Speaking and Listening, Conventions & Writing Standards Appendix C Writing Exempl ars Meeting the Common Core State Standards

2 CCSS Analysis Tool Organized by CCR Anchor Standard Identify big ideas Reflect on Current Practice Notes to take back to your content team

3 Speaking and Listening Standards 6 Overarching College and Career Ready Anchor Speaking and Listening Standards Comprehension and Collaboration (1-3) Presentation of Knowledge and Ideas (4-6)

4 Language Standards 6 Overarching College and Career Ready Anchor Language Standards Conventions of Standard English (1-2) Knowledge of Language (3) Vocabulary Acquisition and Use (4-6) Progressive Skills Overview

5 Language Standards Conventions of standard English grammar and usage Conventions of capitalization, punctuation, and spelling Effective choices about language, punctuation, and sentence structure for meaning and style Vocabulary in context Nuances and relationships of words Academic and domain-specific vocabulary

2011 NAEP Writing Framework GradeNarrativeExplainPersuade 435% 30% 8 35% 1220%40%

7 Four Writing Standard Categories 10 Overarching College and Career Ready Anchor Writing Standards  Text Types and Purposes (1-3)  Production and Distribution of Writing (4-6)  Research to Build and Present Knowledge (7-9)  Range of Writing (10)

8 Narrative Writing Analyze student writing exemplars, Appendix C Narrative exemplars K-5 and 8 In 6-12, incorporate narrative elements in arguments and informative/explanatory texts “Miss Sadie,” Grade 8, Narrative, p. 52 Compare narrative writing rubrics CCSS MEAP _ ,00.html _ ,00.html

9 W1 Argument K-12 Progression K – Compose opinion pieces; state an opinion or preference 1 – 2 Write opinion pieces Introduce topic, opinion, reason, closure 3 – 5 Write opinion pieces on topics Support point of view with reasons and information 6 – 8 Write arguments to support claims Clear reasons and relevant evidence 9 – 12 Write arguments to support claims in an analysis of substantive topics or texts Valid reasoning, relevant and sufficient evidence

10 Argument and Persuasion (inset), p. 24 Persuasive Strategies credibility, character, or authority of the writer audience’s self-interest, sense of identity, emotions Logical Argument perceived merit and reasonableness of the claims and proofs offered CCSS place a special emphasis on writing logical arguments (CCR requires “argument literacy”)

11 Using Appendix C Analyze student writing exemplar Grade 8, Informative/Explanatory Writing “Football,” p. 47 Compare informative writing rubrics CCSS MEAP _ ,00.html _ ,00.html

12 Using Student Writing Samples Guided Highlighted Writing This is a process to analyze student writing by guiding the highlighting of those qualities that exemplify good writing. The purpose is to prompt writing improvement through mentor text. This is similar to the guided highlighted reading for summary and text analysis.

13 What I like doing best is playing football, mainly because it is one of my best sports. One of the greatest things about it, in my opinion, is the anticipation, wondering what the other players are thinking about what you might do. Football is a physical game, of course, but it’s the mental aspect that I appreciate the most. At times football can get grueling, which makes the game even more exciting. The first time you make contact with another player (even with all that equipment) you get very sore. That is true for everyone, but in time you get used to the aches and pains. After awhile, you develop mental discipline, which allows you to ignore some of the pain. The mental discipline then allows you to go all out, to unload everything you have, every play. That’s how you win games, everyone going all out, giving 110%. The game takes concentration, just as much as any other sport, if not more. You develop this aspect in practice. That is why it is so important to have hours and hours of it. Mentally, you have to get over the fear, the fear of eleven madmen waiting for chance to make you eat dirt. And that comes through practice. Once you overcome the fear, you can concentrate on the more important things, like anticipating the other guy’s next move. Studying the playbook and talking with other players also helps. Grade 8 Student Informative/Explanatory Writing Sample, CCSS Appendix C, page 47 Football

14 During the game, your mind clears of all thoughts. These thoughts become instinct. You have to react, and react quickly, and you develop reactions and instinct in practice. For example, when you’re carrying the ball or about to make a tackle, you want to make sure you have more momentum than the other guy. If you don’t you’ll be leveled. But, you should react instinctively to that situation by increasing your momentum. Playing defense, all you want to do is hit the man with the ball, hit him hard. Right when you unload for a stick, all your body tightens. Then you feel the impact. After you regain your thoughts, you wonder if you’re all right. You wait for your brain to get the pain signal from the nerves. Even so, if you do get that signal, which is always the case, you keep right on playing. You can’t let that experience shake your concentration. On offense, while playing receiver, you can actually “hear” the footsteps of the defensive back as you’re concentrating on catching the ball. What separates the men from the boys is the one who “hears” the footsteps but doesn’t miss the ball. That’s mental discipline, concentration. Football is very physical or else it wouldn’t be fun. But it is also a mental game and that is why it’s challenging. You can get hurt in football if you screw up and ignore the right way to do things. However, mental discipline and concentration, which you develop during hours of practice, helps you avoid such mistakes. Grade 8 Student Informative/Explanatory Writing Football

Football – Guided Highlighted Writing In paragraph one, find and highlight how the author introduces the topic of football. In paragraphs two, three, and four, the author organized around three components of the mental aspect of football. In paragraph two, highlight by what word the mental aspect of football is defined. In paragraph three, find and highlight the word for the mental aspect developed in this paragraph. In paragraph four, find and highlight the mental aspect discussed in this paragraph. In paragraph two in the last sentence, highlight how the author showed “over the top.” In paragraph four, highlight the example given. Look through all the paragraphs and highlight the transition words and phrases. Look through all the paragraphs and highlight the domain-specific vocabulary. In paragraph seven, highlight the words that refer back to the organization of the paper.

16 For more information Visit the Common Core State Standards website pages to learn more: or or Visit the Common Core State Standards website pages to learn more: or or Find CCS information on MDE site ,00.html Find CCS information on MDE site ,00.html ,00.html ,00.html

17 Support for CCSS Implementation Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning ACT’s Reading Between the Lines ACT’s Reading Between the Lines mary.pdf mary.pdf mary.pdf mary.pdf