Writing on the Road to PARCC, Grades 3-5 Susan B. Dold, Ed. D doldsb@scsk12.org

The CCSS Requires Three Shifts in ELA/Literacy Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

Transitioning to Common Core requires specific instructional shifts with action: Shift One: Develop Content Knowledge Support deep content understanding from deliberate analytical reading Develop strategies for reading content Shift Two: Reading & Writing with Evidence Use annotations while reading Distinguish important vs. interesting WHILE reading Shift Three: Regular practice with complex text Develop strategies for reading fluently and using metacognitive skills Engage in practice reading rigorous texts We want to call your attention to how each of these shifts can look in the classroom when in action. Read the bullets by each shift. After reading bullet #1 say: One example of the non-common core way of reading is giving students a study guide of skimming a text rather than deep reading of a passage for content. Then read remaining bullets. We’ll share some planning and walkthrough documents toward the end of the session

Why Teach Writing K-5? Writing helps with reading. Shift 2 Writing helps with reading. Writing is 30% of a student’s ELA grade in grades 1-5. The upcoming PARCC Assessments will be heavy on writing. Shifts 1, 2 & 3

TCAP Writing Assessment 2014 Grades 3, 4 & 5 Students will read two complex informational texts. Texts will cover social studies or science topics in order to demonstrate the range of informational reading possible in a Common Core curriculum. Students will write two essays: One prose constructed response (PCR) essay about the first text. The essay will be an analytical summary (informational/explanatory). One PCR analytical essay about both texts. The essay will be informational/explanatory or opinion/argument.

TNDOE Scoring Criteria Informational/Explanatory & Opinion Development Focus and organization Language Conventions

Knowledge and Skills Required Knowledge of the required writing mode (narrative, informational/explanatory, opinion) CCSS W 1, 2 & 3 Ability to organize thoughts CCSS W 1, 2, 3 4 Ability to identify key ideas and details CCSS RL 1 & RI 1 Ability to cite evidence from the text CCSS RL & RI 8 & 9, CCSS W 7, 8 & 9

Writing PARCC-Style Routine writing Analyses (informational/explanatory and opinion) Narratives Research

Routine Writing Notes Summaries Journals/learning logs Others? Two column notes Graphic organizers Annotations Summaries Journals/learning logs Others? ALL content areas

Analyses Multiple modes Explanatory/informational Opinion (states and supports a claim) Evidence from the text(s) (Think all content areas)

Narratives Original stories Modifications to stories (e.g., new endings, write from another point of view) Descriptions of processes (Think Science)

When? Experts recommend that students in grades 1-5 receive one hour of writing instruction per day. 30 minutes teaching them how 30 minutes practicing and applying This does not all need to take place during ELA time In kindergarten, the experts also recommend at least 30 minutes per day

How? Recommendations from the Experts Provide ample time Involve students in the writing process Build fluency through handwriting, spelling, sentence structure and keyboarding Create a community of writers

Scaffolding Struggling Readers with Explicit Instruction I do (teach, model, provide lots of assistance) We do Whole class shares in the work Students work in small groups or pairs) You do (independently) Gradually release the responsibility to the students.

Active Reading Read “with a pen” Annotate Highlight Key ideas Supporting details Areas of confusion Key vocabulary Highlight Teach it first, using explicit instruction!

Citing Evidence—Step 1 Question Page/paragraph Response What are extrasolar planets? P. 26, paragraph 2 What causes stars to wobble? P. 26, paragraph 4 What is a “transiting” planet? P. 27, paragraph 1 Why is water important to scientists who are looking to find planets like earth? P. 27, paragraph 5 Provide blank sheets of paper and have participants fold them “hot dog” style for the next three slides. Use with “Any More Earths Out There?”

Citing Evidence—Step 2 Question Page number Answer Paragraph What is the “wobble method?” P. 26 What factors must be present for there to be a “Goldilocks Zone?” P. 27 Why does Dr. Charbonneau hope to find oxygen and other gases on extrasolar planets? Use “Any More Earths…”

Citing Evidence—Step 3 Question Answer Page number/paragraph What does the name “Goldilocks Zone” mean? How have computers changed Dr. Charbonneau’s work? Of the three earth-like planets the Keplar team has found, which one(s) is/are most likely to be able to support life, and why do you think so? Use “Any More Earths…”

Citing Evidence—Step 4 Supporting Information Planets like earth Smaller, rocky Conditions for life Not too hot, not too cold Water Oxygen Wobbling The transit method Telescopes Use “Any More Earths…” Discuss how the scaffolding worked.

From Boy’s Quest, August 2, 2012, pulled from Gale Kid Info Bits ? Have them do it using “Anymore Earths Out There?” From Boy’s Quest, August 2, 2012, pulled from Gale Kid Info Bits

Moving from Annotating to Writing Determine the purpose and mode (an explanatory/informational essay, an opinion essay, a speech) Use a graphic organizer to indicate key details related to the purpose Facts and evidence for explanatory/informational Reasons for opinion Develop the paper or speech with an introduction, body, and conclusion (Focus & Organization) Cite details from the text to support key points (Development) Refer back to the graphic organizer and the annotated text to help

Writing a Short Summary Read, mark, and/or annotate the text D Topic sentence Key points Concluding sentence Frame your topic sentence: In this text, the author reports/states/claims that _________. F & O Summarize two or three key points from the text in one sentence each. D, F & O Restate the main idea in one sentence. F & O

Writing an Analytic Summary Read, mark, and/or annotate the text D Topic sentence Key points Concluding sentence Write your introductory paragraph. O Frame your topic sentence: In this text, the author reports/states/claims that _________. Summarize two or three key points from the text in one sentence each. Write your body paragraph(s). D & O Explain in a few sentences how each detail you selected supports the main idea. Write your concluding paragraph. O Restate the main idea in one sentence. Briefly review each of the details. Write your concluding sentence.

A Colleague’s Scoring Sheet Name _________________________   Summary Paragraph Rubric/Grade Sheet ___(20) Topic sentence -main idea of text-Introduces the text, using title and author’s name ___(30) At least 3 detail sentences-the main events/details ___(10) At least 2 expository transitions-(use your handout) ___(20) Closing/conclusion sentence-Sums up your thoughts ___(10) Correct punctuation / Capital letters ___(10) Present Tense Total _______ Grade _____ Thanks to Lee Ann Burger, Cordova Elementary

Writing Analytical Essays Read the text(s) actively. D Underline, annotate, highlight. Read the prompt carefully. D Take note of key words (explain, opinion, cite, delineate). Formulate your main idea (the author’s key point, your opinion). F & O Select a few key details (examples, reasons) that support your main idea. D Organize your paper (introduction, body, conclusion). F & O Use reasons and examples from the text(s) for the body. D Conclude by restating your main point and reviewing the details that support your point. F & O

Curriculum Map, 3-5

Grade 2 Based on an article they read

Grade 4 Basal Story

Grade 4 Third grade TCAP passage from TNCore

Grade 5 work in progress

Grade 5 work in progress

Grade 5 work in progress

Grade 5

Grade 4

Building Sentence Fluency (Language) Sentence framing Sentence expanding Sentence combining

Sentence Framing

Sentence Expanding

Sentence Combining

What about grammar, usage, and mechanics? (Conventions) But, But, But… What about grammar, usage, and mechanics? (Conventions)

Minilessons—yes; Maxilessons—no In Context Teach conventions in the context of authentic reading, writing, and editing! Minilessons—yes; Maxilessons—no

But what about the typing??

MIST Literacy Portal: Background Why it’s worth accessing: Additional student and teacher practice with online assessment before PARCC Students get practice with tasks modeled on the Writing Assessment before February 2014 Teachers can enter and save scores for student work

MIST Literacy Portal: Background What it contains: Will house optional practice writing tasks by grade band in ELA, science, social studies, and CTE tasks have been developed to prepare students for the Writing Assessment and increase literacy skills across other subjects Students will be able to read texts and text-based tasks and type their responses online. Students will have access to some PARCC-like tools such as the ability to highlight and enlarge text.

MIST Literacy Portal: User interface

MIST Literacy Portal: Availability Month Tasks available in Literacy Portal Content Grades/Grade Bands Mid-November 2013 – Mid-January 2014 Phase I tasks available on Literacy Portal on MIST ELA 3, 4-5, 6-8, 9-10, 11 Science, Social Studies 6-8, 9-12 CTE 9-12 February 2014 Phase II - Official Writing Assessment Only   March – May 2014 Phase III Tasks available on Literacy Portal on MIST, as well as all Phase I tasks

Navigating practice prompts

Navigating practice prompts

Navigating practice prompts User name: tneducation Password: fastestimproving

Navigating practice prompts

Useful FREE Websites http://www.tncore.org/english_language_arts/curricular_resources.aspx http://www.newsela.com/ (articles that can be read at a variety of Lexile levels) http://www.readworks.org/ (reading passages and units at all grade levels; some have questions and lesson plans) http://textproject.org/ (downloadable books, lesson plans, suggestions for teaching complex vocabulary) http://tntel.tnsos.org/curricular.htm (check out the articles in Kids Info Bits) http://www.parcconline.org/samples/item-task-prototypes These are documents that can be printed and used to annotate text.

Strategies for Success Follow the curriculum maps. Teach students how to analyze and critique by: Annotating text Asking text-dependent questions Teach students how to summarize. Teach students how to compare and contrast. Use the TNDOE writing prompts and create ones of your own that are like them.

Thanks to your colleagues Shannon McOlgan, Germanshire Angie Taylor, Ellendale Tanya Dennis, Delano Lee Ann Burger, Cordova For the writing samples they shared