Focus on writing textual evidence and peer review

FRMS PROFESSIONAL DEVELOPMENT: FOCUS ON WRITING

Amanda Lickteig alickteig@ksu.edu February 16, 2015 1:15-2:10 FRMS Media Center Lab

TODAY’S TOPICS: 1. Tools and strategies for students to use as they gather evidence from a text.

2. Peer review and revision methods.

TE Strategy #1

CLAIMS + EVIDENCE + REASONING = EXPLANATION Claims, Evidence, Reasoning (CER) is borrowed from Scientific Inquiry

According to the CER model, an explanation consists of: •A claim that answers the question (can be posed by the teacher or student generated)

•Evidence from students' data •Reasoning that involves a "rule" or scientific principle that describes why the evidence supports the claim Your students might suggest the following explanation: Air is matter (claim). We found that the weight of the ball increases each time we pumped more air into it (evidence). This shows that air has weight, one of the characteristics of matter (reasoning).

The explanation could be made more complete by including evidence and reasoning related to air taking up space. http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

TE Strategy #1 cont.

CLAIMS + EVIDENCE + REASONING = EXPLANATION Consider showing this Audio commercial to introduce students to the components of an explanation by asking them to identify the claim, the evidence, and the reasoning – or rule – that connects the evidence to the little girl's claim that her dad is a space alien.

Note: Remember that not all texts are linguistic! Students can practice the skills of analyzing, critiquing, and explaining (using “textual evidence”) with nonlinguistic content, too—charts/graphs, painting/pictures, music, performances, videos, etc.

http://youtu.be/WQTsue0lKBk

TE Strategy #1 cont.

CLAIMS + EVIDENCE + REASONING = EXPLANATION

As you work with your students on CER, try the following: • Use concrete situations, like mysteries, images, artwork, etc. (Download an example PDF worksheet) • Connect to other content areas • Give students feedback • Allow time for peer critique

TE Strategy #2

QUESTION-RESPONSE-TEXTUAL EVIDENCE

Remember to model the task for students and use the academic vocabulary.

Link to Scholastic PDF (article and LP): http://tiny.cc/sp83tx

THE GRADUAL RELEASE OF RESPONSIBILITY

After modeling for the students, make sure you are providing them opportunities to practice their skills in a supportive environment, building on the complexity of tasks.

TE Video

GETTING READY TO WRITE: CITING TEXTUAL EVIDENCE Elements to notice:

https://www.teachingchannel.org/videos/teaching-about-textual-evidence#

• Reinforces the objective at the start of the lesson • Reminds students of textmarking skills (selective highlighting) before reading passage • Models annotating • Provided students a purpose for their reading/writing • Ties in previous structures discussed (cause & effect) • Incorporated Kagan Strategies (all write consensus) & independent practice • Encouraged them to pull in multiple texts

TE Ideas

OTHER IDEAS FOR TEACHING “HOW TO CITE TEXTUAL EVIDENCE” •Embrace the mini-lesson •Start smaller and work up in length (both in passage length and writing expectations) •Aim for interdisciplinary connections •Layer texts of all types on similar topic

PR Strategy #1

NEON HIGHLIGHTING Many kids don't know what or where to mark when reading another student's work.

Neon revision is an approach that can really help. First, give each student or pair of students three highlighters and a set of instructions: Yellow: Highlight the claim in each body paragraph. Does the author address the question addressed in their thesis statement?

Blue: Highlight the evidence in each body paragraph. Does the author pull an example from the text and provide the citations (where they found it)?

Pink: Highlight the reasoning in each body paragraph. Does the author explain how the evidence applies to their claim?

Yellow: Highlight the first word in every sentence. Does the author begin most sentences differently?

Blue: Highlight the period at the end of each sentence. Does the author vary the length of their sentences?

Pink: Highlight every transitional word or phrase. Does the author move smoothly between ideas and paragraphs?

*Depending on the needs of your students, adjust the highlighting requirements. This strategy just makes the process visual.

PR Strategy #2

BE THE EDITOR Set up six stations around the room. Label each station with one of the following titles: 1. Word Choice 2. Ideas and Content 3. Organization 4. Sentence Fluency 5. Voice 6. Conventions Print out Be the Editor task cards for students to use when revising and editing at each station. The task cards provide the students with prompts, making editing/revising easier. By concentrating on one writing trait at a time at each station, students will not feel overwhelmed. Along with the task cards, put out highlighters, sticky notes, colored pencils and other writing utensils to keep students interested. *This activity may take longer than one class period.

PR Strategy #2 cont.

BE THE EDITOR

PR Strategy #3

I HEARD, I NOTICED, I WONDERED I heard...

As a reviewer, first try to summarize what you think the piece was about. This is the easy part. Tell the writer what you saw as the story or the main idea. As a writer, listen to this section, and try to hear whether or not you communicated what you were trying to communicate.

I noticed...

As a reviewer, tell the author about some of the things that attracted your attention. What worked well?

What details seemed especially vivid or striking? What will you remember about this paper? As a writer, think about why the reviewer noticed these things, and how you can make all your writing as effective.

I wondered...

As a reviewer, did you have any questions when you finished reading? Did you not understand what something meant, or why it was included? Did something bother or disturb you? Did you suspect something might have worked better another way? This section is your chance to ask the writer all these questions. As a writer, try to answer the reviewer's questions. Look at your writing again, and see if there is any way to make those points clearer to a reader.

http://www.tnellen.com/cybereng/method.html

PR Strategy #4

BLESS, ADDRESS, PRESS Bless: What do you like about this piece? In other words, "tell me what's working.“ Address (*Author must first pose question or concern): What specific questions or concerns about your writing would you like addressed? Here are some examples of the type of questions you might ask: What do you hear me saying?

What needs further explanation?

Is there anything that I should leave out?

Is the order of my work easy to follow?

What feeling or mood does this give you?

Where do you feel that this piece best starts or ends?

Press (out the wrinkles): What can be improved and how can it be done? This could include grammar, re-wording, organization, tone/mood, etc.—anything that needs help! *Adapted from the National Writing Project’s Summer Institute writing and feedback guidelines.

“PEOPLE LEARN TO WRITE BY WRITING” -NCTE Text

Textual Evidence

Peer Review/Revision

1. “Don’t Hog the Water!”

1. Claim-Evidence-Reasoning

1. Neon Highlighting

2. “The Death Of Emmett Till”

2. Question, Response, Textual Evidence

2. Be the Editor

3. “The Time-Sweepers”

3. I Heard, I Noticed, I Wondered 4. Bless, Press, & Address

1.

2.

3.

4.

5.

Choose a text and read it http://issuu.com/adgraham23/docs/texts Find the question(s) applying to your text Choose a textual evidence strategy and practice it with your text by writing a paragraph Exchange paragraphs and “peer review” a colleague’s piece Return to the author

TEXT QUESTIONS (PROMPTS) EXPOSITORY “Don’t Hog the Water!”

1. Why is water an essential resource?

2. What are actions students can take to conserve water?

LYRICS/POETRY

FICTION

“The Death of Emmett Till”

“The TimeSweepers”

1. What outrageous racial atrocities does Dylan describe in his lyrics?

1. What are the time-sweepers?

What do the timesweepers do?

PADLET RESOURCE SWAP Using the computers, go to: http://padlet.com/adlickteig/FRMSPD

Enter the password: FRMSPD To contribute to the resource swap: •Double click on the corkboard wall •Title the post with your name

•Share one Textual Evidence (TE) strategy you have used…or have heard about before today and have been wanting to try…and one Peer Review/Revision (PR) strategy you use in your classroom.

ADDITIONAL RESOURCES Textual Evidence: Daily articles via Student News Daily: http://www.studentnewsdaily.com/daily-news-article/

Multiple strategies for constructing responses uses textual evidence: http://www.smekenseducation.com/constructed-responses-require-textual-evidence.html Peer Review & Revision: Peer Conferencing Strategies: http://tiny.cc/0zq4tx Revise (ARMS) & Edit (CUPS): http://littlepieceoftape.blogspot.com/2013/12/cups-and-arms.html

NCTE Statement: Writing Beliefs: http://www.ncte.org/positions/statements/writingbeliefs

QUESTIONS?