Download
1 / 115
1.15k likes | 1.31k Views
Common core academy Review & ideas. Nicki Slaugh. Good Morning Song (Happy Birthday to You) Good morning to you, Good morning to you. I’m so glad to see you, good morning to you! – I’m glad you’re here. – (kids need to be in seats, facing forward by the end of the song).
E N D
Common core academy Review & ideas NickiSlaugh Good Morning Song(Happy Birthday to You) Good morning to you, Good morning to you. I’m so glad to see you, good morning to you! – I’m glad you’re here. – (kids need to be in seats, facing forward by the end of the song)
When writing is put into the proper perspective; achievement soars.
It’s time to re-examine if the inherited culture and traditions of teaching writing are leading to desired outcomes.
Stamina, strength and flexibility get us to the finish line successfully.
Desired Outcomes of today…If Nothing Else, We Get These Things Done! Our Constitution! • “Can Do” feeling • Common Core Template • Understand the Common Core better • Writing Focus • Cooperative Learning Ideas
Study, Tell, Help, Check • Study the template • Partner 1 tells all they remember without looking at the template • Partner 2 helps by questioning, giving hints, or adding additional information • When both partners have told all they can remember, they look at the template and checktheir responses
The Teacher is “the essential force for improving student achievement.” Solmon & Schiff, “Talented Teachers,” 2004 • Take out your THINK PAD! • Quick Jot: In your “Think Pad” Write one word (or more) about how you are feeling, share with a neighbor. (Pair Share) • Discuss as a whole with class concerns and celebrations.
The Common Core vs. Utah Core • Still focuses on the foundational skills of decoding, fluency, vocabulary, and comprehension with an increased emphasis on writing • Organized under four strands: Reading, Writing, Speaking and Listening, and Language
The Common Core vs. Utah Core • Additional skills in the Common Core : • Production of opinion/argumentative (persuasive), informational/explanatory, and narrative writing. • Increased exposure to informational text structures. • Increased range and complexity of text • Greater emphasis of digital technology • Provide opportunities for shared learning • Shift to performance based evaluation • Page 7 of your CC… TAB IT: Read Later
Getting to Know the Common Core • Tabbing your BINDER • 3 colors of tabs Topic, Standard and Grade • APPENDIX A • Glance through it • Our FOCUS today is Writing- make sure you tab page 23 • APPENDIX B • Text Exemplars • APPENDIX C • Student Samples
Getting to Know the Common Core • Jigsaw 5 sections of the ELA Common Core for your grade. • Reading: Literature • Reading: Informational • Reading: Foundational • Speaking and Listening • Language • Be prepared to share with your expert group and your jigsaw group: impressions, changes, implications, etc.
Take a LookWriting Standards k-5 • Looking Deeper • Turn to pg. 18. • Looking at this page, what are you already doing and what could you beef up?Highlightin one color what you are doing and use another color what you could beef up. • In teams discuss what is meaningful. • Number Heads Together sharing idea. (I will give you each a number before you start, then I will roll the dice, the person with that number is the one that shares)
Quick Write Prompt in your think pad: Divide into four sections Complete one box, then Pair Share…until all four boxes are complete.
What is Writers Workshop? • Explicit teaching with • Time to practice • Time to share • Occurs during the writing block • Focused Writing • Provides feedback • Check the interest level for a later training • Share examples and experiences
Focus on 4 Quick Techniques • Quick Jots • Quick Tries • Quick Writes • Thinking Boxes
Treat students like real writers and they will view themselves as and behave like real writers. Giving them choice, respect, and serious-minded instruction while showing them the joys of writing work wonders.
She suggests at least 3 jaunts into the Think Pad a day! * These are quick moments to think, jot down, question, list, brainstorm or respond! Any time you want to ask a question, get an opinion, or check students’ understanding may be a good “Think Pad time.”
Provide a type of practice after students have had explicit instruction toward a learning goal. Let’s turn to page 31 in your handout… I love the Vocabulary and Math one.. I actually love them ALL!!! But we will just go over those two today!
The students get more time on these. They allow for more sustained writing in one shot. Make sure you go over the Rules for a Quick Write. She sets a timer for 7-10 minutes. As a teacher, she participates in the Quick Writes also with her prompt provided. She models appropriate responses during sharing, and her writing as she would expect them to.
They work on one box at a time, under your direction, then quickly share. Can be used as Formative Assessment! Can be used in any subject area! Way better than having kids fill out a worksheet!
Thinking Boxes took notes on facts explicitly stated; 2) synthesize info and draw conclusion; 3) connect to personal experience and schema; 4) make an inference from quote
Assessing Quick Bursts Yes/No Weekly/Biweekly Quick Checks Anecdotal records -during sharing -quick checks -conferencing Problems? Individual goals, more frequent checks Source: Quick Start to Writing Workshop Success, J. Wagstaff, 2011
Hearts and Wishes • This editing strategy can take place when the teacher meets one on one with a student, or small group • After student have done peer editing • Students listen for things they love • Things they wish could be better • Hearts: after the reading each student in the circle comments on what they loved ie beginning, strong words. On a heart sticky notes teacher makes notes • Wishes: Same protocol but put you notes on a cloud or star sticky. • Students take their notes back to their desk and make the changes needed.
College- & Career-Ready Writing • Name on Your Paper Song (If You’re Happy and You Know It) • Put your name on your paper, at the top. • Put your name on your paper, at the top. • Put your name, or they’ll all just look the same, • Put your name on your paper, at the top.
Common Core Standards Writing Common Core Standards Introduction p. 5
Determine topic, audience, and purpose Informative/Explanatory • Explain – to make known, to expound, to clear up • Define – to identify, to state the meaning, to determine • Instruct – to teach, to train, to give knowledge • Clarify – to make clear, to make more comprehensible • Describe – to tell, to give a description, to characterize Opinion/Argumentative • Persuade – to convince, to cause to believe
Text Types and PurposesW.3.2 • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. • Develop the topic with facts, definitions, and details. • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. • Provide a concluding statement or section.
Production and Distribution of Writing W.3.4, W.3.5, and W.3.6 • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. • With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Research to Build and Present KnowledgeW.3.7 and W.3.8 • Conduct short research projects that build knowledge about a topic. • Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Informational/explanatory writing • Turn to page 23 in Appendix A. • Read and highlight important points. • Share with a your number group.
