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Hs writing scoring day 3 14-13
- 1. Education Services College and Career Readiness in Writing High School Level March 14, 2013
- 2. Education Services Today’s Learning Targets • Review Common Core Writing Standards • Look at argument vs. persuasive writing • Practice a few reading strategies • Calibrate scoring for performance tasks • Score building performance essays
- 4. Education Services What are we doing in writing? Math: Blue ELA: Purple Science: Red Social Studies: Green Foreign Language: Orange Performing/Fine Arts: Black Technical Studies: Brown
- 5. Education Services Writing Anchor Standards Close Reading • First Read: Get the gist of the standards • Second Read: Annotate the text. Highlight/ circle/underline important information or the main idea in each anchor standard. • Same for all grade levels K-12 • For ELA, each grade has a set of standards that dig deeper into the writing skill for that level • In SS/SCI/TECH, the writing grade level standards are grouped by grade bands 9-10 and 11-12
- 6. Education Services Third Read Specifically think about an assignment you already do or could do in your content area that incorporates each Anchor Standard (listed at left). CCR 1 CCR 6 CCR 7
- 7. Education Services WHST Writing Standards CC Writing Standards for History, Science and Technical Subjects 6-12 Cluster: Text Types and Purposes Grade 6-8 Grade 9-10 Grade 11-12
- 8. Education Services What is the difference? Cluster: Text Types and Purpose Grade 6-8 students (WHST .6-8.1) Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claims, and organize the reasons and evidence logically. Grade 9-10 students • (WHST .9-10.1) Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reas ons, and evidence.
- 9. Education Services What is the difference? Cluster: Text Types and Purpose Grade 9-10 students • (WHST .9-10.1) Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Grade 11-12 students • (WHST .11-12.1) Write arguments focused on discipline-specific content. a. Introduce precise knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
- 11. Education Services What is a DBQ? • Designed to have students work like historians, analyzing and synthesizing information from a variety of sources and media. • Students are evaluated on their ability to interpret factors such as: • Purpose, source, bias, date and place of origin, tone • Student may include background or supporting information in writing their essay or use just the data provided.
- 12. Education Services DBQ Question Example Assess the effectiveness of government efforts to rally the US home front during World War II.
- 13. Education Services Don't let that shadow touch them. Buy war bonds. Lawrence Beall Smith, artist. U.S. Department of Treasury, 1942. 20 x 14. Document One
- 14. Education Services Document Two “On the contrary, if we go to war to preserve democracy abroad, we are likely to end by losing it at home. There are already signs of danger around us. We have been shouting against intolerance in Europe, but it has been rising in America. We deplore the fact that the German people cannot vote on the policies of their government – that Hitler led his nation into war without asking their consent. But, have we been given the op- opportunity to vote on the policy our government has followed? No, we have been led toward war against the opposition of four-fifths of our people. We had no more chance to vote on the issue of peace and war last November than if we had been in a totalitarian state ourselves. We in America were given just about as much chance to express our beliefs at the election last Fall, as the Germans would have been given if Hitler had run against Goering.” “Election Promises Should Be Kept: We Lack Leadership That Places America First” by Charles A. Lindbergh. Delivered at Madison Square Garden, New York Rally under the auspices of the America First Committee on May 23, 1941.
- 15. Education Services Document Three “All Packed Up and Ready to Go” Editorial Cartoon, San Francisco News (March 6, 1942)
- 16. Education Services Document Four Roosevelt, Franklin D. “Fireside Chat on the Cost of Living and the Progress of the War.” Radio address delivered on September 7, 1942. “If the vicious spiral of inflation ever gets under way, the whole economic system will stagger. Prices and wages will go up so rapidly that the entire production program will be endangered. The cost of the war, paid by taxpayers, will jump beyond all present calculations. It will mean an uncontrollable rise in prices and in wages, which can result in raising the over-all cost of living as high as another 20 percent soon. That would mean that the purchasing power of every dollar that you have in your pay envelope, or in the bank, or included in your insurance policy or your pension, would be reduced to about eighty cents’ worth. I need not tell you that this would have a demoralizing effect on our people, soldiers and civilians alike.” Reprinted in The Public Papers and Addresses of Franklin D. Roosevelt, 1942 Humanity on the Defensive. New York: Harper & Brothers Publishers, 1950, 368–72, 374, 376–77.
- 19. Education Services What is the difference? Persuasive Text • “In a persuasive essay, you can select the most favorable evidence, appeal to emotions, and use style to persuade your readers. Your single purpose is to be convincing.” Kinneavy and Warriner Argumentative Text • Argument is mainly about logical appeals and involves claims, evidence, backing, and counterclaim. Your purpose is to convince an audience of the rightness of the claim being made.
- 20. Education Services Textual Evidence Box Animal testing is necessary.
- 22. Education Services Video: Daylight Saving Time • VIDEO LINK
- 23. Education Services SOURCES B, D, E, F: TEXT SOURCES
- 24. Education Services Annotating The Text • Note the citation • Number the paragraphs • Note key terms, names of people, places, and/or dates • Note an author’s claims • Note relevant information What is it? How do I use it? When should I use it? Why should I use it? How should I annotate?
- 25. Education Services Strategy Example: Textual Evidence Box Daylight Saving Time is useful in modern society and should continue to be used.
- 26. Education Services SOURCE A: TIMELINE SOURCE C: GRAPH
- 27. Education Services Guiding Questions for Visual Sources • Read the title of the graph • Identify key points of graph • Look at axis titles, labels, etc. • Look for asterisk points What is it? How do I use it? When should I use it? Why should I use it?
- 28. Education Services Strategy Example: Textual Evidence Box Analyze the graph. Add to your Textual Evidence Box using the graph as evidence. Daylight Saving Time is useful in modern society and should continue to be used.
- 29. Education Services Collaboration • Table talk around the texts and what evidence seems to support the idea of a Daylight Saving Time. • Table talk around the texts and what evidence seems to refute the idea of a Daylight Saving Time.
- 30. Education Services Looking At The Rubric
- 33. Education Services REVIEW SAMPLE ESSAYS
- 34. Education Services The Scoring Process
Notes de l'éditeur
- Welcome – today is not just about scoring writing, it is a professional development day around the college and career readiness anchor standards in writing and the skills found in the reading standards asking students to make a claim, pull evidence from various texts in order to then synthesize those multiple pieces of evidence into a written argumentative essay. Today, we will look at the multiple pieces of text students were asked to read and take notes about as well as learn several strategies you all can use in your classrooms tomorrow. These are strategies being shared and used across multiple content areas. We will also review the argumentative rubric and get a feel for these new common core expectations when it comes to argument and not persuasion.
- These come in with each click.
- (6minutes)Chalk talk – on the piece of construction paper at your table, record your content area and what writing looks like in your classroom. Each person can write in a space on the paper, but there should be no talking. This gives all students a chance to comment or respond to another student but keeps the noise level down and makes them process a little on paper. After you give tables about 3 minutes to “talk” (write) have them share out with just their table any ideas or take away. Expand on something someone wrote, ask a question about a comment, etc. Process the activity.
- The left side of slide stays put, you talk below, then click and other side starts coming in for activity of reading the standards.Let’s take a look at writing anchor standards. Keep in mind these same 10 standards are for all students, K-12. This is what the college and career ready student should be able to do. Now what it looks like in your grade level is where the grade level detailed standards come in. ELA has a set of standards for each grade level, K-8 and then it goes to grade bands, 9-10 and 11-12.SS/SCI/TECH had grade level standards only in a grade band, 6-8, 9-10, and 11-12 so these content areas will need to work vertically to talk about what this looks like in each content area. DCT’s will work with you next year to help with this process.Today we are going to practice close reading, which is reading the text more than one time each for a different purpose. Our first read is to just get an idea of the anchor standards. For some of you this is the 5th time or more you have read these, for others this might be your first time really looking at them. Second read start marking the text where what you have students write in your classroom fits a skill in the standard or supports the skill they need to demonstrate. The third time you read through, highlight the evidence or written pieces students must create or write in support of the writing standards.After reading through these 3 times, how much more do you understand about the standards? Students feel the same way when we let them read the text more than once and look for something different each time. Critical for complex text or students will leave the text and not read. A huge issue when we look at our assignments and students not completing. Many times it is due to the level of text and their lack of processing through the text. They need support in this reading, prior to any writing about the text for sure.
- The left side of slide stays put, you talk below, then click and other side starts coming in for activity of reading the standards.Let’s take a look at writing anchor standards. Keep in mind these same 10 standards are for all students, K-12. This is what the college and career ready student should be able to do. Now what it looks like in your grade level is where the grade level detailed standards come in. ELA has a set of standards for each grade level, K-8 and then it goes to grade bands, 9-10 and 11-12.SS/SCI/TECH had grade level standards only in a grade band, 6-8, 9-10, and 11-12 so these content areas will need to work vertically to talk about what this looks like in each content area. DCT’s will work with you next year to help with this process.Today we are going to practice close reading, which is reading the text more than one time each for a different purpose. Our first read is to just get an idea of the anchor standards. For some of you this is the 5th time or more you have read these, for others this might be your first time really looking at them. Second read start marking the text where what you have students write in your classroom fits a skill in the standard or supports the skill they need to demonstrate. The third time you read through, highlight the evidence or written pieces students must create or write in support of the writing standards.After reading through these 3 times, how much more do you understand about the standards? Students feel the same way when we let them read the text more than once and look for something different each time. Critical for complex text or students will leave the text and not read. A huge issue when we look at our assignments and students not completing. Many times it is due to the level of text and their lack of processing through the text. They need support in this reading, prior to any writing about the text for sure.
- Next page in writing standards handoutRead through and discuss as a table the standards from history, science, and technical subjects. Highlight vocab that is new to you or you are not that familiar with – on own firstTalk through these terms your table as you work through the standardsSince the language of these standards is the same as the language in ELA, it is important to all be on the same page with the language we use with students in their expectations and the language we use with teachers and across grade levels. That is why there is key vocabulary terminology identified in the unpacked documents each committee has worked on in the past year or so.
- Next page in writing standards handoutRead through and discuss as a table the standards from history, science, and technical subjects. Highlight vocab that is new to you or you are not that familiar with – on own firstTalk through these terms your table as you work through the standardsSince the language of these standards is the same as the language in ELA, it is important to all be on the same page with the language we use with students in their expectations and the language we use with teachers and across grade levels. That is why there is key vocabulary terminology identified in the unpacked documents each committee has worked on in the past year or so.
- Next page in writing standards handoutRead through and discuss as a table the standards from history, science, and technical subjects. Highlight vocab that is new to you or you are not that familiar with – on own firstTalk through these terms your table as you work through the standardsSince the language of these standards is the same as the language in ELA, it is important to all be on the same page with the language we use with students in their expectations and the language we use with teachers and across grade levels. That is why there is key vocabulary terminology identified in the unpacked documents each committee has worked on in the past year or so.
- SS person – share what writing you have students do when they are working on a DBQ – document based questionWhat is the process they take? What types of materials are they looking at? What evidence do they have to gather to complete the work?Here you can include a sample set at each table or just talk them through the types of documents typically used for a DBQ – give the audience ideas of texts that could be used, not just words as text, but other options.
- These come in with each click -You could share a sample DBQ here or share how you have used them in your classroom. The point here is to share what students have been doing in SS that is so aligned with common core, even before common core came about. The next slide shares a DBQ question – maybe talk them through what sources you might pull to have students use in order to respond to this question.
- These come in with each click -You could share a sample DBQ here or share how you have used them in your classroom. The point here is to share what students have been doing in SS that is so aligned with common core, even before common core came about. The next slide shares a DBQ question – maybe talk them through what sources you might pull to have students use in order to respond to this question.
- SS person – share what writing you have students do when they are working on a DBQ – document based questionWhat is the process they take? What types of materials are they looking at? What evidence do they have to gather to complete the work?Here you can include a sample set at each table or just talk them through the types of documents typically used for a DBQ – give the audience ideas of texts that could be used, not just words as text, but other options.
- Have to click to get words to appear – make them think first!!What is the difference between persuasive text and an argumentative text? Turn to your neighbor and share.How close were you? How often are we asking students to share their opinion or even better to state a claim and then support the claim with valid and sufficient evidence? We have had lots of work around persuasion in the past. We have spent time on propaganda techniques used to persuade our readers or viewers, but with common core we are stepping it up a notch, making them think beyond just persuasion. Finding the logical support and backing up your argument is a much richer type of writing task.
- Handout alert – you have a new packet with the top page titled Reading for Meaning – CC essential strategy oneWalk through key pieces of the strategy – finding a piece of text and how this can be used first to help guide students in gathering evidence from the text, then could be used with a statement where multiple pieces of text will be used to find evidence for and evidence against. Reading for Meaning is a new strategy for some, but many have seen it already this year. It is a strategy that supports students in finding evidence within one piece of text or even a way to bring several texts together and synthesize the reading.The idea with this strategy is that students are in the texts finding evidence to support or refute a statement or claim made about the content in the text. It can take the place of answering questions after reading a story, article, text, etc. It forces students to find the evidence in the text that helps them explain support or evidence against the statement. A good first step prior to writing – forces close reading. We are going to use an article that shows us the difference between argument and persuasive to model using this strategy. Then we will use it again as we look at student texts for the assessment.In your packet you have a page with the graphic organizer for this activity – one to write on and one to keep clean – thanks Shelli You also have a page with the title: Persuasive Essay Animal Testing and Argumentative EssayWe are going to practice our close reading skills and quickly read the persuasive text once through. Give 2 minutesNow – read the argumentative essay quickly – give 2 minutesNow – write this statement in the center box of one of the organizers. Animal testing is necessary.Now, read through both texts again, looking for evidence in the text that might show how animal testing is necessary and how animal testing is not necessary or the way to go. Just bullet your evidence. Work alone first, key to getting real thinking going on. Once they have had about 5 minutes – have them share with partner - decide which one goes first – orange or apple, oldest to youngest, closest birthday, etc. – another 5 minutes
- Begin walking teachers through the actual directions students were given. Share with them the steps for day 1 and watch the video clip. The video is linked to the high school level words in the slide.Give a few minutes for tables to talk about any evidence for or against daylight savings time that they saw in the video. The student discussion questions included: **How beneficial does daylight saving time seem to most countries around the world? How does it depend on where in the world you are living?Students were to take notes from the video and / or class discussion, working in those speaking and listening skills and how one of the standards talks about students knowing how to take information from a discussion and use it in their essay.
- Have teachers pull out the handout on Reading for Meaning and the half sheet graphic organizer.The strategy side of the slide shows, click to bring up the 3 sources they will be using. Help them locate in packet.Reading for MeaningGive teachers about 6 minutes to review the three sources.
- Left side stays still, the right side will come in as you click.Marking the text is an AVID strategy –You can walk through the handout and answer the questions on the left side first.Having the teachers looking at Source D – walk them through the process and give them a chance to follow. Then read the text.
- After they have read, have them write in the following statement in the center box. Daylight Savings Time should continue in the US. Have them read again and find evidence from the texts for each side of the statement. Once they all fill out evidence, have them share with partner what evidence they found and identify what source it came from. This will help in looking at citations later.Quick partner share on what types of evidence they found in the 3 sources – were they similar or was your evidence different than what your partner found? Based on what the student decided to focus on, they too could have different support material in their essay.
- Give the staff about 3 minutes to quickly read Source A in their student packet. Because it is a timeline, there is not much to discuss, but they may want to mark places or facts they think students might include in their essay.
- Left side stays still, the right side will come in as you click.Marking the text is an AVID strategy –You can walk through the handout and answer the questions on the left side first.Having the teachers looking at Source D – walk them through the process and give them a chance to follow. Then read the text.
- After they have read, have them write in the following statement in the center box. Daylight Savings Time should continue in the US. Have them read again and find evidence from the texts for each side of the statement. Once they all fill out evidence, have them share with partner what evidence they found and identify what source it came from. This will help in looking at citations later.Quick partner share on what types of evidence they found in the 3 sources – were they similar or was your evidence different than what your partner found? Based on what the student decided to focus on, they too could have different support material in their essay.
- Take about 5-7 minutes or so and talk through the evidence both for and against daylight savings time continuing. Think about the evidence students could use in their essay.
- Let’s get all of our materials from training put aside and start digging into the writing our students have produced using the texts we just read together.You should have 2 green pages, a rubric, and a practice score sheet.Grab your highlighter – let’s look at what is expected in the writing of an argumentative essay according to common core.
- Let’s take a look at the rubric from smarter balance for argumentative performance writing task. We are going to walk through what key words to highlight to help us all focus in on what we are looking for in student essays. Remember this type of writing was new to all of our students for this assessment. Even the rubric is new to all of us, as we have never scored this type of essay to this level before either.To make it easier, we are going to all highlight the same key words. We are going to take a box at a time and walk through what we are looking for and what it takes to score in each category.You can start the audience with the 1 or the 4 – either way. – switch slides if you need to.
- Almost finished.Any questions before we start practicing with example papers?
- You will be using the sample essay packet with sample A, B, and CTo run calibration you have teachers read the essay, score quietly, and then you go through the possible scores aloud. For ex. For essay #1, how many gave it a 1? a 2? a 3? Etc. Based on responses, even if they all agree within one point, have the teachers share the wording they used to score it in that box on the rubric. If they gave it a 2 in Statement of purpose, have them share why. All teachers can then look at the rubric and find those words that offer evidence to support their number. If teachers talk it through and agree, great. You want all scoring to be close and for them to use the rubric carefully since this is the first time for using this rubric with this language. All papers only get one score – so you need to be accurate as possible.
- Each table will start with a packet of papers. You each have out your green rubric and a stack of score sheets.