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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

Common Core Writing: Writing That Lives Across All Disciplines

Kandy Smith

Middle TN School Consultant

Tennessee State Personnel Development Grant

being a writer
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
being a writer1
Being a Writer…

PAGE after PAGE by Heather Sellers

being a writer2
Being a Writer…

What Did I Write? Beginning Writing Behaviour

Marie M. Clay

one recommendation
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)

writing standards
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

composing narrative texts
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.”

composing argument texts
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.”

composing informational texts
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.”

common core
Common Core

Equal Partners

importance of writing
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)

slide12

“Writing must become part of the bill of rights for all students.”

(Calkins, Ehrenworth, and Lehman, 2012, p. 111)

slide13

“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)

slide17

“…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)

rubrics available
Rubrics Available

These are from Delaware.

who can will assess
Who can/will assess?

(From Delaware’s rubric…)

the english teacher s red pen
“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)

back in the day
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.)
students we now teach
Students We Now Teach
  • Millennials (born 1982 – 2002)
  • Constructivists
    • Social collaboration
    • Writer’s Workshop
students we now teach1
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)

what cannot happen
What Cannot Happen…

The High School

ELA Instructor

student learning
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)

four categories
Four Categories
  • Parallel Play
  • Adversarial Relationships
  • Congenial Relationships
  • Collegial Relationships

Barth, R. (2006)

parallel play
Parallel Play
  • No interaction
  • Self-absorbed
  • Totally engrossed in own work
  • Work in isolation
adversarial relationships
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

sharing craft knowledge
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?

slide40
b

The better you look, the worse I look.

The worse you look, the better I look.

congenial relationships
Congenial Relationships
  • Interactive
  • Positive
  • Personal
  • Friendly
  • IMPORTANT
collegial relationships
Collegial Relationships
  • Hardest to establish

“Getting good players is easy. Getting ‘em to play together is the hard part.”

Famous Baseball Manager Casey Stengel

culture of collegiality
Culture of Collegiality
  • Talking about practice:
    • Professional Learning Community
      • Continual discourse about important work
        • Student evaluation
        • Parent involvement
        • Curriculum development
        • Team teaching
culture of collegiality1
Culture of Collegiality
  • Sharing Craft Knowledge
    • Participants share about a front-burner issue
      • Something useful, important
    • Institutionally sanctioned
    • NEW TABOO: withholding what we know
culture of collegiality2
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
culture of collegiality3
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.”

culture of collegiality4
Culture of Collegiality
  • Possibilities:
    • Hold faculty meetings in classrooms
      • Teacher does “show and tell”
    • Deeper, more instructive observations
      • AGREEMENT
culture of collegiality5
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

culture of collegiality6
Culture of Collegiality

“We can’t possibly do this because…”

TIME

ADMINISTRATIVE FIAT (authoritative determination)

SOCIAL PRESSURE

culture of collegiality7
Culture of Collegiality
  • Rooting for One Another
    • Offering to help
      • Students, angry parents
    • Each teacher vitally interested in front-burner issue of every other teacher.
      • Put relevant articles in mailboxes
      • Share effective practices
slide53

“We cannot order collaboration. This is not a dictatorship. Moreover, while shotgun marriages sometimes turn out surprisingly well, shotgun collaboration is a contradiction in terms. And no amount of artificial organization, no joint institutes, or combined reviewing committees, or joint directors, will come within the squirting range of a syringe of getting at the heart of the matter.”

(Bush, 1957, p. 53 as quoted in Gunawardena & Agosto, 2010)

final thought
Final Thought

“Writing That Lives Across All Disciplines”

Possibly not cross-curricular as much as across the curriculum

references
References
  • Provided on handout
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