Transcript Slide 1

CCSS English Language Arts
K-2 Pre-Service
Connecting CCSS Reading to Writing
Summer 2013
Presenters:
Dee Dee Ring & Erin Sipes
Welcome & Introductions
Good morning!
How much experience do we
have in the room?
Logistics
• Today’s Schedule
o 8:00-12:00 training
o Planning time in the afternoon
at school sites
• Restrooms
• Workshop Contents – CCSS
Website
Contents of Summer Training
• Speaking/Listening standards
– Structured Student Interaction
– Implications for diverse learners
• Reading – Foundational Skills
• Reading – Literature/Informational Text
– Text Dependent Questions
– Close Reading
Remaining CCSS Trainings
Summer Training – “Day 1”
8:30-2:30
Elizabeth Pinkerton Middle School
Dates
Remaining
July 24
Elizabeth Pinkerton Middle School
August 5
Kinder Outcomes
Examine Language standards
Understand and plan instruction for Writing
standards
Connect Writing and Reading and
Speaking/Listening
Understand how to use the common
EGUSD rubric as an instructional tool
Language Standards
Needed:
Standards-at-a-Glance
Handout
Examine Language Standards
Directions:
1. Read Conventions of Standard English
standards 1-2.
2. Highlight any standards that are new
and/or for which you will need to
strategically plan.
3. Brainstorm with a partner/table
opportunities to include Language
standard instruction with existing
resources.
Examine Language Standards
Directions:
1. Read Vocabulary Acquisition and Use
standards 4-6.
2. Discuss the implications for teaching #46 during both reading and writing
instruction.
Incorporating Language Standards
into Reading Instruction
Reading Lit/Info Text #4:
With prompting and support, ask and
answer questions about unknown words in
a text. (See grade K Language
standards 4-6 on page 8 for additional
expectations.)
Incorporating Language Standards
into Reading Instruction
Language 4b in Unit 1
4b: Use the most
frequently occurring
inflections and affixes
(e.g., -ed, -s, re-, un-,
pre-, -ful, -less) as a clue
to the meaning of an
unknown word.
Language 4b Make-and-Take
NOTE:
The next activity may--upon first look--be
something that you would never use with
the first selection or first unit.
However, when it’s developmentally
appropriate to introduce later in the year,
you will have ready-to-go resources
already done for yourself! 
Language 4b Make-and-Take
DIRECTIONS: In school teams…
1. Divide up the selections in O.C. Unit 1.
2. Read the text to find a word that is used
as a base word and then with an affix.
3. Use sentence strips to write both versions
of the word. (note the page # on back)
4. Share your work with your site.
Share Out
Stand up and display your base
words/affixes for…
•
•
•
•
“Look Out Kindergarten, Here I Come”
“Boomer Goes to School”
“I Brought a Worm”
“Annabelle Swift, Kindergartner”
Brainstorm:
Introducing Base Words (or Affixes)
Table/Whole Group Discussion:
• When might be an appropriate time to
introduce the concept of base words and
affixes? (Although—perhaps not using the
actual terminology)
• What are some ideas for the
progression of instruction?
Language 5c in Unit 1
5c: Identify real-life
connections between
words and their use
(e.g., note places at
school that are colorful).
Language 5c in Unit 1
Using Non-Examples for 5c:
“Boys and girls, Henry’s mom
tells him to pack up his
supplies. He packs up…
“Supplies means… When
you go to the park do you
take supplies? No. May you
take a scooter or…”
Language 5d in Unit 1
5d: Distinguish shades of
meaning among verbs
describing the same
general action (e.g., walk,
march, strut, prance) by
acting out the meanings.
Language 5d Make-and-Take
DIRECTIONS: In school teams…
1. Divide up the selections in O.C. Unit 1 like
you did before.
2. Locate a verb that has shades of meaning
and could be acted out. (Note
page # and mark with post-it.)
3. Share your work with your site.
(5 minutes)
Big Ideas
Language = Conventions + Vocabulary
Acquisition and Use
Vocabulary is heavily emphasized and
should be woven into both reading and
writing instruction.
Organization of the Writing
Standards
Writing Strand “Cluster”
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Standard #
1-3
4-6
7-8
10
Examining Writing Standards
Pages 4-5:
Writing Trace:
Text Types and Purposes - #1-3
Let’s walk
through
#1
together.
Brainstorming Writing Lesson
Topics
• Each writing standard has
multiple layers.
• Consider the commonalities of
writing topics that exist between
each standard.
Deconstruct Writing Standards 1-3
DIRECTIONS: In site teams…
1. Read each standard.
2. Discuss what explicit writing
lessons would need to be taught for each
standard.
3. Chart on butcher paper a t-chart with
specific skills on the left and brainstormed
ideas for teaching on the right. Let’s do
#1 together…
“We Do Together”
Writing Topics
Instruction Ideas
#1 - Opinion
•Vocabulary (topic,
title, opinion)
•Language frames (w/
big & trade books,
choral response)
•Word wall
•Introduction (identify
topic or title)
•
•
•
Deconstruct Writing Standards 1-3
DIRECTIONS: In site teams…
1. Read each standard.
2. Discuss what explicit writing
lessons would need to be taught for each
standard.
3. Chart on butcher paper a t-chart with
specific skills on the left and brainstormed
ideas for teaching on the right. Let’s do
#1 together…
Debrief Writing Brainstorm
 What commonalities BETWEEN writing
standards #1-3 did you notice (e.g., “identify
title or topic or event” for all three standards)?
What are the
implications for
classroom instruction?
Writing Standards 4-10
• Read the remaining writing standards in
the “clusters” of 4-6, 7-9, and 10.
Big Ideas
Writing has 3 text types and purposes: 1)
opinion, 2) informational/explanatory, and
3) narrative.
Explicit writing skills overlap within
standards 1-3.
Writing instruction requires a K-12 “team”
approach due to its interdependence.
Connecting Writing to Reading
CCSS – Measuring Grade-Level
Appropriate Text
3 Factors:
1. Qualitative
(content/sophistication)
2. Quantitative
(lexile/readability measures)
3. Reader and Task (purpose
and complexity of assignment)
p. 9 - CCSS
Reading Tasks:
Connecting Reading to Writing
Examine Reading Tasks
THINK-PAIR-SHARE
Which of these tasks
for your grade-level
TWO-FER!
would could be/best
be assessed through
a writing task?
Connecting Writing to Reading:
Using the Group’s Expertise
Since a key component of
narrative writing for
students is to sequence
events in the order that
they appeared, how can we use the
big books and trade books to reinforce
writing expectations?
Big Ideas
Use reading standards in connection with a
writing standard.
Appendix B provides an opportunity to look
at examples of reading tasks that would best
be assessed through a writing task.
Assess both reading and writing—a “two-fer.”
Students will need to have
frequent, formative
feedback coupled with
opportunities to revise
and resubmit tasks.
Supporting Student Growth
Frequent Formative
Feedback Loop
Students
produce
tasks
Teachers
provide
specific,
targeted
feedback
Student use
feedback to
improve
The Power of Formative Feedback:
Austin’s Butterfly
Debrief Video
• What are significant ideas presented in
this video?
• What implications for writing instruction
exist?
Consider the Kinder Trimester 1
Writing Assessment - Narrative
In reviewing
theStudents
first trimester
General
Prompt:
are told
writing
assessment,
is
there
anything
prior to going to recess that they will
that you might
the that
earlier
draw/write
about add
two to
things
they
discussion
about
explicit
did when they
come
back writing
inside.
lessons related to narrative writing?
Revised Trimester 1 Rubric
DIRECTIONS: With the prompt in mind…
Examine the revised writing rubric for
trimester 1.
Discuss what additional specific topics for
writing instruction might be infused into
first trimester.
Revised Trimester 1 Rubric
Considering what we’ve specifically
discussed with teaching writing
standard #3 (narrative), how might we
use the rubric to
»Inform our instruction?
»Communicate expectations?
»Other?
Big Ideas
Formative assessment and feedback is
critical for students to make progress as
writers and students with transferable skills.
Feedback should be targeted and narrow in
scope.
Writing tasks do not have a definitive
number of drafts.
Evaluation
eCPL – K/1 Data Entry
And now a word from EGUSD about
kindergarten and first grade trimester
assessments…