No Series: Small Group Writing
ELA.W.9-10.1a
| Common core State Standards
- ELA: English Language Arts
- W: Writing Standards 6-12
- 9-10: 9th & 10th Grades
-
1a:
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.
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.
ELA.W.9-10.1b
| Common core State Standards
- ELA: English Language Arts
- W: Writing Standards 6-12
- 9-10: 9th & 10th Grades
-
1b:
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.
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.
ELA.W.9-10.5
Common core State Standards
- ELA: English Language Arts
- W: Writing Standards 6-12
- 9-10: 9th & 10th Grades
-
5:
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grades
9-10 on page 54.)
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Discussion and Supporting Materials
Thought starters
- How does small group discussion prepare students for their writing task?
- What role does reading aloud play in the revision process?
- How does this strategy make work more manageable and effective for both teachers and students?
School Details
Bronxville High School177 Pondfield Road
Bronxville NY 10708
Population: 527
Data Provided By:
Teachers
Jennifer Rosenzweig
Newest
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4 MIN
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5 MIN
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5 MIN
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TCHERS' VOICE
English Language Arts
71 Comments
Lan Pham May 30, 2020 10:40am
Discussion in small groups before writing helps students share their perspectives with explanations and supporting text evidence. In this way, students develop their critical thinking skills by analyzing the text evidence to support the thesis in their writing, and this is of benefit to the students for their writing task.
2. What role does reading aloud play in the revision process?
Reading aloud after writing is a way to revise the writing. When reading aloud, students have an opportunity to check the smoothness and organization of their work, the vocabulary they use, the grammar, the sense and tone in their work, as well as the spelling.
3. How does this strategy make work more manageable and effective for both teachers and students?
This strategy helps both students and the teacher in the learning and teaching process. Students experience effective methods to improve their speaking and writing skills while the teacher can observe her students' discussion to make sure that they are working well in preparing for their writing task. Moreover, the teacher can give feedback to students more effectively and then use students' works as teaching tools.
Andrea Grindea Feb 15, 2020 9:55am
1. Small group discussion has always been a beneficial technique in any content area classroom. It allows students to dicscuss what are the tasks and guidelines for the assignment proposed by the teacher.
2. Read aloud is a beneficial strategy in writing. It allow students to take opportunities to share their work but also reflect on ways that they can help each other improve writing. They can always learn new skills that were not taught by the teacher.
3. This is more manageable since the teacher does not need to have more structured grading. Also it allows students to take ownership of their learning.
geoff howard Nov 15, 2019 9:45am
Small group discussion provides structured time to test ideas and ask for clarifying opinions. It also opens up students to outside ideas that they may include in their writing.
Reading aloud allows students to hear what they wrote, which is helpful when identifying how the written words will be read by the teacher.
It lightens the teachers load as the primary assessor and it increases student ownership in the process.
Sarah Von Heal Oct 22, 2019 10:25am
Small group discussions allow students to test out their ideas with others. They are able to collaborate and examine one another’s perspectives on the text and/or task. It also allows them to take more chances in their writing because they can share the risk factor that writing so often brings with it.
Reading aloud allows students to self correct mistakes within their writing. It also allows them to reflect on phrasing and sentence construction to ensure that their writing makes sense for the reader.
It makes reviewing papers more manageable for the teacher so that he/she can give more meaningful feedback to students that can then be used as a teaching tool and building block for future writing.
Amanda Mudlock Sep 11, 2019 4:12pm
Small group discussion prepares students for their writing tasks by allowing them to share ideas, make clarifications, and assist one another to uncover textual evidence needed for writing with detail.
Reading aloud assists with the revision process because it allows students to hear their words. It helps students to hear how vocabulary and language is used as well as if there is a logical sequence to ideas.
The small group strategies allow teachers to work as facilitators and students to take on more responsibility. When students share work and provide feedback, it helps with clarity and true conceptual understanding.