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Writing Strategies for Paraeducators

Writing Strategies for Paraeducators. Vermont-NEA ESP Conference March 22, 2013 Presented by Terri R. Vest, NBCT

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Writing Strategies for Paraeducators

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  1. Writing Strategies for Paraeducators Vermont-NEA ESP Conference March 22, 2013 Presented by Terri R. Vest, NBCT Thanks to Massachusetts Teachers Association, New Jersey Education Association, and Kathleen J. Skinner, Ed.D., Director, Center for Educational Quality and Professional Development

  2. Session Overview Introduction The Common Core:What is it? What are the Writing Standards? Developmental Staircasing Applying CCSS to a Writing Prompt What’s Next?

  3. THE SLIDE SHOW Revison Hints Materials Available on the Internet at www.terrivest.com A CERTIFICATE OF ATTENDANCE outlines Sample prompts A Grammar Handbook

  4. Let's get to know each other...

  5. Who’s Here? Switch to the other partner! Stop! Find someone born in the same month as you. Each partner will tell two TRUTHS and one LIE. The other partner tries to guess the LIE. After 1 minute, switch partners.

  6. What is the Common Core? • The Common Core State Standards (CCSS) are a set of standards that have been adopted by 48 states, the District of Columbia, and two territories. • CCSS is NOT a curriculum. • CCSS focus on learning expectations for students, not how students get there.

  7. What is the Common Core? The ELA Anchor Standards are general descriptors of what students should know and be able to do. There are Anchor Standards in Reading, Writing, Speaking/Listening, and Language (GUM). Math has different standards.

  8. Criteria for the Standards • Fewer, clearer, and higher • Aligned with college and work expectations • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked, so that all students are prepared to succeed in our global economy and society • Based on evidence and research

  9. Shifts in ELA/Literacy

  10. The Writing Standards:Text Types and Purposes 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. Common Core State Standard English Language Arts--Literacy College and Career Readiness Anchor--Writing

  11. The Writing Standards:Production and Distribution of Writing 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. (process) CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

  12. The Writing Standards: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.

  13. The Writing Standards:Range of Writing CCSS.ELA-Literacy.CCRA.W.10Write 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.

  14. How does this work? Let’s track a standard through some grade levels.

  15. Standard W1 The Anchor Standard: 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.

  16. Standard W1 Kindergarten: CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

  17. Elbow Partners What might a Kindergartener’s paper look like if it met this standard? Take a minute and discuss with someone sitting next to you.

  18. Standard W1 Grade 4: CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. CCSS.ELA-Literacy.W.4.1b Provide reasons that are supported by facts and details. CCSS.ELA-Literacy.W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). CCSS.ELA-Literacy.W.4.1d Provide a concluding statement or section related to the opinion presented.

  19. Elbow Partners How would a 4th grader’s paper that met this standard look different from the kindergartener’s paper? Take a minute and discuss with someone sitting next to you.

  20. Standard W1 Grade 7: CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style. CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.

  21. Elbow Partners How would a 7th grader’s paper that met this standard look different from the kindergartener’s or the 4th grader’s paper? Take a minute and discuss with someone sitting next to you.

  22. Standard W1 Grade 12: CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

  23. Standard W1 Grade 12 (continued): CCSS.ELA-Literacy.W.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.W.11-12.1e Provide a concluding statement or section that follows from and supports the argument presented.

  24. Elbow Partners How did the standard build developmentally from grade to grade while still requiring the same type of thinking and skills? Take a minute and discuss with someone sitting next to you.

  25. Activity In your group, choose one of the three types of writing in Anchor Standards 1-3 and track it through the different grade levels in the handout. Write example opening paragraphs for each grade level of that kind of writing. Record your paragraphs on the chart paper. Be sure to label the paragraphs with the CCSS and the grade level. Be prepared to present your group’s work and explain how/why the paragraph changed from grade level to grade level.

  26. Example: W.3Kindergarten Today I found a rabbit in my front yard. It was little and furry. It was under a bush. It said to follow it, so I did.

  27. Example: W.3Grade 4 Today as I was walking in my yard, I saw a little furry bunny. It was about 8 inches long and weighed about 6 ounces. The bunny gave a little hop and then turned to me and said, “Follow me.” That was the beginning of my adventure.

  28. Example: W.3Grade 7 This morning, I was strolling through my backyard when I heard a strange noise coming from behind the lilac bush. I got onto my knees and crawled around the base of the bush, trying to be as quiet as possible. There under the bush was a tiny white rabbit with a pink bow around its neck. As I stared in surprise, the rabbit turned toward me and said, “Follow me!”

  29. Example: W.3Grade 12 Although the day was overcast when I arose, I just knew it was going to be a great day. Somehow the sun would shine through the clouds and everything would be great. How wrong could I be? Very wrong! As I left the house to go to school, I heard a weird noise coming from under the white lilac bush next to the garage. Without thinking, I dropped to my knees and crawled silently toward the bush. Much to my surprise, there was a tiny white rabbit decorated with a huge bright pink bow around its neck. Suddenly, the rabbit turned to me, looked straight into my eyes and said, “Follow me.” Should I go?

  30. Activity In your group, choose one of the three types of writing in Anchor Standards 1-3 and track it through the different grade levels in the handout. Write example opening paragraphs for each grade level of that kind of writing. Record your paragraphs on the chart paper. Be sure to label the paragraphs with the CCSS and the grade level. Be prepared to present your group’s work and explain how/why the paragraph changed from grade level to grade level.

  31. Processing Questions? Comments? Observations?

  32. Terri Vest National Board Certified Teacher Vermont NEA terri_vest@hotmail.com www.terrivest.com

  33. Resources • http://www.sccresa.org/toolsforschools/commoncore/ • http://www.corestandards.org/ • http://vimeo.com/album/1702025 (videos) • https://www.teachingchannel.org/videos?landing_page=Common+Core+Landing+Page&gclid=COPo_97fjbYCFQyg4AodjhcAOQ (videos)

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