Meeting The Common Core Demands for Writing across the curriculum Gr. 4 – 12

1. Christina Steinbacher-Reed Meeting The Common Core Demands for Writing across the curriculum Gr. 4 – 12

2. How do we meet the CC demands for writing? • What are the Common Core’s expectations for writing? • What are specific writing strategies for writing across the curriculum?

3. Collins Type 1 Writing • In five lines or more, write the things you know, think you know, and questions you have about the Common Core Writing Standards.

4. Where are you with Common Core Writing?

5. What questions are on your agenda? • Introduce yourself and your role • Share your Type 1 response • Generate questions on post-its to add to Question Chart

6. What/So What?

7. Common Core vs. PA Common Core • All inclusive, nationally accepted literacy standards • Includes CC that are included in eligible content and state assessments Common Core PA Common Core

8. Locating Common Core Standards • pdesas.org (PA Common Core materials) • corestandards.org (‘national’ Common Core Standards) • iu17commoncore.wikispaces.com

9. Gr. K-12 ELA Common Core Literature Informational Foundational Skills (K-5 only)

10. Gr. 6-12 Content Standards Content Standards

11. What are the ‘big shifts’? • Balance of literary and informational texts • Knowledge in the disciplines • Staircase of text complexity • Text-based Answers • Writing from Sources • Academic Vocabulary

12. Shift 5: Writing From Sources (from PDE) • More time on informational writing, less on personal narratives • Opportunities to write from multiple sources on a single topic • Opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion • Teach voice as drawing from powerful, meaningful evidence • Give permission to students to have their own reaction and draw their own connections

13. Additional CC Documents • ELA Writing Standards • Appendix A – Types of Writing Defined • Appendix C – Examples of Writing • Revised Publishers’ Criteria

14. Seasonal Partners

15. What are the CC’s expectations for writing?

16. What are the CC’s expectation for writing? • Collins Type 1 - List your top three expectations for your students’ writing. Share with a partner. • Read “Note on Range and Content of Student Writing” and mark the text • How do your lists compare to the Common Core?

17. A Closer Look Take a closer look the set of writing standards that are most relevant to your role (‘National’ Common Core): • K-5 – pg. 18 • Gr. 6-12 ELA - 41 • Gr. 6-12 Literacy Content - Page 63

18. Learning Progressions- CCR.W.1 • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

19. What is standing out to you regarding CC’s expectations for writing? • How are these similar to what you are already teaching? Different?

20. What/So What?

21. Let’s Take a Break!

22. Revised Publisher’s Criteria Give one, get one What is CC’s stance towards: • Materials • Quality • Research

23. A Special Place for Argument • Read Appendix A regarding Argument • How is writing an argument different than writing persuasive writing?

24. What is the difference between Persuasive Writing and Writing argument?

25. An Example • Read and mark the text. As you are reading, think about if this is more of a persuasive essay or an argument. Share your conclusion with a partner. • With your partner, re-read the article looking for ‘evidence’. Record your evidence in the graphic organizer.

26. “Students who have learned to think through criteria for making judgments are less likely to jump to conclusions; they consider their ideas more carefully” – George Hillocks, Jr.

27. Your Turn! • How can you apply writing an argument to your current unit? • Share with an elbow partner

28. Appendix C - Student Writing • Select a Grade Level Range and Regroup • Read the sample and annotation • Share reactions • How does this compare to the current expectations? • What shifts need to happen to meet these expectations?

29. How does the shift from persuasive writing to writing an argument impact your teaching practice? • How does it impact your entire school system?

30. RAFT Note Pass Role – You are you Audience – One of your teaching colleagues that is not in attendance Format – A note Topic – Describe the difference between persuasive writing and argument. Cite at least one piece of evidence to support why this shift needs to happen.

31. What is RAFT Writing Role – Who am I? What is your viewpoint? Audience – Who is reading this? What is your purpose of the writing? Format – What is the format? Letter to the editor, news article, diary, contract, obituary Topic – What is the my focus?

32. RAFT Writing - History Topic: The reasons patriots felt that severing ties with England with England was necessary

33. RAFT Writing – Newton’s Laws of Motion

34. Your Turn! • Create a RAFT writing prompt for your unit. • iu17commoncore.wikispaces for RAFT links to support your work.

35. What/So What?

36. Lunch

37. Citing Evidence in Action • Citing Textual Evidence • Claims-Counter Claims • What did you notice? • Write around

38. What is Collins Writing? • Frequent and consistent structures for writing across the content-area • Opportunities to write in a variety of formats • Focused, consistent feedback • Contextual teaching of writing skills

39. Five Types of Writing • Type One: Capture Ideas • Type Two: Writing to Learn • Type Three: Focused Practice • Type Four: Finished Product • Type Five: Published Work

40. Type One • Gets ideas on paper-brainstorming • Timed and requires a minimum number of items or lines • Questions and/or guesses are permitted • Evaluate with a check (✓) or (-) • One draft

41. Examples of Type One • For activating prior knowledge: • For reflecting: • For brainstorming: • For predicting: • For making connections: • For creative thinking:

42. Purpose of Type 1 Writing • It is informal • Helps develop writing fluency • Increases academic engagement • Opportunity to engage all students • Writing is a way to focus attention • Encourages them to express what they might be hesitant to raise their hand and say in front of the class. • “no opt out” classroom culture

43. Your Turn! • Create a Type 1 writing prompt for your unit. • Share with an elbow partner

44. Type Two • Writer knows something about a topic • A correct answer to a specific question • May be graded • One draft

45. TYPE TWO • Can be used before, during, after • Check for understanding and accountability for learning • Formative assessment at its best • Format can mimic open response like questions • Graded as a quiz for content only • Don’t ask for “lines”….ask for “things”

46. Type 2 Writing • Explain two important differences between a Type 1 and a Type 2 writing. • Underline the key words or phrases that identify these two differences.

47. BLOOMS TAXONOMY Math: What are three distinguishing attributes of a three-dimensional figure? (Remembering) ELA: Describe two text features of a nonfiction introduction. (Understanding) Science: Explain two differences between volume and mass. (Analyzing) Social Studies: Describe two geographical facts about our town/city that have influenced its development. (Evaluating) Any: Give two reasons why this cannot be a correct answer for this problem (or question). (Analyzing)

48. Your Turn! • Create a Type 2 writing prompt for your unit. • Share with an elbow partner

49. Type 3 Writing • Has content • Meets three specific standards called Focus Correction Areas (FCAs) • Revision and editing are done on the original • One draft • Read out-loud by the writer to see if writing meets the FCA’s

50. Type 3 Writing • Compare and contrast the first three types of Collins Writing and give an example of each. • FCAs: • Begins with an introductory sentence that introduces the topic • Uses a clear compare/contrast text structure • Provides a strong conclusion statement