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Common Core Writing: Writing That Lives Across All Disciplines

Common Core Writing: Writing That Lives Across All Disciplines. Kandy Smith Middle TN School Consultant Tennessee State Personnel Development Grant. Being a Writer…. Bird by Bird: Some Instructions on Writing and Life by Anne Lamott . On Writing: A Memoir of the Craft by Stephen King .

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Common Core Writing: Writing That Lives Across All Disciplines

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  1. Common Core Writing: Writing That Lives Across All Disciplines Kandy Smith Middle TN School Consultant Tennessee State Personnel Development Grant

  2. Being a Writer… Bird by Bird: Some Instructions on Writing and Life by Anne Lamott • On Writing: A Memoir of the Craft by Stephen King

  3. Being a Writer… PAGE after PAGE by Heather Sellers

  4. Being a Writer… What Did I Write? Beginning Writing Behaviour Marie M. Clay

  5. One recommendation Pathways to the Common Core: Accelerating Achievement Lucy Calkins Mary Ehrenworth Christopher Lehman (Heinemann, 2012) “Rather than attempt to have the last word on the standards, we’ve chosen to help you with some implementation on the front end of the curve.” (p. 2)

  6. Writing Standards CHAPTER SIX Overview of the Writing Standards CHAPTER SEVEN The CCSS and Composing Narrative Texts CHAPTER EIGHT The CCSS and Composing Argument Texts CHAPTER NINE The CCSS and Composing Informational Texts

  7. Composing Narrative Texts Writing Anchor Standard 3: “Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.”

  8. Composing Argument Texts Writing Anchor Standard 1: “Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.”

  9. Composing Informational Texts Writing Anchor Standard 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.”

  10. Common Core Equal Partners

  11. Importance of Writing “…writing is assumed to be the vehicle through which a great deal of the reading work and reading assessments will occur.” (Calkins, Ehrenworth, & Lehman, 2012, p. 102)

  12. “Writing must become part of the bill of rights for all students.” (Calkins, Ehrenworth, and Lehman, 2012, p. 111)

  13. “Mostly, then, the Common Core writing standards seem utterly aligned to the writing process tradition that is well established across the states, with a few new areas of focus and a raised bar for the quality of writing we should expect students to produce.” (Calkins, Ehrenworth, & Lehman, 2012, p. 112)

  14. How do we begin writing across the curriculum?

  15. CCSS Appendix C

  16. “…not the work that strong writers occasionally produce, but the work that all students should be expected to produce – and to produce regularly with independence.” (Calkins, Ehrenworth, & Lehman, 2012, p. 102)

  17. Rubrics Available These are from Delaware.

  18. Informational or Explanatory Text-Based Writing Rubric Grades 9–10

  19. Who can/will assess? (From Delaware’s rubric…)

  20. Who can assess?

  21. Who can assess?

  22. Who can assess?

  23. “The English Teacher’s Red Pen” “One form of mis-assessment that lingers in our English classes is the intensive correction of student writing.” (Daniels, 2005, p. 46)

  24. “The English Teacher’s Red Pen” WRITING

  25. Back in the Day… • Tennessee Tech • Writing folder • Harbrace • Students corrected errors, charted them on a table (comma splice, fragment, capitalization of numbers, spelling errors, etc.)

  26. Students We Now Teach • Millennials (born 1982 – 2002) • Constructivists • Social collaboration • Writer’s Workshop

  27. Students We Now Teach • Helicopter Parents • “most watched-over generation” “Given this life experience of care and boundaries, Millennial Generation learners expect structure and mentoring in their learning environment. They desire specific guidelines (e.g., rubrics) that detail what is expected in their performance. They have become accustomed to someone else's setting parameters for their creativity, active engagement, and interaction for their knowledge acquisition to be pursued.” (Carter, 2008, p. 7)

  28. Is cross-curricular writing possible?

  29. What Cannot Happen… The High School ELA Instructor

  30. Student Learning “Students whose teachers were more able (high human capital) and also had stronger ties with their peers (strong social capital) showed the highest gains in (math) achievement.” (Leana, 2011, p. 34)

  31. Forms of Relationships in Schools

  32. Four Categories • Parallel Play • Adversarial Relationships • Congenial Relationships • Collegial Relationships Barth, R. (2006)

  33. Parallel Play • No interaction • Self-absorbed • Totally engrossed in own work • Work in isolation

  34. Adversarial Relationships • Blatant • Other times, subtle: • Withholding craft knowledge “Here at John Adams Elementary School, we all live on the bleeding edge.” Principal speaking to a parent group

  35. Sharing Craft Knowledge “I’ve got this great idea about how to teach math without ability-grouping the kids.” Big Deal. What’s she after… a promotion?

  36. b The better you look, the worse I look. The worse you look, the better I look.

  37. Congenial Relationships • Interactive • Positive • Personal • Friendly • IMPORTANT

  38. Collegial Relationships • Hardest to establish “Getting good players is easy. Getting ‘em to play together is the hard part.” Famous Baseball Manager Casey Stengel

  39. Signs that educators are “playing together”…

  40. Culture of Collegiality • Talking about practice: • Professional Learning Community • Continual discourse about important work • Student evaluation • Parent involvement • Curriculum development • Team teaching

  41. Culture of Collegiality • Sharing Craft Knowledge • Participants share about a front-burner issue • Something useful, important • Institutionally sanctioned • NEW TABOO: withholding what we know

  42. Culture of Collegiality • Observing One Another • Making our practice mutually visible • Never fully confident that we know what we’re supposed to be doing • Never fully confident that we’re doing it well • Never quite sure how students will behave

  43. Culture of Collegiality “There is no more powerful way of learning and improving on the job than by observing others and having others observe us.”

  44. Culture of Collegiality • Possibilities: • Hold faculty meetings in classrooms • Teacher does “show and tell” • Deeper, more instructive observations • AGREEMENT

  45. Culture of Collegiality • AGREEMENT: • Reciprocal visits: • You visit, I visit • Confidentiality • Mutual agreement: what I will attend to • Agree on day, time, length • Conversation afterwards Critical Friends

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