Transformational Literacy: Making the Common Core Shift with Work that Matters
Part 2: Reading for and Writing with Evidence
- Learning expeditions
The signature curricular structure in Expeditionary Learning schools that make content standards come alive for students. They are interdisciplinary studies, usually lasting 6-12 weeks, led by teacher or teaching team. They are based on state and Common core standards, aligned with local curriculum maps, an focused on essential content and skills. Each learning expedition includes guiding questions, kickoff experiences, case studies, projects, lessons, fieldwork, experts, service learning, and a culminating event that features high-quality student work.
Why This Practice Matters
Using evidence from text rather than relying on prior knowledge or personal experience will help level the playing field for students without strong backgrounds.
Reading and writing grounded in evidence is key to making good decisions as citizens and leaders in democratic society.
The Evidence-Based Classroom
- Learning Targets
Goals for lessons, projects, units, and courses. They are derived from standards and used to assess growth and achievement. They are written in concrete, student friendly language, beginning with the stem, "I can".
Become a Student of the Standards
Teachers have to "read for evidence" in the standards in order to note skills and key words.
Look at the standards in grade levels above and below to see how the rigor increases.
Establish a Classroom Culture that Values Evidence
- Classroom Norms that Strengthen the Connection between Text and Thinking about Text
Reference specific page numbers, paragraphs, and exact phrases in text
Use accountable talk sentence frames, such as "I hear you saying"
Seek, Consider, and present multiple sides of an issue
Come to discussions prepared with notes, annotated text, or sticky notes
Weigh evidence before making a decision
Evaluate the bias and credibility of sources
Cite sources with integrity and accuracy
Justify the validity and significance of data and claims
Planning with the Four Ts: Topic, Task, Targets, Text
Topic = The compelling topic that brings the content to life
Task = The culminating assignment- a product or performance task
Targets = The learning targets derived from the literacy and content standards that students are expected to meet
Text = The complex texts (books and articles) that students will read closely, and additional texts that ensure students experience a volume of reading at their independent level
- Curricular Structures that Motivate Students to Read and Write with Evidence
Topics that address content standards and rely on real-world informational texts that are relevant to students
Original research with primary source documents and data
Problem- or project-based units that incorporate fieldwork, gathering evidence or analyzing evidence, and a written or oral presentation of solutions
Curriculum that builds background knowledge through whole-group close reading of shared texts or independent reading of additional texts that represent diverse perspectives
Assignments and assessments that require students to support their thinking with evidence
Lessons Based on Read-Think-Talk-Write
Read about it: Let the Text do the Talking
SNAP concept chart: S: Summary, N: New learning, A: Information the readers Already know, P: Picture that represents an important aspect
Anchor charts
Pick worthy texts so children can learn to be active readers
Think about it: Ask Questions that Set a Purpose for Thinking about Text
Use text depended questions
Use questions that build knowledge of vocabulary
Use questions that build knowledge of syntax and structure
Use questions that help students grapple with themes and central ideas
Sequence questions from literal to inferential
Talk about it: Help Students Deepen Their Understanding of Text through Discussion and Debate
Teach students protocols for group discussions
Use "I" statements instead of "You"
Teach students how to argue
Write about it: Give Frequent Short Writing Opportunities
Entrance/Exit tickets
Graphic Organizers
Quick writes
Deliver the Whole Package: Connect The Four Ts to Read-Think-Talk-Write
Use the Four Ts as the skeleton for a backward-designed sequence of lessons that leads through text and content standards centered on a compelling topic to formative writing tasks and a summative student product that assesses standards-based learning targets. Then on a daily level, the journey through text is one that gives students daily practice in reading, thinking, talking, and writing grounded in evidence.
From Deep Understanding to High-Quality Written Work
Skill Building in the Common Core Standards: The Bond between Reading and Writing
The alignment between the reading and writing standards presents 2 challenges that raise the bar for teachers and students.
The standards emphasize the importance of researching as both reading and writing skills. Students are required to ask questions, seek answers in texts, and then synthesize their findings into their own thinking.
The standards require students to read critically and construct their own arguments, rather than just restating the opinion of others.
High-Quality Work Demands a Worthy Task
Well Framed
Plan Focusing Questions - Clear learning targets - The writing prompt or focusing question - Models of quality writing in that format - A rubric or criteria list
Test-Drive the Writing Task - To what extent is the task clear, doable, and worthwhile? - Does this specific focus question require students to revisit, analyze, cite, and explain the evidence? - What kinds of information do I still need?
Give Students Opportunities for Shorter Practice Sessions with Research and Writing Skills
Defining High-Quality Work
Complexity
Rigorous: aligns with or exceeds the expectations
Connects to the big concepts that unite disciplines
Prioritizes transfer of understanding to new contexts
Prioritizes consideration of multiple perspectives
Incorporates students' application of higher-order literacy skills through the use of complex text
Authenticity
Original thinking of students
Real work formats and standards from the professional world
Connects academics with real world issues
Gives purpose to work
Craftsmanship
Attention to accuracy, detail, and beauty
Beautiful work in conception and execution
A Worthy Task is Complex
Ways to Make a task Complex:
Students must rely on evidence from informational and literary texts
Students must write for multiple purposes
Use of higher-order literary skills
A Worthy Task is Authentic
When the task is related to someone that isn't the child's teacher or parent, they will be more motivated to produce high-quality writing.
Create a Classroom Culture that Values Well-Reasoned Arguments for an Authentic Purpose
Teach the Mechanics of Argument: Staking a Logical Claim for an Authentic Purpose
Teach Argumentative Style for the Authentic Task
Forming an Evidence-Based Claim
- Step 1: Find Important Details
Students read a text and look for details that are important. They take notes, annotate the text, or record the details on a graphic organizer.
Form these details, students begin to develop questions (or the teacher may provide the questions) that inquire into the gaps or relation sip between the details.
- Step 2: Connect the details (Trace the Argument)
Students think, talk, and write about how the details connect to one another. - Do all the details point to the same main idea? - What answers to the questions bubble up from the details? - What answers are missing from the details? - What new questions arise from the gaps or disconnects?
- Step 3: Evaluate the Details
Students think, talk, and write about whether the details are valid, relevant, and sufficient. - Is the source reliable and credible? Is the source biased? - Are the details accurate? - Do all of the details clearly support the specific claim? - Is there enough data to hold up the claim consistently and convincingly?
- Step 4: Make a Claim (Induction from the Evidence)
Students draw inferences from the text based on the details.
Students formulate a new claim (1st orally, then in writing) that answers a focusing question.
- Step 5: Build an Argument
Students identify which textual details provide good evidence for their claim.
Students determine how to organize the evidence to support an original argument.
Students invite critique of or dialogue about their argument. This conversation mirrors steps 2 and 3 and is essentially a collaborative evaluation of their own argument.
Students reread, reevaluate, and revise their case based on critique and new evidence or new interpretations.
Worthy Tasks are Scaffolded with Lessons in Craftsmanship
Plan Strategic Lessons to Scaffold for Purpose, Audience, and Process
Structure Writing Lessons to Provide Sufficient Support: Choose between Workshop 1.0 and 2.0
Workshop 1.0: Gradual release of responsibility, direct instruction up front and guided practice. Good for writing lessons for very young learners or older students encountering a new and very discrete skill.
Workshop 2.0: Students grapple with complex texts or tasks, individually and then collaboratively, before getting explicit instruction from the teacher.
Teach Summarizing as a Key Skill for Researching and Writing Well with Evidence
Build in Time for Planning, Drafting, Conferring, and Revising
High Quality Work Makes School and Life Meaningful
Building Strong Writers with Models, Critique, and Descriptive Feedback
Setting Students Up For Success
Provide exemplars, models, and critique lessons to show students what their writing should look like. These examples will provide the starting point for guided conversations about the qualities of strong writing.
- Models
Exemplars of work used to build a vision of quality within a genre
- Critique lessons
Whole-class or small-group lessons in which teachers use models to generate criteria for quality work
- Descriptive feedback
Comments provided to an individual student to improve his or her work
Establish a Culture of Continuous Improvement and Kindness
Using feedback and critiques can show students that all work, learning, and performance can be improved.
Critique Lesson
Choose the Right Work Models
They don't have to be perfect, but the qualities you are trying to feature need to be high.
You can use weak models, but be respectful of the work and make sure it's anonymous.
Define the Purpose and Protocol for Each Critique Lesson
Facilitate the Critique Lesson with Intention and Skill
- Guidelines that Help to Build a Constructive Climate for Critique
It should always be clear that it is the work itself, not the author of the work, that is the subject of the critique.
Use "I" statements (I don't understand you first sentence.)
Begin comments, if possible, with a positive feature in teh work before moving on to perceived weaknesses.
Frame ideas, when possible, as questions rather than as statements
Descriptive Feedback
- Descriptive Feedback has these features:
Supports the growth of individual student or small group, improving a particular piece of work, performance, skill, or disposition.
Typically an exchange between teacher adn student, or student and student.
Nested in a long-term relationship.
Uses strategic, positive comments to insight improvements.
Flows from strong knowledge of the students strengths and weaknesses.
Consider the "How"
Timing: How often and when should feedback be given?
Quantity: How much feedback should be given?
Written versus Oral: What's the right balance between these modes?
Audience: What is the right balance between group and individual feedback?
Tone: How words are used matters a great deal in giving effective feedback.
Consider the "What" - The Content of Feedback
Focus: Focused on the work or task, process of learning, or way a student self-regulates. Not on the student personally.
Comparison: Compare student work or performance with criteria, past performance, benchmarks, and personal goals, NOT other students.
Function: Describe how teh student has done in order to identify ways and provide information about how to improve.
Develop Structures to Make High-Quality Work a Goal for Every Student
Small-group mini-lessons address common areas of weakness
Target one skill at a time, connect feedback to learning targets, use rubrics to highligh areas of improvement
Teach students the purpose and language of feedback
Return frequently to learning targets and ensure that students understand them.
Model giving effective feedback for students
Emphasize self-assessment over peer assessment
Assess effectiveness of feedback
Make the Most of Peer-To-Peer Feedback
Students need modeling and practice in order to provide effective feedback to their peers. Teachers should make sure students understand teh learning targets, appropriate ways to communicate about work, and critique proceedures before allowing peer feedback. Teachers should also provide a protocol and some guiding questions for the students to use.
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