Day 2: Writing in the Core Knowledge Language Arts Program

Day 2: Writing in the Core Knowledge Language Arts Program Learning from Student Work

Session 6: How Do Reading and Writing Work Together? Considering Writing within the Listening and Learning Strand

The Protocol Learning from Student Work

Purposeful Language • See (evidence) – describe evidence by literally pointing to what you see in the work. • Think (interpretations/inferences) – explain what something means based on something that can be seen in the work. Evidenced-based interpretation. • Connect (learning) – use observations and interpretations to answer the focusing question (reason we are examining the work). • 4. Evaluation – make a judgment.

Name the Purpose Description of Evidence Interpretation Connection Evaluation • I see three spelling errors. • I see the student is using ee for the ea sound three times, in the words, “beet,” “meet,” and “streat.” • The first sentence in the paragraph is a topic sentence. • I think that the student ran out of time because the hand writing gets sloppier and the last sentence has no period. • I see how the specific focus on vocabulary in the read-alouds supports the child’s use of similar vocabulary within his writing piece. For example, the word “democracy” is used in writing in a similar way and in a similar sentence to what was in the read-aloud. • Obviously, this student has not been taught grammar.

Three-Step Routine SeeThink Connect

Domino Share • Decide who is going first. • Introduce yourself to your colleagues at your table. Each person should share your: • Name; • Role; and • One point relevant to the particular share. • First person will point to the person who will go second. Continue this pattern • Stop when you have finished the round.

Jason’s Work Learning from Student Work within Listening and Learning

Jason’s Writing Who is Jason? • Second grade student • Has been in a Core Knowledge classroom since kindergarten • High energy • Gets into trouble easily • Stays engaged during structured, high interest lessons • Thrives on structured lessons

I Do: SEE What evidence do you see? Early Asian Civilizations • Grammar • Spelling • Handwriting • Content

I Do: THINK What do you think of the evidence? • What might the child think is important when writing? • What do you think the child has been taught?

I Do: CONNECT How does the work connect to the bigger idea? • How is this work evidence of reading and writing working together?

We Do: SEE What evidence do you see? Cycles of Nature • Grammar • Spelling • Handwriting • Content Now use a domino share at your table.

Domino Share: SEE • Decide who is going first. • Each person should share: • A piece of evidence they saw related to grammar, spelling, handwriting, and/or content • Point to who who will go second. • Stop when you have finished the round.

We Do: THINK What do you think of the evidence? • What might the child think is important when writing? • What do you think the child has been taught?

We Do: CONNECT Where does the work connect to the bigger idea? • How is this work evidence of reading and writing working together?

You Do Round 1: “See” What evidence do you see? Round 2: “Think” What do you think of the evidence? Focus your interpretation: What does the child thinks is important?; What is happening instructionally? Round 3: “Connect” How is this work evidence of reading and writing working together?

Domino Share: SEE Each person should share one piece of evidence they see in Jason’s work related to grammar, spelling, handwriting, content.

Domino Share: THINK Thinking of the evidence, each person should share an interpretation of what Jason’s focus is during writing and/or what is happening instructionally?

Domino Share: CONNECT Each person should share one way you can connect, from Jason’s work, to the idea that reading and writing work together.

Reflect: A Short Time – Big Growth October 1 November 22

Thank You!

Day 2: Writing in the Core Knowledge Language Arts Program