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Follow the Yellow Brick Road Reaching the K2 Common Core Writing Standards

Follow the Yellow Brick Road Reaching the K2 Common Core Writing Standards. Our task is to help students…. have voices that radiate from the page. capture their thoughts on paper in clearly and correctly written statements. organize and structure their thoughts into various kinds of tasks.

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Follow the Yellow Brick Road Reaching the K2 Common Core Writing Standards

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  1. Follow the Yellow Brick Road Reaching the K2 Common Core Writing Standards

  2. Our task is to help students… • have voices that radiate from the page. • capture their thoughts on paper in clearly and correctly written statements. • organize and structure their thoughts into various kinds of tasks. • enjoy reading and writing. • make sense of the text they read and write. • think critically. • read a variety of texts. • recognize different purposes for reading. • see texts as models for their own writing. • experience reading, writing, thinking, listening, and speaking – EVERY day. • see reading and writing as a way to support healthy choices (further education, research, self-help, fun, etc.)

  3. We are NOT in Kansas anymore!

  4. CCSS Writing Writing types/purposes (Anchor Standards 1−3) 1. Writing arguments (opinion) • Not just persuasive/ emotional • Must be logical 2. Writing informative/explanatory texts • Examines and conveys complex topics • Uses primary and secondary sources 3. Writing narratives • Uses effective techniques such as dialogue, pacing, well-chosen details in description, event sequences, transitional words and events Shift in focus…moving away from narrative toward more informative and argumentative pieces

  5. CCSS Writing Production and distribution of writing (Anchor Standards 4−6) 4. Developing coherent pieces of writing that are appropriate for different purposes and audiences • K2 Anchor Standards 1-3 build toward this 3rd grade requirement 5. Using writing process (planning, revising, editing, rewriting) to develop and strengthen writing • Cyclical • Cannot be addressed without addressing Language Anchor Standards 1-3 (Conventions of Standard English and Knowledge of Language) 6. Using technology to produce and enhance writing and to interact and collaborate with others • Guidance and support (modeling) from teacher • Collaboration with peers

  6. CCSS Writing Research (Anchor Standards 7−9) 7. Participate in shared research and writing projects based on subjects under investigation • Multiple sources involved • Use research for a particular purpose (develop opinions, write a sequence) 8. Gather research and recall information • Finding information in personal experiences and in print and digital sources (independently by 2nd grade) • Moving toward being able to asses the credibility of sources in 3rd grade • Summarize findings • Moving toward accurately citing sources and avoiding plagiarism in 3rd grade 9. Draw evidence from texts to support research • Begins in 4th grade

  7. CCSS Writing Range of writing (Anchor Standard 10) 10. Writing routinely over various time frames for various purposes and audiences • K2 opportunities build toward this for 3rd grade • Think of writing-to-learn in addition to learning-to-write activities

  8. CCSS Language Conventions of standard English (standards 1-2) Grammar and usage in writing and speaking Capitalization, punctuation, and spelling in writing Knowledge of language (standard 3) Compare formal and informal uses of English Begins in 2nd grade Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases

  9. Reaching the CCSS Writing Standards • Reading your way to the standards • Using effective techniques for writing instruction

  10. Reading Your Way to the Standards

  11. Interactive Read-Aloud Ask children to predict, discuss story, ask questions, offer opinions, etc. Purposes for writing instruction include building background knowledge, exposing aspects of language, and offering topics for writing What kinds of read-alouds will provide good examples and prompt good ideas for writing? Shared Reading You and your students read together from an enlarged text Purposes for writing instruction include exposing them to aspects of language and allowing them to see how texts work What kinds of shared reading will provide good examples? Which texts that we have created as a class can be used as shared reading? Reading Your Way to the Standards

  12. Literature Discussions Discuss interpretations of a story and how authors and illustrators conveyed their messages Purposes for writing instruction include allowing students to see how texts work and how authors and illustrators communicate to readers How can I hold discussions so that student can see what good writers include and/or do so that readers can understand? Independent Reading Students spend time reading new books or rereading texts in order to develop fluency Purposes for writing instruction include building background knowledge, exposing aspects of language, allowing them to see how text work, and offering topics for writing What can I have students read so that they have an opportunity to see how texts work and offer possible topics for writing? Can I include time for students to independently read their own writing? Reading Your Way to the Standards

  13. Small group; leveled-texts; supports readers with strategies they need Purposes for writing instruction include exposing them to letter-sound relationships, concepts of print, using details to express ideas How can I connect the text in the stories to spelling skills and concepts of print? How can I connect the text in the stories to creating stories with lots of details? How can I include writing in my guided reading time? Reading Your Way to the StandardsGuided Reading

  14. “The writing you get out of your students can only be as good as the classroom literature that surrounds and sustains it.”

  15. Establishing Environments that Support Risk-Free WritingbyModeling/Shared WritingInteractive WritingWriter’s Workshop

  16. WHEN & HOW CAN I MODEL WRITING? • Morning message/carpet time • Before, during, and after journal time • During a writer’s workshop mini-lesson or sharing time

  17. Modeling During Morning Message Teacher says… Boys and girls today is Tuesday, January 12, so I am going to write that right off the bat. T-t-t-Today starts with t. I make it a capital T because Today is the first word in my sentence. To-day has two parts. Now I am going to leave a space after Today because that’s the end of that word. The next word is is. I’m sure that word is on our word wall. Sure enough, there it is. Is is i-s. Tuesday is the name of the day, so I’m going to put a capital T. I am putting a comma between the day and the month. January is the name of the month, so I’m going to put a capital J. January. Let’s clap that word together and count the parts: 1-2-3-4. What do I want to say next? Well, I want to say that we have a special reader today. I am going to write: We have a special reader today. Six words.

  18. Modeling During Morning Message Teacher has written… Today is Tuesday, January 12, 2012. We have a special reader today.

  19. Enhance journal time by providing more than just a prompt Provide a model and expect students to use it Focus on a specific skill to incorporate during the journal time Ex. L.K.1 using end punctuation Ex. L.1.1.using frequently occurring conjunctions Ex. L.2.2 using commas in greetings and closings of letters Allow students to share by modeling what they wrote in their journal on the board Revise the student’s writing as a class This become an interactive writing opportunity! Modeling before, during, and after Journal Time

  20. But if I show them a model, they will just copy what I write. • Provide model, then cover it up • Pull those students and make a guided writing group during the time • Other ideas??

  21. Modeling Demonstrate Writing Process Help students become aware of structures and patterns Demonstrate how to construct words using letter-sound relationships and other strategies Demonstrate conventions of language Teacher selects material to be written Teacher writes it for class Shared Writing Demonstrate Writing Process Help students become aware of structures and patterns Demonstrate how to construct words using letter-sound relationships and other strategies Demonstrate conventions of language Teacher and students equally involved in planning and creating text Teacher acts as the scribe for material created by teacher and students Modeling vs. Shared Writing

  22. WHEN & HOW CAN I USE INTERACTIVE WRITING? • Morning message/carpet time • Before, during, and after journal time • During a writer’s workshop mini-lesson or sharing time

  23. Shared Writing Texts are planned Goals for learning are planned Teacher and student equally involved in planning and composing the text Teacher acts as a scribe Interactive Writing Texts are planned Goals for learning are planned Teacher and student equally involved in planning and composing the text Teacher and students “share the pen” Shared Writing vs. Interactive Writing

  24. Focuses on all stages of writing process Planning, Drafting, Revising, Editing, Publishing Focuses on all traits of good writing Ideas and Content Organization Voice Sentence Fluency Word Choice Conventions Includes a variety of instructional techniques Modeling Shared Writing Interactive Writing Independent Writing Writer’s Workshop

  25. WHAT DOES A WRITER’S WORKSHOP LOOK LIKE? • 5-10 min Mini-Lesson • 20-40 min Independent Writing & Conferencing • 5-10 min Sharing

  26. What are your thoughts? Are you MELTING?

  27. Mini-Lesson • Include read-aloud & student examples • Focus on target skill/s • Could be focused on concepts of print, letter formation, word choice, spelling, punctuation, adding details, sentence types, capitalization, effective titles, etc. • Provide good model of what is expected • Teacher models • Shared or interactive writing • Provide example (projection) of page of a book • Provide student example • CCSS example or one from your class or previous class • Discuss Rubric

  28. Rubrics and Sample Papers Rubrics: • Kindergarten Informative • Kindergarten Opinion • 1st grade Informative • 1st grade Opinion • 1st grade Narrative • 2nd grade Informative • 2nd grade Opinion • 2nd grade Narrative Sample Papers: • K Advanced Informative • K Proficient Informative • 1Proficient Informative • 1 Basic Informative • 2 Proficient Informative

  29. Independent Writing and Conferencing Independent Writing Conferencing Do a set number of students per day and limit the conference time Set a schedule and list the schedule on the board Have them read their writing to you (a select portion or all) Ask them questions and discuss what good writer’s do Keep track in notebook or log • Teach the students how to independently write • Do not let them interrupt your conferences with questions • Have reminders of what to do when they think they are done…reread their piece, add words, fix confusing parts, revisit an old piece, start a new piece

  30. Questions for Conferences • Can you read me some (or all) of what you’ve written? How did that sound? What could make it stronger? • How is it coming along? What can I help you with? What are you going to do next? • What has been difficult for you? What can help you with that? • How did you incorporate mini-lesson skill into this piece? • How/why did you decide to do this?

  31. Sharing Student Shares by Writing their ROUGH DRAFT on board Students Read Aloud in Small Group Sharing Students read the writing aloud to a small group. Less threatening and more get to share. Group members ask questions about the writing. Student make informal revision plan based on questions from the group. • The student reads the writing aloud. • You write exactly as it was written • Leave space for revision. • As you write, the class asks the student questions about the writing. • Revise as a class. Use the space underneath to write the revision. (Shared or interactive) • Have student make informal revision plan based on questions from the class

  32. All About Deer in Winter by Libby Lane & LaylaPhilley

  33. Winter is hard for many animals, especially deer.

  34. They have a thick coat to stay warm.

  35. They travel together in herds.

  36. They look for food everywhere, even by my house.

  37. I love watching the deer in winter.

  38. Winter is hard for many animals, especially deer.

  39. Where are your students? • Picture writer • Verbal informer • Letter copier • Labeler • Sound maker • Sentence maker • Story Maker

  40. Key Features to Remember • Determine learning goals • Write for authentic purposes • Share the task of writing • Use conversation to support the process • Use the conventions of written language • Make letter-sound connections • Teach explicitly • Connect reading and writing

  41. Excuses • “I can’t… “ • “I don’t know how…” • “I’d rather…” • “I don’t care …”

  42. Dorothy always had the power… • Just a few clicks…

  43. Do you have teachers in your building who need a heart? The courage to try new things? Brains or new ideas? • Are there time when you lack the heart, brains, or courage for the task?

  44. There is no wizard to solve the students’ problems. • There is no wizard to solve the teachers’ problems. BUT With our hearts in the right place, our brains thinking in the right way, and with the courage to try something new…

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