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Writing and the Common Core: What does it look like in your classroom?
Carol Bush Network Team Specialist Orleans/Niagara BOCES

Goals for today

Identify

the 2 types of writing required by the Common Core and their characteristics student writing exemplars current student work

Analyze

Examine Explore Design

strategies for achieving quality writing

at least one lesson that incorporates a new writing strategy

+ Argumentative Writing vs Informative Writing

In short, arguments are used for persuasion and explanations for clarification.
CCLS ELA Appendix A p. 25

Brainstorming Activity: So what kinds of writing assignments/prompts would constitute an argument? An explanation?

Two styles of writing

Argue/Persuade

Inform/Explain

Claims/counterclaims Cause/effect Evaluative arguments Critiques To propose an action To refute a claim

Scientific, historical, and business reports Summaries Instructions Manuals Memos Applications and resumes

So what exactly should I be looking for in quality writing?

Argue/Persuade Inform/Explain

Introduce a claim/counterclaim Provide evidence for both sides Organize writing in a way that makes sense Include appropriate transitions between ideas Maintain a formal writing style Provide a concluding statement that supports the argument Spelling and grammar

Introduce and develop a topic with relevant details etc. Organize writing in a way that makes sense with appropriate formatting and multimedia Include appropriate transitions between ideas Use domain-specific vocabulary Maintain a formal writing style Provide a concluding statement that supports the topic Spelling and grammar

+ Lets practice!

Read the student writing exemplar Video Cameras in the Classroom. Try to identify where each characteristic is located in the students writing.

Video Cameras in the Classroom

Introduces a claim (stated late in the essay).

I

disagree with the idea to put cameras in classrooms. This plan should not be put to action. of solving problems, cameras would cause the problems.

Acknowledges alternate or opposing claim.

Instead

Video Cameras in the Classroom

Supports the claim with logical reasoning and relevant evidence, demonstrating an understanding of the topic.
Cameras

are not necessary because if something horrible happened, somebody would usually report it, or it would just be obvious to the teacher when he came back that something had happened. we already have cameras in the halls Our school district already has a low budget

Video Cameras in the Classroom

Uses words, phrases, and clauses to create cohesion and clarify the relationships among the claim, reasons, and evidence.
If

already why so Some students Other students These students All of these different students

Establishes and maintains a formal style.

When

students are in their classrooms, teachers are in the classroom too, usually. But when a teacher goes out of the classroom, what usually happens is either everything goes on as usual, or the students get a little more talkative. Different students react differently when there is a camera in the room.

Video Cameras in the Classroom

Provides a concluding statement that follows from and supports the argument presented
Instead

of solving problems, cameras would cause the problems. That is why I disagree with the idea to put cameras in the classrooms. This plan should not be put to action.

Demonstrates good command of standard written English ( with occasional errors that do not interfere materially with the underlying message)

Looking at your own students work

Using those same guidelines, that we used to analyze the student exemplars, analyze your own students work.

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15-MINUTE BREAK
Please return promptly.

Supporting student writing

Vocabulary Strategies

Informal Writing Strategies

Formal Writing Strategies

15 Vocabulary Strategies in 15 Minutes (or less)

Magnet Summaries Vocabulary Frames Word Wall Match-Up Vocabulary Cartoons Word Sorting Crossword Puzzles K.I.M. Strategy Making Meaning Graffiti/Carousel Writing Acronyms Vocabulary Concept Chain List-Group-Label Knowledge Rating Frayer Model Vocabulary Word Wraps

Magnet Summaries

Vocabulary Frames

Word Wall Match-Up

Vocabulary Cartoons

Word Sorting

Closed sorts Open sorts Re-sorts Guess my sorts

Crossword Puzzles

K.I.M. Strategy
Keyword Information Memory Cue

Making Meaning
New Words Before Reading After Reading

Graffiti/Carousel Writing

Collaboratively identify characteristics of word Represent those characteristics with words or pictures Rotate to new poster and complete the same process

Acronyms

R eflexive I ndirect D irect

Vocabulary Concept Chain

List-Group-Label

Generate a list of pertinent words Group words together based on characteristics Select labels for each group

Knowledge Rating

Frayer Model

Vocabulary Word Wraps

Kick Me Interactive Vocabulary

www.teachingchannel.org

Supporting student writing

Vocabulary Strategies

Informal Writing Strategies

Formal Writing Strategies

Informal or Casual Writing

Casual thoughts on paper Keeps track of learning Form of organization Writing to understand

Characteristics of Informal/Casual Writing

Many forms of informal writing Always written in an informal style Usually intended for personal use (sometimes for peer or teacher) Intended to help students think through the content presented Usually not assessed

Can you summarize this informal writing guide into 1-2 sentences?

So what are some strategies for informal writing?

Reflect and Respond One minute papers Summary notes Think-Pair-Write-Square

One-Minute Paper

Topic:

informal writing

3 forms of the topic:

notes lists journal writing

3 characteristics of the topic:

short informal language usually not assessed

Purpose of the topic:

To support students in writing to learn, understand, and think through topics

Summary Notes

Chunk your lesson into 5-10 minute sections Ask students to summarize their understanding of each lesson chunk Continue in this manner until youve reached the end of the lesson Ask students to combine the information from each lesson chunk to develop an overall summary

NOTE: This will slow down your classroom but students will retain more than usual.

Think-Pair-Write-Square

Looking at this picture, what is one (and only one) thing you can do to make it less confusing.

Think about your own opinion Pair and discuss with one other person Write down your consensus and wait until youre asked to share Share with another set of partners (Square)

Engaging in the informal writing process: brainstorming activity

Read and discuss the various informal writing strategies at your table. Each person should select one informal writing strategy (or vocabulary strategy) to implement in instruction. Using the chart paper, organize your strategies and list your ideas for implementation. Brainstorm additional ideas for implementation whenever possible. See example

Do Now + -Conjugate these three verbs and write

One-Minute Paper - During a video on Mexican culture, them in a sentence. students are asked to summarize the - In yesterdays lesson you learned main cultural points they have been about proper French etiquette. List and exposed to. explain 2 things you learned. Skim and Scan - As a starting point for their cultural research project, students use the skim and scan strategy on a variety of resources. Stop and Jot - During a French listening task, students are stopped and asked to write down what they understand to be happening so far. Skeletal Notes/Guided Notes - When learning to use the present progressive, students will be provided with guided notes.

What do you think? Why do you think it? -After reading a current event article on the drug wars in Mexico, students use this strategy to defend their position on the safety of traveling to Mexico at this time.

Take a few minutes to look around

Look at others posters Record any new brainstorms you may have

Supporting student writing

Vocabulary Strategies

Informal Writing Strategies

Formal Writing Strategies

Semi-Formal/Formal Writing

Details and facts have been thought-through and wellorganized Explaining/Describing a complex process Stating a claim or counterclaim Writing to demonstrate understanding (Showing what you know!)

Characteristics of Semi-Formal/ Formal Writing

Many forms of semi-formal and formal writing Always written in a formal style Usually intended for someone other than the author Intended to demonstrate what the author knows Usually assessed

So what are some formal writing strategies?

Socratic Seminar R.A.F.T.

Socratic Seminar: Supporting Claims and Counterclaims

www.teachingchannel.org

R.A.F.T.

Role: Who you are as a writer? A movie star? A duck? Audience: Who are you writing to? President? Senator? Friend? Format: What format will you be writing in? A letter? An article? An email? Topic: What are you writing about and why?

Sketch a new writing project

Take some time to read and reflect on the various formal writing strategies. Select one formal writing strategy you would like to implement in your classroom. Using the large index card, outline the specifics of how this strategy might look when implemented in your content area. If time, share your idea with a colleague.

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LUNCH
Please return promptly.

WELCOME BACK
If you had to put our morning session into 5 bullet points or less, what would they be? BONUS: Which informal writing strategy is this?

Lets review

Quality of Common Core writing Quality of current student writing Three levels of support for student writing Brainstormed strategies for implementation for each level of support

Looking at the CCLS

Using the standards provided at your table, determine how the strategies you have previously brainstormed are aligned with the standards. Identify strategies that support shifts 5 and 6.

Writing from sources Academic vocabulary

Share with colleagues.

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WORK HOUR
Please return promptly.

Lets share

Take the next ten minutes to share your lesson with those at your table Together select a strategy or two that youd like to share out by table

Thank you!
Please fill out the evaluation form before you leave.

Carol Bush + Network Team Specialist Orleans/Niagara BOCES

cbush@onboces.org 800-836-7510 x3758