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Writing and the Common Core State Standards

Writing and the Common Core State Standards. Joey Hawkins, Vermont Writing Collaborative. A bit of reading, thinking, and writing (about complex text). “Disaster in a Massachusetts Mill”

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Writing and the Common Core State Standards

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  1. Writing and the Common Core State Standards Joey Hawkins, Vermont Writing Collaborative

  2. A bit of reading, thinking, and writing (about complex text) “Disaster in a Massachusetts Mill” At the end of the article, the author uses the word “philanthrope” to describe the northern mill owners. Why does he use this word? Use information from the article and your own knowledge to support your answer.

  3. Common Core Literacy:What are the key shifts in ELA? 3. Knowledge Base 1. Increasingly complex texts 2. Evidence matters

  4. “The Longest War” • 5th grade report (writing to inform) • scored “2” on 5-point scale (well below standard, but not as low as “1”) • What strengths do you see in this piece? • What weaknesses do you see? So…what barriers got in the way for this student?

  5. What does it take for students (or anyone) to be able to produce an effective piece of writing - about anything? • Adequate knowledge and understanding of their subject • An appropriate focus to guide their thinking • A clear structure within which to develop their focus with information and ideas • Control over conventions • Expectation of success(from lots of successful experiences)

  6. Effective Writing Common Core Writing Writing for Understanding Backward Design Direct Instruction Understanding

  7. Informative / Explanatory WritingWrite informative / explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content“Hmmm……seems to have a lot to do with critical thinking and deep understanding!”

  8. Complex text What could working with complex text and evidence based writing to build knowledge look like in the Kindergarten classroom?

  9. Unit on Seasonal ChangesFocus on how animals survive in winter

  10. Backwards Planning: UbDKeeping the End in Mind By the end of the sequence, what does the teacher want kids to know and understand? BIG IDEA / Enduring Understanding Animals have certain behaviors that help them survive. Hibernation is one of these.

  11. Focusing Questions and Focus Statements ?

  12. Focusing Question and Focus Statement ? Focusing Question Focus Statement Some animals hibernate in winter. How do animals survive in winter?

  13. Close Reading

  14. Drawing Students Back Into the Text • "Let's look for that in this picture." • "Does anyone remember what word the • author used to tell us …?" • "Let me see if I can find that part so we can read it again." • "How do you know?" • "Where did you see that?" • "Help me find that part in the book."

  15. Taking Notes Requires Direct Instruction Important at ALL Grade Levels Can Take Many Forms Records Information

  16. Evidence Matters How do animals survive in winter?

  17. Many Ways to Take Notes

  18. Oral Processing ?

  19. Write! ?

  20. Group Write

  21. Big Books!

  22. Individual Write Scaffolded “Chunked” Elaboration in pictures

  23. Student work 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

  24. Impacting Human History Integrating Content with Literacy and the Common Core in Grades 6-8 Joey Hawkins, Vermont Writing Collaborative

  25. WangariMaathai and the Green Belt Movement • The texts: “WangariMaathai, Nobel Peace Prize Laureate, Dies at 71” (New York Times) Complex text • “WangariMaathai: Trees for Peace” (Faces) Less demanding text

  26. The Student Writing What does a good piece look like? What did it take, on the part of teacher planning and student time and effort, to get it?

  27. Addressing the Common Core Shifts ?

  28. Backwards Planning: UbDKeeping the End in Mind By the end of the sequence, what does the teacher want kids to know? BIG IDEA / Enduring Understanding WangariMaathai had a big impact on human history. She made Kenya green again, which in turn helped empower poor Kenyan women.

  29. What Focusing Question will drive this thinking in the final essay students will write? How has WangariMaathai affected the lives of poor people in Kenya?

  30. Focusing Question and Focus Statement ? Focusing Question Focus Statement WangariMaathai’s work helped give poor Kenyans trees again, which in turn has helped empower poor Kenyan women. . How has WangariMaathai affected the lives of poor people in Kenya?

  31. Take Notes ?

  32. Before writing, very close reading! • Remember, the New York Times text is a complex one • As the teacher, I want ALL my students to be able to successfully read and understand this text • Hmmm….how will I do that? • Aha – closely guided close reading!

  33. What can guided close reading look like? • First, students read in their heads while the teacher reads the text aloud. • Next, students work with a partner to re-read and answer the text-dependent questions. Re-read as many times as you need to – this is NOT a test, it is a LEARN! • When students have finished each question, we’ll discuss as a class. (Remember – this is a LEARN..)

  34. Notes Matter!! • If students are going to write precisely and knowledgably, they need a way to “capture their knowledge” • A simple T-chart organizer – with lots and lots of talking – can be a huge help

  35. Oral Processing ?

  36. More About These Notes • It’s important to give students as much guidance as they need here. • For some students, talking out every idea with a partner is a necessary bridge to writing clearly • Writing is probably the hardest thing we ask kids to do. Struggling kids cannot write what they did not speak – so talking ideas matters

  37. Write! ?

  38. Provide a model • Often the teacher provides a model of what this kind of thinking / writing can look like. • Remember, we all learn by imitation – basketball coaches show kids how to do foul shots, writing teachers show kids how to write

  39. But wait: shouldn’t the writing be independent? Yes, absolutely – once you know your students are capable of that. • If they have had very little instruction with writing, building writing instruction into reading instruction helps both with deep understanding of the reading, and more facility with writing.

  40. What questions do you need to have answered to begin to build Common Core writing into your curriculum?

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