1. Lancaster School District Common Core Academy WRITING Day 1
August 6, 7
November 5, 12, 19, Dec 3
April 8, 15, 22, 29
Developed and Presented by: Kristi Zenno

2. WELCOME!
Please take 2 or 3 sticky notes and write down something you said anytime this morning. Anything.
Set them aside for a later activity

3. (from your own perspective).
Let’s start off WRITE
Inspiration- All you fine folks
Reflection- Writing is not easy
Examination- Why?
List some of the things that make writing challenging.
(from your own perspective).
I was thinking about what to say and where to start….
How many of you…
When I think of writing.
Writing is not easy. In fact, writing is hard work. Sometimes it comes more naturally than others, but in general it’s not easy.
*some of you are already regretting the decision to come 

4. Let’s start off WRITE
Entry #1: Choose one of the following prompts to write a short constructed response: “Writing is challenging because …” “I love to write because…”
Challenges:
Focus
Time
Knowledge
It’s not something done regularly
Once I’m in the flow, I love it!

5. Let’s start off WRITE Literacy Points Literacy Leaders
Positive Writing Climate/culture
Facilitation of shift in writing mindset
Constant modeling and teaching…no opportunity wasted!

6. The WRITE circumstances
Entry #2: “When I write, I need… because…” “When I write, I like to… because…”
Discuss points chart.
Go around the room. Have participants state one of their answers… follow points chart

7. The WRITE Opportunity
Until now, the focus has been on our personal writing experiences and reflections
With the new CCSS, we get an opportunity to learn right along with the students
Being forced to learn the new literacy standards, and the skills required to master those standards, will help us to be better prepared instructionally and provide new perspective.

8. What can we do write? How can we, as teachers, counteract some
of the things that make writing challenging
in the classroom?

9. What can we do write? Plan it in!
Writing Challenge
Doing it WRITE
“It takes a lot of time.”
Plan it in!
Getting students to write is worthy anytime
The more they practice, the less time it will take

10. What can we do write? “It’s really hard to focus.”
Writing Challenge
Doing it WRITE
“It’s really hard to focus.”
Demand respect for writing in your room
Keep the room quiet (or at least at a manageable hummmm)
Allow for students to use their process

11. What can we do write?
Writing Challenge
Doing it WRITE
“I’m not used to writing a lot.”
Building writing endurance takes time and commitment
It won’t happen if they aren’t writing regularly in all content areas
After being in your class, they won’t say that anymore!

12. What can we do write? Interdisciplinary model
Writing Challenge
Doing it WRITE
“I don’t know what to write about.”
Interdisciplinary model
Students will realize that in order to be successful in your class, they will need to be committed to the learning and information presented.
KNOWING ARTICLE

13. What can we do write?
Writing MUST be part of your classroom culture. Students MUST understand that writing is to be expected, respected, and valued. Students MUST understand the power of their writing voice.
Class poster?

14. SPEAKING of WRITING, LISTEN to this!
Anytime we speak, we’re usually doing one of 4 things…
Relaying information or procedures
Telling about something significant
Stating or defending an opinion
Seeking information

15. SPEAKING of WRITING, LISTEN to this!
Place your sticky notes from this morning under the appropriate category on the wall.
Compare the Writing Standards to the Speaking and Listening Standards
What stands out to you?
Conduct a “Partner Chat”
Entry #3:
“The purpose of this activity was to…”

16. Writing Reading Speaking& Listening Foundational Skills
Consider this while planning. Often times, in one activity, you will be addressing multiple standards.
Students must see the significance of the 3 writing genres, they also must see that if they can speak it, then they have the basic tools.
Foundational Skills
Language Content

17. The write standards What does the Common Core say about writing?
“Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.”
There are 10 Common Core Anchor Writing Standards that fall under 4 Domains.

18. The write standards 1. Text Types and Purposes In other words:
Writing Standards 1-3
Argument/Opinion
Informative/Explanatory
Narrative
In other words:
We write for many different purposes, and these standards address that fact. Teachers will be asking students to write opinion pieces about books or topics, informative pieces that contain facts about a topic, and more traditional-style writing called narrative in which students write about specific events or details.

19. The write standards 2. Production and Distribution of Writing
Writing Standards 4-6
Produce clear and coherent writing (development, organization and style appropriate to task, purpose, and audience)
Develop and strengthen (planning, revising, editing, rewriting)
Use technology (produce, publish, interact, and collaborate)
LSD Technology checklist
In other words:
These standards address editing and publishing work. Teachers and students may work together to edit drafts of written pieces, focusing on specific suggestions to make the writing more clear or informative. The standards also address sharing written work using a variety of digital tools.

20. The write standards In other words:
3. Research to Build and Present Knowledge
Writing Standards 7-9
Research
Gather and integrate relevant information
Draw evidence
In other words:
Students will be working with classmates on research and writing projects. Together they’ll collaborate to gather information and present findings in an accurate way.

21. The write standards 4. Range of Writing Writing Standard 10
Write routinely for a range of tasks, purposes, and audiences (extended and short time frames)
In other words:
The range of writing standards begin in Grade 3, and simply refer to the goal of having students write routinely over extended periods of time.

22. The write standards
In order to be a successful writer, one must also consider the other strands of CCSS literacy
Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts.
Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the strands.
The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives.

23. Past, Present, and future…
Spiral Progression Activity

24. Things to consider as you read:
Knowing, thinking, and writing: using writing for understanding to help all students
Read and mark it up
Things to consider as you read:
What is the point of writing?
How do you relate to this article?
Do you disagree with any part of the article?
Which parts, if any, do you associate with the LSD approach to interdisciplinary instruction?
Let’s discuss it … and write about it 
Entry #4: (choose one)
“This article was valuable to me because…”
“This article was not valuable to me because…”

25. Let’s get WRITE to the test
As we now know, SBAC is very demanding!
Short Constructed Response
Extended Constructed Response
Performance Tasks
SBAC rubrics
Smarter Balanced Resources

26. Let’s get WRITE to the test
As we now know, SBAC is very demanding!
Short Constructed Response
Extended Constructed Response
Performance Tasks
SBAC Claims
Smarter Balanced Resources (rubrics)

27. Let’s get WRITE to the test
We must prepare our students for the rigors of the SBAC Assessment, by infusing daily writing into all content areas.
There is a time and a place for writing genre instruction. Everything else is related practice…constant practice.
Building their writing endurance will take TIME and a whole lot of EFFORT.

28. Write a short constructed response that addresses today’s
Wrap-up Writing
Entry #5:
Write a short constructed
response that addresses today’s
Essential Question.

29. You thought you signed up for a writing training…
It’s not that simple anymore
Common core was designed to produce a college and career capable graduate.
In order to reach that goal, we need to teach the necessary skills NOT IN ISOLATION, but IN CONJUNCTION
Writing is no longer just a 5-paragraph essay!
-if time permits, to Wrap-up writing

30. Evaluations
Please complete an evaluation for the day, and place it in the box as you leave.
THANK YOU and we’ll see you tomorrow!

31. Lancaster School District Common Core Academy WRITING Day 2
July 6, 7
November 5, 12, 19, Dec 3
April 8, 15, 22, 29
Developed and Presented by: Kristi Zenno

32. In Common- Achieve the Core Writing Resource
The Story of In Common
Two types of writing samples
“On-Demand” writing (You have a complete set)
Uniform writing prompt (k-5 and 6-12)
Highlights developmental progressions
Grade specific goals
“Range of Writing” (Grade level only)
Shows breadth of student CCSS writing
Demonstrates integration of writing in all content areas
In Common focuses only on CCSS Writing standards 1-3
Language standards are not addressed

33. genre grade type title In Common How to read the file name:
There are 3 versions of every sample
Version 1- annotated/commentary
Exact wording from the standards can be seen in bold print
Version 2- unannotated
In some lower grade instances, a PDF copy of the original work is attached.
Version 3- revised and edited for student use
The entire document can be downloaded at:
genre
grade
type
title

34. Let’s explore and organize!
Tabs
Argument/Opinion
Informative/Explanatory
Narrative
Look through your resource
Partner Chat

35. How does your Garden grow?
Purpose:
To identify the core elements of one type of CCSS aligned writing (Opinion/Argument, Informative/Explanatory, Narrative)
To refine and deepen understanding of grade level expectations in the CCSS
To trace a developmental progression in one type of writing required by the Common Core State Standards

36. Colorful Language Purpose:
To become familiar with the language and terminology used in the Common Core State Standards for writing
To refine and deepen understanding of grade level expectations in the CCSS

37. Additional uses for In Common
Select a piece and score it using the SBAC rubric
Highlight, or annotate the piece based on the rubrics requirement
Brainstorm…
Handout

38. In my Lancaster School District Classroom
Planning time
Look at your YAAGs/units and begin to develop Essential Questions and text-dependent questions
Determine how you plan to attack writing in your classroom
Create resources

39. Resources Achieve the Core: http://achievethecore.org/
Common Core Website:
SBAC website: balanced-assessments/