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Writing Tips for Schoolwide Accountability

Writing Tips for Schoolwide Accountability. Facilitator Sara Overby Coordinating Teacher for Secondary Literacy soverby@wcpss.net https://wcpssenglish.pbworks.com. a ka… Argument in your Classroom. Why??? ACT Writing Test SAT with writing test EOC with constructed response

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Writing Tips for Schoolwide Accountability

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  1. Writing Tips for Schoolwide Accountability Facilitator Sara Overby Coordinating Teacher for Secondary Literacy soverby@wcpss.net https://wcpssenglish.pbworks.com

  2. aka…Argument in your Classroom Why??? ACT Writing Test SAT with writing test EOC with constructed response MSL with constructed response NC ABC’s, AYP, value-added Growth Scores NCEES Standard 6

  3. CCSS for Writing (Grades 9-10)Related to Performance Tasks History/Social Studies English Language Arts • Write arguments focused on discipline-specific content. aIntroduceprecise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organizationthat establishesclear relationships among the claim(s), counterclaims, reasons, and evidence. bDevelopclaim(s) and counterclaims fairly, supplyingdata and evidence for each while pointing out the strengths and limitationsof both claim(s) and counterclaims in a discipline-appropriate formand in a manner that anticipates the audience’s knowledge level and concerns. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. bDevelopclaim(s) and counterclaims fairly, supplyingevidencefor each while pointing out thestrengths and limitations of both in a manner thatanticipates the audience’s knowledge level and concerns.

  4. CCSS for Writing (Grades 9-10)Related to Performance Tasks History/Social Studies English Language Arts Write arguments focused on discipline-specific content. c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. dEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. eProvide a concluding statement or section that follows from or supports the argument presented. • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. cUsewords, phrases, and clauses to link the major sectionsof the text, create cohesion, andclarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. dEstablish and maintain a formal style andobjective tone while attending to the norms and conventions of the discipline in which they are writing. eProvide a concluding statement or section that follows from and supports the argument presented.

  5. Discipline-Specific Content • Claim • Counterclaim • Data • Evidence • Reasoning/Rationale • Fallacies • Cohesion • Objective Tone • Conventions of the discipline • Concluding Statement that follows from the argument Academic Vocabularyfor ArgumentWriting

  6. ACT Writing Test WCPSS ACT Wiki https://wcpssenglish.pbworks.com/w/page/64350358/FrontPage https://wcpssact.pbworks.com

  7. Create Your Own

  8. DOK Strategic and Extended Thinking (Levels 3 and 4) • Project-based Learning (PBL) • 5E’s Instructional Model (Engage, Explore, Explain, Extend, Evaluate) • Habits of Mind (Covey’s 7 Principles; Costa and Kallick’s 12 Habits; IB Learner Profile, other Mind Habits lists) • Revised Bloom’s Taxonomy (Higher Order Thinking Skills) • ACT Writing Test • SAT Writing Test Overlaps for deep concept learning

  9. Real-world “messy problem” • that crosses over content areas • and can be resolved in a variety of ways. • Requires problem-solvers to consider multiple perspectives on the same topic • and to produce a written argument addressing Claim, Counterclaim(s), Evidence, and Rationale. Create Your Own! _________________________ 11:10-12:00 _________________________ Integrated Humanities Planning

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