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Writing to Text Dr. Deborah Brady, Instructor

Getting Started
The syllabus is linked under Contents to the right. Below is a basic overview of the course. ** Writing to Text ** EDUC

Teaching Students How to Write to Texts Effectively in Arguments, Narratives, and Explanatory Writing in the High School

3 Graduate Credit hours


 * __Dates: __** TBD


 * __Time: __** TBD


 * __Instructor: __** **Dr. Deborah Brady **


 * __Office: __**** Ribas Associates and Publications, Inc. **


 * __Telephone: __**** 781-551-9120 **


 * __E-mail: __** **dbrady3702@msn.com **

Participants will learn how to meet the challenge of writing to texts as described by new English Language Arts and Literacy Curriculum Frameworks and the PARCC assessments. Participants will understand the standards of skills and the level of text complexity expected of high school students and will apply best practices in the teaching of writing arguments, narratives, and explanatory genres. Participants will use a variety of materials, both print and media, including exemplars from Appendix C of the Common Core State Standards for English Language Arts and Literacy and from the Department’s Writing Standards in Action website. Teachers will develop a writing to text unit that scaffolds students’ capacity to reach the standards expected in the PARCC assessment prototype task for their class’ grade level. The class will collaboratively create both a research simulation and a literary analysis task with texts that meet the required complexity level and match the interests and capacity of their students. As a culminating lesson, each participant will develop a writing to text unit that provides scaffolds and supports so that all students can use all genres to express their understanding effectively. ** 2 major strands of the course **
 * __COURSE DESCRIPTION: __**
 * **Writing to Text** ||  **Scaffolding in the Reading and Writing**  ||
 * Define Complex Texts and the Shifts in the CC
 * Qualitative (Maturity of work, density of ideas—Old Man and the Sea and Of Mice and Men (lexile shifts)
 * Quantitative (vocab length, sentence length, unique words)
 * Task specific || Group Work
 * Vygotsky: Reading, writing, speaking and listening
 * Collaborative Groups supporting learning
 * Socratic Seminars
 * Reading and Writing Workshops
 * Developing class norms and rubrics
 * Using protocols to maintain focus
 * Collaborative assessment and calibration ||
 * Task Analysis

Multiple Texts vs analysis of one text
 * Cognitive load
 * Task analysis of assignments
 * PARCC writing requirement samples
 * Daedalus myth—contemporary poem and translation || Specific Activities that bring students back to text
 * Get the Gist (research based)
 * Interactive notebook
 * Interactive note taking
 * Collaborative note taking
 * Socratic Seminars
 * Jigsaw
 * Graphic Organizers and cognition
 * Venn Diagram simple to cx.
 * Cause-Effect
 * Cycle
 * Templates: They Say/I Say (College text for argument) ||
 * Expanding the definition of texts
 * Video, images
 * Graphs, charts, || Technology Supports (motivational)
 * Show me app
 * Google docs activity (The Teaching Channel and blogs)
 * Class web, wiki, Google sites for blogging
 * Threaded conversations
 * Voice Thread: multiple voices and points of view
 * Subtext app ||
 * The CC Writing genres
 * Redefining the narrative
 * Informational text (variety)
 * The argument is not persuasive writing
 * Reading poetry
 * Forms/Structure of text in disciplines
 * Literary analysis
 * Lab report
 * Research paper || Begin with a simpler task (Task analysis)
 * Children’s Books
 * Graphics and story
 * Where the Wild Things Are
 * Expository text and children’s books ||
 * Pairing Texts for a classroom unit || Improving student writing

Feedback methods Looking at student work Giving feedback The PARCC rubric: 1. Reading--Understanding of Key Ideas and Details 2. Writing--Idea Development 3. Writing—Clarity of Language 4. Writing--Organization 5. Writing—Language and Conventions ||^  || Grade 9-10 CC
 * Collaboratively developed rubrics and norms
 * Writer’s workshop and conferencing
 * Technology tools: Markup, Showme, record voice over teacher response ||
 * Improving Writing
 * Students //analyze how// Abraham Lincoln in his “Second Inaugural Address” //unfolds// his examination of the //ideas// that led to the Civil War, paying particular attention to //the order in which the points are made, how// Lincoln //introduces and develops// his points, //and the connections that are drawn between them//. [RI.9–10.3] **

**http://www.myread.org/scaffolding.htm**