K-5 Writing from Sources and the Common Core State Standards

K-5 Writing from Sources and the Common Core State Standards
Strategies for Writing in the Elementary Classroom

Purposes and Outcomes Review the 10 Writing Anchor Standards
Share Strategies Share Resources

Three Text Types Argument/Opinion Informative/Explanatory Narrative 3

Common Core: Anchor Standards
Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 4

Three Types of Writing Narrative Explain/ Inform Elementary 35% 30%
Opinion/ Argumentative Elementary 35% 30% Middle School High School 20% 40% While narrative writing is given prominence in early grades, as the grade level increases, the standards shift focus to writing arguments or informational pieces that analyze sources including writing about research students have performed. The standards and the Model Content Frameworks are organized with the expectation that students will respond to high quality, text dependent prompts about what they have read by framing a debate or informing the reader about what they have learned through writing. If the question comes up that these are the breakdown of the assessment items on the PARCC tests: To our knowledge, in elementary, students write narrative 35% of the time and gradually decrease to 20% in high school. This is in an instructional recommendation from NAEP (National Assessment of Educational Progress), not necessarily the breakdown of the PARCC assessment requirements.

Production and Distribution of Writing
CCRA.W.4 Development, organization, and style are appropriate to task, purpose and audience. (Help student organize their writing with graphic organizers (structures) that demonstrate the purpose of their writing). CCRA.W.5 Improve Writing by Editing and Rewriting CCRA.W.6 Use Technology The second category of Anchor Standards for Writing is the Production and Distribution of Writing. Anchor Standards 4, 5 and 6 are found in this category and it is important to be aware of these standards. They require the students to consider their audience when writing, to edit and rewrite which will improve their writing and to use technology in their work. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Text Structure Writers use different structures to build their ideas.
Each text structure communicates ideas in a different way. This slide provides background on text structure. Being able to identify the structure of a text can greatly increase students' comprehension of the material being read. There are six basic structures that are commonly found in textbooks. Once the teacher has modeled the text structure, students can follow the organizing pattern to identify important events, concepts and ideas. See handouts #1.

There are certain structures found in in texts.
Each type of structure makes its own demands on the reader and the writer. For example: narrative sequential, description, opinion comparison, cause & effect, problem & solution. Attempting to identify the text structure early on in the reading of a new text encourages the reader to question how subsequent sections of the text fit into the identified text structure. Introduce the idea that informational texts have a text structure and narratives have a structure. Explain to students that informational texts have different organizational patterns than narrative. A nonfiction text can have one overall text structure, or several different text structures For example, a page from a social studies textbook may be written in chronological order, but contain a paragraph that explains a cause and effect.

Mentor Texts Frogs is written in a sequential structure, This text can be a model of how students can write sequentially about another topic.

Research to Build and Present Knowledge
CCRA.W.7 Short Research Projects K-2 – Participate in shared research and writing… 3 & Up - Conduct short research projects…. Extended Research Projects CCRA.W.8 Gather Information from Multiple Sources CCRA.W.9 Supporting Evidence The third category is Research to Build and Present Knowledge. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

CCRA.W.10: Routine Writing For Various Purposes and Audiences
Range of Writing CCRA.W.10: Routine Writing For Various Purposes and Audiences Extended Time Frames Research projects Multimedia products Analytic Writing Formal compositions with multiple revisions Shorter Time Frames Notes Summaries Learning logs Journal entry The fourth and final category of Anchor Standards for writing is the Range of Writing. This standard calls for students to write routinely over extended time frames as well as shorter time frames for various purposes and audiences. Writing to texts is critical for improving reading comprehension as well as for building writing skills. Studies show that learning to present important information in an organized piece of writing helps students generate a deeper understanding of a text. Whether taking notes or answering questions about a text, or crafting a summary or an extended response regarding what they have read, students improve both their reading comprehension and writing skills when writing in response to text The model content frameworks give special prominence to research tasks, reflecting the deep connection research has to building and integrating knowledge while developing expertise on various topics. When possible, research should connect to texts selected for close readings, requiring students to closely read and compare and synthesize ideas across multiple texts. One avenue is to ask students to extend their analytical writing on a text or texts by gathering additional information as part of a research project. Through a progression of research tasks, students are called on to present their findings in a variety in a variety of modes in informal and formal contexts such as oral presentations, argumentative or explanatory compositions or multimedia products. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Routine Writing Notes Summaries Learning logs Journal entry
CCR. W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Writing to texts is critical for improving reading comprehension as well as for building writing skills. Studies show that learning to present important information in an organized piece of writing helps students generate a deeper understanding of a text. Whether taking notes or answering questions about a text, or crafting a summary or an extended response regarding what they have read, students improve both their reading comprehension and writing skills when writing in response to texts. CCR.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Routine Writing Writing to learn tasks
Response to short text selections Open ended questions Informal writing projects Give examples of these types of tasks. Writing to learn tasks are tasks that provide students opportunities to engage in process learning such as summarizing text, synthesizing information, critically analyzing characters or actions. Response to short text is showing evidence of comprehension of a text in writing such as drawing pictures of characters or simply stating events in a sequence. Open ended writing and informal writing projects require students to draw upon skills that fulfill demands of the everyday work place such as writing letters to classmates or taking notes.

Long Term Writing Research projects Multimedia products
Formal compositions with multiple revisions CCR.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. The model content frameworks give special prominence to research tasks, reflecting the deep connection research has to building and integrating knowledge while developing expertise on various topics. When possible, research should connect to texts selected for close readings, requiring students to closely read and compare and synthesize ideas across multiple texts. One avenue is to ask students to extend their analytical writing on a text or texts by gathering additional information as part of a research project. Through a progression of research tasks, students are called on to present their findings in a variety in a variety of modes in informal and formal contexts such as oral presentations, argumentative or explanatory compositions or multimedia products. **In keeping with the standards, such responses should leverage technology, expanding on more traditional modes of written expression to include using digital sources to draft, revise and edit work as well as to conduct research, including evaluating websites for authenticity and credibility.

Writing Strategies Use Authentic Writing As Models Using documents, newspapers, children’s books, magazines, how-to books, etc…. Use Visuals As Springboards to Writing Paintings, drawings, and photos can be excellent springboards to writing.

A Healthier Happy Meal http://www. timeforkids
Fast food is known for being convenient. But when it comes to nutrition, it is not considered to be the best choice. McDonald’s says they want to change that. In July 2011, the company announced a plan to provide customers with healthier options. One change since then has been the addition of apple slices to Happy Meals. Now, the fast-food chain is enlisting kids’ help to make changes to their kid’s meals, which they call Happy Meals. Sarah Ralston, 11, and Elanya Saley, 9, won a contest to become honorary Happy Meal chefs. Their job is to help the company’s executive chef, Dan Coudreaut, create a healthy new Happy Meal option. “I want to make sure that [kids] are being active and healthy,” Sarah told TFK. Kid Reporter Alice Gottesman interviews McDonald's executive chef Dan Coudreaut. At the company’s headquarters in Oak Brook, Illinois, the two girls started by experimenting with pocket food—a term used for food items that have a filling. They made turnovers stuffed with broccoli and cheese, empanadas packed with chicken and vegetables and ravioli made with meat and spinach. What Did The Author Do? _____________________ This example uses a magazine/newspaper example from “Time for Kids”. Show a sample like the one on this slide on an overhead or smartboard. As the text is read aloud (students can also have a copy in front of them), a discussion takes place as to what the author “did” in each paragraph to form his/her writing. Did they introduce the text, give an example, hook the reader, etc…..

Argument/Opinion Read Aloud
“The Giving Tree” by Shel Silverstein Listening to think about their position Introduce book – Tell them about the argument they will be considering “Is the Giving Tree strong or weak?” Read story – stop along and think aloud After story - give students a few minutes to consider the question and make their decision Make two lines facing each other – shake hands with the person you are facing – your opponent! This example uses a children’s book.

Analyzing and Writing About Photos and Paintings
Step 1. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. List people, objects, and activities in the photograph. Step 2. Inference Based on what you have observed above, list three things you might infer from this photograph. Step 3. Questions What questions do these photographs raise in your mind? Now choose one and use that question to formulate a short analysis.

Photos as Springboards to Writing
From In 2012 alone, experts say, 30,000 elephants were killed in countries across Africa. "We're seeing the highest levels of poaching since our record-keeping began," Crawford Allan, of the World Wildlife Fund, told TFK. DOZENS OF AFRICAN ELEPHANTS SLAUGHTERED. That headline has become all too common. Last month, poachers killed at least 86 elephants in Chad and 28 in Cameroon. Both countries are in a region of Africa that has lost more than 60% of its elephants to illegal hunters in the past decade, according to a recent study from the Wildlife Conservation Society Why are so many elephants being killed? The answer lies thousands of miles away from Africa, in a handful of Asian countries. In China, business is booming in fancy shops that sell expensive statues and jewelry made of ivory. The material comes from elephant tusks. But for many ivory purchasers, the gentle giants are not only out of sight but also out of mind. "Surveys indicate that seven out of 10 Chinese citizens don't realize that an elephant has to die in order [for them] to get ivory," says Will Travers, of the Born Free Foundation. In recent years, as China's economy has grown, so has the demand for ivory. Taken from

Leah’s Pony is a historical fiction book
Leah’s Pony is a historical fiction book. Historical fiction is a story that is set in the past and portrays people, places, and events that did happen or could have happened. When dust storms devastate the crops, Leah’s family must auction off their livestock and farm equipment to repay a bank loan. Leah saves the family’s farm by selling her pony to buy Papa’s tractor for $1. This inspires the neighbors to bid low and return everything to the family. The activity is taken from Teaching With Documents Developed by Peter Pappas. Teaching with documents is a fun strategy that can be used with photographs as you will see us utilize here. It can also be done with posters, paintings, advertisements, etc. Teachers will complete the activity posted on chart paper as an analysis starter. (Presenter will place three columns on chart paper listing the 3 steps below) Participants should have a working knowledge of their grade level standards and then view these pictures. They have three columns on a chart paper that need to be answered. These are quick writes and the inferring allows the teachers to springboard the questions that are formed at the end of the activity into a mini research paper. Step 1. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. List people, objects, and activities in the photograph. Step 2. Inference Based on what you have observed above, list three things you might infer from this photograph. Step 3. Questions What questions do these photographs raise in your mind? Now choose one and use that question to formulate a short analysis.

Each one of us is different. What makes you “amazing” and why
Grade Level Before Common Core Common Core Kindergarten Sample Each one of us is different. What makes you “amazing” and why Use My Amazing Body to draw, tell or write about why the author thinks our bodies are amazing 1st Grade Sample We have read about how our bodies area amazing. In what special ways are you amazing? Use facts from the text to describe how your body uses the food you eat. Writing #9

Why do you think it is important to eat healthy foods?
2nd & 3rd Grade Sample Why do you think it is important to eat healthy foods? Why does the author think it is important to eat healthy foods? Use reasons from the text to support your answer. 4th & 5th Grade Sample Why is it important to maintain a healthy diet? Examine and describe the relationship between proper nutrition and a healthy lifestyle. Use facts, concrete details, quotations, and other evidence from the text to explain how this information contributes to an understanding of overall health. Writing #9

PARCC Rubric Types of Writing Found on PARCC
Ideas for Using the Rubrics Grade 3 Rubric Grade 4/5 Rubric Types of Writing: The PARCC Summative Assessments in Grades 3-11 will measure writing using three prose constructed response (PCR) items. In the classroom writing can take many forms, including both informal and formal. Since each PCR is designed to measure both written expression and knowledge of language and conventions, the audience and form for each PCR will necessitate that students use a formal register. In addition, PARCC seeks to create items that elicit writing that is authentic for the students to be assessed. Teachers should not plan to use the list as a checklist of forms to be taught. Instead, the list is provided to demonstrate the wealth of forms for writing that may be used to elicit authentic student writing. Ideas for Using the Rubrics: The narrative writing task requires that students write using a text stimulus, but the response is scored only for written expression and knowledge of language and conventions. The other two PCRS, associated with the Research Simulation Task and the Literary Analysis Task, are scored for reading, written expression, and knowledge of language and conventions. Although the list is comprehensive regarding the uses in the classroom, there are a few cautions that bear highlighting for educators. Until standard setting is completed and complete performance-based tasks, along with scored student responses, are released, educators should be cautious in making assumptions about where the standard will be set to allow for a student response to be considered “on track” to, or representing, college- and career-ready performance levels. The draft rubrics are not designed to replace the CCSS—teachers should focus instruction on the standards and not on the rubrics.

Resources www.isbe.net www.parcconline.org www.writingfix.net
Click on Comprehension Click on Text Structure Discuss learning progressions tool as it applies to writing. PARCC has writing rubrics. Writing Fix has 6 trait writing lessons with mentor text samples and rubrics geared towards 6 Trait Writing which is effective instruction for the CCSS. Read and write with Rebecca is a site that is dedicated to the Writer’s Workshop strategy and lists several mentor texts to share with teachers to assist with employing Writer’s Workshop. Literacy Leader has links to great text structure resources embedded on the site as well as additional handouts.

Closing Activity As our closing activity today, on an index card please complete a exit card. Write 3 new things you learned… Write 2 questions you have…. Write 1 thing you will implement in your classroom…. A variation of the exit ticket is known as 3-2-1: Have students write three of something, two of something, then one of something. For example, students might explain three things they learned, two areas in which they are confused, and one thing about which they’d like to know more or one way the topic can be applied. Pass out index cards and have participants complete the instructions on the slide. Depending on how much time you have left in the session, have participants share their aloud. Collect the cards as participants leave. This will provide the presenters will feedback about the presentation.

Contact Questions or comments? Please contact English Language Arts Specialists at: This slide lists the English Language Arts Content Specialists for the Illinois State Board of Education who created the presentation. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

K-5 Writing from Sources and the Common Core State Standards

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K-5 Writing from Sources and the Common Core State Standards

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