If you get confused about what the standards are asking, maybe this information will help.

Argument

• tries to convince the reader to accept a claim as truth
• focuses on evidence
• grounded in logic, facts, and data
• needs critical reading of the text and may include other information from other sources
• addresses counterclaims fairly to allow for a complete argument

Persuasion

• tries to convince the reader to accept a thesis or truth
• appeals to the credibility, character, or authority of the writer
• often grounded more in feelings than facts
• often associated with speeches and frequently requires readers and listeners to take some sort of action

An argument is a claim supported by evidence. Students are often asked to read a selection(s) and then to defend their judgments with evidence from the texts. There is a progression of opinion to argument for students from K-12th grade.

(In a nutshell)

Research shows that the quality of teachers is the major school-related factor shaping student achievement. Educators are the critical stakeholders. The purpose of this short post is not to relay all the research but to encourage thought for change.

Expert teachers display certain qualities like high quality teaching, high expectations for ALL students, and direct instruction. They provide feedback, remediate students, and challenge students regularly. Expert teachers provide an optimal climate for learning in their classrooms. We need to identify experienced teachers and provide the help needed to move them into expert teachers.

That being said, a novice teacher shouldn’t equate to a poor teacher. Inexperienced teachers need to be identified, respected, and grown. If we identify weak and inexperienced teachers and work with them, we will be benefitting our students. To improve the students’ achievement in the United States, we must improve the quality of teachers.

I think a gap exists between teacher programs in higher education and the actual jobs that teachers must do. More training and mentoring is needed to account for this. More partnerships between school systems and Colleges of Education are encouraged. Also, over the last few years, changes have been made to the road to certification, so hopefully, fewer incompetent teachers will enter the profession. More time can then be focused on the experienced ones who just need that extra push to become an expert.

A recommendation I can make to anyone reading this and wanting to make a change in the quality of teachers in a school is to begin discussions about the importance of a quality teacher in a student’s life. Lay out the research, provide appropriate and useful professional learning, and monitor. Expect to see growth and reward it. In today’s world climate, teachers need all the help and hope they can get. (Don’t be afraid , after doing all you can to remediate teachers, to assist some in taking a different path…)

A couple of good articles:

“Good Teachers are the key to Student Success.” (2020)

“Teachers Make a Difference. What is the Research Evidence?” by John Hattie (2003)

Journaling is so beneficial. Studio WISE offers weekly journaling sessions and also is prepared to work with teachers to share how journaling and logs can be the heart of a literacy program. The benefits of journaling may surprise someone who has never journaled.

Benefits:

• Reduced stress
• Improved memory
• Enhanced creative expression
• More balanced emotions
• Strengthened cognitive abilities
• Motivation for writing
• Improved self-awareness
• Improved problem-solving skills
• Decreased depression for many
• Increased mental and social stimulation in dementia patients and caregivers
• Developed fluency
• Improved sleep for some
• Improved motor memory

Types of Journaling Sessions available at Studio WISE

• Grief
• Memoir
• Learning Logs
• Prayer
• Writing and Reading
• Art
• Bullet
• Gratitude
• Expressive

Contact slpholbert@gmail.com for information on the times and dates of sessions. Journaling is one of the most helpful writing activities available.

Most educators know that students who live in poverty may need more support than other students. It can be overwhelming when trying to plan with this in mind. An article I read awhile back, “Five Questions that Promote Student Success in High-Poverty Schools (2016),” reminded me that we must have targeted interventions in place. The following information is a summary of the article and my reflections.

Living in poverty affects reading and writing achievement in many instances. Exceptions to this rule do exist, but typically there is a negative correlation. Interventions that allow for more writing and reading have a powerful influence on achievement.

Suggested:

• Before, during, and after school small groups and individual tutoring
• Self-paced interventions using technology
• One-on-one academic advising and coaching
• Homework support
• Additional assessment time
• At the high school level, supplant an elective to provide explicit reading (and writing).
• Build caring relationships.
• Provide more opportunities for problem-solving, inquiry, and critical thinking to build understanding.

Much practice is required if skills are going to improve.

As with all students who are struggling, there is a process for intervention.

• Identify the problem/weakness.
• Gather data and analyze.
• Set goals.
• Select strategies and implement.
• Evaluate.

Remember to be cognizant of any students that are struggling and make a plan to help them succeed.

It in a nutshell: Evidence-based writing asks students to use outside sources to support their own ideas… Students are asked to identify a purpose, to read a selection, organize information, write , and get feedback. This should improve students’ analytical abilities. Citing evidence gives credibility to an argument.

Citing evidence:

• According to the text…
• The text explains…
• The author states…
• On page _____, it says _____

Explain your answer:

• This shows…
• This proves…
• Now I understand…
• I believe…
• Now I know…

Good writing is essential to student’s success in school and beyond.

Post words and sentence-starters on the wall or give students lists to use as they write. Strategies, hints, tips are not secrets. We need to provide as many tools as it takes to teach, really teach, our students to write evidence-based selections.

• graphics/visuals/organizers
• life experiences and background knowledge
• projects broken into a series of steps
• to be taught how to write effective beginnings
• to be taught how to write effective endings
• to be taught how to add description
• time to draw and write
• writing celebrations
• word banks
• rubrics
• checklists
• goals for improving
• interesting writing supplies
• more intensive, explicit instruction in skills and strategies (not in place of writing though)
• need self-regulation strategies
• need frequent and direct feedback and regular monitoring
• need to build fluency
• skills practice with immediate application in a meaningful writing task

We must do all we can to reach our students. They will learn to write by writing.

1. What are writing conferences? They are basically short conversations with students about their writing.
2. How long should they last? Three to six minutes is a good length for a conference.
3. What can be discussed in a writing conference? Stages of the writing process, specific strategies, qualities of good writing, etc. Start with something positive and then guide and teach.
4. What are some types of conferences? *A roving conference is where teachers move about. *Students can schedule to meet with the teacher at a table or the teachers desk. *Peer conferences are useful, too.
5. What are appropriate times for conferences? This is dependent upon individual needs, but the following are suggestions: * while others are reading silently, after mini-lessons when students are having independent writing time (4-5 students can be pulled), in the mornings while students are drifting in, in the afternoons as students are waiting to leave…Be creative. Time is available if we look for it.

Writing Conferences the WISE Way

Targeted instruction+ time= learning. (Bloom)

That equation should be in the forefront of every classroom and every professional learning session for every teacher and administrator in every state. Targeted instruction. Time. Learning. That’s the answer.

We cannot change students’ home environments, but we can change what we do in our schools to teach our students. Teach, not indoctrinate. Most teachers report for duty every day, after planning exciting classes for all their students, and do the best they know how to reach their precious children. That is not in question. What is in question is perhaps the training for teachers and accountability for what really works if our students are to succeed.

The last two years have stolen precious learning opportunities from our children. I know most teachers and administrators have worked hard to keep instruction current and available through virtual learning and some face-to-face instruction. I’m afraid it hasn’t been enough. We have got to figure out the gaps that have been created and work with parents and other stakeholders to make certain that the children are ready for their futures.

Are we really teaching and reaching our students? In 2008, 1.2 million students dropped out of school. (Swanson, 2008) In 2019, there were 2 million dropouts. (NCES) Why? It is estimated that 60-75 percent of prison inmates are functionally illiterate. Illiteracy and crime are related. What can we do to change these statistics?

Poor teaching has consequences. All students deserve best practices, high quality and research-based instruction (great teaching), and current standards.

If students are struggling, we need to ask if it might stem from a curricular issue, instructional issue, or a student issue. If we dig a little deeper, I believe we will find more curricular and instructional issues and less student ones. Once we know, we need to remedy the situation.

As you are planning your classes, keep these four words in the forefront: Reteach, Review, Remediate, and Enrich. If we do those, our children will succeed at a much higher level. We cannot be satisfied with the status quo but must seek out anything that helps our children.

Teachers have gotten a bad rap during the pandemic, so let’s prove them wrong. We are here to teach our students. Becoming literate doesn’t happen by chance.

Students must be taught what we are assessing with a rubric if they are to succeed. Teachers must know what they are teaching before they can ensure student success. Creating charts for the wall with this information or making individual step books will help students remember what the writing domains are and how to improve.

Ideas

Choose an idea, stay on topic, and use details. Brainstorm ideas. Plan writing. Add details with the w and h words. Show; don’t tell in your writing. Narrow your topic. Use expansion. Read about the topic first. Focus.

Organization

Write a complete paper in proper order. Have a beginning, middle, and an ending. Use transition words. Link sentences into paragraphs. Make sure paper is complete.

Style

Make paper interesting, have it sound like you, and use interesting words. Stick to the purpose. Show action. Think about the audience. Remember the genre. Use strong verbs and vivid adjectives. Don’t overuse words. Begin sentences in different ways. Use different kinds of sentences. Use movability, sentence-combining, and slotting.

Conventions

Write so others can read and understand your papers. Capitalize. Punctuate. Space between words. Indent. Watch spelling. Use homophones correctly.

When creating a basic rubric using this info, weigh Ideas 40% and the other three domains 20% each.

***Summarized by WISE Writing Consulting

( A few thoughts about Expository writing)

Expository is writing that is meant to inform the reader. Informational writing in the lower grades is similar to what will be discussed in this post. Opinion isn’t a part of this writing. Describing, defining, explaining, and informing about a topic is the gist of it.

Before asking students to write , we must first link reading and writing for them. They need to “see and hear” it before they can write it. Students must read other expository writings and discuss them, break them apart, and model them to prepare for their own expository writing.

In preparation, students need to be taught to write an effective thesis. Conducting research may also be an important part in this process. Discuss with students techniques for grabbing/hooking the interest of the audience. Stick to the facts. Clarity and organization are important.

Examples of Expository:

• Process essays
• C/C
• Business writing
• Cover Letters
• Resumes
• Research papers
• Oral History
• Textbooks
• News stories
• Technical Guides

Explain. Report. Describe how to…Tell what happened when…

Ways to Develop a Main Idea in Expository

1. Examples
2. Compare and contrast
3. Definition and Explanation
4. Cause and effect

****Tip: Avoid first and second person pronouns in Expository writing.