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Transition to PA Common Core Writing

This toolbox provides an overview of Pennsylvania Common Core Writing Standards, guiding teachers on evaluating curriculum and implementing changes to meet expectations. Explore organizational structures, quality of writing, and student progressions. Reflect on shifts in writing emphasis, from personal narratives to evidence-based writing. Engage in group activities and discussions to deepen understanding. Essential questions and comparisons with previous standards enhance comprehension. Develop strategies for fostering investigative writing and text-based conversations. Stay informed and prepared for the shift with helpful resources and reflections.

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Transition to PA Common Core Writing

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  1. Transition to PA Common Core Writing

  2. Text Complexity PA Common Core Writing Standards Overview Evaluating Curriculum Toolbox

  3. Let’s get acquainted! Your School District/Organization Your Name • Connect to the Internet • Navigate to: http://www.pdesas.org • If a registered user, sign-in. • If not a registered user, join now. • Place your name and school district/organization on your name tent

  4. Essential Questions • How are the PA Common Core Writing standards structured? • How does the focus for writing instruction progress from grade to grade as reflected in the PA Common Core Writing Standards? • How does student writing look when it meets a grade level’s PA Common Core standards? • What changes are needed in the current curriculum to meet the level of expectations required by PA Common Core Standards?

  5. Read, Respond, Reflect • Read and respond to the “Note on Range and Content of Student Writing.” • Turn and Talk: What resonated with you?

  6. Old versus New Out with the “old”… in with the “new” How does this compare to the philosophy of our previous PA Academic Standards?

  7. Organizational Structure Types of Writing • Informative/Explanatory • Opinion/Argument • Narrative

  8. Organizational Structure Quality of Writing • Focus • Content • Organization • Style • Conventions

  9. Organizational Structure • Response to Literature • Production and Distribution of Writing • Technology and Publication • Conducting Research • Credibility, Reliability, Validity of Sources • Range of Writing

  10. Learning Progressions Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

  11. What do students need to know and be able to do to gain adequate mastery of the range of skills and applications as demonstrated in the student writing samples? Digging Deeper

  12. Know and Do

  13. Reflection • What do you notice about this work? • What are its qualities? • What differences did you notice about student learning as compared to student work in your classroom/school/district? • What do you think the teacher did differently to push student to produce this kind of work?

  14. Similarities and Differences How do the similarities and differences impact writing instruction?

  15. Group Activity Read assigned remaining writing standard. Create a graphic representation of the group’s thinking related to the implementation of the standard.

  16. A Deeper Look At Shift 5 Writing from Sources

  17. Shift 5 What are the challenges and benefits of putting a renewed emphasis on writing from sources rather than keeping the current focus on personal narrative?  http://vimeo.com/27076961

  18. Reflect on Shift 5 What prompts, materials, and supports need to be provided so that students become curious and precise investigative reporters who uncover facts, draw conclusions, make arguments, and analyze the work of others?

  19. A Deeper Look at Shift 4 Text Based Answers

  20. Shift 4 Text Based Answers • What does it take to create opportunities for students to have deep evidence-based conversations about text? • What change in practice must occur? • What are the implications for teaching planning time? • What questions will take the student deeper into text and cause them to pay careful attention to it? http://vimeo.com/27076243

  21. Reflect on Shift 4 • What change in practice must occur? • What are the implications for teaching planning time? • What questions will take the student deeper into text and cause them to pay careful attention to it?

  22. Comparing PSSA/Keystone • This is an example from the 11th grade PSSA from 2009 - • Explain how the author attempts to convince the reader that native species should be protected. Use at least 2 examples from the passage to support your explanation. • This is an example from the Keystone Exam • Analyze how the author constructs the argument in the passage. Use examples from the passage to support your analysis.

  23. Interpretations from Tim Shanahan Handout: 2011 IRA Webinar: Transition to the Common Core Implications as presented by Tim Shanahan On a blank piece of paper, make the “T” chart:

  24. Essential Questions • How are the PA Common Core Writing standards structured? • How does the focus for writing instruction progress from grade to grade as reflected in the PA Common Core Writing Standards? • How does student writing look when it meets a grade level’s PA Common Core standards? • What changes are needed in the current curriculum to meet the level of expectations required by PA Common Core Standards?

  25. Any Questions?

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