Lucy Calkins Writing with the common core

1. Lucy CalkinsWriting with the common core Rita Purvis-KAnna Johnson- 1stKimberly Slate- 2ndCat Watson- Academic Interventionist Oakbrook Elementary School

2. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

3. THE Oakbrook experience As Oakbrook transitioned to the Common Core State Standards, which place a strong emphasis on writing, we noticed that our students across the board were very weak writers which was a reflection of weak writing teachers. Last year, as a staff, we met with Eve Hayes to work on the writing process itself, but as we continued to work with each other, we were seeing a lot of the “same” across grade levels, and not enough growth in this area. We needed to increase the rigor of our writing curriculum. Our challenge this year has been to try LUCY and although it has been just that “a challenge”, we have seen huge growth by using this curriculum.

4. Writing on Demand

5. Who is Lucy Calkins? Lucy Calkins is the Founding Director of the Teachers College Reading and Writing Project at Teachers College, Columbia University. For more than thirty years, the Project has been both a think tank developing state-of-the-art teaching methods and a provider of professional development. As the leader of this renowned organization, Lucy works closely with policy makers, school principals, and teachers to initiate and support schoolwide and systemwide reform in the teaching of reading and writing. She played an important role in developing the CCSS. She is also a renowned author of teacher resources.

6. The Common Core Workshop Curriculum • Narrative Writing • Informational Writing • Opinion Writing The Common Core Workshop Curriculum is a scripted curriculum of 90 lessons which focus on developing student communication through writing.

7. The Progression of Writing

8. Rubric

9. How do I start? • We began with student on demand writing. (The SAME on demand writing piece that you were given.) • Next we had a grade level calibration where we made sure that we were all “grading” on the same level of difficulty. • Here are some samples from each grade level.

10. How did you score? Using the 2nd grade rubric, how would you score this writing piece? Now, we are going to give you a chance to calibrate one of the samples that you brought. Work as a team to make sure that everyone is on the same page as far as grading.

11. Data Collection

12. Now that we know where are students are… What’s Next? TEACH!!!

13. Narrative writing • Small Moment writing focuses on ONE small moment in a child’s life. Thinking of an idea of things that they do or things that happen to them. • Students will PLAN first. K- 2 start the planning process with sketching. • Students will write their story across the pages of their writing booklet.

14. Bend 1, 2, and 3 We are going to “teach” you a part of a lesson from each grade level. Remember this curriculum is scripted and there is not much room for deviation.

15. SO… Does it work? YES! Most of our students made great progress and growth. Here are writing samples from the post unit writing from the same students that we showed you their pre-writing.

16. Organizing Student Writing • Binders • Folders • Color coding • Topic notepads • How do YOU organize your student writing?

17. Questions???

18. All Students CAN write! • Video Clip – The Blind Side

19. Contact Information • Rita Purvis rpurvis@dorchester2.k12.sc.us • Anna Johnson annjohnson@dorchester2.k12.sc.us • Kimberly Slate kslate@dorchester2.k12.sc.us • Cat Watson cwatson@dorchester2.k12.sc.us

20. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.