Writing & The Common Core Etiwanda School District ELA Conference

“If you can read everything your students write, you’re not assigning enough writing.” – Doug Fisher

Anchor Standards for Writing 1. Write arguments to support claims 2. Write informative/explanatory texts to examine a topic 3. Write narratives to develop real or imagined experiences 9. Draw evidence from literary or informational texts 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 discipline-specific tasks, purposes, and audiences. Source:

Backwards Design  Writing to Sources article (scroll to bottom for lesson) Writing to Sources article Writing to Sources article  Searchable database Searchable database See sample lesson in your packet See sample lesson in your packet “In Common” – annotated student work samples “In Common” – annotated student work samples  Literacy Design Collaborative Templates, Tasks, Rubrics Templates, Tasks, Rubrics Templates, Tasks, Rubrics Templates, Tasks, Rubrics Searchable library (requires free account) Searchable library (requires free account)  Realizing Illinois packets online Informational TextLiterature Informational TextLiterature Informational TextLiterature Informational TextLiterature

Argument with Evidence  In Common Argument Writing annotated student samples In Common Argument Writing In Common Argument Writing On-Demand Writing: same prompt across grade levels On-Demand Writing: same prompt across grade levels Range of Writing: curriculum-based student work Range of Writing: curriculum-based student work  Evaluate Author’s Style Evaluate Author’s Style Evaluate Author’s Style

Informative/Explanatory  In Common Informative/Explanatory Writing annotated student samples In Common Informative/Explanatory Writing In Common Informative/Explanatory Writing

Narrative  In Common Narrative Writing annotated student samples In Common Narrative Writing In Common Narrative Writing  Writing Prompts  Model Texts  Proust Questionnaire Fiction & Historical Characters Proust Questionnaire Proust Questionnaire

Range of Writing “Writing is never finished. It’s just due.” -Kelly Gallagher

Power Writing Writing “Blasts” or Writing “Sneezes” Step 1: Give students an important vocabulary term or question that you’ve been addressing in your instruction; write it on the board. Step 2: Instruct students to write “as much as they can, as well as they can” for 60 seconds. Always have them write in the same place (ex: writers notebook, depending on the class). Step 3: At the end of 60 seconds, tell them “pencils up” and ask them to count the overall number of words and tally it in the margin. Have students reread their writing and circle any errors they notice. Step 4: Have students repeat this procedure two more times, giving them a new, related word or relevant question each time. Step 5: For each session, have them graph the highest number of words they wrote in any one minute period. Have them set goals for the number of words they will write in any one- minute period next time. Step 6: At least once a week, have them choose a previously written entry to revise and extend into a more formal explanatory or argumentative piece. This could be a homework exercise. Source:

A. C. E. Teaching students how to tackle writing prompts A nswer: Answer the question the prompt is asking (Thesis) C ite: Cite evidence from the text to support your answer E xplain: Explain how your text evidence connects to your thesis (Also known as Point, Evidence, Explanation) Point, Evidence, ExplanationPoint, Evidence, Explanation

Summarizing-CHOMP C – Cross out “small” words & repeated words H – Highlight important info remaining in the text o M – Make notes from your highlights (symbols are ok) P – Paraphrase your notes/Put it in your own words Source: Reading the Web: Strategies for Internet Inquiry

RAFT Writing R – Role of the Writer: Who are you as the writer? A movie star? The President? A plant? A – Audience: To whom are you writing? A senator? Yourself? A company? F – Format: In what format are you writing? A diary entry? A newspaper? A love letter? T – Topic: What are you writing about? Source:

RAFT Ideas RoleAudienceFormatTopic M. GhandiMartin Luther King, Jr.LetterNonviolent Opposition to resistance LungsBrainThank-you noteEffects from quitting smoking Abraham LincolnDear AbbyAdvice ColumnProblems with his generals ConstituentU.S. SenatorLetterGun control PlantSunThank-you noteSun's role in plant's growth Great Wall of ChinaselfDiaryInvaders I have seen come and go Square RootWhole NumberLove letterExplain relationship Wheat ThinOther Wheat ThinsTravel GuideJourney through the digestive system

Collins Writing Method Type One: Capture Ideas * Type One writing gets ideas on paper — it's brainstorming * Timed and requires a minimum number of items or lines to be generated * Questions and/or guesses are permitted * One draft * Outcomes are evaluated with a check (\/) or minus (-) Type Two: Respond Correctly * Shows that the writer knows something about or has thought about the topic * Correct answer to a specific question * One draft * Graded on content - 1 point per correct answer Type Three: Edit for Focus Correction Areas * Substantive content * Meets up to three specific standards called "Focus Correction Areas" (FCAs – described later) Focus Correction AreasFocus Correction Areas * Revision and editing are done on the original * One draft (saved) * Read out loud and reviewed to see if the draft completes the assignment, is easy to read, and meets standards set for the focus correction areas Type Four: Edit for Focus Correction Areas * Is Type Three writing that is read aloud by someone else * Two drafts (saved) * Writing is critiqued by a peer and revised by the author * Writing is critiqued by a peer and revised by the author Type Five: Publishable * Publishable quality * Multiple drafts (saved) Source:

Collins Writing Method cont’d Focus Content Areas (FCAs): Focus correcting is a selective approach to grading student writing that allows students to concentrate on a few growth areas at a time.   FCAs are used in Type Three, Type Four and Type Five writing. No more than three FCAs are assigned to each writing activity. FCAs are very clearly outlined for students so there are no surprises.   Four Categories of FCAs: Content, Organization, Style, Conventions Content Clear statement of purpose Sufficient, relevant details Similarities and differences pointed out Organization Ideas in logical order Clear sequence of information Conclusion that reinforces, summarizes Style Vivid, powerful verbs A beginning that draws you in Figurative language used Conventions Correct end marks Proper use of quotations Complete sentences Source:

Resources  Achieve the Core  Literacy Design Collaborative  Fisher & Frey  Solution Tree resources/commoncore/20lsmcc?___SID=U resources/commoncore/20lsmcc?___SID=Uhttp:// resources/commoncore/20lsmcc?___SID=U