paragraph writing explicit instructioparagraph. 7th graders • used content from the previously...
TRANSCRIPT
ExplicitInstructionAppliedtoParagraphWriting
AnitaL.Archer,PHDAuthor,Consultant,Teacher
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DesiredLevelofPerformance
CurrentLevelofPerformance
Explicit Instruction Applied to Paragraph Writing
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DesiredLevelofPerformance
CurrentLevelofPerformance
Content
DesiredLevelofPerformance
CurrentLevelofPerformance
Content Design of Instruction
Explicit Instruction Applied to Paragraph Writing
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DesiredLevelofPerformance
CurrentLevelofPerformance
Content Design of Instruction
Delivery of Instruction
DesiredLevelofPerformance
CurrentLevelofPerformance
Content Design of Instruction
Delivery of Instruction Scaffolding
Explicit Instruction Applied to Paragraph Writing
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DesiredLevelofPerformance
CurrentLevelofPerformance
Content Design of Instruction
Delivery of Instruction Scaffolding Practice
DesiredLevelofPerformance
CurrentLevelofPerformance
Content
Explicit Instruction Applied to Paragraph Writing
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Content:Focusinstructiononcriticalcontent.
Studentscanwriteacoherent,well-organizedstandaloneparagraph.
7th graders• Usedcontentfromthepreviouslyreadarticlestopracticeparagraphwriting
4th graders• Usedcontentfrompreviouslyreadarticlesandpersonalexperiencetopractice
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RecommendedBook
Hochman,J.C.&Wexler,N.(2017)Thewritingrevolution:aguidetoadvancingthinkingthroughwritinginallsubjectsandgrades.Jossey-Bass.
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Explicit Instruction Applied to Paragraph Writing
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Content:Sequenceskillslogically.
• SequencefromTheWritingRevolution(2017)byJudithC.Hochman andNatalieWexler
• Sentences• Singleparagraphs• 3paragraphessays• 4– 5paragraphessays
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
a. Studentscandistinguishatopicsentencefromsupportingdetails.1.GandhiattendedlawschoolinGreatBritain.2.GandhiwasborninIndia.3.HepracticedlawinSouthAfrica,anotherBritishterritory,
fortwentyyears.4.GandhiwasaproductoftheBritishEmpire.5.HeleadastruggleforindependenceandcivilrightsinIndia.
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Explicit Instruction Applied to Paragraph Writing
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
b. Whengivenatopicsentence,studentscangeneratesupportingdetails.
TopicSentence:Gandhi’sdedicationtononviolentprotestdidnotbegininIndia,butratherinSouthAfrica.
Studentgenerateddetails- satinfirstclassseatontrainuntilthrownoff- refusedtositondirtyfootboardofastagecoach- organizedfellowIndianslivinginSouthAfrica
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
c. Whengivenatopicsentence,studentscandeterminematchingsupportivedetails.
T.S.Professionally,Gandhiwasanattorney.1. ............................................................................................2. ............................................................................................3. ...........................................................................................4. ...........................................................................................a. wenttolawschoolinGreatBritainb. refusedtogetofftrainc. wasknownforloveofenemiesd. wasunsuccessfulinestablishingalawpracticeinIndiae. wasveryshyincourtduringearlydaysf. usedhislegalknowledgethroughouthislifeg. wenttoSouthAfricatopracticelaw
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Explicit Instruction Applied to Paragraph Writing
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
d. Studentscanuseoneofthesestrategiestoconstructatopicsentence.
1. Useoneofthesentencetypes(statement,question,exclamation)
T.S.GandhidedicatedhislifetononviolentprotestagainstGreatBritain.T.S.WhyisMahatmaGandhisowellknowseventyyearsafterhisassassination?
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
d. Studentscanuseoneofthesestrategiestoconstructatopicsentence.
1. Useoneofthesentencetypes(statement,question,exclamation)
T.S.GandhidedicatedhislifetononviolentprotestagainstGreatBritain.T.S.Why isMahatmaGandhisowellknowseventyyearsafterhisassassination?
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Explicit Instruction Applied to Paragraph Writing
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
d. Studentscanuseoneofthesestrategiestoconstructatopicsentence.
2. Includeanappositive.
T.S.Gandhi,aniconiccivilrightsleader,leadnonviolentprotestsinSouthAfricaandIndia.
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
d. Studentscanuseoneofthesestrategiestoconstructatopicsentence.
3.Startwithasubordinatingconjunction.
before although aftersince if whilewhen unless eventhoughwhenever
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Explicit Instruction Applied to Paragraph Writing
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
d. Studentscanuseoneofthesestrategiestoconstructatopicsentence.
3. Startwithasubordinatingconjunction.
TS.WhileGandhiisknownforhisnonviolent,civilrightsactionsinIndia,heislesswell-knownforhisworkinSouthAfrica.
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
e.Studentscancreateatopicsentencewhengivensupportingdetailnotes.
T.S.________________________________________________________________________________________________________________________________________________________________________1. organizedcitizenswhodisagreedwithGreatBritain’srule2. wrotepamphletsandpetitions3. madespeeches4. leadnonviolentactionsagainstgovernmentagencies
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
F.Studentscandeconstructaparagraph,creatingasingle-paragraphoutline.
Initially,theexpansionoftheBritishEmpireinthe17th centurywasbasedonmercantilism,ortrade.Englanddidnothaveenoughresources.Itneededtolooktootherlandsforrawmaterials,suchascottonandsugar.TheempirebeganwiththeacquisitionoflandsontheeasterncoastofNorthAmericaandintheWestIndies,achainofislandsstretchingfromFloridatoSouthAmerica.TheEnglishbroughtslavesfromAfricatotheWestIndiestoprovidethelaborforgrowingsugarcane.TheyalsotookslavestotheAmericancoloniesforgrowingcotton,rice,andtobacco.Inreturn,Englandsoldgoodstothecolonies,includingclothing,dishes,food,metaltools,andotherthingsthatthecolonistsneeded.Thus,tradewasthecompellingfactorleadingtotheexpansionoftheBritishEmpireacrossthecontinents.
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
F.Studentscandeconstructaparagraph,creatingasingle-paragraphoutline.
T.S.Initially,theexpansionoftheBritishEmpireinthe17th centurywasbasedonmercantilism,ortrade.
1. nothaveenoughresources2. neededrawmaterials- cottonandsugar.3. easterncoastof N.America+WestIndies4. AfricanslavestoW.Indies=laborsugarcane5. SlavestoAmericancolonies>growingcotton,rice,andtobacco6. soldgoods>colonies(clothing,dishes,food,metaltools)
C.S. Thus,tradewasthecompellingfactorleadingtotheexpansionoftheBritishEmpire.
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Explicit Instruction Applied to Paragraph Writing
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Writing Process
Plan* Plan yourwriting.Draft Write yourfirstdraft.Revise* Change yourwritingtomakeit
better.Edit Check yourspelling,capitals,and
punctuation.Publish Shareyourwriting.
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Content:Breakdowncomplexskillsandstrategies
intosmallerinstructionalunits.
G.Studentscancreateaplan forwritingasinglecoherent,well-organizedparagraph.
Stepsfordevelopingasingleparagraphoutline.(page162ofTheWritingRevolution)
1. Identifythetopic,purpose,andaudience.2. Brainstormorrelatedetails.3. Generateacompletetopicsentence.4. Select,categorize,andsequencedetails.5. Writenotesforthedetailsentencesonthedottedlines.6. Generateacompleteconcludingsentence.
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Explicit Instruction Applied to Paragraph Writing
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DesiredLevelofPerformance
CurrentLevelofPerformance
Content Design of Instruction
DesignofInstruction:Designorganizedandfocusedlessons.
Beprepared!!!!
PlanGoal:Studentscancreateaplanforwritingasinglecoherent,well-organizedparagraph.
PlanContent:1. Identifythetopic,purpose,andaudience.2. Brainstormorrelatedetails.3. Generateacompletetopicsentence.4. Select,categorize,andsequencedetails.5. Writenotesforthedetailsentencesonthedottedlines.6. Generateacompleteconcludingsentence.
PlanExamplesandInstruction.
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Explicit Instruction Applied to Paragraph Writing
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Single-ParagraphOutlinep.247
T.S.___________________________________________________________________________1..........................................................................2..........................................................................3..........................................................................4...........................................................................C.S.___________________________________________________________________________
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DesignofInstruction:Beginlessonwithaclearstatementoflesson’sgoalandyourexpectations.
LearningIntention:Studentscancreateaplanforwritingasinglecoherent,well-organizedparagraph.
SuccessCriteria:TopicSentence
____Mytopicsentence isclearlystated.____Mytopicsentenceisinteresting,
SupportingDetails____Mysupportingdetailssupportthetopic.____Mysupportingdetailsareinthebestsequence.
ConcludingSentence____Myconcludingsentenceisclearlystated.
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Reviewpriorskillsandknowledgebefore
beginninginstruction.
Theskillofdevelopingatopicsentenceandconcludingsentenceisembeddedinthelesson.
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DesignofInstruction:Providestep-by-stepdemonstrations.
Model(Idoit)– Show (Demonstrating)
• Proceedstep-by-step• Exaggeratethesteps
– Tell (Describing)• Tellstudentswhatyouaredoing• Tellstudentswhatyouarethinking
– GainResponses• Askforresponses
– Whattheyalreadyknow– Whatyouhavetoldthem
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Provideguidedandsupportedpractice.
1. Identifythetopic,purpose,andaudience.
Prompt:Howdopenguinsobtainfoodfromthesea?Topic: HowpenguinsfishAudience: ReaderswhoknowlittleaboutpenguinsPurpose: Toexplain
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DesignofInstruction:Providestep-by-stepdemonstrations.
2. Brainstormorrelatedetails.flightlessbirdsflipperstohelpthemswimliveintheSouthernHemisphereeatfishandothersealifedrinkseawaterdivedeepforfishstayunderwaterforminutesfeedingroupsfeedonkrillandsmallshrimpspendaroundhalftheirtimeinwater
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Providestep-by-stepdemonstrations.
3. Generateacompletetopicsentence.
Useoneofthesentencetypes(statement,question,exclamation)
Penguinsareskilled“fishermen.”
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DesignofInstruction:Providestep-by-stepdemonstrations.
3. Generateacompletetopicsentence.
Includeanappositive.
Penguins,thefascinatingflightlessbirds,liveonfishandothercreaturesfromthesea.
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Providestep-by-stepdemonstrations.
3. Generateacompletetopicsentence.Startwithasubordinatingconjunction.before although after wheneversince if whilewhen unless eventhough
EventhoughPenguinscannotfly,theirflippersallowthemtobeskilledfishermen.
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Single-ParagraphOutlinep.247
T.S.Penguinsareskilled“fishermen.”1........................................................................2........................................................................3........................................................................4........................................................................C.S.___________________________________________________________________________
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Providestep-by-stepdemonstrations.
4. Select,categorize,andsequencedetails.flightlessbirdsflipperstohelpthemswimliveintheSouthernHemisphereeatfishandothersealifedrinkseawaterdivedeepforfishstayunderwaterforminutesfeedingroupsfeedonkrillandsmallshrimpspendaroundhalftheirtimeinwater
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DesignofInstruction:Providestep-by-stepdemonstrations.
5. Writenotesforthedetailsentencesonthedottedlines.
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Explicit Instruction Applied to Paragraph Writing
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Single-ParagraphOutlinep.247
T.S.Penguinsareskilled“fishermen.”1.divedeepforfish.............................................2.stayunderwaterforminutes..........................3.feedingroups..................................................4.feedonkrill,smallshrimp................................C.S.___________________________________________________________________________
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Single-ParagraphOutlinep.247
T.S.Penguinsareskilled“fishermen.”3.divedeepforfish.........................................4.stayunderwaterforminutes........................1. feedingroups..............................................2. feedonkrill,smallshrimp...........................C.S. ___________________________________
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Providestep-by-stepdemonstrations.
6. Generateacompleteconcludingsentence.
Penguinsrelyonthecreaturesintheseafortheirsurvival.
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Single-ParagraphOutlinep.247
T.S.Penguinsareskilled“fishermen.”3.divedeepforfish.........................................4.stayunderwaterforminutes........................1. feedingroups..............................................2. feedonkrill,smallshrimp...........................C.S. Penguinsrelyonthecreaturesintheseafortheirsurvival.
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DesignofInstruction
SuccessCriteria:TopicSentence
____Mytopicsentence isclearlystated.____Mytopicsentenceisinteresting.
SupportingDetails____Mysupportingdetailssupportthetopic.____Mysupportingdetailsareinthebestsequence.
ConcludingSentence____Myconcludingsentenceisclearlystated.
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Single-Paragraph
Penguinsareveryskilled“fishermen.”Theydonotfishalone,butratheringroups.Krill,smallshrimpthatfloatonthewater’ssurface,arepenguin’smajorfoodsource.However,theycanalsodivedeepintotheoceantocaptureandeatfish.Deepseafishingispossiblebecausepenguinscanstayunderwaterforanumberofminutes.Penguinsrelyonthecreaturesintheseafortheirsurvival.
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Provideguidedandsupportedpractice.
1. Identifythetopic,purpose,andaudience.
Prompt:Whatmakespenguinsauniquebirdspecies?
Topic: WhyarepenguinsuniqueAudience: ReaderswhodonotknowaboutpenguinsPurpose: Toexplain
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DesignofInstruction:Provideguidedandsupportedpractice.
2. Brainstormorrelatedetails.flightlessbirdsflipperstohelpthemswimliveintheSouthernHemisphereeatfishandothersealifedrinkseawaterdivedeepforfishstayunderwaterforminutesfeedingroupsfeedonkrillandsmallshrimpspendaroundhalftheirtimeinwater
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Provideguidedandsupportedpractice.
3. Generateacompletetopicsentence.
Useoneofthesentencetypes(statement,question,exclamation)
QuestionWhyarewefascinatedbypenguins?Whyarepenguinsinteresting?Whyarepenguinsthemostinterestingtypeofbird?
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Single-ParagraphOutlinep.247
T.S.Whyarewefascinatedbypenguins?1........................................................................2........................................................................3........................................................................4........................................................................C.S.___________________________________________________________________________
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Provideguidedandsupportedpractice.
4. Select,categorize,andsequencedetails.flightlessbirdsflipperstohelpthemswimliveintheSouthernHemisphereeatfishandothersealifedrinkseawaterdivedeepforfishstayunderwaterforminutesfeedingroupsfeedonkrillandsmallshrimpspendaroundhalftheirtimeinwater
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DesignofInstruction:Provideguidedandsupportedpractice.
5. Writenotesforthedetailsentencesonthedottedlines.
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Explicit Instruction Applied to Paragraph Writing
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Single-ParagraphOutlinep.247
T.S.Whyarewefascinatedbypenguins?1.nowings– onlyflippersforswimming..........2.eatdeepseafish+drinkseawater...............3.canstayunderwaterforminutes....................4.½onland+½timeinsea+notimeinair......C.S.___________________________________________________________________________
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Single-ParagraphOutlinep.247
T.S.Whyarewefascinatedbypenguins?1. nowings– onlyflippersforswimming..........3.eatdeepseafish+drinkseawater...............4.canstayunderwaterforminutes....................2.½onland+½timeinsea+notimeinair......C.S.___________________________________________________________________________
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Explicit Instruction Applied to Paragraph Writing
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DesignofInstruction:Provideguidedandsupportedpractice.
6. Generateacompleteconcludingsentence.
Eventhoughpenguinsarebirds,theyhaveverylittleincommonwithotherbirds.
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Single-ParagraphOutlinep.247
T.S.Whyarewefascinatedbypenguins?1. nowings– onlyflippersforswimming..........3.eatdeepseafish+drinkseawater...............4.canstayunderwaterforminutes....................2.½onland+½timeinsea+notimeinair......C.S.Eventhoughpenguinsarebirds,theyhaveverylittleincommonwithotherbirds.
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DesignofInstruction
SuccessCriteria:TopicSentence
____Mytopicsentence isclearlystated.____Mytopicsentenceisinteresting.
SupportingDetails____Mysupportingdetailssupportthetopic.____Mysupportingdetailsareinthebestsequence.
ConcludingSentence____Myconcludingsentenceisclearlystated.
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DesignofInstruction:Helpstudentsorganizeknowledge.
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That is EXACTLY what we are doing.
Explicit Instruction Applied to Paragraph Writing
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DesiredLevelofPerformance
CurrentLevelofPerformance
Content Design of Instruction
Delivery of Instruction
DeliveryofInstruction:Requirefrequentresponses.
VerbalResponseProcedures InclusivePassageReadingChoral SilentPartners ChoralTeams/HuddleGroups ClozeIndividual PartnerDiscussion
WrittenResponseProceduresShortwrittenresponsesWhiteboards(Tablets,VirtualWhiteboards)
ActionResponseProceduresActingout/SimulationsGesturesFacialExpressionsHandSignalsResponseCards/ResponseSheets(Clickers,Plickers)
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DeliveryofInstruction:Monitorstudentperformanceclosely.
Choral Responses Listen to allHone in on responses of lower performing students
Partner Responses
Circulate Look at responses Listen to responses
Individual Responses
Listen carefully
Response SlatesResponse CardsHand Signals
Look carefully at slates, cards, or hand signals when held up
Written Responses
CirculateLook at responses
Action Responses Look at responses
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DeliveryofInstruction:Provideimmediateandaffirmativeandcorrective
feedback.
Connectfeedbacktosuccesscriteria.
TopicSentence____Mytopicsentence isclearlystated.____Mytopicsentenceisinteresting.
SupportingDetails____Mysupportingdetailssupportthetopic.____Mysupportingdetailsareinthebestsequence.
ConcludingSentence____Myconcludingsentenceisclearlystated.
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DeliveryofInstruction:Provideimmediateandaffirmativeandcorrective
feedback.
Connectfeedbacktosuccesscriteria.
TeacherfeedbackPeerfeedbackSelffeedback
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DeliveryofInstruction:Deliverthelessonatabriskpace.
– Prepareforthelesson.
– Useinstructionalroutines.
– Whenyougetaresponse,moveon.
– Avoidverbosity.
– Avoiddigressions.
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DesiredLevelofPerformance
CurrentLevelofPerformance
Content Design of Instruction
Delivery of Instruction Scaffolding
Scaffolding:Providesupportthathelpsbridgethegapbetween
currentabilitiesandinstructionalgoal.
Scaffoldingalreadyprovided:• Breakingdowncomplexskillintochunks.• Sequencingskillslogically.• Providingdemonstration.• Providingguidedpractice.• Providingsuccesscriteriachecklist.
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Scaffolding:Providesupportthathelpsbridgethegapbetween
currentabilitiesandinstructionalgoal.
Additionalscaffolding:• Brainstormsupportivedetailswithgroup.• Providetopicsentence.• Providechoiceoftopicsentences.• Provideconcludingsentence.• Usefamiliartopics.
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lDesiredLevelofPerformance
CurrentLevelofPerformance
Content Design of Instruction
Delivery of Instruction Scaffolding Practice
Explicit Instruction Applied to Paragraph Writing
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Practice:Providedistributedandcumulativepractice.
Providemultipleopportunitiestopracticetheskillovertime.
RequirestudentstoPLANeverywrittencompositionofoneormoreparagraphs.
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TheprinciplesofExplicitInstructionWORK.
Howwellweteach=Howwelltheylearn.
Mayallchildrenthrivewiththegiftofexcellentinstruction.
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