
Think of it as Music in your Mouth!
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THE ENDRemember:
If a student can write something or express their feelings about what we are teaching…then we know they KNOW it!
http://blog.weber.k12.ut.us/candokids/TRAININGSCommon Core Academy
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Thanks to Common Core Academy Team for providing us with some of these amazing ideas, charts and
images!