1. College- & Career- Ready Standards Implementation Team
Quarterly Meeting #4
ELA 6-12
Note to facilitators: Group participants according to grade levels. This will prevent moving .

2. Ink Think Quietly and Independently:
Reflect on what you’ve done from the take it back piece.
Find your assigned chart.
Record your big ideas and learning.
Take time to ‘listen’ to others by reading what they’ve written.
When signaled, rotate to the next chart and repeat the process until time is called.
Quickly divide participants into groups for this activity.

3. Outcomes: Participants will gain a deeper understanding of
the writing standards.
what reading, writing, and speaking grounded in evidence from text, both literary and informational, look like in practice.

4. GOAL
Strands
This graphic represents the conceptual framework. The banner represents the goal that all students achieve English Language Literacy in order to be college/career ready.
The standards are organized through the strands that you see in the graphic….Language, Speaking and Listening, Reading Literature, Reading Informational Text, Reading Foundations in grades K-5, and Writing.
No strand stands alone…all are necessary and depend on each other
All must be connected in classroom instruction in order for students to become college and career ready, to graduate prepared

5. Three Key Shifts in ELA/Literacy
Building knowledge through content- rich nonfiction and informational texts.
2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
This meeting we will be discussing shift #2. We are going to focus on the writing standards, but you will quickly see that the writing standard cannot and should not be taught in isolation. Let’s look more closely at the shift. (go to next slide)

6. “…writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and assessments will occur. “
Pathways to the Common Core , pg. 102
Read the quote

7. What is the instructional shift for writing?
Increased emphasis on
Analysis of individual texts
Argument and evidence
Informative/explanatory writing
Frequent short, focused research projects
Comparison and synthesis of multiple sources
Decreased emphasis on
Personal narrative
Writing in response to decontextualized prompts
Explain that one of the instructional shifts required by the College and Career Ready Standards will be a shift toward more class time and student writing being devoted to argument and informative writing that derives its content from texts, both in ELA as well as the content areas. This includes analyses of individual texts as well as research projects.
This is balanced by a corresponding decrease in the class time and student writing being devoted to narrative writing, especially the personal narrative, as well as writing in response to decontextualized prompts.
For instance, the facilitator might say,
“One of the significant shifts in implementing the CCRS will be in the proportion of class time and student writing being devoted to various types of writing in ELA as well as the content areas. The CCRS increasingly emphasizes argument and informative writing over narrative writing as students progress through the grades. Further, it emphasizes the type of argument and informative writing that is tied closely to texts, deriving its content from the texts. Logical arguments are supported with evidence from texts; explanations are developed with evidence from texts.
This is balanced by a decrease, as students progress through the grades, in the amount of time spent writing narratives, especially personal narratives – such as the familiar ‘Write about a time you experienced ….’ It also de-emphasizes the use of decontextualized prompts that require no reference to texts – prompts such as ‘Explain your concept of what makes a hero,’ or “What does freedom mean to you?’”

8. What is “writing from sources”?
Analytical writing tied to literary and informational texts; writing in response to texts; writing about texts.
Students analyze the text, make valid claims about the text, and support those claims with evidence from the text.
Writing arguments and informational reports from sources.
Using evidence from texts to present careful analyses, well-defended claims, and clear information.
Generating reports from research; writing from multiple sources.
Explain that “writing from sources” includes familiar writing tasks such as literary analysis and research projects.
For instance, the facilitator might say,
“Writing from sources is, in general, analytical writing in response to literary and informational texts. Students are expected to use evidence from texts to present careful analyses, well-defended claims, and clear information.
Inevitably, it is integrated closely with Reading in ELA, history/social studies, science, and technical subjects.
Rather than asking students questions they can answer from their prior knowledge or experience, the standards expect students to answer questions that depend on their having closely read and understood the text.”

9. WRITING STANDARDS
Let’s look at the Writing Standards to better understand the shifts

10. Organization of Writing Anchor Standards
Subcategories:
Text Types and Purposes
Standards 1-3
Production and Distribution of Writing
Standards 4-6
Research to Build and Present Knowledge
Standards 7-9
Range of Writing
Standard 10
Explain that the Writing Anchor Standards and corresponding grade-specific standards are divided into four sections, and that we will be looking at today.
For instance, the facilitator might say,
“The Writing Anchor Standards and corresponding grade-specific standards are organized into four groups. The first section sets out the three purposes or types of writing asked of students. The second section is the writing process. The third section sets out the ways students are asked to use source material. The fourth section addresses the ability to write for shorter time frame, such as one or two class periods, and the ability to write over an extended period of time.

11. Appendix C
“… the sample texts included in the appendix are meant to illustrate not the work that strong writers occasionally produce, but the work that all students should be expected to produce – and to produce regularly, with independence.”
Pathways to the Common Core pg. 107
Read and process the quote.

12. Thinking Notes (Metacognitive Markers)
Code the text
* Concept that is being studied
! I love this part. Great writing or idea.
? Raises a question - possible discussion point for class
?? Something unclear or confusing to me – I need to ask about this
Handout #1 –The Anchor Standards for Writing (pg Appendix A, The Standards’ Emphasis on the Writing Process, & Research to Build and Present Knowledge
Handout #2 –Investigating the Writing Standards
Facilitators:
Divide the room into three groups
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Each group will individually read the handout that relates to their subcategory using the “Thinking Notes” strategy and fill out the column of their graphic organizer titled “Major Ideas from the Article”
Each group will then divide into smaller groups 6-8, 9-10, and study the grade-level standards in their subcategory.

13. UNDERSTANDING THE WRITING STANDARDS
Handout #3 – ELA Writing Standards One pager
Each subcategory group will then divide into smaller groups 6-8, 9-10, and study the grade-level standards in their subcategory. Together they will fill out the column that is titled “Key Student Work” discussing the important ideas, connections, etc.

14. Presentation Subcategory Grade levels
Important Information from the article
Key student work
Each group will chart the important information they gleaned from the article. They will also chart the key student work. Choose one person to share with the entire group.

15. Lunch

16. Quick Write
Think about your favorite writing lesson… Jot down the components of the lesson and how you get students to the point where they are actually ready to write about your topic.
Ask participants to self-reflect on a lesson they do in their classroom.

17. Video: Getting Ready to Write: Citing Textual Evidence (grades 6-8)
g-about-textual-evidence?fd=1Teaching Students To Use Textual Evidence
Participants will watch the video and take notes related to the three questions on the next slide
About the video:
6th Grade lesson
Lesson Objective-Identify, discuss, and apply textual evidence

18. Questions to Consider
How does each part of the lesson prepare students for writing?
What skills do students develop in the lesson?
How could the scaffolds Ms. Norris puts into place be taken away as students gain fluency?
As participants watch the video, they will take notes related to the questions on the slide.
After viewing the video, ask participants to discuss their notes with a partner.
Whole group share as needed.

19. Standards ELA.W.6.2a ELA.RI.6.1 ELA.SL.6.1a
Tell participants that the standards covered in the lesson are displayed on the slide. Ask participants to locate and read the standards.
Tell participants that when planning using the standards you can’t just look at one set of standards. You can’t just say today I’m going to have some writing standards or some reading standards or some speaking and listening standards. When planning, we must make connections across the strands.
So….Ask participants to identify any additional standards present in the lesson using their handouts for Writing, Speaking and Listening, Reading, and Language

20. Video Small Group Writing (grades 9-10)
school-writing-lesson-idea?fd=1

21. Questions to Consider
How does small group discussion prepare students for their writing task?
What role does reading aloud play in the revision process?
How does this strategy make work more manageable and effective for both teachers and students?
As participants watch the video, they will take notes related to the questions on the slide.
After viewing the video, ask participants to discuss their notes with a partner.
Whole group share as needed.

22. Standards ELA.W.9-10.1a ELA.W.9-10.1b ELA.W.9-10.5
Tell participants that the standards covered in the lesson are displayed on the slide. Ask participants to locate and read the standards.
Ask participants to identify any additional standards present in the lesson using their handouts for Writing, Speaking and Listening, Reading, and Language

23. And so… Go back to your quick write.
How would you incorporate the other standards (reading, language, listening and speaking) to enhance your writing lesson?
What “teacher moves” would you incorporate to enhance your writing lesson.

24. What about Language?
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Handout #4—2010 College and Career Ready Standards: English Language Arts Skills and Understandings That Require Continued Attention
Take just a minute to show participants the one-pager from appendix E that talks about the asterisks and the importance of continuing to increase the rigor of grammar through our reading and our writing.
The standards use an asterisk in the Language Standards to indicate subcomponents of standards that would need continued attention across the grades. Although these lettered standards are not repeated in later grades – with the exception of subject-verb agreement—local systems and classroom teachers need to be aware that these concepts require continued instruction with increasing rigor.

25. A RIGOROUS WRITING LESSON IS LIKE:
Binoculars Sunglasses An Umbrella A GPS
Do a synectics activity with the participants to help them make a final connection to the writing standards.
Place 4 charts around the room, each one labeled with one the objects (binoculars, sunglasses, umbrella, gps).
Ask participants to reflect on a rigorous writing lesson, then choose one of the objects that helps you make a connection.
When directed, participants will move to the chart and with others jot some of the connections they made between the object and a rigorous writing lesson. Choose one person to share with the group.

26. Exit
In your opinion, what changes will need to be made in your classroom/school/system to accommodate the shift in writing?