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Writing to Text

Writing to Text. The Common Core’s Redefinition of Literacy PARCC, and DDMs. Balancing Informational and Literary Text Building Literacy in the Disciplines 3. Staircase of Complexity 4. Text-based Questions Writing types redefined 6. Academic Vocabulary.

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Writing to Text

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  1. Writing to Text The Common Core’s Redefinition of Literacy PARCC, and DDMs

  2. Balancing Informational and Literary Text Building Literacy in the Disciplines 3. Staircase of Complexity 4. Text-based Questions Writing types redefined 6. Academic Vocabulary The Rationale for the SIX Common Core Standards Shifts in ELA Research Basis 6 Shifts in ELA Literacy

  3. MAIN SHIFT—”The Struggle” • We need to provide students with opportunities to grapple with complex texts, sources and problems. • e.g., Was the Black Death deadly because of genetics or were the plagues precipitated by the conditions in the environment? (MA DESE)

  4. The MA High Risk students have “flatlined” in our MCAS as well

  5. Close Reading of Multiple Texts

  6. MCAS MCAS PARCC PARCC ELA ELA PBL

  7. o   On computer grades 6-11; grades 3-5 will be pencil and paper tests o   Performance based: 2-day research simulation: • Students read a “suite” of texts including an “anchor” text, for example, a speech by a prominent historical figure. (Lincoln’s Second Inaugural) • Write an essay that will cite evidence from the texts: •  Students(Grades 3-5) would engage with literature • Students (Grades 6-11) would conduct literary analysis using a combination of shorter and longer texts o   End-of-Year Exam (50%of the points) would have 6 literary and informational texts with multiple choice questions, some of which require comparison and synthesis of the reading PARCC ELA Assessment 13

  8. Writing and Academic Vocabulary Shifts in definition of “text types” • Persuasive essay is mainly gone and replaced with • Academic Argument • Narrative is redefined from the personal narrative From Simple Tasks to Complex Tasks

  9. https://www.teachingchannel.org/videos/high-school-literature-lesson-planhttps://www.teachingchannel.org/videos/high-school-literature-lesson-plan

  10. The Structure of 2011 MA Frameworks for Writing • Standards 1-3: Writing types/purposes • Argumentation/Opinion Writing • Informational/Explanatory Writing • Narrative Writing • Standards 4-6: Production and Distribution of Writing • Developing and strengthening Writing • Using technology to produce or enhance writing • Standards 7-9: Research • Engaging in research and writing about sources • Standard 10: Range of writing • Write routinely over various time frames for various purposes

  11. Resources Appendix A—Research basis • Appendix A • Defines text complexity • Research on reading • Research on college readiness (the gap) • Appendix B • Tasks for all disciplines K-12 • Align with the CC • Lincoln’s second inaugural, for example • Appendix C • Student writing in a variety of genres and using the new • “Text Types” • New Narrative • No Persuasive Essay • Argument Essay for all Disciplines • Informational texts

  12. Close Examination of Text Point of View: Read dialogue as Wilbur or Charlotte With partner: Read again; How does Wilbur see Charlotte? How does Charlotte see Wilbur? How does she see the world? What is deep reading?

  13. Multiple points of view in a HS English Class: A Pinwheel” conversation Classroom Sample—Teaching Channel Pinwheel https://www.teachingchannel.org/videos/high-school-literature-lesson-plan

  14. Rigor and Alignment Bloom Daggett Hess

  15. MCAS MCAS (some) PARCC/CC PARCC/CC PBL/CC

  16. Literacy includes technological literacy

  17. Literary Analysis Task (Grade 10):Ovid’s “Daedalus and Icarus” andSexton’s “To a Friend Whose Work Has Come to Triumph” • Question: • Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. • As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. • Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

  18. Writing to Text Purpose • Align your curriculum to the 2011 MA Frameworks • Text type shifts • Complex Reading shifts • Multiple text responses • Prepare your students for the PARCC exam • At the same time, you will be developing the required “writing to text” assessment required by DESE for all high schools this year

  19. Scaffolding students’ learning • The social construction of learning (Vygotsky) • Collaboration (Get the Gist; jigsaws; Socratic Seminars; “Pinwheel” • Group work with accountability • Graphic organizers • Feedback and conferencing • Rubrics • Interactive Notebooks/Note taking/Post-it Notes • Technology apps—Showme, Explain Everything, Subtext • Technology literacy is part of the CC

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