Implementing Your LDC Module: Writing Tips and Techniques

1. Implementing Your LDC Module: Writing Tips and Techniques

2. Check on Tech • Audio Wizard • Elluminate tools • Hand raise • Microphone • Smiley face • Checkmark • Chat box • Polling IU 13 LDC Webinar

3. Virtual Meeting Norms Please… • participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window. • raise your hand to indicate that you’d like to use the microphone when it is time for questions. • release the microphone when you are finished. • use the door to indicate that you are away from your computer if you need to step out. IU 13 LDC Webinar

4. Goals for This Afternoon… • Offer instructional strategies to support students throughout the writing process. • Discuss practical ways to address common instructional challenges with four of the LDC mini-tasks: • Academic Integrity • Controlling Idea • Development • Revision IU 13 LDC Webinar

5. Common Core Standards: Beginning with the End in Mind To be college and career ready writers…[students] must… • Consider task, purpose, and audience • Deliberately choose words, information, structures and formats • Use technology strategically • Gather information, evaluate sources, cite material • Produce high-quality writing in one sitting or over several drafts • Devote significant time and effort to writing by producing numerous pieces over the course of a given year ~CCSS, pg. 63

6. CCR Standard #10: Range of Writing Students must… Write routinelyover extended time frames (time for research, reflection, revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

7. Types of Writing ~CCSS, pg. 5

8. What Skills? IU 13 LDC Webinar

9. What Instruction? LDC Sample Module: The Cold War, p. 8 http://www.literacydesigncollaborative.org/resources/sample-modules/history-social-studies/ Check This Out! Instructional Strategy in Action: Philosophical Chairs https://www.teachingchannel.org/videos/reading-like-a-historian-taking-positions?fd=1 IU 13 LDC Webinar

10. What Skills? IU 13 LDC Webinar

11. What Instruction?The Writing Process For more information about the writing process visit: http://owl.english.purdue.edu/owl/section/1/1/

12. Survey Says… To what extent do you reinforce the writing process with assignments you give to your students? • Always • Sometimes • Rarely

13. Academic Integrity: Why Cite?

14. Academic Integrity: PA Common Core Expectations

15. Why Cite? • Help students understand the concepts of academic integrity and plagiarism • Collaborate with colleagues and share the load • Consult with your school librarian For more information about evaluating sources visit: http://owl.english.purdue.edu/owl/resource/588/02/

16. The Relationship between Note-taking and Academic Integrity • Note-taker should have place to indicate source used and pg. #’s. • As students take notes, if they quote the information, it should be in quotes in their notes. Cryobiology sample module w/ writer’s notebook can be found at: http://www.literacydesigncollaborative.org/resources/sample-modules/science-technical-subjects/

17. Controlling Idea: Argumentation: Claim Informational/Explanatory: Thesis/Hypothesis Narrative: Theme Instructional Strategies: • Show students strong examples of introductions and have them identify the claim and consider the following: • Does the claim clearly articulate the writer’s stance on the issue? If it does, what is the writer’s stance? • Once students have written a draft of their claims, have them swap with a partner to get feedback, make adjustments, and then submit to you for feedback before they continue writing. You can find additional tips and examples for writing thesis statements at: http://owl.english.purdue.edu/owl/resource/545/1/

18. Controlling Idea: What Instruction? The Cold War, p. 8 IU 13 LDC Webinar

19. Development IU 13 LDC Webinar

20. The Revision Process Additional Instructional Ideas: • Model your process of revision in your own handwriting, or use track changes feature in Word. • Have students show the “Before” and “After” revisions of their work to the rest of the class and talk about their process. Gallagher, K. (2011). Write like this. Portland, Maine: Stenhouse Publishers. Print.

21. The Writing Process: The Trouble with Oz “We can’t simply present our students with beautiful, polished drafts and ask them to replicate them…I am the best writer in my classroom. You are the best writer in your classroom. Our students don’t need the best writer in their classrooms to assign writing; they need the best writer in their classrooms to sit smack dab in the middle of those rooms and model the wrestling match we go through to produce worthwhile writing.” ~K. Gallagher, p. 225 Gallagher, K. (2011). Write like this. Portland, Maine: Stenhouse Publishers. Print.

22. Upcoming Webinars • November 8th – (3:00 – 3:45) Helping Students Organize an Argumentative Essay • November 29th– (3:00 – 3:45) Writing:Providing Feedback to Students IU 13 LDC Webinar

23. Contact Us! Barbara Smith- LDC Site Lead Email: barbaraa_smith@iu13.org Phone: (717) 606-1374 Cell Phone: (717) 644-1144 Skype: barbaraa_smith_iu Twitter: @BarbSmith2 Kelly Galbraith- LDC Consultant Email: kelly_galbraith@iu13.org Phone: (717) 606-1667 Cell Phone: (717) 419-4069 Skype: kelly.galbraith.iu Twitter: @galbraith_kelly Marisa Stoner-LDC Program Assistant Email: marisa_stoner@iu13.org Phone: (717) 606-1939 Tweet about LDC! @LDCIU13 IU 13 LDC Webinar