2. Common Core Aligned Writing Session 4A Elementary

3. Learning Targets
I can describe characteristics of the different types writing required by the Common Core State Standards and how they are incorporated into the Modules.
I can explain how writing tasks in the curriculum promote the development of high-quality common core aligned writing from students.

4. Our First Learning Target
I can describe characteristics of the different types of writing required by the Common Core State Standards and how they are incorporated into the Modules.
Turn and Talk: What is one thing you know about the types of writing required by the Common Core Standards?

5. Common Core Standards, Appendix A
Locate and review the Broad to Narrow Protocol in your Participant’s Notebook.
Complete the protocol using Appendix A.

6. Discuss With your partner follow the steps 4 and 5 of the protocol.
Reminder: ALL of the writing standards are addressed if you teach all four modules. In grades 4-5, writing to learn is a daily key instructional component. However, the complete writing process is heavily emphasized in Unit 3.

7. Share Out
What was your experience with the Broad to Narrow Protocol? How did it support you as a learner?

8. Writing in the Modules Sort
In your group, designate a facilitator and a timekeeper.
Review the Writing in Modules Task Card in your Participant’s Notebook.
Follow the instructions to work through the task.
Take notes as you discuss each step.

9. Debrief
What did you notice about the types of writing required by the Common Core standards?
How is “writing from sources” incorporated into the modules?
What did you notice about writing that addresses the research standard?
Think about the performance tasks you looked at during the sort activity. What additional writing or language standards do the performance tasks address? Why?

10. Learning Target Reflection
I can describe characteristics of the different types of writing required by the Common Core State Standards and how they are incorporated into the Modules

11. Writing Instruction
In groups of 4, create the following anchor chart:

12. Boxing Protocol Step 1: Common “Text”
Each group member will choose a different side of the outside section of the anchor chart.
Using a different colored marker, each person responds to the following question:
What is new learning for you after completing the
writing tasks sort?

13. Boxing Protocol Step 2: Expert Texts
Each group member will read an excerpt from Transformational Literacy:
Member 1: pp (Overview)
Member 2: middle of pp (A Worthy Task is Complex)
Member 3: pp. 127-top 135 (A Worthy Task is Authentic)
Member 4: pp. 135-middle of 140 (Worthy Tasks are Scaffolded with Lessons in Craftsmanship)
As you read, you should identify new ideas about teaching writing from your expert text.

14. Boxing Protocol Step 2: Expert Texts (con’t)
Each person will take 2 minutes to respond to the following prompt:
What is new learning for you after reading your section of chapter 4?
All responses should be recorded in different sections of the middle layer on the group chart.

15. Boxing Protocol Step 3: Group Synthesis
Thinking about your learning from Appendix A, the writing sort and chapter 4 of Transformational Literacy. As a group, create a synthesis statement for the following prompt:
How do writing tasks in the curriculum promote the development of high-quality common core aligned writing from students?
This synthesis statement should be recorded in the center of the Boxing diagram.

16. Lesson Analysis In this session, we have:
read the research base about why different types of writing are required by the new standards and what those types of writing are.
looked at exemplar prompts that live within the EL writing performance tasks.
read about what rigorous writing instruction looks like as it’s aligned to the demands of the new standards
Now let’s take a look at a daily lesson and identify how reading helps build a knowledge base that allows students to write expertly about a topic.

17. Lesson Analysis (con’t)
Locate the lesson plan sample in your Participant's Notebook:
4M2B.U1.L8
As you analyze the lesson, keep the following questions in mind:
How will students gain the content knowledge they need to be able to complete the task in the lesson plan?
How might the activities in this lesson plan allow students’ writing be clearer and more developed?

18. Reflecting on the 4 Ts Framework
Based on what you experienced in this session, record new understandings about any of the Ts on your 4 Ts Anchor Note-catcher.

19. Reflection
How will what you learned in this session impact writing instruction in your classroom/school/district?

20. Take the survey!