New Writing Expectations Require a New Approach: An Introduction to Ready ® Writing Grades 3-5 Adam Berkin Vice President, Product Development

Agenda Shifts in Writing Expectations How Ready Writing Addresses the Shifts Organization of Ready Writing Walk through of a Student Lesson Overview of Teacher Resources

“Frequently, forms of writing in K–12 have drawn heavily from student experience and opinion, which alone will not prepare students for the demands of college, career, and life. Though the standards still expect narrative writing throughout the grades, they also expect a command of sequence and detail that are essential for effective argumentative and informative writing. The standards’ focus on evidence-based writing along with the ability to inform and persuade is a significant shift from current practice.” - Common Core State Standards Initiative, at corestandards.orgcorestandards.org A New Focus on Writing

Shifts in CCSS Writing Instruction Text Types Writing from Sources Research Emphasizes use of evidence to inform or to make an argument Written arguments that respond to the ideas, events, facts, and arguments presented in a text Starting from Kindergarten, emphasis on writing Informative, Narrative and Opinion text types Shared research projects begin in Grade K-2 From 3 rd grade: Conduct research projects & take notes

NEW STANDARDS

W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. B. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. C. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Provide a concluding statement or section related to the information or explanation presented

W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

NEW ASSESSMENTS

Ready ® Writing Designed to meet the full intent of the rigorous Common Core writing standards

Program Components Student Instruction Book Teacher Toolbox Teacher Resource Book

Program Organization 6 Lessons Every Lesson: Follows the Writing Process Teaches Research Skills: Identifying and Organizing evidence Is framed by a real-word writing assignment Includes 1-3 sources (a range of genres in every grade) Three week duration Per Grade Every Grade: 2 Opinion 2 Informative/Explanatory 1 Narrative 1 Response to Lit/Literary Analysis

Sample Grade 4 Lessons

Each Ready lesson follows an 8- step writing process, and each step incorporates the gradual- release instructional model. Empower students to take charge of their learning -The Gradual Release Model-

Student Instruction

A Walk through a 4 th Grade Lesson Each lesson follows the same structure – building a familiar writing routine for students Each lesson begins by helping students see real world purposes of writing Right from the start of the lesson, students know the key features of the text type

Activities encourage students to notice techniques they will try in their own writing Each lesson includes a Mentor Text that is the same text type and form the student will be writing. Throughout the lesson, students unpack the Mentor Text using it as model for their own writing

The author of the mentor text unpacks her assignment, identifying and marking up the audience, purpose and task. Each step includes Modeled Instruction and Guided Practice. The activities in Guided Practice align to what is taught in modeled instruction Students meet their writing buddy- who will be working on the same assignment as them.

The format of the Assignment mirrors prompts students will see in performance tasks in Common Core tests.

Throughout the lesson, students return to the Research Path to remember where they’ve been and identify where they are going The map of the Research Path appears in every lesson, becoming a familiar routine for students.

Students complete multiple reading of source text- first reading as a reader, and then rereading as a writer.

In every lesson, students learn to Identify and Organize Text Evidence

Hints provide point of use scaffolding Explicit instruction on note-taking: using concrete ‘mark up’ strategies

Source texts appear at point of use

Sources include nonfiction text features

Short answer questions encourage students to revisit the source text to identify important evidence Teachers use students responses as a mid- project assessment to identify if students are ready to move on to drafting

Students learn to organize information by transferring their mark-ups to a graphic organizer A “Writing Buddy” works on the same assignment as the student Students are continually asked to explain “why” to promote the transfer of skills to independent application. Write Time = Independent writing time

Students first see the big picture and overall structure of their piece before beginning the draft process Students are led step-by-step through the writing process, following the gradual release model

Explicit instruction on elaboration – Using text evidence to develop ideas

In Guided Practice, student help their “writing buddy” revise his draft for the same traits they learned about in Modeled Instruction. The first revision focuses on Ideas, Organization, and Elaboration. The first revision focuses on Ideas, Organization, and Elaboration. Turn and Talk provides an opportunity for peer conferencing about a specific element of students’ drafts. Turn and Talk provides an opportunity for peer conferencing about a specific element of students’ drafts.

As students complete second round revisions, the focus shifts to details at the word and sentence level Revision receives dedicated time and attention

Language skills are taught in context

The Teacher’s Guide “guides” teachers and students through the publishing process As a final step, teachers guide students to reflect on what they’ve learned

Rubrics and checklists are available in the Teacher’s Guide and on the toolbox

Teacher Resource Book Teacher instruction appears at point of use Standards are displayed for each step Additional support & targeted activities for struggling students Step-by-step teacher support with example talking points. Specific prompts guide student questioning and responses to expand on hints in Student Book Monitor Progress for ongoing assessment

Teacher Toolbox

Using Ready Writing

Ready ® Writing Program Grades 3-5 Research-based, gradual-release instructional model used to help you unlock your students writing potential Source texts embedded right in the student book and explicit, systematic instruction for teachers – all in one place An interactive approach to build confident, competent writers guiding students through every step of the writing and research process To learn more and download a sample visit