Lancaster School District Common Core Academy WRITING Day 1 August 6, 7 November 5, 12, 19, Dec 3 April 8, 15, 22, 29 Developed and Presented by: Kristi Zenno

WELCOME! Please take 2 or 3 sticky notes and write down something you said anytime this morning. Anything. Set them aside for a later activity

(from your own perspective). Let’s start off WRITE Inspiration- All you fine folks Reflection- Writing is not easy Examination- Why? List some of the things that make writing challenging. (from your own perspective). I was thinking about what to say and where to start…. How many of you… When I think of writing. Writing is not easy. In fact, writing is hard work. Sometimes it comes more naturally than others, but in general it’s not easy. *some of you are already regretting the decision to come 

Let’s start off WRITE Entry #1: Choose one of the following prompts to write a short constructed response: “Writing is challenging because …” “I love to write because…” Challenges: Focus Time Knowledge It’s not something done regularly Once I’m in the flow, I love it!

Let’s start off WRITE Literacy Points Literacy Leaders Positive Writing Climate/culture Facilitation of shift in writing mindset Constant modeling and teaching…no opportunity wasted!

The WRITE circumstances Entry #2: “When I write, I need… because…” “When I write, I like to… because…” Discuss points chart. Go around the room. Have participants state one of their answers… follow points chart

The WRITE Opportunity Until now, the focus has been on our personal writing experiences and reflections With the new CCSS, we get an opportunity to learn right along with the students Being forced to learn the new literacy standards, and the skills required to master those standards, will help us to be better prepared instructionally and provide new perspective.

What can we do write? How can we, as teachers, counteract some of the things that make writing challenging in the classroom?

What can we do write? Plan it in! Writing Challenge Doing it WRITE “It takes a lot of time.” Plan it in! Getting students to write is worthy anytime The more they practice, the less time it will take

What can we do write? “It’s really hard to focus.” Writing Challenge Doing it WRITE “It’s really hard to focus.” Demand respect for writing in your room Keep the room quiet (or at least at a manageable hummmm) Allow for students to use their process

What can we do write? Writing Challenge Doing it WRITE “I’m not used to writing a lot.” Building writing endurance takes time and commitment It won’t happen if they aren’t writing regularly in all content areas After being in your class, they won’t say that anymore!

What can we do write? Interdisciplinary model Writing Challenge Doing it WRITE “I don’t know what to write about.” Interdisciplinary model Students will realize that in order to be successful in your class, they will need to be committed to the learning and information presented. KNOWING ARTICLE

What can we do write? Writing MUST be part of your classroom culture. Students MUST understand that writing is to be expected, respected, and valued. Students MUST understand the power of their writing voice. Class poster?

SPEAKING of WRITING, LISTEN to this! Anytime we speak, we’re usually doing one of 4 things… Relaying information or procedures Telling about something significant Stating or defending an opinion Seeking information

SPEAKING of WRITING, LISTEN to this! Place your sticky notes from this morning under the appropriate category on the wall. Compare the Writing Standards to the Speaking and Listening Standards What stands out to you? Conduct a “Partner Chat” Entry #3: “The purpose of this activity was to…”

Writing Reading Speaking& Listening Foundational Skills Consider this while planning. Often times, in one activity, you will be addressing multiple standards. Students must see the significance of the 3 writing genres, they also must see that if they can speak it, then they have the basic tools. Foundational Skills Language Content

The write standards What does the Common Core say about writing? “Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.” There are 10 Common Core Anchor Writing Standards that fall under 4 Domains.

The write standards 1. Text Types and Purposes In other words: Writing Standards 1-3 Argument/Opinion Informative/Explanatory Narrative In other words: We write for many different purposes, and these standards address that fact. Teachers will be asking students to write opinion pieces about books or topics, informative pieces that contain facts about a topic, and more traditional-style writing called narrative in which students write about specific events or details.

The write standards 2. Production and Distribution of Writing Writing Standards 4-6 Produce clear and coherent writing (development, organization and style appropriate to task, purpose, and audience) Develop and strengthen (planning, revising, editing, rewriting) Use technology (produce, publish, interact, and collaborate) LSD Technology checklist In other words: These standards address editing and publishing work. Teachers and students may work together to edit drafts of written pieces, focusing on specific suggestions to make the writing more clear or informative. The standards also address sharing written work using a variety of digital tools.

The write standards In other words: 3. Research to Build and Present Knowledge Writing Standards 7-9 Research Gather and integrate relevant information Draw evidence In other words: Students will be working with classmates on research and writing projects. Together they’ll collaborate to gather information and present findings in an accurate way.

The write standards 4. Range of Writing Writing Standard 10 Write routinely for a range of tasks, purposes, and audiences (extended and short time frames) In other words: The range of writing standards begin in Grade 3, and simply refer to the goal of having students write routinely over extended periods of time.

The write standards In order to be a successful writer, one must also consider the other strands of CCSS literacy Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the strands. The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives.

Past, Present, and future… Spiral Progression Activity

Things to consider as you read: Knowing, thinking, and writing: using writing for understanding to help all students Read and mark it up Things to consider as you read: What is the point of writing? How do you relate to this article? Do you disagree with any part of the article? Which parts, if any, do you associate with the LSD approach to interdisciplinary instruction? Let’s discuss it … and write about it  Entry #4: (choose one) “This article was valuable to me because…” “This article was not valuable to me because…”

Let’s get WRITE to the test As we now know, SBAC is very demanding! Short Constructed Response Extended Constructed Response Performance Tasks SBAC rubrics Smarter Balanced Resources

Let’s get WRITE to the test As we now know, SBAC is very demanding! Short Constructed Response Extended Constructed Response Performance Tasks SBAC Claims Smarter Balanced Resources (rubrics)

Let’s get WRITE to the test We must prepare our students for the rigors of the SBAC Assessment, by infusing daily writing into all content areas. There is a time and a place for writing genre instruction. Everything else is related practice…constant practice. Building their writing endurance will take TIME and a whole lot of EFFORT.

Write a short constructed response that addresses today’s Wrap-up Writing Entry #5: Write a short constructed response that addresses today’s Essential Question.

You thought you signed up for a writing training… It’s not that simple anymore Common core was designed to produce a college and career capable graduate. In order to reach that goal, we need to teach the necessary skills NOT IN ISOLATION, but IN CONJUNCTION Writing is no longer just a 5-paragraph essay! -if time permits, to Wrap-up writing

Evaluations Please complete an evaluation for the day, and place it in the box as you leave. THANK YOU and we’ll see you tomorrow!

Lancaster School District Common Core Academy WRITING Day 2 July 6, 7 November 5, 12, 19, Dec 3 April 8, 15, 22, 29 Developed and Presented by: Kristi Zenno

In Common- Achieve the Core Writing Resource The Story of In Common Two types of writing samples “On-Demand” writing (You have a complete set) Uniform writing prompt (k-5 and 6-12) Highlights developmental progressions Grade specific goals “Range of Writing” (Grade level only) Shows breadth of student CCSS writing Demonstrates integration of writing in all content areas In Common focuses only on CCSS Writing standards 1-3 Language standards are not addressed

genre grade type title In Common How to read the file name: There are 3 versions of every sample Version 1- annotated/commentary Exact wording from the standards can be seen in bold print Version 2- unannotated In some lower grade instances, a PDF copy of the original work is attached. Version 3- revised and edited for student use The entire document can be downloaded at: http://achievethecore.org/page/507/in-common-effective-writing-for-all-students genre grade type title

Let’s explore and organize! Tabs Argument/Opinion Informative/Explanatory Narrative Look through your resource Partner Chat

How does your Garden grow? Purpose: To identify the core elements of one type of CCSS aligned writing (Opinion/Argument, Informative/Explanatory, Narrative) To refine and deepen understanding of grade level expectations in the CCSS To trace a developmental progression in one type of writing required by the Common Core State Standards

Colorful Language Purpose: To become familiar with the language and terminology used in the Common Core State Standards for writing To refine and deepen understanding of grade level expectations in the CCSS

Additional uses for In Common Select a piece and score it using the SBAC rubric Highlight, or annotate the piece based on the rubrics requirement Brainstorm… Handout

In my Lancaster School District Classroom Planning time Look at your YAAGs/units and begin to develop Essential Questions and text-dependent questions Determine how you plan to attack writing in your classroom Create resources

Resources Achieve the Core: http://achievethecore.org/ Common Core Website: http://www.corestandards.org/ SBAC website: http://www.smarterbalanced.org/smarter- balanced-assessments/