Writing on the Road to PARCC, Grades 3-5

1. Writing on the Road to PARCC, Grades 3-5 Susan B. Dold, Ed. D doldsb@scsk12.org

2. The CCSS Requires Three Shifts in ELA/Literacy • Building knowledge through content-richnonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

3. Transitioning to Common Core requires specific instructional shifts with action:

4. Why Teach Writing K-5? Shift 2 • Writing helps with reading. • Writing is 30% of a student’s ELA grade in grades 1-5. • The upcoming PARCC Assessments will be heavy on writing. Shifts 1, 2 & 3

5. TCAP Writing Assessment 2014 Grades 3, 4 & 5 • Students will read two complex informational texts. Texts will cover social studies or science topics in order to demonstrate the range of informational reading possible in a Common Core curriculum. • Students will write two essays: • One prose constructed response (PCR) essay about the first text. The essay will be an analytical summary (informational/explanatory). • One PCR analytical essay about both texts. The essay will be informational/explanatory or opinion/argument.

6. TNDOE Scoring CriteriaInformational/Explanatory & Opinion • Development • Focus and organization • Language • Conventions

7. Knowledge and Skills Required • Knowledge of the required writing mode (narrative, informational/explanatory, opinion) CCSS W 1, 2 & 3 • Ability to organize thoughts CCSS W 1, 2, 3 4 • Ability to identify key ideas and details CCSSRL 1 & RI 1 • Ability to cite evidence from the text CCSS RL & RI 8 & 9, CCSS W 7, 8 & 9

8. Writing PARCC-Style • Routine writing • Analyses (informational/explanatory and opinion) • Narratives • Research

9. Routine Writing • Notes • Two column notes • Graphic organizers • Annotations • Summaries • Journals/learning logs • Others? ALL content areas

10. Analyses • Multiple modes • Explanatory/informational • Opinion (states and supports a claim) • Evidence from the text(s) (Think all content areas)

11. Narratives • Original stories • Modifications to stories (e.g., new endings, write from another point of view) • Descriptions of processes (Think Science)

12. When? • Experts recommend that students in grades 1-5 receive one hour of writing instruction per day. • 30 minutes teaching them how • 30 minutes practicing and applying • This does not all need to take place during ELA time • In kindergarten, the experts also recommend at least 30 minutes per day

13. How? Recommendations from the Experts • Provide ample time • Involve students in the writing process • Build fluency through handwriting, spelling, sentence structure and keyboarding • Create a community of writers

14. Scaffolding Struggling Readers with Explicit Instruction • I do (teach, model, provide lots of assistance) • We do • Whole class shares in the work • Students work in small groups or pairs) • You do (independently) Gradually release the responsibility to the students.

15. Active Reading • Read “with a pen” • Annotate • Key ideas • Supporting details • Areas of confusion • Key vocabulary • Highlight Teach it first, using explicit instruction!

16. Citing Evidence—Step 1

17. Citing Evidence—Step 2

18. Citing Evidence—Step 3

19. Citing Evidence—Step 4

20. ? From Boy’s Quest, August 2, 2012, pulled from Gale Kid Info Bits

21. Moving from Annotating to Writing • Determine the purpose and mode (an explanatory/informational essay, an opinion essay, a speech) • Use a graphic organizer to indicate key details related to the purpose • Facts and evidence for explanatory/informational • Reasons for opinion • Develop the paper or speech with an introduction, body, and conclusion (Focus & Organization) • Cite details from the text to support key points (Development) • Refer back to the graphic organizer and the annotated text to help

22. Writing a Short Summary • Read, mark, and/or annotate the text D • Topic sentence • Key points • Concluding sentence • Frame your topic sentence: In this text, the author reports/states/claims that _________. F & O • Summarize two or three key points from the text in one sentence each. D, F & O • Restate the main idea in one sentence. F & O

23. Writing an Analytic Summary • Read, mark, and/or annotate the text D • Topic sentence • Key points • Concluding sentence • Write your introductory paragraph. O • Frame your topic sentence: In this text, the author reports/states/claims that _________. • Summarize two or three key points from the text in one sentence each. • Write your body paragraph(s). D & O • Explain in a few sentences how each detail you selected supports the main idea. • Write your concluding paragraph. O • Restate the main idea in one sentence. • Briefly review each of the details. • Write your concluding sentence.

24. A Colleague’s Scoring Sheet Name _________________________ Summary Paragraph Rubric/Grade Sheet ___(20) Topic sentence -main idea of text-Introduces the text, using title and author’s name ___(30) At least 3 detail sentences-the main events/details ___(10) At least 2 expository transitions-(use your handout) ___(20) Closing/conclusion sentence-Sums up your thoughts ___(10) Correct punctuation / Capital letters ___(10) Present Tense Total _______ Grade _____ Thanks to Lee Ann Burger, Cordova Elementary

25. Writing Analytical Essays • Read the text(s) actively. D • Underline, annotate, highlight. • Read the prompt carefully. D • Take note of key words (explain, opinion, cite, delineate). • Formulate your main idea (the author’s key point, your opinion). F & O • Select a few key details (examples, reasons) that support your main idea. D • Organize your paper (introduction, body, conclusion). F & O • Use reasons and examples from the text(s) for the body. D • Conclude by restating your main point and reviewing the details that support your point. F & O

26. Curriculum Map, 3-5

27. Grade 2 Based on an article they read

28. Grade 4 Basal Story

29. Grade 4 Third grade TCAP passage from TNCore

30. Grade 5 work in progress

31. Grade 5 work in progress

32. Grade 5 work in progress

33. Grade 5

34. Grade 4

35. Building Sentence Fluency (Language) • Sentence framing • Sentence expanding • Sentence combining

36. Sentence Framing

37. Sentence Expanding

38. Sentence Combining

39. But, But, But… What about grammar, usage, and mechanics? (Conventions)

40. In Context Teach conventions in the context of authentic reading, writing, and editing! Minilessons—yes; Maxilessons—no

41. But what about the typing??

42. MIST Literacy Portal: Background Why it’s worth accessing: • Additional student and teacher practice with online assessment before PARCC • Students get practice with tasks modeled on the Writing Assessment before February 2014 • Teachers can enter and save scores for student work

43. MIST Literacy Portal: Background What it contains: • Will house optional practice writing tasks by grade band in ELA, science, social studies, and CTE • tasks have been developed to prepare students for the Writing Assessment and increase literacy skills across other subjects • Students will be able to read texts and text-based tasks and type their responses online. • Students will have access to some PARCC-like tools such as the ability to highlight and enlarge text.

44. MIST Literacy Portal: User interface

45. MIST Literacy Portal: Availability

46. Navigating practice prompts

47. Navigating practice prompts

48. Navigating practice prompts User name: tneducation Password: fastestimproving

49. Navigating practice prompts

50. Useful FREE Websites • http://www.tncore.org/english_language_arts/curricular_resources.aspx • http://www.newsela.com/ (articles that can be read at a variety of Lexile levels) • http://www.readworks.org/ (reading passages and units at all grade levels; some have questions and lesson plans) • http://textproject.org/ (downloadable books, lesson plans, suggestions for teaching complex vocabulary) • http://tntel.tnsos.org/curricular.htm (check out the articles in Kids Info Bits) • http://www.parcconline.org/samples/item-task-prototypes