Digging into the Writing Standards 1-Day Workshop

1. Digging into the Writing Standards1-Day Workshop CFN 604Professional Development Myra R. RoseEducational Consultant| Pearson School Achievement Services

2. Outcomes Plan appropriate writing prompts and assignments to scaffold students to higher standards Apply grade-appropriate instructional strategies that support students in writing opinion/argument and informative/explanatory pieces Support ELL students in achieving the CCSS for ELA Writing standards

3. Agenda Section 1: Writing Argument Section 2: Writing Informative/Explanatory Section 3: Writing Narrative Section 4: Research

4. Writing Argument 1 Argument develops over time across grade levels. Students need instruction in order to learn the language and structure of argument. Argument is a form of writing that can be meaningfully integrated into all content areas. College and Career Readiness Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

5. Thinking with the end in mind….

6. Learning Objectives Apply grade-appropriate instructional strategies that support students in writing opinion/argument Support all students, including ELL students, in writing successful opinion/argument papers Develop sentence frames to help students think, speak, and write argument

7. Big Questions What does an effective argument look like? What is the role of argument across grade levels and across the curriculum? What kinds of instruction will support students in reaching the CCSS for ELA for argument?

8. Grant Wiggins’s Color Coding Technique

9. Grant Wiggins’s Color Coding Technique Verbs • You must look closely at all the key verbs in the document and determine their meaning for local curriculum, instruction and (especially) assessment.

10. Grant Wiggins’s Color Coding Technique Noun Phrases • You must look closely at all the key noun phrases in the document and determine their meaning for local curriculum, instruction and (especially) assessment.

11. Grant Wiggins’s Color Coding Technique Key Qualifiers • The qualifying adverbs or adjectives in those phrases will typically be the key criteria to be turned into rubrics.

12. Grant Wiggins’s Color Coding Technique Argument Standard from the CCSS • Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

13. Grant Wiggins’s Color Coding Technique Argument Standard from the CCSS • Writearguments to supportclaims in an analysis of substantivetopics or textsusingvalidreasoning and relevant and sufficientevidence.

14. “Argument” and “Persuasion” Read the text on page 11 in your Participant Handbook. Annotate or highlight the text using the following marks: • + I agree • – I do not agree • ! This surprises me • ? I have a question about this • 0 This word or term needs clarification

15. Argument or Persuasion Argument Persuasion Uses persuasive strategies that: Establish credibility, character, or authority of the writer Appeal to the self-interest, identity, or emotions of the audience • Convinces the audience based on merit and reasonableness of the claims and proofs

16. The Role of Argument While all three text types are important, the Standards put a particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness. (Common Core State Standards Initiative 2010b, 24)

17. Argument- Grades 11–12 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. • Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. • Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. • Provide a concluding statement or section that follows from and supports the argument presented.

18. Supporting Vertical Progression… • Table Talk: • How can the argument genre be supported across grades and throughout the curriculum?

19. Make a claim about… 12 . . . the use of cell phones in school

20. The Language of Argument Grade 2—Writing Standard 1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (Common Core State Standards Initiative 2010a, 19)

21. The Language of Argument Grade 5—Writing Standard 1.c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically) Grades 11–12—Writing Standard 1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, or between claim(s) and counterclaims (Common Core State Standards Initiative 2010a, 20, 45)

22. Scaffolding Language I liked the book ____________ because ____________. My favorite parts of the book ___________ are ___________ and ___________ because ___________. I also like ____________ because ____________.

23. Scaffolding Language In my opinion, ______________; consequently, ______________. On the other hand, I also believe that ______________; thus, ______________. I agree that _____________ because _____________. While some expert say that ______________, an alternate explanation is ______________.

24. Cell Phones in School In my opinion, ________________; consequently, ________________. I strongly feel that cell phones ________________ because ________________. I agree because ________________. I disagree because ________________. I see the point you are making, but I am wondering if ________________.

25. The Vision of a College and Career Ready Student 16 “They value evidence. Students cite specific evidence when offering oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.” (Common Core State Standards Initiative 2010c)

26. Writing Informative/Explanatory 2 Informative/explanatory writing can be meaningfully integrated into all content areas. Informative/explanatory texts convey information accurately and answer questions about why and how. Research shows that “writing to convey information” is one of the most important types of writing needed by incoming college students. College and Career Readiness Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

27. Are they ready? Are we?

28. Learning Objectives Analyze the features of the genre and how they progress across the grade levels Support English language learners and other special needs students in achieving the standards in this genre Identify grade-appropriate instructional strategies to support students in reaching the standards for informative/explanatory writing Define the informative/explanatory writing genre and its purposes

29. Big Questions What is informative/explanatory writing? What does effective informative/explanatory writing look like? What kind of instruction will support students, including ELLs, in meeting the CCSS for ELA for informative/explanatory writing? What is the role of informative/explanatory writing across the curriculum?

30. Key Ideas about the Genre The writer is writing from the stance of an expert, so the writing grows from what the writer knows. The writer selects information from primary and secondary sources related to the topic. The CCSS for ELA provide specific strategies in each grade level for developing and organizing information.

31. Elements of Explanatory Writing:Writing Standard 2 #20

32. Reflection: 3-2-1 Evaluation # 26 List 3 good teaching ideas you gleaned from this morning’s session. List 2 ways you will restructure your writing instruction as you begin to implement the Common Core State Standards for ELA. List 1 thing that is unclear or that is bothering you about the Writing standards.

33. Reflection: Developing College and Career Readiness #43 How do the CCSS for ELA Reading and Writing standards work together to develop college and career readiness?

34. Research 4 The ability to do research is an essential skill in today’s society. Students must be able to read research to gather, comprehend, evaluate, and synthesize information. Students must be able to write to answer questions or solve problems, to report on information and ideas, and to analyze print and nonprint texts. Students must have the skills to conduct original research.

35. Quick Write # 37 Write a brief anecdote about a time you had to produce a researched report in college or high school.

36. Learning Objectives Explain how research is integrated throughout the CCSS for ELA Describe how expectations for research develop across grade levels Use research to support argument, informative/explanatory, and narrative writing Create tasks that include research as a significant part of learning

37. Big Questions What is the role of research in the CCSS for ELA? What is the role of research in opinion/argument, informative/explanatory, and narrative writing? How do expectations for research reflect one of the core principles of the CCSS for ELA: integration of instruction?

38. Turn and Talk What genre is research?

39. Big Ideas The CCSS for ELA support integration of the language arts The CCSS for ELA are for all students Writing is as important as reading Writing is distributed across the curriculum The CCSS for ELA provides student models in Appendix C The Common Core State Standards for ELA are designed to allow for vertical alignment

40. Writing Narrative 3 Narrative writing conveys real or imagined experience and uses time as its deep structure. Narrative writing can be used to inform and to persuade, as well as to relate real or imagined experiences. The quality and sophistication of narrative develops over time with experience and good instruction. College and Career Readiness Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

41. Learning Objectives Explain how narrative develops across grade levels Choose appropriate instructional strategies for helping all students, including ELLs, write narratives that meet the CCSS for ELA Define and explain the purposes, forms, and strategies of narrative

42. Big Questions What is narrative writing? What does effective narrative writing look like? What instructional practices will enable all students, including ELLs, to succeed in narrative writing? What is the role of narrative writing across the curriculum?

43. Narrative Prompt # 31 Write a story about a special memory of something that happened with a friend. (America’s Choice 2009, 1)

44. Narrative Prompt • Take a penny from the bag. Look at the year and tell a story from that year. or • Tell the story about what or who prompted you to become a teacher.

45. Questions about Your Narrative What did you deliberately do as you were drafting to make your story compelling, funny, or interesting? How did you come up with something to write about? How did you get started? How will you know when your story is complete?

46. Reflection: 3-2-1 Activity # 36 List 3 important things that you learned during this workshop. List 1 thing that you wish you had received from this workshop but did not. List 2 things that you will do as a result of this workshop.

47. Closing Slide Workshop: Digging into the Writing Standards Myra R. Rose

48. References America’s Choice. 2009. Genre Study: Narrative: The Call of Stories, Online Resources. Washington, DC: America’s Choice. Common Core State Standards Initiative. 2010a. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.” Accessed January 1, 2011. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf. ———. 2010b. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms.” Accessed January 1, 2011.http://www.corestandards.org/assets/Appendix_A.pdf. ———. 2010c. “Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language.” Accessed January 1, 2011.http://www.corestandards.org/the-standards/english-language-arts-standards/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-and-language/.