The article reveals that a 3-year-old chimpanzee named Anjana likes to take care of young animals of a different species. At Jungle Island, a zoo in Florida, she often helps workers care for animals such as baby lions and cougars. She is now helping to raise two white tiger cubs. The chimpanzee...
Reports on the death of China's first tiger-lion hybrid cub, born at the Nanjing Zoo in August 2002. Rejection of the cub by his lion mother; Death from an infection.
The article reports that more than 1,000 students from Kolhan schools in India will get the opportunity to name three leopard cubs at Tata Steel Zoological Park in October 2013. The naming ceremony will coincide with the last day of the World Wildflife Week. The tentative process of selection is...
The article focuses on two 5-month-old orangutans and a pair of 1-month-old Sumatran tigers being friends. They were all abandoned by their mothers shortly after birth and have developed friendship in the nursery of the Taman Safari zoo in Cisarua, Indonesia. However, according to the zoo...
The article reports that two tiger cub twins and a pair of baby orangutans have become unlikely friends at the Taman Safari zoo in Indonesia. The abandoned animals are playmates and they tease and cuddle up for naps. Zookeeper Sri Suwarni says the behavior of the animals are unusual and will...
The article looks at the prospects for tigers living in zoos. There are not enough wild places for tigers to live, so many must live in zoos. In a zoo, people are trained to care for wild animals. The best zoos have teams of scientists who know how to keep tigers and other animals safe and...
The article reports that three rare white Bengal tiger cubs were born at the Buenos Aires Zoo in Argentina. The triplets have blue eyes and are two females and one male. The Bengal tiger is usually orange. The Bengal tiger is endangered because of loss of habitat and poachers who kill it for its...
The article focuses on a male South China tiger cub that was born December 2007. He is part of a program in South Africa that is working to save the South China tiger. This kind of tiger is in serious risk of dying out. Only 60 to 70 live in captivity, experts say. Fewer than 30 are believed to...
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HOW TO PREPARE STUDENTS FOR PARCC WRITING TASKS
Posted onOctober 9, 2014bytheliteracycookbook
If you teach in a state that uses PARCC assessments, then you have probably already reviewed the PARCC Practice Tests, so you know that the writing tasks look like this:
|6th grade ELA:LITERARY ANALYSIS TASK:|
Today, you will read and think about the passage from the novel titled Boy’s Life and the fable “Emancipation: A Life Fable.” As you read these texts, you will gather information and answer questions about comparing themes and topics so you can write an essay….
THEN: You have read the passage from Boy’s Life and “Emancipation: A Life Fable.” Both texts develop the theme of freedom. Write an essay that compares and contrasts the approaches each text uses to develop the theme of freedom.
Today you will research how zoos impact animals. You will read one article titled “The Stripes Will Survive.” Then you will read one passage titled “The Zoos Go Wild” and view one video titled “Lions at the National Zoo.” As you review these sources, you will gather information and answer questions about how zoos impact animals so you can write an essay….
THEN: You have read two texts and viewed one video that claim that the role of zoos is to protect animals. Write an essay that compares and contrasts the evidence each source uses to support this claim. Be sure to use evidence from all three sources to support your response.
NARRATIVE WRITING TASK:
Today you will read a passage from a story titled Magic Elizabeth. As you read, pay close attention to the characters as you answer the questions to prepare to write a narrative story of your own….
THEN: In the passage from Magic Elizabeth, the author creates a vivid setting and two distinct characters, Mrs. Chipley and Sally. Think about the details the author uses to establish the setting and the characters. Write an original story about what happens when Sally arrives at Aunt Sarah’s house. In your story, be sure to use what you have learned about the setting and the characters as you tell what happens next.
In short, in the Literary Analysis and Research tasks, students analyze multiple texts and synthesize their findings in essay form. In the Narrative task, they read one piece of literature then, typically, continue the plot, incorporating elements from the original.
So: how can we prepare students to succeed at these tasks? And by “we,” I don’t mean only English teachers. Social studies and science teachers should take responsibility for the Research Writing Tasks.
- Train students to read the writing prompt(s) FIRST (i.e., before they read the passages or the questions) and show them how to annotate the passages effectively. Make sure students know how to annotate differently for different genres. Students need to practice using the online annotation tools, which are merely highlighters, at this point, though perhaps the technology will evolve. Until then, students should also take notes on a separate piece of paper while reading on-screen passages to simulate PARCC online testing conditions. PS—There is nothing on the PARCC Website to suggest that students cannot use blank scrap paper, and quite honestly, I don’t know how anyone could do well on these tasks without writing some notes.
- Model how to work through the writing task(s). Teach pre-writing organizational strategies. Students need to know that how you pre-write depends on the genre. Not everything requires a Venn diagram!
- Engage students in guided practice. When selecting passages for practice, consider “old” passages (which students have previously read and demonstrated comprehension of) in the early stages so that students can concentrate on their writing skills and so that you can see where their writing strengths and weaknesses appear. As you move into more independent practice, add “new” passages so that you can see how students handle the work when they have to decipher passages from scratch (especially texts of varying complexity). Keep moving toward “new” passages so that students will gain, ultimately, authentic practice in completing the assessment. Below are suggested progressions to illustrate this approach.
Gradual Release for Literary Analysis and Research Writing Tasks:
|Who Does?||Passage 1||Passage 2|
Gradual Release for Narrative Writing Tasks:
|Who Does?||Passage 1|
*Depending on how things go, students might need additional “We Do” practice.
If you have any questions, comments, or thoughts about this post, please chime in!
About theliteracycookbookIn addition to this blog, I am the creator of THE LITERACY COOKBOOK Website (www.literacycookbook.com) and ONLY GOOD BOOKS Blog (http://onlygoodbooks.wordpress.com/), and the author of THE LITERACY COOKBOOK: A Practical Guide to Effective Reading, Writing, Speaking, and Listening Instruction (Jossey-Bass, 2012) and LITERACY AND THE COMMON CORE: Recipes for Action (Jossey-Bass, 2014). Check out my Website for more information about my consulting work.
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This entry was posted in Annotation, Assessment(s), DBQ Approach, Literary Analysis Writing, Narrative Writing, PARCC, Research Writing, Resources, Test Prep, Writing and tagged Annotation, Assessment(s), Literary Analysis Writing, Narrative Writing, PARCC, Research Writing, Resources, Writing. Bookmark the permalink.