Transcript K-5 Writing and CCSS

K-5 Narrative Writing
Strategies for Writing in the
Elementary Classroom
Common Core Anchor Standards:
Text Types and Purposes
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
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.
3. Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Three Text Types
• Argument/Opinion
• Informative/Explanatory
• Narrative
Three Types of Writing
Narrative
Explain/
Inform
Opinion/
Argumentative
Elementary
35%
35%
30%
Middle
School
30%
35%
35%
High School
20%
40%
40%
Narrative
Narrative elements
• Narrative story
– Real or imaginary
story
– Time is deep structure
• Narrative description
– Vivid impression
– Person, phenomenon,
event or procedure
Strategy Ideas for
Writing from Sources
Using Photos
Using Picture Books as Mentor Texts
Mentor Texts
Possible Focus:
•Organization
•Word Choice
http://writingfix.com/Picture_Book_Prompts/Cloudy1.htm
Production and Distribution of Writing
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
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Production and Distribution of Writing
CCRA.W.4
Appropriate Writing for Audience, Task & Purpose
CCRA.W.5
Improve Writing by Editing and Rewriting
CCRA.W.6
Use Technology
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Research to Build and Present Knowledge
7. Conduct short as well as more sustained research
projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of
each source, and integrate the information while
avoiding plagiarism.
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
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Research to Build and Present Knowledge
CCRA.W.7
Short Research Projects
K-2 – Participate in shared research and writing…
3 & Up - Conduct short research projects….
Extended Research Projects
CCRA.W.8
Gather Information from Multiple Sources
CCRA.W.9
Supporting Evidence
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Range of Writing
10. Write routinely over extended time frames
(time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and
audiences.
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Range of Writing
CCRA.W.10:
Routine Writing For Various Purposes and Audiences
Extended Time Frames
•
•
•
•
Research projects
Multimedia products
Analytic Writing
Formal compositions with multiple revisions
Shorter Time Frames
•
•
•
•
Notes
Summaries
Learning logs
Journal entry
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Check grade
level
standards for
specifics.
Routine Writing
•
•
•
•
Notes
Summaries
Learning logs
Journal entry
Routine Writing
• Writing to learn
tasks
• Response to short
text selections
• Open ended
questions
• Informal writing
projects
Long Term Writing
• Research projects
• Multimedia products
• Formal compositions with
multiple revisions
Check grade
level
standards for
specifics.
PARCC Rubric
• Narrative elements
• 4th – 5th Draft Rubric
– Analytic and narrative
– Scoring
• Writing is based on
textual evidence
• Constructs measured
PARCC Rubric
• Grade 3 Rubric
• Grade 4/5 Rubric
PARCC Summative Assessment
with EBSR, TECR, and PCR Items
21
Closing Activity
As our closing activity today, on an index card
please complete a 3-2-1 exit card.
Write 3 new things you learned…
Write 2 questions you have….
Write 1 thing you will implement in your
classroom….
Resources
• www.isbe.net
• www.parcconline.org
• www.writingfix.net
Contact
Questions or comments?
Please contact English Language Arts
Specialists at: [email protected]
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