Writing Tips
for
Schoolwide Accountability
FACILITATOR
SARA OVERBY
COORDINATING TEACHER
FOR SECONDARY LITERACY
[email protected]
HTTPS://WCPSSENGLISH.PBWORKS.COM
aka…
Argument in your Classroom
WHY???
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ACT WRITING TEST
SAT W I T H W R I T I N G T E S T
EOC W I T H C O N S T R U C T E D
MSL W I T H C O N S T R U C T E D
RESPONSE
RESPONSE
 NC A B C ’ S , A Y P , V A L U E - A D D E D G R O W T H
SCORES
 NCEES STANDARD
6
CCSS for Writing (Grades 9-10)
Related to Performance Tasks
History/Social Studies
1.
Write arguments focused on
discipline-specific content.
a Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization that
establishes clear relationships among
the claim(s), counterclaims, reasons,
and evidence.
b Develop claim(s) and counterclaims
fairly, supplying data and evidence for
each while pointing out the strengths
and limitations of both claim(s) and
counterclaims in a disciplineappropriate form and in a manner that
anticipates the audience’s knowledge
level and concerns.
English Language Arts
1
Write arguments to support claims in
an analysis of substantive topics or
texts, using valid reasoning and
relevant and sufficient evidence.
a Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among claim(s),
counterclaims, reasons, and evidence.
b Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing
out the strengths and limitations of both in a
manner that anticipates the audience’s
knowledge level and concerns.
CCSS for Writing (Grades 9-10)
Related to Performance Tasks
History/Social Studies
1.
Write arguments focused on disciplinespecific content.
c Use words, phrases, and clauses 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.
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.
e Provide a concluding statement or
section that follows from or supports the
argument presented.
English Language Arts
Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
c Use words, phrases, and clauses 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.
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.
e Provide a concluding statement or section
that follows from and supports the
argument presented.
1.
 Discipline-Specific Content
 Claim
Academic
Vocabulary
for
Argument
Writing
 Counterclaim
 Data
 Evidence
 Reasoning/Rationale
 Fallacies
 Cohesion
 Objective Tone
 Conventions of the discipline
 Concluding Statement that follows
from the argument
ACT Writing Test
WCPSS ACT Wiki
https://wcpssenglish.pbworks.com/w/page/64350358/FrontPage
https://wcpssact.pbworks.com
Create Your Own
 DOK Strategic and Extended
Overlaps
for deep
concept
learning
Thinking (Levels 3 and 4)
 Project-based Learning (PBL)
 5E’s Instructional Model
(Engage, Explore, Explain, Extend, Evaluate)
 Habits of Mind
(Covey’s 7 Principles; Costa and Kallick’s 12
Habits; IB Learner Profile, other Mind Habits
lists)
 Revised Bloom’s Taxonomy
(Higher Order Thinking Skills)
 ACT Writing Test
 SAT Writing Test
Create
Your
Own!
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11:10-12:00
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Integrated
Humanities
Planning
 Real-world “messy problem”
 that crosses over content areas
 and can be resolved in a variety of
ways.
 Requires problem-solvers to
consider multiple perspectives on
the same topic
 and to produce a written
argument addressing Claim,
Counterclaim(s), Evidence, and
Rationale.