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Common Core State Standards Professional Learning Module Series

Common Core State Standards Professional Learning Module Series. Content Literacy for Technical Subjects Unit 4. Welcome to Unit 4. Building Content Literacy in the Technical Subjects: 6 – 12 Writing. LEARNING OBJECTIVES FOR UNIT 4.

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Common Core State Standards Professional Learning Module Series

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  1. Common Core State Standards Professional Learning Module Series Content Literacy for Technical Subjects Unit 4

  2. Welcome to Unit 4 Building Content Literacy in the Technical Subjects: 6 – 12 Writing | California Department of Education

  3. LEARNING OBJECTIVES FOR UNIT 4 Understand the organizational structure and intent of the Writing Standards for Literacy in H/SS, Science, and Technical Subjects 6–12 Examine the ten Writing Standards for Literacy in H/SS, Science, and Technical Subjects 6–12 to understand how they develop and expand student literacy in the context of the technical subjects Understand writing within the technical disciplines goes beyond the common left to right standard English presentation of written text Explore emerging technical subject teachers’ ideas on incorporatingWriting Standards for Literacy in H/SS, Science, and Technical Subjects 6–12 within their technical subjects Develop an action plan for your educational setting | California Department of Education

  4. College and Career Readiness Anchor Standards for Writing CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. | California Department of Education

  5. College and Career Readiness Anchor Standards for Writing • CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | California Department of Education

  6. Range and Content of Student Writing “To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year." | California Department of Education

  7. The CCR Anchor Standards and the Grade-Level CCSS • Read over the comparison chart. • Note the progressions of standards across the grade levels. • Review the CCR Anchor Standards to see the college and career expectation. • Be ready to share your thoughts. | California Department of Education

  8. Writing in the Technical Subjects in the 21st Century Examples Read a Good Dance Lately? Music Symbols Stage Design Plans Engineering Schematics | California Department of Education

  9. Extension As the advent of new technologies has expanded forms of written communication beyond the printed linear written text, expectations for students to be able to function in the 21st Century, demanding wider abilities to write, read, and think in nonlinear systems have increased. Explore the nonlinear world through these various writing assignments. A nonlinear writing assignment: Massachusetts Institute of Technology (MIT) Open Course Ware (OCW) is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity. The following link includes activities and assignments from the course: Interactive and Non-Linear Narrative: Theory and Practice. Additional teaching resources on visual literacy and nonlinear writing can be found, on the International Visual Literacy Association Web site, which is dedicated to research, study, and publication of visual literacy.  | California Department of Education

  10. Writing Standard 1: Arguments to Support Claims CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Comparing Writing Standards Chart | California Department of Education

  11. Writing and Supporting Claims with Evidence Setting the stage with humor Argument Clinic, Monty Python [YouTube] | California Department of Education

  12. How to Write to Inform and Make Arguments This video, Writing to Inform and Make Arguments, is from the authors of the CCSS on writing arguments to support claims. Writing to Inform and Make Arguments [YouTube] This video, How to Write an Introduction to an Argumentative Essay, provides general support in understanding how to write an effective introduction when making an argument or claim and specific steps for writing an introduction that can be shared with students or used for assisting technical subjects teachers. How to Write and Introduction to an Argumentative Essay [YouTube] | California Department of Education

  13. Different Types and Purposes of Writing: The Challenges in Writing the Music Paper “In particular, note the difference between a Science paper and a Humanities paper: in the Science paper you will try to derive meaning, or prove a phenomenon, by using "hard" evidence; in the Humanities paper, you will derive meaning, or create an interpretation, from examining texts ---- in this case, music. You are not going to take a piece of music into a laboratory, heat it up or pull it apart, and see what musical truths you can prove. But you will be taking the music or musical text “apart” as you examine its elements, and use those elements to support your interpretation.“ Source: The Institute of Reading and Writing at Dartmouth University | California Department of Education

  14. Different Types and Purposes of Writing: Writing in the Nursing Field Thesis: Establishing an Argument “As a nursing student, you will write different types of texts, such as research papers and group presentations. All of this writing has common characteristics: to be concise, evidence-based, supported by credible and appropriate research, to be professional, and to follow APA style. This section offers resources that are designed to help nursing students with these and other writing concerns.” Source: Online Writing Lab, Purdue University | California Department of Education

  15. Lesson Ideas Standard 1 Students should be able to write using the written word and also with the discipline-specific language, notation, or symbol systems. be able to combine both the written word with the discipline-specific systems to both make a claim and provide text-based evidence to support the claim or to inform or explain a technical concept or idea. | California Department of Education

  16. Action Plan for Writing Standard 1 Review sample ideas Develop an action plan for Standard 1 | California Department of Education

  17. Writing Standard 2: Informative/Explanatory Text CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | California Department of Education

  18. Purpose of Informational and Explanatory Writing in the Technical Subjects Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. | California Department of Education

  19. In small groups discuss • In your discipline (content areas), what are some real life applications of informative and explanatory writing? • What types or forms does this writing take? • What are the “technical language” symbols, terms, and/or structures that are expected in college and career writing in you discipline? | California Department of Education

  20. Lesson Ideas Standard 2 Students in technical subjects must be able to write using the written word and within the specific discipline-specific language, notation, or symbol systems.  Additionally, students must also be able to combine both the written word with the discipline-specific systems to inform or explain to the reader.  | California Department of Education

  21. Action Plan for Writing Standard 2 Review sample ideas Develop an Action Plan for Standard 2 | California Department of Education

  22. Writing Standards 4, 5, and 6: Production and Distribution of Writing 4. CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | California Department of Education

  23. Instructional Strategies for Writing Standards 4, 5, and 6, Google Docs in the Classroom [video] One World: Creating and Sharing Music [video) Real-World Lesson: Designing a Video Game [video] | California Department of Education

  24. Real World Writing &Technology and Writing What are some of the real world tasks within your technical subject that involve production and distribution of “writing?” How has technology impacted writing within your technical subject? | California Department of Education

  25. Lesson Ideas for Standards 4, 5, and 6 Students in technical subjects must be able to write using the written word and within the specific discipline-specific language, notation, or symbol systems.  Additionally, students must also be able to combine both the written word with the discipline-specific systems to inform or explain to the reader.  | California Department of Education

  26. Action Plan for Writing Standards 4, 5, and 6 Review sample ideas Develop an Action Plan for Standards 4, 5, and 6 | California Department of Education

  27. Writing Standards 7, 8, and 9: Research to Build and Present Knowledge CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. | California Department of Education

  28. Instructional Strategies for Writing Standards 7, 8, and 9 Real-World Problem Solving: Designing an iPad Case [video] Walls & Barriers: Using Art to Express Social Issues [video] Record the World in Video Production Classes [video] | California Department of Education

  29. Researching in the Technical Subjects How is research conducted in your technical subject in the real world? How are the research findings presented in the real world? | California Department of Education

  30. Lesson Ideas for Standards 7, 8, and 9 Students in technical subjects must be able to write using the written word and within the specific discipline-specific language, notation, or symbol systems.  Additionally, students must also be able to combine both the written word with the discipline-specific systems to inform or explain to the reader.  | California Department of Education

  31. Action Plan for Writing Standards 7, 8, and 9 Review sample ideas Develop an Action Plan for Standards 7, 8, and 9 | California Department of Education

  32. Writing Standard 10:Range of Writing CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Source: California's Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects | California Department of Education

  33. Range of Writing Activities and Expectations | California Department of Education

  34. Review Your Action Plans Is there a range of writing opportunities for your students? Is there a range of discipline-specific tasks? Purposes? Audiences? Are the tasks reflective of what would be found in the real world? Have you provided time for the students to look back on their writing and make improvements or revise their work? Think of current and potential technologies you have to support or expand the writing production and distribution, as well as untapped audiences for the student writing. Identify a few different new ways writing could be incorporated into your classroom structure by flipping or blending your instruction. | California Department of Education

  35. Unit Summary Writing in the technical subjects is linked to the real world learning through “doing” in the technical subjects and is critical to developing student literacies. Writing in the technical subjects includes being able to write using the discipline-specific technical language, notation or symbol systems, as well as conforming to technical standards, formats and applications.  Writing in the technical subjects takes many formats and is both produced and distributed in multiple platforms reflective of the technical subject’s domain.  Writing within the technical subject classroom provides the students with opportunities to engage in real world projects. | California Department of Education

  36. Resources • Brokers of Expertise ELA Content Literacy for Technical Subjects Learning Module Resources: http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505198&sciId=13967 • The California Arts Project http://csmp.ucop.edu/tcap | California Department of Education

  37. Post-Assessment Assess your knowledge of the English Language Arts: Content Literacy for Technical Subjects prior to beginning the module: • Complete the “Post-Assessment” • Work independently, without discussion or assistance from others | California Department of Education

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