Sticky Note Chart paper  Markers, Glitter markers, highlighters  Ream of Paper  Video (Individual) Handout 1- The Standards (Class Sets) Handout ppt download

 Discuss the Maryland College and Career Ready (MCCR) standards for argument writing  Differentiate between assigning and teaching writing  Identify the components of effective argument writing
 Sticky Note Chart paper  Markers, Glitter markers, highlighters  Ream of Paper  Video (Individual) Handout 1- The Standards (Class Sets) Handout 2- The Prompt and Texts Handout 3- The Student Sample w/out Comments Handout 4- The Student Sample with Comments
College Career Ready Conference
Murray, A Writer Teaches Writing Anderson, Carl. Assessing Writers (107)..
 Argument  Informative/explanatory  Narrative
The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.
They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose.
W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence..
W a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence..
W b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases..
W c Use words, phrases, and clauses as well as varied syntax 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..
W d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing..
W e Provide a concluding statement or section that follows from and supports the argument presented..
 Establish a clear purpose for writing, modeling the language found in the Writing Standards  Specify the audience to be addressed  State clearly the topic, issue, or idea to be addressed  Reference the source text(s) serving as the stimulus for a student response  Specify the desired form or genre of the student reponse
What is the difference between assigning writing and teaching writing
 provide students with the writing task  assign a text and require students to write an essay on a given topic  collect and grade the task  provide minimal feedback  proceed to the next task.
 show students what is expected of them based upon the standards  provide models of high-quality writing  offer meaningful feedback  allow opportunities for students to develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach.
 Deconstruct the following prompt
 Read the texts  Take critical notes as necessary
How can we prepare students to become good writers
 Introduce claims  Analyze the texts  Use valid reasoning  Establish the significance of the claim  Distinguish claims from alternate or opposing claims  Create logical sequence
 Use relevant and sufficient evidence  Develop claims and counterclaims  Point out the strengths and limitations  Clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims  Maintain a formal style
 Read the student samples  Use the writing and language standards to provide appropriate comments where necessary  Construct feedback in the affirmative
At your table, what comments based on the standards would be most helpful for this student
2) In what ways did achievethecore.org use the standards in their feedback .
What are the instructional implications
There’s no substitute for doing when it comes to understanding. Teachers, when they write, uncover the hard parts and are thus better able to see which mini- lessons will most benefit their students. Writing done by the teacher drives better instruction. Gallagher, Kelly. Teaching Adolescent Writers (48)..
This demonstrates to students that good writing is the product of multiple revisions. Students see the teacher struggle with the complexity and chaos of writing. This helps demystify the writing process. Students no longer maintain the false impression that good writing just flows at will. Gallagher, Kelly. Teaching Adolescent Writers (48)..
  msde.state.md.us   Carl Anderson’s book: Assessing Writers  Kelly Gallagher’s book: Teaching Adolescent Writers
Please contact MSDE staff with additional questions: Ava Spencer

With sheets that can stick almost anywhere, Post-it Easel Pads foster the imaginative thinking that lays the foundation for future growth. So when you want to successfully plan, collaborate, capture and build on ideas, they're ready to help you succeed. These Post-it Easel Pad sheets feature premium paper that resists marker bleedthrough. They stick to most surfaces and can be repositioned again and again without surface damage.

Post-it Self-Stick Easel Pads, 25 x 30, White, 30 Sheets, 2/Carton

Cherrytree 1600pcs Highlighter Tape Set,10 Packs Transparent Sticky Notes,Writable Long Page Markers Tabs for notebooks,aesthetic Office

Interactive Archives - Stamp Your Art Out!

Jutom 29 Pcs Book Annotation Kit Aesthetic Highlighters Gel Pens Set Transparent Sticky Notes Tabs Markers Dual Ended Highlighter Quick Dry Ink Pens for Office School Annotating Books(Classic Color)

What's Included: the package includes 4 pack Sticky Easel Pads,30 Sheets/Pad，8 Colorful Dry Erase Markers and 8 Sticky Notes 3 x 3 Size: each Easel

Sticky Easel Pads 4 Pack Large Flip Chart Easel Pad 25 x 30 Inches, 30 Sheets/Pad with 8 Colorful Dry Erase Markers and 8 Sticky Notes White Self

Handwriting, PDF, Letter Case

Long Index Sticky Highlighter 4types / Bookmark / Point Highlighter / Sticky Notes / Scrapbooking Paper / Office, School Supplies Dubudumo

10-Color Highlighters - Clear Sticky Notes™

Ideal Combination to Meet Your Needs: you will receive 10 sheets of transparent sticky notes in different colors, each sheet has 50 pieces, 500 pieces

Jutom 29 Pcs Book Annotation Kit Aesthetic Highlighters Gel Pens Set Transparent Sticky Notes Tabs Markers Dual Ended Highlighter Quick Dry Ink Pens

Watercolor Sticky Notes MK Plan

3 Pack Easel Pads 30 Sheets/pad 25 x 30 Inch, Large Chart Paper with 8 Colorful Markers Pens and 5 Assorted Colors Sticky Note Pads for School Office Home : Office Products