Lacey Blocker Vernon Parish Teacher Leader NBCT
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1 RESEARCH WRITING TASK: GET THE UPPER HAND! Lacey Blocker Vernon Parish Teacher Leader NBCT
2
3 SESSION OBJECTIVES: 1. Describe the elements of a typical research task 2. Name the authentic reading and writing work required to complete the research task 3. Use our analysis of the reading and writing work to plan for instruction and next steps in the classroom
4 ELEMENTS OF RESEARCH TASK: Essential Question: What s in our backpack? What do we already know about the research task? What do our students know about the research task? Participant Activity: *Create a list (Turn and Talk) *Share out whole group
5 GETTING THE UPPER HAND STRATEGY: Steps for breaking down the task: 1. Read the writing prompt. (Circle passage titles, underline repeated and plural words.) 2. Read and review the text. 3. Create a Tree Map. (Jot thoughts) 4. Write the essay. 5. Read and revise.
6 STEP 1: READ THE WRITING PROMPT Participant Activity: *Read and annotate the Sea Turtles research writing task prompt. (Circle passage titles and underline repeated words/plural words. *Turn and talk with partners *Share ideas aloud
7 SEA TURTLES WRITING PROMPT: You have read a passage from Fishing Threatens Sea Turtles, Marine Debris and Sea Turtles, and Lights Out for Sea Turtles. Think about the threats and solutions presented in the texts and how they help the reader learn more about endangered sea turtles. Write an essay explaining the threats and solutions from each passage. Be sure to give evidence from all three passages to support your response.
8 STEP 1: ANNOTATE THE WRITING PROMPT You have read a passage from Fishing Threatens Sea Turtles, Marine Debris and Sea Turtles, and Lights Out for Sea Turtles. Think about the threats and solutions presented in the texts and how they help the reader learn more about endangered sea turtles. Write an essay explaining the threats and solutions from each passage. Be sure to give evidence from all three passages to support your response.
9 STEP 2: READ AND REVIEW THE TEXT Participant Activity: *Read and review the Sea Turtles passages *What are threats and solutions facing sea turtles? What skills would students need to read and understand this text? *Turn and talk with partner *Share aloud whole group
10 STEP 3: CREATE A TREE MAP Brainstorm ideas related to the writing topic (T chart, Tree Map, Venn diagram, listing, other note taking chart) Can be slow at first. Students need effective modeling on how to take good notes. Note taking helps prepare students for writing the essay. Students will improve in their thinking and note taking ability over time.
11 STEP 3: CREATE A TREE MAP Model preparing the Tree Map with one passage using white copy paper (setting up our paper with 3 equal sections and labeled with passage titles) (refer to our prompt to include key words) Participant Activity: *Complete Tree Map with the next two passages *KAGAN Structure (Mix-Pair-Share)
12 TREE MAP EXAMPLE: Passage 1 Fishing Threatens Sea Turtles Threats: Passage 2 Marine Debris and Sea Turtles Threats: Passage 3 Lights Out for Sea Turtles Threats: Solutions: Solutions: Solutions:
13 TREE MAP EXAMPLE: Passage 1 Fishing Threatens Sea Turtles Threats: *trawl fishing nets trapping sea turtles underwater *causing them to perish if underwater more than 30 minutes Solutions: *Use TED, turtle excluder device to release turtles *laws implemented to force fishermen to use TED s Passage 2 Marine Debris and Sea Turtles Threats: *consuming debris plastic bags/fishing line *plastics get trapped in stomach *prevents them from swallowing food properly Solutions: *education, awareness, action to solve marine pollution *reduce, reuse, recycle plastics Passage 3 Lights Out for Sea Turtles Threats: *lighting from shore causes hatchlings to wander inland *die from dehydration, preyed upon by fire ants, ghost crabs, or crawl onto road and die Solutions: *modify lights to prevent them from being seen from the beach
14 STEP 4: WRITE THE ESSAY Write the essay using PEEL strategy. What is PEEL?
15 PEEL WRITING STRATEGY: P = Point: Make your point, which is the same as introducing a claim. E=Evidence: Giving evidence from the text to support your point or claim. E=Explanation: Explain how the evidence supports your point; the explanation creates cohesion (unity) between the point and the evidence L=Link: Form a connection between each point, in the world, or to self.
16 STEP 4: WRITE THE ESSAY On chart paper, model how to write: 1.) Introduction 2.) Body paragraph using PEEL and notes from Tree Map 3.) Conclusion
17 EXAMPLE OF INTRODUCTION: Introduction: Slowing chipping open, the hatchlings quietly walk toward the nearby light! After reading Fishing Threatens Sea Turtles, Marine Debris and Sea Turtles, and Lights Out For Sea Turtles, I know there are many threats and solutions that harm endangered sea turtles. Let me share evidence to prove these ideas.
18 EXAMPLE OF PEEL STRATEGY: Body Paragraph #1 P= Based on the first text, Fishing Threatens Sea Turtles I know trawl nets trap sea turtles underwater for long periods of time causing them to drown. E= For example the text stated, When turtles are caught in trawl nets, they are unable to surface to breathe and may perish if they remain underwater for more than 30 minutes. E= Next the text stated the solution, Fortunately, trawl nets can be modified with TED s, or Turtle Excluder Devices, to release sea turtles and other entrapped animals and prevent unnecessary deaths. L=Both of these examples prove the treats and solutions. Fisherman should follow the law and used TED s to protect endangered sea turtles.
19 EXAMPLE OF CONCLUSION: Conclusion: To summarize, from the evidence I have given, you can see there are many threats and solutions facing sea turtles. Hopefully, with education, a decrease in pollution, and more fisherman following important laws, sea turtles can live longer and healthier lives. I challenge you to consider the threats and solutions facing these magnificent creatures!
20 STEP 4: WRITE THE ESSAY Participant Activity: *Begin writing a research essay including: introduction, body paragraph, and conclusion *Turn and talk with partners *Share essays
21 PEEL WRITING ALIGNMENT TO 4 TH GRADE STANDARDS For example, W.4.2 states: Write informative and explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections b. Develop the topic with facts, definitions and concrete details, quotations or other information related to the topic. c. Link ideas with categories of information using words and phrases d. Provide a concluding statement or section related to the information presented P= Point: Make your point, which is the same as stating a claim. E= Evidence: Backing up your point or claim with supporting facts from credible sources. E= Explain: Explain how the evidence supports your claim; the explanation is a way to create cohesion (unity) between the point and the evidence. L=Link: Form a connection between each point in the paper; in the world, or to self. This also helps create cohesion for the overall piece.
22 PEEL WRITING ALIGNMENT TO 8 TH GRADE STANDARDS For example, W.8.2 states: Write informative and explanatory texts to examine a topic and convey ideas, concepts, and information clearly a. Introduce a topic clearly previewing what is to follow; organize ideas, concepts, and information into broader categories b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations or other information related to the topic. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts d. Use precise language and domain specific vocabulary to inform or explain about the topic e. Establish and maintain a formal style f. Provide a concluding statement or section that follows from and supports the information or explanation presented P= Point: Make your point, which is the same as stating a claim. E= Evidence: Backing up your point or claim with supporting facts from credible sources. E= Explain: Explain how the evidence supports your claim; the explanation is a way to create cohesion (unity) between the point and the evidence. L=Link: Form a connection between each point in the paper; in the world, or to self. This also helps create cohesion for the overall piece.
23 STEP 5: READ AND REVISE Students should read essays and have opportunities to publish work samples Share aloud/display work Revise writing using tools such as checklist, dictionary, thesaurus, peer editing, etc.
24 READING WORK REQUIRED TO BUILD RESEARCH WRITING SKILLS: Read aloud/shared reading of informational text Teach text structures (nonfiction text features) Close reading (more than once, chunking, vocabulary work) Read multiple texts on the same topic (guidebook unit resources) Summarizing/Paraphrasing the text
25 WRITING WORK REQUIRED TO BUILD RESEARCH WRITING SKILLS: Writing topic sentences Writing body paragraphs Evidence phrases Transitions to link paragraphs Using a variety of sentence structures Editing/proofreading skills
26 NEXT STEPS FOR MY CLASSROOM: What do I need to consider adding to my Instruction or current practice? What do I need to do differently? How can I help my students write better this year? Participant Activity: *Complete reflection/next steps form *Turn and Talk with partners
27 CONTACT ME ANYTIME: West Leesville Elementary
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