K-5 Writing and CCSS - College of Education

Report
K-5 Writing from Sources
and the Common Core State
Standards
Strategies for Writing in the
Elementary Classroom
Purposes and Outcomes
• Review the 10 Writing Anchor
Standards
• Share Strategies
• Share Resources
Three Text Types
• Argument/Opinion
• Informative/Explanatory
• Narrative
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.
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.
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.
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.
Three Types of Writing
Narrative
Explain/
Inform
Opinion/
Argumentative
Elementary
35%
35%
30%
Middle
School
30%
35%
35%
High School
20%
40%
40%
Common Core: Anchor Standards
Text Types and Purposes*
•
1. Write arguments
•
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, well-chosen details, and
well-structured event sequences.
•
to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
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.
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.
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.
Production and Distribution of Writing
CCRA.W.4
Development, organization, and style are appropriate to
task, purpose and audience.
(Help student organize their writing with graphic organizers
(structures) that demonstrate the purpose of their writing).
CCRA.W.5
Improve Writing by Editing and Rewriting
CCRA.W.6
Use Technology
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Text Structure
• Writers use
different structures
to build their ideas.
• Each text structure
communicates
ideas in a different
way.
There are certain structures found in in texts.
Each type of structure makes its own demands on
the reader and the writer.
For example:
 narrative
 sequential,
 description,
 opinion
 comparison,
 cause & effect,
 problem & solution.
Mentor Texts
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, well-chosen details, and
well-structured event sequences.
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.
•
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.
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.
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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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, well-chosen details, and
well-structured event sequences.
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.
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.
•
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.
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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Routine Writing
•
•
•
•
Notes
Summaries
Learning logs
Journal entry
CCR.W.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.
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
Writing Strategies
Use Authentic Writing As Models
Using documents, newspapers, children’s books,
magazines, how-to books, etc….
Use Visuals As Springboards to Writing
Paintings, drawings, and photos can be excellent
springboards to writing.
A Healthier Happy Meal
http://www.timeforkids.com/news/healthier-happy-meal/58966
•
•
•
•
Fast food is known for being convenient. But when it
comes to nutrition, it is not considered to be the best
choice. McDonald’s says they want to change that. In
July 2011, the company announced a plan to provide
customers with healthier options. One change since
then has been the addition of apple slices to Happy
Meals.
Now, the fast-food chain is enlisting kids’ help to make
changes to their kid’s meals, which they call Happy
Meals. Sarah Ralston, 11, and Elanya Saley, 9, won a
contest to become honorary Happy Meal chefs. Their
job is to help the company’s executive chef, Dan
Coudreaut, create a healthy new Happy Meal option. “I
want to make sure that [kids] are being active and
healthy,” Sarah told TFK.
Kid Reporter Alice Gottesman interviews McDonald's
executive chef Dan Coudreaut.
At the company’s headquarters in Oak Brook, Illinois, the
two girls started by experimenting with pocket food—a
term used for food items that have a filling. They made
turnovers stuffed with broccoli and cheese, empanadas
packed with chicken and vegetables and ravioli made
with meat and spinach.
What Did The Author Do?
_____________________
_____________________
_____________________
Argument/Opinion Read Aloud
“The Giving Tree” by Shel Silverstein
• Listening to think about their position
• Introduce book – Tell them about the argument they
will be considering
“Is the Giving Tree strong or weak?”
• Read story – stop along and think aloud
• After story - give students a few minutes to consider
the question and make their decision
• Make two lines facing each other – shake hands with
the person you are facing – your opponent!
http://readingandwritingproject.com/resources/howtos-andguides.html
Analyzing and Writing About Photos and Paintings
• Step 1. Study the photograph for 2 minutes. Form an overall
impression of the photograph and then examine individual
items. List people, objects, and activities in the photograph.
• Step 2. Inference
Based on what you have observed above, list three things you
might infer from this photograph.
• Step 3. Questions
What questions do these photographs raise in your mind?
Now choose one and use that question to formulate a short
analysis.
Photos as Springboards to Writing
Taken from www.timeforkids.com
Grade Level
Before Common Core
Common Core
Kindergarten
Sample
Each one of us is
different. What
makes you
“amazing” and
why
1st Grade Sample
We have read
about how our
bodies area
amazing. In what
special ways are
you amazing?
Use My Amazing
Body to draw, tell
or write about
why the author
thinks our bodies
are amazing
Use facts from the
text to describe
how your body
uses the food you
eat.
2nd & 3rd
Why do you
Grade Sample think it is
important to eat
healthy foods?
4th & 5th Grade Why is it
Sample
important to
maintain a
healthy diet?
Why does the author think it
is important to eat healthy
foods? Use reasons from the
text to support your answer.
Examine and describe the
relationship between proper
nutrition and a healthy
lifestyle. Use facts, concrete
details, quotations, and other
evidence from the text
to explain how this
information contributes to an
understanding of overall
health.
PARCC Rubric
• Types of Writing Found on PARCC
• Ideas for Using the Rubrics
• Grade 3 Rubric
• Grade 4/5 Rubric
Resources
•
•
•
•
•
www.isbe.net
www.parcconline.org
www.writingfix.net
www.edteck.com/dbq
http://www.readandwritewithr
ebecca.com/Mentor-Texts.html
• www.literacyleader.com
Click on Comprehension
Click on Text Structure
•
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….
Contact
Questions or comments?
Please contact English Language Arts
Specialists at: [email protected]
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