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In common effective writing for all students

In Common:Effective Writing for All Students

NC DPI

English Language Arts Section

A Resource for Writing Instruction


ELA Professional Development Menu LiveBinder:

http://tinyurl.com/od6rlnx

  • Writing Through a New Lens

    ELA Professional Development Menu Wiki:

    http://tinyurl.com/mp5e9at

    • Side Navigation Bar

    • ELA PD Menu (Writing Through a New Lens)


Agenda
Agenda

  • Introduction

  • Overview of In Common

  • Common Ground

  • Protocol 1

  • Break (15 minutes)

  • Protocol 2

  • Lunch (1 hour)

  • Video and Activity

  • Protocol 3

  • Break (15 minutes)

  • Quality Work and Peer Revision

  • Tying it all Together

  • Reflection



Materials
Materials

  • Workbook – For practicing the In Common work

  • Master copy - For you to make copies and distribute as needed

  • Crayons – For one of the activities


“Standards will never be clear until we know how it looks through student outcomes.” - Ron Berger, Expeditionary Learning

“If you don't know where you are going,you'll end up someplace else.” - Yogi Berra


A joint project of through student outcomes.” - Ron Berger, Expeditionary Learning

Student Achievement Partners and The Vermont Writing Collaborative…


In common a resource for writing instruction
In Common through student outcomes.” - Ron Berger, Expeditionary LearningA Resource for Writing Instruction

Purpose:

  • Develop a clearer understanding of the qualities of effective writing as described in the Writing Standards.

  • Provide some examples of how writing can be meaningfully integrated into the curriculum.


What is in common a collection of annotated student samples k 12
What is “ through student outcomes.” - Ron Berger, Expeditionary LearningIn Common”?A collection of annotated student samples K-12

  • On Demand Writing

  • Range of Writing


On demand writing uniform prompts
On Demand Writing through student outcomes.” - Ron Berger, Expeditionary LearningUniform Prompts

Three Writing Types K-12

Text Based – 2-3 class sessions

Similar Prompts K-5 and 6-12

Purpose:

  • Highlight the developmental progressions in the standards

  • Build an understanding of grade specific expectations


Range of writing
Range of Writing through student outcomes.” - Ron Berger, Expeditionary Learning

Classroom Samples K-12 to illustrate Writing Standard 10: Writing for a range of discipline specific tasks, purposes and audiences

Purpose:

  • Breadth

  • Ideas for integration


For use by educators and students
For use by educators and students… through student outcomes.” - Ron Berger, Expeditionary Learning

Annotated

Several versions of each piece

Edited

Not Annotated


Some clarifications
Some Clarifications: through student outcomes.” - Ron Berger, Expeditionary Learning

  • They are examplesof competent writing at each grade level, not benchmarks.

  • Chosen specifically to illustrate Writing Standards 1, 2 and 3 (Argument/Opinion, Informative/Explanatory and Narrative). Mastery of conventions was not evaluated in choosing and annotating these pieces.


How can you use in common
How can you use through student outcomes.” - Ron Berger, Expeditionary LearningIn Common?

  • To help both students and teachers better understand the qualities of effective writing.

  • To provide a foundation for analysis and discussionthat can lead to a deeper understanding of the Writing Standards.


“The pieces in this collection are meant to be a starting point for inquiry and discussion, not a final destination.”


A work in progress
A Work in Progress… point for inquiry and discussion, not a final destination.”

  • The Writing Standards are meant to broaden, not narrow, our understanding of effective writing. This resource has a similar purpose.

  • In Common is intended to be a “living document”, which will be added to, revised, and improved as more teachers and students work with the Writing Standards.


Presenters names
Presenters’ Names point for inquiry and discussion, not a final destination.”

www.vermontwritingcollaborative.org

For more information, contact:

Diana Leddy

Educational Consultant

[email protected]

Joey Hawkins

Educational Consultant

[email protected]


Common ground

Common Ground point for inquiry and discussion, not a final destination.”

Protocols for Working with the K-12 Writing Samples in In Common


What are protocols
What are Protocols? point for inquiry and discussion, not a final destination.”

The protocols in this resource consist of guidelines for conversations about and around student writing and Writing Standards.

Why are we using them?

Protocols encourage building the culture and the skills that are necessary for collaborative work.


In common
In Common point for inquiry and discussion, not a final destination.”

  • A set of activities designed to help educators and students understand the elements of an effective piece of writing as defined by the Writing Standards.

  • Activities can be adapted to any writing type, grade level or cluster of grade levels.

  • Materials in the training include:

  • In Common Overview

  • Protocols with Student Writing


Today we ll explore three protocols
Today, we’ll explore three protocols: point for inquiry and discussion, not a final destination.”

  • Similarities and Differences

    (How Does Your Garden Grow?)

  • Learning by Example

  • Colorful Language


Before we begin Protocol 1, read the On-Demand writing prompt, teacher directions, and texts for your grade band.

Elementary – pg. 9

Middle – pg. 25

High – pg. 39


Protocol 1
Protocol 1 prompt, teacher directions, and texts for your grade band.


Similarities and Differences prompt, teacher directions, and texts for your grade band.

(How Does Your Garden Grow?)

Overview:

In this exercise, you will compare student pieces within a grade cluster and note the similarities and differences of effective writing. The pieces in your packet have been written to a set of uniform prompts purposefully designed to produce student pieces in a single writing type, on the same topic, across a range of grade levels. Analyzing these pieces can help you distill the core elements of each writing type and gain a better understanding of expectations at each grade level.

Purpose:

  • To identify the core elements of one type of writing. (Opinion/Argument, Informative/Explanatory, or Narrative).

  • To refine and deepen understanding of grade level expectations in the Standards.

  • To trace a developmental progression in one type of writing required by the Writing Standards.


Similarities and Differences prompt, teacher directions, and texts for your grade band.

(How Does Your Garden Grow?)

1. Highlight the core elements in W.2 for your grade span.

2. Read all pieces in the grade span that you have chosen. Using the Writing Standard (W.2), what core elements of effective writing are evident in these samples? Annotate the student writing keeping these core elements in mind. Discuss your observations with a partner.

3. Record the similarities in both the student writing and the Standards across the grade span in the far right column of your graphic organizer.

4. Record the differences in the student writing and the Standards by grade level in the far left column of the graphic organizer.


Protocol 1 reflection
Protocol 1 Reflection prompt, teacher directions, and texts for your grade band.

  • Reflect: How might this exercise help educators to develop a deeper understanding of a particular writing standard?


Gathering ideas
Gathering Ideas prompt, teacher directions, and texts for your grade band.

What can I do with the data from this protocol?


Similarities and differences how does your garden grow professional development planning page
Similarities and Differences prompt, teacher directions, and texts for your grade band.(How Does Your Garden Grow?)Professional Development Planning Page

Purpose:

To identify the core elements of each type of CCSS aligned writing (Opinion/Argument, Informative/Explanatory, Narrative).

To refine and deepen understanding of grade level expectations in the CCSS .

To trace a developmental progression in each type of writing required by the Common Core State Standards.

Audience: K-12 educators, administrators, ELA and content area specialists

Grouping: Groups of two or three, single or multiple grade levels

Materials:

Progression of student work from the On-Demand collection in a single writing type (see criteria below).

Record Sheet

CCSS Writing Standards for the writing type and grade levels being addressed

Approximate Time:30 minutes- 2 hours

Time needed for this activity will vary based on the grade levels of the pieces being analyzed. Elementary pieces are shorter, and can generally be read and analyzed in less than an hour. Middle and high school pieces, because of their length and complexity, generally require much more time.

Advance Preparation:

1. Use the In Common Collection to create a packet of student work for each participant:


Break
Break prompt, teacher directions, and texts for your grade band.


Protocol 2
Protocol 2 prompt, teacher directions, and texts for your grade band.


Learning by Example prompt, teacher directions, and texts for your grade band.

Overview:

In this exercise, you will gain a better understanding of expectations at each grade level by annotating student samples using the words of the standards. Attaching descriptors to actual student writing will help clarify what each descriptor means at a particular grade level.

Purpose:

  • To refine and deepen understanding of grade level expectations in the Writing Standards.

  • To become familiar with, and clarify, terminology used in the Standards.


Learning by example protocol
Learning by Example Protocol prompt, teacher directions, and texts for your grade band.

1. Choose a grade band text and locate the appropriate Writing Standard for Opinion/Argument W.1. Read and determine the descriptors.

What are Descriptors?

  • Parts of a standard that help define student expectations.

  • The descriptors show that the standards are the rubric.


Learning by example continued
Learning by Example Continued prompt, teacher directions, and texts for your grade band.

2. Annotate the student writing by finding and labeling examples of each descriptor in the standard. You may annotate by writing words and phrases in the margin or, where appropriate, by noting the lower case letter that appears before the descriptor in the standard.


GRADE 2 WRITING prompt, teacher directions, and texts for your grade band.

W.2.1 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.


Grade band texts
Grade Band Texts prompt, teacher directions, and texts for your grade band.

K-2 “Opinion Essay” (Grade 2) pg. 93

3-5  “Wow I am glad we have zoo”

(Grade 4) pg. 95

6-8  “We Need the League” (Grade 8)

pg. 99

9-12  “Is It Love?” (Grade 9) pg. 101


GRADE 2 WRITING prompt, teacher directions, and texts for your grade band.

W.2.1 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.


Learning by example c ontinued
Learning by Example prompt, teacher directions, and texts for your grade band.Continued

3. When you have finished, check your observations against the annotated version of the same piece. Be sure to note any questions you have.


Protocol 2 reflection
Protocol 2 Reflection prompt, teacher directions, and texts for your grade band.

What did you learn from looking for the standards’ expectations in student writing?

How will what you learn inform your instructional practices?


Gathering ideas1
Gathering Ideas prompt, teacher directions, and texts for your grade band.

What can I do with the data from this protocol?


Learning b y e xample professional development planning page
Learning prompt, teacher directions, and texts for your grade band.by ExampleProfessional Development Planning Page

Purpose:

• To become familiar with the language and terminology used in the Common Core State Standards for writing.

• To refine and deepen understanding of grade level expectations in the CCSS.

Audience: K-12 educators, administrators, ELA and content area specialists

Grouping: Groups of two or three, single or multiple grade levels

Materials:

• Set of 3-6 unannotated student pieces of a single writing type (Opinion/Argument, Informative/Explanatory or Narrative). These may be drawn from the On-Demand or Range of Writing pieces and may represent a single grade level or a range of grade levels.

• Set of corresponding annotated pieces or internet access to In Common.

• CCSS Writing Standards for the writing type and grade levels being addressed.

Approximate Time: 30 minutes- 1 hour

Time needed for this activity will vary based on the grade levels of the pieces being analyzed. Elementary pieces are shorter, and can generally be read and analyzed in less than an hour. Middle and high school pieces, because of their length and complexity, generally require much more time.

Advance Preparation:

1. Use the In Common Collection to create a packet of student work for each participant:


Lunch
Lunch prompt, teacher directions, and texts for your grade band.


Activity
Activity prompt, teacher directions, and texts for your grade band.

https://www.teachingchannel.org/videos/build-student-vocabulary


Glow prompt, teacher directions, and texts for your grade band.

What If?

What If?

Grow


Protocol 3
Protocol 3 prompt, teacher directions, and texts for your grade band.


Colorful Language prompt, teacher directions, and texts for your grade band.

Overview:

In this exercise, you will gain a better understanding of one aspect of the standards by color coding student samples that provide concrete examples of a descriptor or set of descriptors used in the Standards. Many descriptors are used repeatedly in the writing standards. Attaching descriptors to actual student writing will help clarify what each means at a particular grade level.

Purpose:

  • To refine and deepen understanding of a particular aspect of effective writing.

  • To become familiar with, and clarify, terminology used in the Standards.


Colorful language
Colorful Language prompt, teacher directions, and texts for your grade band.

1. Choose a piece in the packet and locate the grade appropriate Standard for Narrative writing (W.3).

2. Read the highlighted descriptor for the piece of writing you are focusing on and what colors you will need.


Colorful language1
Colorful Language prompt, teacher directions, and texts for your grade band.

3. Annotate the student writing by finding and color coding examples of the descriptors you are focusing on.


Colorful language2
Colorful Language prompt, teacher directions, and texts for your grade band.

4. When you have finished coloring coding your piece, check and discuss your observations with a partner. Note any questions you have.


Let s practice together
Let’s Practice Together prompt, teacher directions, and texts for your grade band.

All The Roads to Kansas

I was six years old when my mother ran off with the pizza delivery boy. She sent a note in the mail to my grandmother that read, “Katie’s at home. Needs food and clothing. Jane.” Gramma drove the one-thousand-seven-hundred-twenty miles from Kansas to pick me up, pulling into the trailer lot in her blue, wood-paneled station wagon, slamming the car door behind her. I was sitting in a rusty hubcap on the from lawn, my chin cupped in my palm and my heart thundering wildly when she said, “Well, I’m here.”


Colorful language3
Colorful Language prompt, teacher directions, and texts for your grade band.

1. Choose a piece in the packet and locate the grade appropriate Standard for Narrative writing (W.3).

2. Read the highlighted descriptor for the piece of writing you are focusing on and what colors you will need.


Colorful language4
Colorful Language prompt, teacher directions, and texts for your grade band.

3. Annotate the student writing by finding and color coding examples of the descriptors you are focusing on.


Colorful language5
Colorful Language prompt, teacher directions, and texts for your grade band.

4. When you have finished coloring coding your piece, check and discuss your observations with a partner. Note any questions you have.


Protocol 3 reflection
Protocol 3 Reflection prompt, teacher directions, and texts for your grade band.

How does this activity refine and deepen your understanding of a particular aspect of effective writing?


Gathering ideas2
Gathering Ideas prompt, teacher directions, and texts for your grade band.

What can I do with the data from this protocol?


Colorful language professional development planning page
Colorful Language prompt, teacher directions, and texts for your grade band.Professional Development Planning Page

Purpose:

• To become familiar with the language and terminology used in the Common Core State Standards for writing.

• To refine and deepen understanding of grade level expectations in the CCSS.

Audience: K-12 educators, administrators, ELA and content area specialists

Grouping: Groups of two or three, single or multiple grade levels

Materials:

• Set of 3-6 unannotated student pieces of a single writing type (Opinion/Argument, Informative/Explanatory or Narrative). These may be drawn from the On-Demand or Range of Writing pieces and may represent a single grade level or a range of grade levels.

• Set of corresponding annotated pieces or internet access to In Common.

• CCSS Writing Standards for the writing type and grade levels being addressed.

• Colored pencils, highlighters or crayons

Approximate Time: 30 minutes- 1 hour

Time needed for this activity will vary based on the grade levels of the pieces being analyzed. Elementary pieces are shorter, and can generally be read and analyzed in less than an hour. Middle and high school pieces, because of their length and complexity, generally require much more time.

Advance Preparation:

1. Use the In Common Collection to create a packet of student work for each


Break1
Break prompt, teacher directions, and texts for your grade band.


Inspire and focus students with a vision of quality work
Inspire and focus students with a vision of quality work prompt, teacher directions, and texts for your grade band.

  • As teachers, our goal is to promote high-level thinking and high-quality work.

  • The quality of student thinking and work is directly tied to their investment – how much they care – and their clarity of what they are aiming for.


Inspire and focus students with a vision of quality work1
Inspire and focus students with a vision of quality work prompt, teacher directions, and texts for your grade band.

  • Inspiring models of high-quality student work make the goal clear.

  • Rubrics are important, but for many students they are just a page of words until they can connect that rubric to a concrete exemplar.


Inspire and focus students with a vision of quality work2
Inspire and focus students with a vision of quality work prompt, teacher directions, and texts for your grade band.

  • If we want students to create great work – whether an essay, scientific report or mathematical proof – they need to look at a strong example in that format or genre and define what makes it strong.


Peer inspired r evision
Peer Inspired prompt, teacher directions, and texts for your grade band.Revision

http://vimeo.com/38247060


Tying it all together equip student work protocol
Tying it All Together prompt, teacher directions, and texts for your grade band.EQuIP Student Work Protocol

Purpose:

  • To confirm that a lesson’s or unit’s assignment is aligned with the letter and spirit of the targeted Standards.

  • To determine how students performed on an assignment as evidence of how well designed the lesson/unit is.

  • To provide criterion-based suggestions for improving the assignment and related instructional materials.


Equip student work protocol
EQuIP prompt, teacher directions, and texts for your grade band.Student Work Protocol

http://tinyurl.com/Student-work-protocol


Finding in common www achievethecore org
Finding prompt, teacher directions, and texts for your grade band.In Common www.achievethecore.org

http://tinyurl.com/og553l2


RAP prompt, teacher directions, and texts for your grade band. – Read-Aloud Project (K-2)

BAP – Basal Alignment Project (3-5)

AAP – Anthology Alignment Project (6-12)

Writing Text-Based Questions, Activities and Tasks for Picture and Chapter Books, Basals, and Anthologies

Council of the Great City Schools and Student Achievement Partners


Edmodo prompt, teacher directions, and texts for your grade band. Group Codes for:

  • RAP (Read Aloud Project)

    pkx52i

  • BAP (Basal Alignment Project)

    f4q6nm

  • AAP (Anthology Alignment Project)

    jsv4r7


List serve
List Serve prompt, teacher directions, and texts for your grade band.

http://elaccss.ncdpi.wikispaces.net/listjoin


Contact information
Contact Information prompt, teacher directions, and texts for your grade band.

Julie Joslin, Ed.D. Kristi Day, M.Ed

Section Chief K-5 ELA

English Language Arts Consultant

919-807-3935 919-807-3928

[email protected]@dpi.nc.gov

Lisa McIntosh, MSA Anna Lea Frost, M.Ed

K-5 ELA 6-8 ELA

Consultant Consultant

919-807-3895 919-807-3952

[email protected] [email protected]

Angela Stephenson, M.Ed

9-12 ELA

Consultant

919-807- 3833

[email protected]


Ela resources
ELA Resources prompt, teacher directions, and texts for your grade band.

LiveBinderResources: http://www.livebinders.com/play/play/297779

LiveBinder Self-Study:

http://www.livebinders.com/play/play/262077

Wiki:

http://elaccss.ncdpi.wikispaces.net/home


Ela pd menu resources
ELA PD Menu Resources prompt, teacher directions, and texts for your grade band.

ELA Professional Development Menu LiveBinder:

http://tinyurl.com/od6rlnx

ELA Professional Development Menu Wiki:

http://tinyurl.com/mp5e9at


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