Writing in the CCSS for ELA

1. Writing in the CCSS for ELA English Language Arts Boot Camp Grades 6-12 June 2014

2. Narrative Writing in the CCSS

3. Narrative Writing in the CCSS • Narrative writing • conveys experience, either real or imaginary • uses time as its deep structure • Itcan be used for many purposes, such as: • to inform • to instruct • to persuade • to entertain Taken from www.corestandards.org

4. Narrative Genres • Students produce narratives that take the form of: • creative fictional stories • memoirs • anecdotes • autobiographies Taken from www.corestandards.org

5. Developing Narrative • Over time, students will learn: • to provide visual details of scenes, objects, or people, • to depict specific actions (for example, movements, gestures postures, and expressions), • to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives, and • to manipulate pace to highlight the significance of events and create tension and suspense. Taken from www.corestandards.org

6. Narrative in History and Science • In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. • In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. Taken from www.corestandards.org

7. Creative Writing Beyond Narrative • The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms of creative writing to teacher discretion. Taken from www.corestandards.org

8. Narrative Writing Standard W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. W.6.3e Provide a conclusion that follows from the narrated experiences or events. Taken from www.corestandards.org

9. Narrative Story • Narrative story requires students: • write about imagined events, and • connect writing to their literary OR informational reading • Examples may be: • sequels • prequels • change in point of view • “exploding” a moment or character

10. Narrative Story: PARCC • Establish a clear purpose for writing, modeling 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 (or texts) serving as the stimulus (or stimuli) for a student response. • Specify the desired form or genre of the student response. Taken from www.parcconline.org

11. Narrative Story Prompt Great historical events often have deep effects upon the people who live through them. Depending on the person and the situation, those effects can be very different. You are going to read a short article about the Dust Bowl days in American history titled “Black Blizzard.” You will also look at some photographs taken during that time period. As you read and study the photographs, think about how this experience may have affected the individual people who lived through it. Finally, you will write a narrative, showing how a particular small moment during this experience affected one person. Taken from www.achievethecore.org

12. Narrative Description • Narrative description requires students to write about real events. • Narrative description asks students to connect their writing to their informational reading. • Examples may be: • anecdotes • biographies • description of historical events or scientific processes Taken from www.corestandards.org

13. Narrative Description: PARCC • Narrative description prompts should provide students with specific expectations for their writing by telling students: • The form, audience, topic, and purpose for writing. • To support answer with specific information or details from [text]. • To use precise words and phrases, relevant descriptive details, and sensory language from [fill in the text type/title] to [task focus from task model]. • The details may be explicitly stated in the article or inferred logically from the text. • To develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, quotations, or examples appropriate to the audience’s knowledge of the topic. • To use appropriate narrative techniques to ensure readers understand. Taken from www.parcconline.org

14. Narrative Description Prompt A class is researching the topic, “How ordinary people respond to extraordinary challenges.” The goal is to study ordinary people who have faced and responded to extraordinary challenges. You are assigned to narrate and describe the life of Tuskegee Airman Charles McGee. Prompt: Read the interview with Charles McGee found in Aviation History and write a narrative to share the challenges he faced and his response to those challenges. To create a well-written narrative: • Use relevant, concrete, and sufficient details from the interview to support your description of Airman McGee’s challenges and how he responded to them. The details may be explicitly stated in the interview or logically inferred from the text. • Organize the narrative to make important connections between McGee’s life events and the descriptive details you include. • Use narrative techniques where appropriate, such as dialogue and pacing, to ensure readers understand how McGee responded to the challenges he faced. Taken from www.parcconline.org

15. Work Session # 1Writing a Narrative Prompt Locate Work Session # 1 Directions: Using the excerpts from New Found Land, the PARCC guidelines for creating narrative prompts, and the Dust Bowl and/or Tuskegee Airmen examples, create a narrative description prompt.

16. Informative Writing in the CCSS For ELA

17. Informative Writing • Informative writing is explanatory writing. • This can include reports and analyses. • Students may be asked to synthesize information from various sources. • Students may analyze text to answer a specific question. • Informative writing can be based on literary OR informational text.

18. Writing Standard W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. • Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. • Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. • Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Taken from http://www.corestandards.org/the-standards

19. Writing Standard W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Taken from http://www.corestandards.org/the-standards

20. Creating a Writing Prompt 1. Fixed Elements Operational items developed using the Prose Constructed Response item model must possess the following characteristics: • Provide ample time for students to read carefully and in some cases to re-read passages to give students time for close analysis and study of text(s) • Without exception, visibly align questions/tasks with specific Standards; that is, the actual language of the Standards must be used in the prompts/questions • Elicit evidence(s) supporting the Sub Claim for Written Expression and the Sub Claim for Conventions and Knowledge of Language • Elicit evidence(s) aligned with at least one Reading Standard (even when not scored for a sub claim associated with the Major Claim for Reading Complex Text). Allow students to earn partial credit Taken from http://www.parcconline.org/sites/parcc/files/Item%20Guidelines%20%2004%2025%202013%20Version%208_0.pdf

21. Creating a Writing Prompt(Continued) • Establish a means for scoring student performance • Establish a clear purpose for writing, modeling 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 (or texts) serving as the stimulus (or stimuli) for a student response. • Specify the desired form or genre of the student response. Taken from http://www.parcconline.org/sites/parcc/files/Item%20Guidelines%20%2004%2025%202013%20Version%208_0.pdf

22. Creating a Writing Prompt In addition, prose constructed-response items must provide all students the opportunity to demonstrate a full range of sophistication and nuance in their responses. In other words, prompts must neither be as easy and bland as to elicit superficial writing, nor so challenging that only a small percentage of students are likely to grapple with the prompt effectively. Rather, prose constructed-response items must be designed to elicit meaningful responses on aspects of a text that may be discussed tangentially or in great detail and elaboration, thereby enabling measurement of the full range of student performance. Taken from http://www.parcconline.org/sites/parcc/files/Item%20Guidelines%20%2004%2025%202013%20Version%208_0.pdf

23. Informative Prompt 23

24. Writing Forms • Locate PARCC Writing Forms in the PARCC Documents Section of your binder.

25. Work Session # 2Writing an Informative Prompt Locate Work Session # 2 Directions: • Using the guidelines from PARCC and the example of an informative writing prompt, write an informative writing prompt with your group about Wiesel’s Nobel Prize speech and the Affidavit from Nuremberg. • Write the prompts on chart paper and post these around the room.

26. Arguments in the CCSS

27. Arguments in the CCSS • Arguments are used for many purposes: • to change the reader’s point of view, • to bring about some action on the reader’s part, or • to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. • An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. Taken from http://www.corestandards.org/the-standards

28. Arguments in the CCSS • In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. Taken from http://www.corestandards.org/the-standards

29. Arguments in the CCSS • In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. • In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Taken from http://www.corestandards.org/the-standards

30. Argumentative Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • 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. • 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. Taken from http://www.corestandards.org/the-standards

31. Argumentative Writing • 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. • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. • Provide a concluding statement or section that follows from and supports the argument presented. Taken from http://www.corestandards.org/the-standards

32. Annotating Student Writing

33. Annotating Student Writing • So, what is the standard asking a student to do? • Introduces a precise claim. • Establishes the significance of the claim. • Distinguishes the claim from other claims. • Creates an organization that logically sequences claim(s), counterclaims, reasons, and evidence. • Develops claim(s) and counterclaims fairly and thoroughly. • Supplies the most relevant evidence.

34. Annotating Student Writing • So, what is the standard asking a student to do? • Uses words, phrases, and clauses as well as varied syntax to link the major sections. • Establishes and maintains a formal style and objective tone. • Attends to the norms and conventions of standard English. • Provides a concluding statement or sectionthat follows from and supports the argument presented.

35. Work Session # 3Annotating Student Writing Locate Work Session # 3 Directions: Using the blank annotation form, work with your team to annotate the example argumentative essay. For each category, record what the student wrote to exhibit mastery of each point on the annotation form.

36. Resources Common Core Website www.corestandards.org MDE Curriculum Website www.mde.k12.ms.us/ci MDE Common Core Website www.mde.k12.ms.us/ccss MDE Assessment Website www.mde.k12.ms.us/osa MDE SharePoint Website https://districtaccess.mde.k12.ms.us PARCC Website www.parcconline.org 36

37. Contact Information Office of Curriculum and Instruction 601.359.2586 commoncore@mde.k12.ms.us Nathan Oakley - Director of Curriculum noakley@mde.k12.ms.us Dr. Marla Davis - Mathematics mdavis@mde.k12.ms.us Vincent Segalini -English/Language Arts vsegalini@mde.k12.ms.us Chauncey Spears - AP/Gifted/SocialStudies crspears@mde.k12.ms.us Robin Lemonis - Early Childhood Literacy/Dyslexia/RtI rlemonis@mde.k12.ms.us 37