College- & Career-Ready Standards Implementation Team

1. College- & Career-Ready Standards Implementation Team Quarterly Meeting #4

2. Outcomes: Participants will gain a deeper understanding of . . . • the writing standards. • how the key shifts support implementation of the standards with an emphasis on writing. • what reading, writing, and speaking grounded in evidence from text, both literary and informational, look like in practice.

3. Take it Back CCRS QM3February 2013 • Share your learning from today with your district team in order to plan collaboratively for the turn-around of information to your system. • Share your new learning with the teachers at your school. • Plan a Reading Literature lesson using the CCRS to guide your planning. • Spend some time reflecting on your lesson with a peer. Use these questions to guide your thinking: • What were my students able to do? • What did I learn? • Explore the resources on the CCRS website. (www.alex.state.al.us/ccrs ) • Include information that you found helpful in your reflections. • Bring a copy of your lesson and your reflections to the next CCRS meeting. • Complete the online survey.

4. Birthday Chalk Talk/Ink Think Quietly and Independently: • Reflect on what you’ve done from the take it back piece. • Find your assigned chart. • Record your big ideas and learning. • Take time to ‘listen’ to others by reading what they’ve written. • When signaled, rotate to the next chart and repeat the process until time is called.

5. GOAL Strands

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

7. “…writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and assessments will occur.” Pathways to the Common Core, pg. 102

8. A Close Reading of Appendix A pages 23-24 • Read with a pencil in hand; annotate the text. Mark the big ideas and skills. • Reread to look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities. Find the commonalities. • Ask and/or answer questions about the patterns you’ve noticed – how and why are these patterns important to the overall text?

9. What is the instructional shift? • Increased emphasis on • Analysis of individual texts • Argument and evidence • Informative/explanatory writing • Frequent short, focused research projects • Comparison and synthesis of multiple sources • Decreased emphasis on • Narrative, especially personal narrative • Writing in response to decontextualized prompts

10. Organization of Writing Anchor Standards Subcategories: • Text Types and Purposes • Standards 1-3 • Production and Distribution of Writing • Standards 4-6 • Research to Build and Present Knowledge • Standards 7-9 • Range of Writing • Standard 10

11. Text Types & Purposes • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Write informative/explanatorytexts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

12. Production & Distribution of Writing • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

13. Research to Build & Present Knowledge • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • (Begins in Grade 4) Draw evidence from literary or informational texts to support analysis, reflection, and research.

14. Range of Writing • Write 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.

15. Exit • In your opinion, what changes will need to be made in your classroom/school/system to accommodate the shift in writing?

16. Lunch

17. Appendix C “… the sample texts included in the appendix are meant to illustrate 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.” Pathways to the Common Core, pg. 107

18. Writing Samples-Appendix C Partner Work: • Read the student work samples. • Read the annotations. • Discuss with your partners. • What are you noticing? • What questions do you have?

19. Video https://www.teachingchannel.org/videos/analyzing-text-writing

20. Priority Writing Standards • Support a topic with concrete details and information. W.5.2b • Draw evidence to support thinking and reflection about a text. W.5.9b • Write explanatory text to convey ideas and information. W.5.2

21. Supporting Standards • Explain how an author uses reasons and evidence in a text. W.5.9b • Engage effectively in a range of collaborative discussions. SL.5.1 • Determine main ideas of text. RL.5.2 • Quote accurately from a text. RL.5.1

22. Analyzing Text: Putting thoughts on Paper • What structures does Ms. Brewer have in place to allow for effective differentiation? • The class spent a lot of time talking before writing. What effect did this have? • When Ms. Brewer works with the small group, how does she support English Language Learners?

23. Video Third Grade Descriptive Writing https://www.teachingchannel.org/videos/3rd-grade-descriptive-writing

24. Priority Writing Standards • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.4 • 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. W.3.6

25. Supporting Standards Re-visit the Grade 3 standards for Speaking & Listening and Language. With a partner, discuss additional standards that would apply to the lesson you just viewed.

26. Resources

27. Wrap Up • Old Me-Prior to CCRS • New Me-New Practices • Help Me-Needs