Transcript Writing
Helen S. Comba Supervisor of English Language Arts School District of the Chathams 2010-2011~ time for planning 2014-2015~ Common assessments will be operational Between now and then~ ~ Transitions in assessment systems ~ Phase-in the Standards - Curriculum development and alignment - Professional development Reading Reading literature Reading Informational Text Reading Foundations Writing Speaking and Listening Language Standards for literacy in history/ social studies, science, and technical subjects Reading Literature CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) Reading Informational Text CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. CCSS.ELA-Literacy.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language Writing about personal experiences: Have you ever lost a tooth? Write about it. Learn about the tooth traditions around the world. Take notes as you read/view using technology. Use your notes to compare and contrast these traditions with your own experiences. Explain what you have learned about tooth traditions citing examples (using evidence). 2010 & 2013-Curriculum revision 2012 – Purchase of Classroom libraries Encourage wide reading as part of classroom instruction Encourage students to read new genres Facilitate community building Build stamina in reading Develop lifelong reading habits 3 Types of Writing: Narrative writing(personal narrative, story) Writing about opinions (persuasive, argument) Nonfiction writing(how to, all about, essay) Structure (stories have problems, an essay begins with a thesis statement) Craft (Good writers write strong leads, use dialogue, similes, etc.) Writing about research Integrated across the curriculum Speculative writing- Write a story based on a prompt such as the following: Katie and Pablo were excited about their adventure. Write a story about it. Poem Prompt- Read a poem* then write a composition about the poem’s theme or main idea such as the following: After reading a poem about a person trying something new- students are asked to think of a time when you tried something new. Tell, describe, explain. Constructed response questions -Use evidence* from the reading selection. (RAFT) Writing about experiences, opinions, information(Common Core) Performance Tasks- Require integration of reading and writing (Throw your Tooth on the Roof). Writing about Research-Read 2 or more selections on the same topic to analyze and then synthesize knowledge. Constructed response questions – similar to NJASK questions. • Encourages independence • Gives the young writer choice within a framework • Has procedures that are consistent from day to day • Structures the environment to encourage writers to take risks while learning craft • Provides a scaffolding support system to all writers • Has a regular and predictable time to write and amount of time • Gives students direct instruction in writing by different methods; whole class, small group, individual • Uses literature to teach students the craft of writing • NJASK PARCC Requires legible handwriting Tech. skills required No technology Possibly no handwritten components Language means both speaking and writing Language means grammatical usage in speaking and writing Think about … How do children acquire oral language skills? How do children acquire written language skills CCSS assertion that the study of language should be woven into students’ authentic work is supported by research. The Language Standards emphasize contextembedded language work over memorization of grammar rules. Carnegie Corporation- Writing Next (Graham and 2007) concluded that “systematic teaching of parts of speech and sentence structure does not yield effective results. Research on Writing Workshop has shown Writing Workshop to be the best practice for teaching writing. Teach grammar in the context of writing. Teach grammar in the context of reading. Look at two places to see what grammar skills need to be taught: the Common Core and student writing samples.