Transcript Document
COMMON CORE STANDARDS ENGLISH LANGUAGE ARTS READING COLLEGE- AND CAREER-READINESS STANDARDS North East Florida Educational Consortium Objectives Become familiar with format and content of Common Core writing standards Practice vertical and horizontal alignment, and unpacking of the standards Review writing samples for elements of CCSS Build connections between current practices, best practices, and CCSS Create a standard-specific rubric Develop a standard-based writing lesson English Language Arts Writing College and Career Readiness Anchor Standards for Writing K-5 pgs. 18 – 21 6-12 pgs. 41 – 47 Text Types and Purposes (3) Production and Distribution (3) Research to Build and Present Knowledge (3) Range of Writing (1) Design and Organization Strand Topic Standard Text Types and Purposes 1. Write arguments to support claims 2. Write informative/explanatory texts 3. Write narratives to develop real or imagined experiences or events Production and Distribution of Writing 4. Produce clear and coherent writing (developed, organized, purposeful)— begins grade 3 5. Develop and strengthen writing as needed by planning, revising, editing, and rewriting (Connection to Conventions found in Language Strand) 6. Use technology to publish writing Research to Build and Present Knowledge 7. Conduct short and sustained research projects 8. Gather and integrate relevant information from multiple sources 9. Draw evidence from texts to support analysis, reflection, and research (apply reading standards to writing— begins grade 4) Writing Standard #10—Range of Writing Writing routinely—extended and shorter time frames Writing for a range of discipline specific tasks, purposes, and audiences Writing to improve thinking and comprehension Writing Demands of the Common Core Three basic types: Argument: To persuade, bring about some action on reader’s part, or ask reader to accept a certain point of view; includes a claim, reasoning and evidence Informative/Explanatory Writing: To clarify or increase readers’ knowledge or understanding of a subject Narrative: To convey experiences, either real or imaginary, in order to inform, instruct, persuade, or entertain Writing priorities change as one moves up the grades (80:20) Prepared for College Writing Essays most important type of writing needed for college K-5 – Opinion used to refer to the developing form of argument 6-12 – Argument & informational/explanatory writing Arguments / Explanations Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Arguments are used for persuasion Explanations are used for clarification Informational/explanatory writing Informational/explanatory writing includes a wide array of genres Academic: literary analyses, scientific and historical reports, summaries, and precise writing Workplace and functional writing: instructions, manuals, memos, reports, applications, and resumes. Aligning the Standards Vertical Alignment/Unpacking the Standard Prior grade corresponding standard Grade-level standard Next grade corresponding standard CCSS Writing standards Expectations above/below grade Framework to structure a scoring rubric Samples of student writing (Appendix C) are very valuable Include structured analysis Reflect increasing mastery Writing within Subject Disciplines Grades K-12 Informational/explanatory writing in disciplines may include: Types (What are the different types of poetry?) Components (What are the parts of a motor?) Size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?) How things work (How does the legislative branch of government function?) Why things happen (Why do some authors blend genres?). Sample Writing Performance Tasks Writing to sources (Writing Standard 9) Apply one or more reading standards to a literary or informational text (the prompt) Draw evidence from that text (or texts) to support one’s analyses and reflections Present that analysis as an argument or an explanation Reporting on research (Writing Standards 7-9) Gather relevant information from multiple print and digital sources in response to a specific question Sift through the evidence and assess the credibility and accuracy of each source Compose a coherent account to demonstrate understanding of or take and defend a position on the subject under investigation Writing over extended and shorter timeframes (Writing Standard 10) Command of keyboarding skills; writing and conducting research on a computer (Writing Standard 6) Responding to texts of certain complexity (Reading Standard10) Ability to draw evidence from text(Reading Standard 1) Synthesizing and evaluating information presented in diverse media (Reading Standard 7; Writing Standard 8; S&L Standard 2) Key to writing proficiency—Information You can not write what you do not know Content courses provide the information Writing across the curriculum Identify real world writing 5 minute brainstorm Developing Habits of Writing Elements of Strong Writing Instruction Study of writing models Specific goals for writing products Explicit writing strategy instruction Process writing approach Writing for content learning One-on-one conferences with students Student opportunities to write creatively A specific, detailed rubric should drive your instruction, assessment, and feedback Rubrics Standard Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 6 Traits and the Language of CCSS Ideas-valid reasoning, clear explanations, wellchosen details Organization-effective sequencing, strong leads and conclusions Voice-style Word Choice-vocabulary, style Sentence Fluency-style Conventions Using RAFTs to write to source The RAFTs Technique is a system to help students understand their role as a writer, the audience they will address, the varied formats for writing, and the expected content. It is an acronym that stands for: Role of the Writer - Who are you as the writer? Audience - To whom are you writing? Format - What form will the writing take? Topic + strong Verb - What's the subject or the point of this piece? Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS: Creating Independence through Studentowned Strategies. Dubuque, IA: Kendall Hunt. Sample RAFTs for Science Role Audience Format Topic Journey through water cycle Process of germination Life cycle Journey through a parallel circuit Chemical weathering process Effect of acid rain Water drop Other water drops Travel guide Bean Frog Self Tadpole Diary Letter Electron Fourth grade students Letter Limestone rock Cave visitors Postcard Statue Dear Abby readers Advice column Trout Star Peregrine falcon Farmers Self Public Letter Diary News column Red blood cell Lungs Thank-you note Liver Alcohol Complaint Effects of fertilizer runoff Life cycle Effects of DDT Journey through circulatory system Effects of drinking Lungs Brain Thank-you note Quitting smoking Rusty old car Previous owner Letter Chemical change Sample RAFT format types Advertisement Advice Column Application Cartoon Commercial Editorial Essay Eulogy Interview Invitation Memo News Story Pamphlet Petition Resume Review Skit Slogan Diary Entry Obituary FAQ Invitation Song Greeting Card Putting it all together Developing a lesson based on a standard Thank You! 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