Expository Reading and Writing Course

1. Expository Reading and Writing Course Professional Learning for High School Teachers--Day 1

2. Formative Assessment • The following activity is designed to assess your prior knowledge, experiences, attitudes, and assumptions regarding college readiness and expository reading and writing. The activity will be repeated on Day Four of our workshop as a post-survey.

3. Session One: Goals • Understand college-readiness rates, assessments (EAP and EPT), and expectations • Learn about the Early Assessment Program and the rationale for the ERWC • Explore a sample module from the ERWC • Understand links between the ERWC Assignment Template and Common Core State Standards (CCSS) for ELA

4. ERWC PLC Norms: • Listen with the purpose of understanding • Minimize side conversations and multi-tasking • Communicate with others in mind • Use technology in support of the group’s learning

5. Considering College Readiness Taking a Closer Look

6. College Readiness More than 60 percent of the nearly 40,000 first-time freshmen admitted to the CSU require remedial education in English, mathematics or both. These 25,000 freshmen all have taken the required college preparatory curriculum and earned at least a B grade point average in high school. The cost in time and money to these students and to the state is substantial. Moreover, these students are confused by seemingly having done the right things in high school only to find out after admission to the CSU that they need further preparation. CSU EAP Website

7. College Readiness What do students need to know in order to be more prepared for college-level work?

8. CSU First Year Writing Program Review the materials distributed at your table and make as many observations as you can about the following: • The kind of things students have to be able to do • What students need to know in order to do well in Freshman Year Writing (FYW) • The kind of literacy experiences called for in Freshman Year Writing • What the materials say about the relation between high school curriculum and university FYW curriculum • What the materials indicate about post secondary literary expectations

9. College Readiness (cont.) Follow up • Discuss your observations about college literacy expectations with your table mates • Preview the following documents: Focus on English and Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities • List 5 literacy skills (one per index card) identified in the documents that would ensure student success in college courses • Break up small groups and create five new cards that demonstrate your collective reasoning about literacy skills for success in college • Choose a spokesperson to report your negotiations to the group.

10. Academic Literacy Survey Results(from Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities (2002)) Top Literacy Skills Essential for College • Exhibit curiosity (80%) • Experiment with new ideas (79%) • See other points of view (77%) • Challenge their own beliefs (77%) • Engage in intellectual discussions (74%) • Ask provocative questions (73%) • Generate hypotheses (72%) • Exhibit respect for other viewpoints (71%) • Read with awareness of self and others (68%)

11. College Readiness: Reflection Respond to the following question: How I can prepare students for College academic literacy demands? What must you cover?

12. ERWC in Context History and Current State of ERWC

13. ERWC: Past & Present • First Task Force meeting was August 20, 2003. • Since then, more than 9,000 teachers have been through ERWC professional development seminars. • Over 500 California high schools have adopted the ERWC as a full, 12th grade course. Many other sites are integrating some ERWC modules into existing classes.

14. What is ERWC? • A 12th Grade Expository Reading and Writing Course with 12 instructional modules • A professional learning program • A community of teachers • A systematic rhetorical approach to teaching reading and writing

15. An Engaging 12th Grade Course • Approved by the UC and CSU as a year-long college-preparatory English course in 2006 to fulfill the “b” English requirement; 2nd edition approved 3/25/2013. • Curriculum is aligned with CCSS for ELA/Literacy. • The ERWC course can also exempt future CSU students from needing to take remedial college courses.

16. How much flexibility is there in teaching ERWC? • Modules are designed so that teachers can make choices about what activities their students need, based on formative assessments that occur throughout each of the modules. • However, rhetorical reading activities, critical thinking questions, integration of reading and writing, and substantial writing assignments are essential features of ERWC and should not be omitted.

17. Should the ERWC be the default English course at the senior level? • Arange of courses including the ERWC, AP, IB, British Literature, English language development, and World Literature should be offered at the senior level to prepare all students for career and postsecondary options. • Schools should consider the need to balance literature and informational text – as articulated in the CCSS for ELA/Literacy – over the four years of high school.

18. Conditionally Ready Status in English on the EAP Test (started in spring 2012) Students who received a designation of Conditionally Ready for College-Level English Courses on the basis of the EAP test can clear their conditional status by taking one of the following courses and earning a C or better in the senior year: • ERWC • Advanced Placement English • International Baccalaureate English • Honors English identified on the UC Doorways Web site as earning extra honors credit (gold star)

19. The Expository Reading and Writing Course (ERWC) was designed to improve the readiness of high school students for English competency in college, whether in the CSU, UC, or the California Community College (CCC) systems, and employs a research based effective practices approach for teaching both reading and writing.

20. Meeting the Template ERWC Module Structure & Organization

22. Introduction to the Assignment Template The template presents a process for helping students read, comprehend, and respond to texts. At the beginning of the ERWC course, it is recommended that youguide your students through each step of the process. As they become familiar with the reading and writing strategiesandinternalizesome of the basic processes, they will be able to complete some of the steps on their own. By the end of the course, your students should be able to read texts on their own, without elaborate preparation, and write about them coherently.

23. The Assignment Template • Provides a consistent format for diverse assignment sequences. • Provides a menu of recommended and theoretically sound pedagogical practices. • Makes clear connections to standards.

24. The Assignment Template. . . • Identifies connections to ELA and CCS standards. The Cornerstone

25. Activity: Meeting the Template • Pre-reading = Yellow • Reading = Green • Post-reading = Blue • Connecting reading and writing = Lavender • Writing rhetorically: Entering the conversation = Pink • Writing rhetorically: Revising and Editing = Orange

26. Examining the Overview Group Work: • Focusing only on the OVERVIEW—in your groups, talk about the kinds of instructional activities you might expect to find in your assigned Template cell • What might the teacher be doing? • What might students be doing? • Read your cell section and note specific pages and passages in the template that address: • What we teach • How we teach • Who students are and what they bring to the work of the class • What a teacher’s role is in this curriculum • What the curriculum says about why we teach English

27. Meeting the Template (cont.) Group Jigsaw: In your group discuss the ways in which your section of the Assignment Template contributes to student learning?” Whole Group: How does each section of the Assignment Template build upon or relate to other sections?

28. How does ERWC implement the CCSS for ELA/Literacy? The ERWC is aligned with the CCSS for ELA/Literacy at many levels. • focus on informational text, text-based evidence, argument, collaborative conversations, critical thinking and analysis, etc. .

29. Capacities of a Literate Individual in CCSS for ELA/Literacy (Intro p. 7) ERWC Complements CCSS for ELA/Literacy ERWC Key Principles • The integration of interactive reading and writing processes; • A rhetorical approach that fosters critical thinking and engagement through a relentless focus on the text; • Materials and themes that engage student interest; • Classroom activities designed to model and foster successful practices of fluent readers and writers; • Research-based methodologies with a consistent relationship between theory and practice; • Built-in flexibility to allow teachers to respond to varied students' needs and instructional contexts; and • Alignment with California’s Common Core State Standards for English Language Arts and Literacy. • Demonstrate independence • Build strong content knowledge • Respond to audience, task, purpose, and discipline • Comprehend and critique • Value evidence • Use technology and digital media • Understand other perspectives and cultures

30. Reading Rhetorically Supplemental Resources to Develop Students’ Understanding of the Rhetorical Process

31. What is Rhetoric?

32. Reading Rhetorically (3rd ed.) Guided Jigsaw Purpose: To discover the relationship that Reading Rhetorically has to the ERWC course’s structure, aims, and strategies; evaluate its effectiveness as a resource. • Use the study guide to assist you in making notes on your assigned section. • You will report out to your groups the answers to the key study guide questions (be sure to note page numbers). As you read, also note down two things from the ERWC Course Structure that stand out to you. • Share your two favorite things from the section you read (noting page numbers) with your group

33. Applying Rhetorical Strategies Analyzing Advertisements http://www.youtube.com/watch?v=uWS7-7J8sCo&feature=player_detailpage -- Video Clip Introduction

34. http://www.youtube.com/watch?v=JtKGdmCnisw&feature=player_detailpagehttp://www.youtube.com/watch?v=JtKGdmCnisw&feature=player_detailpage Identify the Rhetorical triangle elements, Logos, Pathos, and Ethos. Discuss their impact with your Tablemates. Chrysler Commercial: Analyzing Commercials Applying the principles of rhetorical analysis in a non-intimidating manner

35. Analyzing a Text: “Out for Blood” • Read the text and look for examples of Logos, Pathos, and Ethos. • Do you think the email was effective? If not, why not? If so, which of the appeals was probably most effective? • Consider the email in its new context, reprinted in Harper’s. Given the new context, what is Harper’s message?

36. ERWC Professional Learning Session Two

37. ERWC Course Overview Module Review & Gallery Walk

38. Getting to Know the Modules Semester One: Module Titles What’s Next? Thinking About Life After High School Rhetoric of the Op-Ed Page Racial Profiling The Value of Life Good Food/Bad Food Into the Wild Take about 10 minutes to individually read through the module.(Note: Skip the What’s Next module.)

39. Activity: Module Overview Purpose: To establish a broader perspective about the sequencing and content of the modules Process: Divide the responsibility of reviewing the module among your review group participants. Focus on the following questions as you review the module: • What is the conversation? • What is the essential question of the module? • What do you like? • What do you want to modify? • What challenges will you address for your special needs students?

40. Module Overview (cont.d) • Discuss your reactions to the module with your group then, • Prepare a poster overview of your module that includes the following information: • Module Title • Title of Text Included • The module’s conversational focus • The essential question addressed in the module • Your likes • Challenges for special needs students • Post posters to the wall for Gallery Walk

41. Online Resources ERWC Community & CPR

42. Overview of the Early assessment Program (EAP) Assessment data for individual high schools: EPT and EAP

44. Freshmen, college-level Remediation*Essential Question: • How do we, at the college and university level, assist high school teachers in preparing seniors for the rigorous academic requirements of college?

45. Vertical Alignment Trickle Down Academics • Elementary • Middle School • High School • College EAP= Early Assessment Program (check of readiness & acknowledgement of student preparation) • EAP Student Status: EPT Student Status • Not Ready *Not Ready • Conditionally Ready *Ready • Unconditionally Ready

46. Components of the EAP The components of the CSU Early Assessment Program provide a comprehensive solution for helping students become ready for college. • 11th grade testing • Supplemental high school preparation • Teacher/administrator professional development • Parent/family communication • Preservice teacher preparation

47. 11th Grade Test To receive EAP results students must complete ALL sections of test: • CST in English and/or mathematics (Algebra II or Summative High School Mathematics as appropriate) • EAP 15 multiple-choice items in English and/or mathematics • Administered with the CST • Untimed • EAP essay in English

48. 11th Grade Test • Determinations of readiness are based on the scoring of all sections • Portion of the CST (40-50 items) • EAP multiple-choice items (15 items) • EAP essay in English

49. Community College Participation • SB 946 authorized participation of California Community Colleges (CCC) in EAP beginning in 2010 • Participation by CCC campuses is voluntary • The CSU and the CCCs are collaborating on the implementation of the EAP at the CCCs to create a seamless path for students

50. Community College Participation Current as of 8/7/2012