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Understanding the Informational/Explanatory and Narrative Rubrics

Understanding the Informational/Explanatory and Narrative Rubrics . Check on Tech. Audio Wizard Elluminate tools Hand raise Microphone Smiley face Checkmark Chat box Polling . Virtual Meeting Norms. Please…

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Understanding the Informational/Explanatory and Narrative Rubrics

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  1. Understanding the Informational/Explanatory and Narrative Rubrics

  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… • Discuss key differences between the three different types of writing addressed in the Common Core. • Examine the LDC informational/explanatory and narrative rubrics more closely. IU 13 LDC Webinar

  5. Types of Writing: What’s the Difference? Argumentative • Purpose: to change the reader’s point-of-view or to incite action on the reader’s part • CCSS Definition: “a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid.[Students] defend their interpretations or judgments with evidence from the texts they are writing about.” Informational/Explanatory • Purpose: to increase the reader’s knowledge of a subject, to help readers better understand a procedure or process. This type of writing often addresses: • Types • Components • Size, Function, Behavior • Why things happen • CCSS Description: “includes a wide variety of genres including literary analyses, scientific and historical reports, summaries, abstracts, manuals, memos, reports, applications, etc.” IU 13 LDC Webinar

  6. Element by Element Comparison (Focus)

  7. Element by Element Comparison(Controlling Idea)

  8. Element by Element Comparison(Reading/Research)

  9. Addressing Credibility of Sources in Informational/Explanatory Writing “Due to the expansion in both the number of sites and the number of teachers participating in each site, this year’s teacher survey data is more robust than in Year One.” (p. 4)

  10. Element by Element Comparison (Development)

  11. Examples of Informational/Explanatory Task Template #’s (11-25) Task 11 Template: After researching ___ (informational texts) on ___ (content), write a ___(report or substitute) that defines ___ (term or concept) and explains ___ (content). Support your discussion with evidence from your research. L2 What ___ (conclusions or implications) can you draw? Task 18 Template: After researching ___ (informational texts) on ___ (content), write a ___ (report or substitute) that explains ___ (content). What conclusion or implications can you draw? Cite at least ___ (#) sources, pointing out key elements from each source. L2 In your discussion, address the credibility and origin of sources in view of your research topic. L3 Identify any gaps or unanswered questions. Optional: Include ___ (e.g., bibliography).

  12. Addressing Gaps or Unanswered Questions in Informational/Explanatory Writing “To date, there has been little empirical evidence to suggest a rationale for particular weights. The MET project’s report Gathering Feedback for Teaching showed that equally weighting three measures, including achievement gains, did a better job predicting teachers’ success (across several student outcomes) than teachers’ years of experience and masters’ degrees. But that work did not attempt to determine optimal weights for composite measures.” (p. 10)

  13. Addressing Gaps or Unanswered Questions in Informational/Explanatory Writing Teaching Task 21: What is freedom? After reading Anthem by Any Rand and excerpts by the Transcendental writers Henry David Thoreau and Ralph Waldo Emerson, write an essay that addresses the question and analyzes the meaning of the word “Freedom” from the authors’ perspectives, providing examples to clarify your analysis. What conclusion or implications can you draw? A bibliography is required. L2 In your discussion, address the credibility and origin of sources in view of your research topic. L3 Identify any gaps or unanswered questions.

  14. Addressing Gaps or Unanswered Questions in Informational/Explanatory Writing “Interestingly enough, all three of these authors fail to take human nature into consideration. Though autonomy is indeed the highest expression of freedom, society cannot exist on autonomy alone for it is a group. Granted, it is a group of specific individuals, but it is still a group. Autonomy causes society to become disjointed. People need to work together as a team...as a group. So total freedom is just as harmful to the universe as collectivism is. There is a delicate balance between too much and too little freedom. As of yet, no one has found that perfect balance. So, how should one relate to others? How can autonomy be better than collectivism when is causes just as many problems? Should the good of the individual really be considered before that of the society in general? These are questions that will take many more generations to answer.” ~HS Student Response

  15. Element by Element Comparison (Organization)

  16. Element by Element Comparison(Conventions and Content Understanding) • Rubric language is the same for argumentative and informational/explanatory rubrics.

  17. Characteristics of the Informational/Explanatory Rubric • 7 Elements (same as Argumentative Rubric) • About establishing a thesis to inform/explain • L2 involves addressing credibility of sources or drawing conclusions. • L3 asks students to identify gaps or unanswered questions.

  18. Types of Writing: NarrativeWhat’s the Difference? Narrative • Purpose: to inform, instruct, persuade, or entertain • CCSS Definition:“Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure.”

  19. Narrative Writing across Disciplines CCSS Appendix A, pgs. 23-24

  20. Narrative Task Templates (#26-#29) Task 27 SS Example: What can historical accounts teach us about someone’s struggle for dignity? After reading historical documents and accounts about The Trail of Tears, write a narrative article from the perspectives of a Choctaw and George Gains. L2 Use stylistic devices to develop a narrative effect in your work. L3 Use dialogue techniques to convey multiple storylines. Task 28 ELA Example: After researching articles and biographies on WWII veterans, write a short biography that relates the story of a person with courage and conviction and the events that influences this person the most and in what ways.L2 Use suspense to develop your work.

  21. Characteristics of the Narrative Rubric • 7 Elements (Same as Argumentative and Informational/Explanatory Rubrics) • Establishes a theme and communicates it through a storyline (plot) • Authenticates the story with information from reading/research • Uses narrative structure and techniques and incorporates stylistic devices. • Integrates disciplinary content relevant to the central theme and prompt.

  22. Examining a Narrative SS Example Task Template 27 What challenges does an individual face who is attempting to reach the summit of Mt. Everest? After reading literature, about Mt. Everest, write a fictional narrative from the perspective of a teenager who is attempting to be the youngest person to reach the summit of Mt. Everest. L2 Use stylistic devices to develop a narrative effect in your work. ~James Michaud, MTMS

  23. Examining a Narrative SS Example

  24. Additional Narrative Examples Common Core Appendix C • Grade 5 Narrative • Grade 8 Narrative • How do I find Appendix C? • Go to www.pdesas.org • Click on “Standards” • Click on “Common Core” • Click on “PA Common Core Appendices” • Click on “ELA Appendix C”

  25. Upcoming Webinars Upcoming Webinars: (3:00 – 3:45pm) • March 21st: How to facilitate a scoring session in your school • April 4th: District Sharing: Formative Assessment and Grading Practices Using the LDC Rubric • April 18th: Using Primary Source Documents and LDC IU 13 LDC Webinar

  26. 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 Ruth Manthey-LDC Program Assistant Email: ruth_manthey@iu13.org Phone: (717) 606-1939 Tweet about LDC! @LDCIU13 IU 13 LDC Webinar

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