Transitioning to California Common Core State Standards PRESERVICE DAY– (4 th Grade) WRITING LANGUAGE SPEAKING & LISTENING Presented by: Sue Larson Curriculum and Professional Learning

Norms Be present Collaborate with colleagues Avoid sidebar conversations during explanations Set your phone to silent, and please refrain from texting unless in the case of an emergency.

Nuts and Bolts 1.Previous CCSS training? 2.Restroom location 3.On-going professional learning 4.Site lesson planning

Outcomes: 1.“Own” the 10 Writing (W) standards and the 6 Language (L) standards. 2.Connect writing to reading, making particular use of social studies and science lessons. 3.Write CCSS-aligned writing prompts

Noteworthy Changes in Standards Organization: K-5 and 6-12 K-12 Consistency Emphasis on Expository Text Social Studies/Science Literacy Standards REVIEW

CCSS Reading Standards 10 Reading – Literature (RL) 10 Reading - Informational Text (RIT) 4 Reading – Foundational Skills (RFS) in K-5 only RL and RIT and “parallel” in nature…even with the history/social science and the science literacy standards RL and RIT standards are primarily “text dependent” REVIEW

Two Significant Shifts in Reading: 1.Lexile Level Increase 2. Emphasis on Expository Text REVIEW

Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) High School Lit. College Lit. High School Texts College Texts Military Personal Use Entry- Level Occupa- tions SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%) 8 Currently Assessed Standards Lexile Expectations CCSS Lexile Expectations REVIEW

Weight of Expository Text on CST Vocabulary (1.0) Reading Comp. (2.0) Lit. Resp. & Analysis (3.0) Writing Strategies (1.0) Written & Oral Lang. Conventions 1.0) 3 rd 31%23%12%14%20% 4 th 24%20%12%20%24% 5 th 19%21%16%21%23% 6 th 17%23%16%23%21% Information available on the CDE website – CST Blueprints REVIEW

CCSS Speaking and Listening Speaking and Listening standards #1-#3 are intended to have students comprehend through verbal collaboration. Students need structured opportunities to speak daily. REVIEW

Starting to Own the Writing Standards A word from the CCSS project team coordinators and contributing authors... A word from the CCSS project team coordinators and contributing authors... Susan Pimentel, J.D.David Coleman

Weight of Writing/Conventions on CST Vocabulary (1.0) Reading Comp. (2.0) Lit. Resp. & Analysis (3.0) Writing Strategies (1.0) Written & Oral Lang. Conventions 1.0) 3 rd 31%23%12%14%20% 4 th 24%20%12%20%24% 5 th 19%21%16%21%23% 6 th 17%23%16%23%21% Information available on the CDE website – CST Blueprints

NEXT: What’s at stake…

Writing Assessments as Gatekeepers

While the 4 th and 7 th grade CST writing assessment affects a student’s ELA scale score, the following can directly impede a student from graduating high school or entering college: CAHSEE – California High School Exit Exam EAP – Early Assessment Program SAT – Scholastic Assessment Test EPT – English Placement Test

CAHSEE Features It has two sections, Math and English. The English portion is comprised of multiple choice and an on-demand essay. Student Impact Failure to pass both sections of CAHSEE prohibits a student from earning a high school diploma.

SAT Features It has three sections—reading, writing, and math. The writing portion has both multiple choice questions and a 25 minute on-demand persuasive essay. Student Impact Failure to achieve designated proficiency will impede student acceptance into a four-year university. Acceptable proficiency levels vary between universities.

EAP – Early Assessment Program Features The EAP is comprised of 15 additional questions to the CST multiple choice portion as well as an on-demand essay all 11 th graders take. Student Impact Students must pass the EAP to avoid having to take the English Placement Test. The EAP pass rate in English for EGUSD in 2011 was 23%.

EPT – English Placement Test Features It is comprised of multiple choice questions and an on-demand essay. Correlations to the 11/12 th gr. standards may be found at Students may ONLY take the EPT once! Student Impact Failure to pass the EPT causes a student to take/pass remedial English classes until eligible for freshmen composition PRIOR to beginning classes. Remedial courses do not count toward a student’s required coursework. 50% of students attempting to take the EPT do not pass.

Debrief It takes a K-12 team!!

“Owning” the Writing Standards: Writing Standards Trace Activity

Writing Standards Trace Activity DIRECTIONS: In designated groups, trace one standard from K-7 th grade. On half sheets of paper, identify the significant verb(s) and a couple words to convey main idea. Use the previous grade and add only the shift in complexity (e.g., “K + reason and sense of closure”).

Writing Standards Trace Activity As one representative from each group shares the half sheets aloud, you may want to follow along in your packet of standards (e.g., underlining or highlighting the content of the shifts). SHARE OUT:

Text Types and Purposes #1 - Opinion/Argument (Persuasive) #2 - Informational/Explanatory #3 – Narrative (The following explanations and examples were taken from CCSS Appendix A.)

Opinion/Argument The Purpose is to: Change the reader’s point of view. Illicit a call to action on the reader’s part. Evaluate a concept, issue or problem.

Examples of Opinion/Argument ELA- Make a claim about the worth or meaning of a literary work or works History/Social Studies- Analyze evidence from primary and secondary sources to support a claim Science- Make claims in the form of statements or conclusions that answer questions or address problems (hypothesis).

Informational/Explanatory The Purpose is to help readers: Increase knowledge of a subject Better understand a procedure or process Better understand a concept

Informational/Explanatory Academic Writing- ELA - Literary analyses; Summary History/Social Studies – Historical report; Summary Science - Scientific or lab reports; Summary Workplace and Functional Writing- Manuals Memos Reports Applications and Resumes

Narrative The purpose is to: Inform, instruct, persuade, or entertain by – conveying an experience real or imaginary – using time as its key structure

Narrative ELA- Creative fictional or non-fictional stories, memoirs, anecdotes, autobiographies, personal reflections History/Social Science- Narrative accounts about individuals Construct event models of what happened in history Science- Narrative descriptions of the step-by-step procedures they follow in their investigations

Hmmm…there seemed to be some overlap with the purpose. How am I supposed to address that in the classroom? Opinion/ Argument Informational/ Explanatory Narrative

Answer: Teach students to ask themselves a couple key questions when deconstructing a prompt. What is the purpose for writing identified in the prompt? Who is the intended audience? Considering the purpose and the audience, is a formal approach using academic language most appropriate?

As educators, we need to be aware of the overlap. That content knowledge will aid us in teaching writing skills and crafting prompts. Opinion/ Argument Informational/ Explanatory Narrative

Let’s examine the standards for grade-specific overlapping skills…

Looking for Grade-Specific Skills: Writing Standards You will be looking at the specific CCSS language for your grade level. deconstructing the language in the standards to make a list of grade-specific Writing skills and Language skills using the graphic organizer on the next slide.

Explicit Writing/Language Skills Charting Writing Skills: W #1 Opinion/Argument W #2 Informative/ Explanatory W #3 Narrative 1. Create this chart on the easel paper. Directions will follow.

Explicit Writing/Language Skills Charting 1.In your group, designate a recorder to chart your information. 2.Review the first 3 writing standards, and highlight writing skills that are found in those standards. (You may want to compare one letter at a time.) 3.For each letter identify the skill and which of the three purposes (Writing Standards #1-3) for which it can be applied.

Explicit Writing/Language Skills Charting 4.Continue highlighting skills in Writing Standards #4-9 and indicate on your chart the writing purpose(s) for which it can be applied. 5.Continue highlighting skills in Language Standards #1-3 and 5 and indicate on your chart the writing purpose(s) for which it can be applied.

Explicit Writing Skills Charting DIRECTIONS cont’: 2. Deconstruct the standards (#1-#9) and chart discreet writing skill in the first column. 3. After charting the skills, go back to determine overlap between the 3 purposes of writing. Put Xs in the columns where the skill pertains to the purpose. 4. After you finish looking at the writing standards, continue your work with identifying skills in Language standards #1-#3 and #5.

Share Out… HANDOUT: The Interconnectivity of Purpose-Driven Writing Standards

Looking for Grade-Specific Skills: Language Standards Look at the specific CCSS language for your grade level and compare to the “Interconnectivity of Purpose-Driven Writing Standards” handout. Add any specific focus lesson ideas to the handout.

Share Out… What additions might you add to the focus lessons listed on the handout-?

Reflection Fist to five: When the day began, how would you evaluate your knowledge of CCSS writing standards? How would you rank your understanding now?

Connecting the Dots: Identifying, Instructing, and Assessing the Focus Lessons

W #1c & 3c: Uses linking words, phrases, and clauses to…

Connecting the Dots – Part I: Identifying, Instructing, and Assessing the Focus Lessons 2 nd bullet in “Organization” category of both the first rubric (persuasive) and the last rubric (narrative).

Connecting the Dots: Identifying, Instructing, and Assessing the Focus Lessons “4” – Above grade level descriptor

Connecting the Dots: Identifying, Instructing, and Assessing the Focus Lessons “3” – At grade level descriptor

Connecting the Dots: Identifying, Instructing, and Assessing the Focus Lessons “2” – Approaching grade level descriptor

Connecting the Dots: Identifying, Instructing, and Assessing the Focus Lessons “1” – Below grade level

Connecting the Dots: Identifying, Instructing, and Assessing the Focus Lessons

“Two-fer”…(Three-fer?!?)

Connecting Reading to Writing CCSS Reading Performance Tasks: Reading Standard #1: Explain and make inferences using detail and examples from the text. Curriculum Content: The Secret Garden by Burnett Performance Task =+ Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples form the text.[RL. 1]

CCSS Sample Reading Performance Tasks Let’s look at some examples…

Connecting Reading to Writing CCSS Reading Performance Tasks: Reading Standard #1: Explain and make inferences using detail and examples from the text. Curriculum Content: The Secret Garden by Burnett Performance Task =+ Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples form the text.[RL. 1]

CCSS Sample Reading Performance Tasks Remember the high level of text dependency that is required to master the reading standards. Consequently, well-crafted prompts must require students to go back into the text to provide evidence.

Connecting Reading to Writing: Sample Prompts for History/Science Look at the sample prompt handout. Notice the options for including any of the three purposes of writing with the social studies/science lesson. Blue Handout

Which Would You Choose? After examining the prompts, think about which one you would be most likely to use and why. Share with your table groups.

Guidelines for Crafting Prompts Review the document that provides both the purposes of the first three writing standards and also some questions that one might ask him/herself when writing a prompt.

Quality Prompts are Key! The quality of student writing and depth of thinking is directly correlative with the quality of the prompt. It takes practice! Let’s revise a prompt together.

“Rough Draft” – First Revision Opportunity In Social Studies Unit 1, Chapter 1, Lesson 4 Where Californians Live, pg. 37 “Review: Critical Thinking/Make it Relevant” As Written: Would you rather live in a metropolitan area or a rural area? Explain your answer.

“Rough Draft” – Collaborative Revision DIRECTIONS: In a small group: 1. Read your rough draft prompt. 2. Refer to the Guideline Questions to assist in revision. 3. Create an “improved” prompt to share with the whole group and receive more input.

Revisit Outcomes: 1.“Own” the 10 Writing (W) standards and the 6 Language (L) standards. 2.Connect writing to reading, making particular use of social studies and science lessons. 3.Write CCSS-aligned writing prompts

Applying the CCSS: Lesson Planning Lesson Planning for 3 rd -6 th grade teachers will be done back at site. Be respectful of K-2 colleagues who have some additional professional learning and will not have the convenience of planning at their respective sites

Evaluations Please fill out the evaluation forms provided. Specific feedback is greatly appreciated in the comment section to better address the needs of participants.