1. Digging into the Writing Standards with Reading Street 2011
Note to the facilitator: You may want to begin by gauging participants’ level of familiarity with the CCSS writing standards. Take this information into account as you determine how much time to devote to activities and discussions that focus on background information versus those that address program-specific implications.
Welcome
Display the title slide and introduce yourself. Explain that today’s session will focus on the implementation of the Common Core State Standards (CCSS) using Reading Street 2011.
Go over housekeeping items such as restroom locations, lunchtime, and ending time.
Ingham Co Schools Professional Development | April 25, 2013
Heather Walker Educational Consultant | Pearson School Achievement Services

2. Outcomes At the conclusion of this workshop, you will be able to
plan appropriate writing prompts and assignments to scaffold students to higher standards
apply grade-appropriate instructional strategies that support students in writing opinion/argument and informative/explanatory pieces
Display Slide 2 and review the session outcomes.
At the conclusion of this workshop, you will be able to
plan appropriate writing prompts and assignments to scaffold students to higher standards;
apply grade-appropriate instructional strategies that support students in writing opinion/argument and informative/explanatory pieces; and
support English language learners (ELLs) in achieving the Common Core State Standards (CCSS) for Writing.

3. Agenda Section 1: Opinion and Argument Writing
Section 2: Informative/Explanatory Writing
Section 3: Narrative Writing
Section 4: Integrating Grammar and Writing Instruction
Section 5: Review and Closing
Display Slide 3.
Review the Agenda.
Opinion and Argument Writing
Informative/Explanatory Writing
Narrative Writing
Supporting English Language Learners and Struggling Writers
Integrating Grammar and Writing Instruction
Review and Closing

4. Writing in the Classroom Activity
On page 6 of the Participant Workbook, brainstorm all the formal and informal writing that your students do throughout the year.
Display Slide 4.
Before beginning Section 1, help participants call to mind the kinds of writing that their students have done throughout the year. Explain that you will give them three minutes to brainstorm as many types of writing or writing activities as they can. Encourage them to think not only about the writing that students do through Reading Street but also outside of the program.
Direct participants to page 6 of the Participant Workbook (Page 6 is not included in the workbook. We wrote on the front cover of the workbook) . There is a table to record the writing they brainstorm.
After three minutes, direct participants to talk in small groups and compare the lists. This will allow them to add things they may have forgotten. Let participants know that throughout the workshop, they will come back to this list to understand the connection to Common Core State Standards.
There is no page 6 in workbook, record brainstorm on separate sheet of paper.

5. Opinion and Argument Writing1
Section 1 Big Questions
What does effective opinion and argument writing look like?
How can you support opinion writing using Reading Street 2011?
Explain to participants that in the first section of the workshop, they will discover the answers to the questions on this slide.
What does effective opinion and argument writing look like?
How can you support opinion writing using Reading Street 2011?
Note to the facilitator: If participants did not attend the foundational overview workshops, consider giving them time to review The Special Place of Argument in the Standards section found on pages 24–25 of CCSS Appendix A. Participants who attended Day 2 of the Foundational Overview will have already examined this section. Highlights from this section include:
Only about 20% of students are prepared to write academic arguments when they enter college.
Argument forces us to consider two or more perspectives and to evaluate strengths and weakness—a habit of mind that is necessary in many college classes.
Argument moves beyond surface knowledge to critical thinking and analysis.
Argumentative thinking is the basis of research.
Argument-related skills as “develop ideas by using some specific reasons, details, and examples,” “take and maintain a position on an issue,” and “support claims with multiple and appropriate resources of evidence.” received high ratings from a 2009 ACT national curriculum survey of post secondary faculty #7

6. The Role of Opinion/Argument
“While all three text types are important, the Standards put a particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness.”
Ask for a volunteer to read the quotation from the slide to the group.
“While all three text types are important, the Standards put a particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness.” Supported on Appendix A pg. 24 & 25 I suggest having staff read these two pages. There is substantial evidence to support highlighting the need to spend increased time teaching Opinion/Argument writing.
(Common Core State Standards Initiate 2010b, 24)
Invite participants to turn and talk to a partner about the key phrase, “sound arguments on substantive topics.” Ask that they work together to put this phrase into their own words. Invite a few participants to share their responses. For example, a sample response might be clear, logical, factually supported arguments on relevant, meaningful topics.
Lead a brief discussion about why argument is so critical to college and career readiness. Point out that while K–12 students often spend a great deal of time writing narrative pieces, a significant portion of the writing they will be asked to do in college and in their careers will fall under the argument genre.
The 2007 writing framework for the National Assessment of Educational Panel (NAEP) & National Assessment Governing Board, 2006) assigns persuasive writing the single largest targeted allotment of assessment time at grade 12 (40%, versus 25% for narrative writing and 35% for informative writing and 20% to convey experience) from CCSS Appendix A pg 24 &25
Also reinforce the distinction between argument and persuasion, which was covered in the Foundational Overview workshop. Many state tests and curriculum documents ask student to write “persuasion” and sometimes teachers think that argument is just another term that means the same thing. However, the writers of the CCSS were very clear that they are asking for a reasoned, logical academic argument, not a persuasive essay. Could insert slide 4 from Anita Archer explaining the differences between Persuasion and Argumentative Writing.
Direct participants to the list of writing they brainstormed in the introductory section on page 6 of the Participant Workbook. Ask them to highlight all of the pieces that would fall into the opinion or argument genre.
Wrap up discussion by recognizing that argument is a very complex type of writing, and the opinion writing that will happen throughout the elementary grades will lay the foundation for the high-level, complex writing that students will do later on. #7
(Common Core State Standards Initiate 2010b, 24)

7. Arguments - To convince
Definition
A reasoned, logical argument
Demonstrating that the writer’s position, belief, or conclusion is valid
Purpose
Change reader’s point of view
Bring about some action on reader’s part
Ask reader to accept writer’s explanation
Genre
essay, letter, editorial
From Anita Archer, take out if you do not want or use as a talking point.

8. Foundations of Argument Writing
Before students can write sound arguments on substantive topics and issues, we must teach them to…
Identify and Introduce topics
State opinions
Support opinions with reasons
Use linking words
Provide a concluding statement
Explain that participants will now look at their grade level standards for opinion/argument writing to determine what skills need to be taught to prepare students for the complex argument writing they will need to do later on. Direct participants to pages 8–9 in their Participant Workbook.
Explain to participants that they should work with a grade-level peer for the activity. Invite them to reflect on Writing Standard 1 for the grade level they teach, as well as subsequent grade levels, and discuss with a partner what key skills need to be taught.
After participants have had time to discuss with a partner, engage in whole group discussion and review some key skills listed on Slide 7. You may want to have kindergarten and first grade teachers start the conversation and then ask for teachers of subsequent grades so that participants can hear how the skills build through the group conversation.
Note: you will need to click to advance each key skill.
Identifying and Introducing Topics: Students must be able to choose not only a topic, but a topic about which they have an opinion. Additionally, they must learn how to orient the reader by introducing their topic, possibly by providing some background information.
Stating opinions: Students must understand the difference between facts and opinions. Also, they must learn the language that will help them express an opinion, such as, “I like…” or “____is best.” In earlier grades this may be through dictation or drawing.
Supporting opinions with reasons: Students must learn early on that they need to make their thinking visible to the reader. This means providing logical reasoning to support their opinions. This may be prompted by the teacher in earlier grades, but expected later on once students have had experience with providing rationale for their thoughts in writing.
Using linking words: Students will use these linking words to connect their opinions with the reasoning to support those opinions. The level of vocabulary will shift as students progress through each grade.
Providing a concluding statement: Students must learn the skill of wrapping up their thoughts or providing a sense of closure to a piece of writing. This is a skill that they will work on not only with opinion writing, but with narrative and informative/explanatory, as well.
#8–9 8 8

9. Opinion and Argument Writing in Reading Street Activity
Explain to participants that they will now examine a student writing exercise to identify the application of these skills within Reading Street 2011.
Refer participants to pages 10–11 in the Participant Workbook. Participants will look at a sample writing activity from Grade 1 Reading Street materials. Explain that although they are looking at a Grade 1 sample, they will apply the thinking to their own grade level.
The activity on pages 10–11 asks participants to review a post-reading exercise with Reading Street which asks students to write comments about a reading selection. Participants must answer the following questions:
How does the exercise help students understand how to state their opinions? Possible responses may include:
Students are directed to study the pictures and listen to the words, students are instructed to listen use feeling words and given examples of those words, students study a model of an author commenting on the text
How does the exercise help students develop rationale for their opinions? Possible responses may include: Students are asked for examples during guided instruction while studying a model of an author commenting on the text
Have participants engage in conversation with a small group to share their insights to the questions. Next, direct participants to the second part of the activity on page 11. Participants will review Writing Standard 1 for their grade level and reflect on how a similar activity might look at their grade level.
Engage in brief whole group conversation about how the activity would look at other grade levels. Possible answers include: In the older grades, there may be a focus on identifying linking words and a conclusion statement. In kindergarten, students may use symbols or drawing as they identify opinions versus circling when the author stated an opinion.
Note: If there is time, you may want to allow participants time to explore their grade-level materials to find other examples of opinion or argument writing exercises. 9 9

10. Writing with Authenticity
Form of Writing
Audience
Purpose
Letter of Request
Family member
To share an opinion/To persuade
Restaurant Review
Customers at local restaurant
Discuss the importance of creating authentic writing opportunities for students in which they write to a real audience for a specific purpose. Opinion writing lends itself well to authentic writing. Even in the primary years, students should be thinking about their audience as they craft, revise, and edit their writing.
Direct participants to page 12 of the Participant Workbook and explain that they will brainstorm authentic writing opportunities for their students.
Before participants begin, go through two examples. On slide 9, there is an example from Reading Street, which is also reflected in the chart on page 12 of the Participant Workbook:
Students are asked to write a friendly letter to somebody in their family, persuading them to do something that they enjoy. The audience is a family member and the purpose is to ask and persuade the family member to participate in a specific activity.
The second example is also listed on page 12 of the Participant Workbook:
Students could write a restaurant review for their favorite restaurant. Once the work is published, it could be sent to the restaurant. The audience would be the restaurant owner and employees, as well as fellow customers of the restaurant. This opportunity allows students to write about their own experience of going to dinner with their family. It also allows them to think about a real audience as they write.
After participants have completed the activity, invite them to share their responses in a whole group discussion and add to their chart as they listen to the ideas of others.

11. Informative/Explanatory Writing2
Section 2 Big Questions
What does effective informative/explanatory writing look like?
How can you support informative/explanatory writing using Reading Street 2011?
Explain to participants that in the second section of the workshop they will discover the answers to the questions on this slide.
What does effective informative/explanatory writing look like?
How can you support informative/explanatory writing using Reading Street 2011?

12. Role of Informative/Explanatory Writing
4/11/2017
Informative/Explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes:
to increase readers’ knowledge of a subject
to help readers better understand a procedure or process
to provide readers with an enhanced comprehension of a concept
Note to the facilitator: Participants may ask why the CCSS do not use the term expository. Let them know that the writers of the CCSS instead chose informative/explanatory in order to emphasize factual writing and to include content writing (such as Science writing, which often consists of writing explanations).
Review Slide 12, which provides an overview of how the CCSS define informative/explanatory writing. Invite participants to complete the fill-in-the-blank statements on page 13 of the Participant Workbook as you review this information. Page 13 is not included in the workbook a separate sheet will need to be made.
Informative/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes:
to increase readers’ knowledge of a subject
to help readers better understand a procedure or process
to provide readers with an enhanced comprehension of a concept.
(Common Core State Standards Initiate 2010b, 23)
(Common Core State Standards Initiate 2010b, 23) 12

13. Informative Text - To Explain or Inform
Definition
Text
That conveys information accurately
Purpose
To increase reader’s knowledge of subject
To help reader understand a procedure or process
To provide reader with enhanced understanding of concept
Genre
literary analyses, reports, summaries, comparisons, instructions, manuals, memos, resumes
From Anita Archer take out if you do not want or use as talking point

14. Range of Informative/Explanatory Writing
What kinds of informative/explanatory writing do students do in your classroom?
Based on the information you just reviewed, invite participants to reflect on the kinds of informative/explanatory writing students currently do in their classrooms. Refer participants to page 6 of the Participant Workbook (Page 6 is not included in the workbook) to the list they brainstormed during the introduction. Invite participants to highlight those pieces that fall under the genre of informative/explanatory in a different color that they used for opinion and argument writing.
Invite participants to share their responses.
Responses may include how-to writing or all-about writing in which students write what they know about a nonfiction topic or do research on the topic and write about it.
As responses are shared, chart them at the front of the room to illustrate recurring ideas. Note that informative/explanatory is a genre that includes a number of subgenres. For example, within this genre, participants might mention writing assignments that require students to summarize/explain how things work (For example, How does the legislative branch of the government function?) or those that require literary analysis (For example, Why do some authors use first person narrative?).
Direct participants to the explanation of informative/explanatory writing on page 23 of CCSS Appendix A. At this time, participants should only focus on reading the first paragraph in this section.
After allowing sufficient time for participants to read this paragraph, ask them to consider whether the explanation provided there prompts them to alter their list of the informative/explanatory writing assignments that currently exist in their classroom.
For your reference, this page lists the following subgenres as falling under informative/explanatory writing:
Academic:
literary analyses*
scientific and historical reports
summaries
précis writing (brief summary writing)
Workplace/Functional:
instructions
manuals
memos
reports
applications
résumés
be sure to emphasize that literary analyses fall into this category. Some participants may be surprised that that falls under informative/explanatory rather than opinion. Let participants know that they will now have a chance to examine the difference between opinion and informative/explanatory writing.

15. Informative/Explanatory vs. Opinion and Argument Writing
Review the explanation of the distinction between informative/explanatory and opinion/argument writing on page 23 of Appendix A. Use the chart to summarize differences between these genres.
In order to be certain that both informative/explanatory and opinion genres are adequately addressed in the classroom, it is important that teachers have a solid understanding of the difference between the two.
Direct participants to page 14 of the Participant Workbook. Participants will work with a partner to review the explanation of the distinction between informative/explanatory and opinion writing on page 23 of CCSS Appendix A (the second and third paragraphs under the Informative/Explanatory Writing heading). They will then use the chart on page 14 to summarize differences between these genres. Sample responses are provided below.
Invite participants to share their responses. As they share, summarize their responses on a chart at the front of the room. Keep this chart posted in a spot that will remain visible for the duration of the training.

16. Informative/Explanatory Writing in Reading Street 2011
To give participants a sense of how informative/explanatory writing looks in Reading Street 2011, you will go through a Grade 4 example and ask participants to look through the CCSS Grade 4 Writing Standards to identify which standards the activity addresses.
Read through the example from the PowerPoint slide. Direct participants to follow along on pages 15–16 of the Participant Workbook. Participants will then identify which Grade 4 Writing Standards are addressed.
Note: Participants will need the CCSS for ELA to complete the exercise.
After participants have worked individually or with a partner on this task, engage in whole group discussion to identify which Grade 4 Writing Standards are addressed in the writing exercise. Possible answers may include:
W.4.2: This standard, which focuses on informative/explanatory writing is directly targeted and the exercise puts students in a position to meet the standard.
W.4.4: Students are expected to create clear and coherent communications, which could apply to the problem-solution essay.
W.4.5: Students are expected to participate in all parts of the writing process with guidance and support from adults. There is evidence of prewriting and drafting in this portion of the writing exercise.
W.4.7: In the notes, it encourages teachers to have students research if necessary to complete their essay.
W.4.10: This standard expects students to write routinely over extended time frames for a variety of purposes. Although this one exercise cannot capture this standard on its own, it contributes to well-rounded writing exposure.
Note: Although participants are looking at Grade 4 standards, this activity will provide them with exposure to the structure of the Writing Standards. If there is time, you can encourage them to find an informative/explanatory writing exercise from their own grade level. If there is not time for this, you may want to reinforce the importance of knowing the standards students in future grades are expected to master, as well as what standards are the building blocks from previous grades.

17. Integrating Research and Writing
Under which genre(s) does research fall?
Ask participants to talk in pairs to discuss the following question:
Under which genre(s) does research fall?
Invite participants to share their responses in small groups initially but then in a whole group discussion format. Some participants may feel that research only relates to opinion/argument and informative/explanatory writing. Point out that research supports all three genres—including narrative. For example, novelists and biographers routinely use research to inform their writing.
Let participants know that they will now have a chance to examine how research is addressed in Writing Standards 7, 8, and 9 (Writing Standard 9 becomes applicable in Grade 4). Direct participants to find the Writing Standards for the grade level they teach in the CCSS for ELA.
Using the grade-appropriate Writing Standards 7, 8, and 9, have participants work individually to find an example of a writing exercise that involves research from their Reading Street Teacher’s Edition. Participants will identify a Reading Street exercise, and then evaluate which of the research-related standards are met. They will record their thinking on page 16 of the Participant Workbook.
To provide an example, refer back to the example from the previous section. In the Grade 4 example from the previous slide on the PowerPoint, there is a research component reference in the last section on the page. Let participants know that this addresses standard W.4.7:
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
After participants have worked individually, arrange the group by grade level. Participants will share what they found with grade-level peers. Participants can record the exercises that they did not find on their own within the Reading Street materials.
After each group has had 5–10 minutes to discuss, have each group choose one writing exercise to summarize and share with the whole group so that all participants can get a sense of how research-based writing progresses through the Reading Street program.

18. 3 Narrative Writing Section 3 Big Questions
What does effective narrative writing look like?
How can you support narrative writing using Reading Street 2011?
Explain to participants that in the third section of the workshop, they will discover the answers to the questions on this slide.
What does effective narrative writing look like?
How can you support narrative writing using Reading Street 2011?

19. Role of Narrative Writing
What distinguishes narrative writing from the other genres that we’ve talked about today?
Pose the following question to participants:
What distinguishes narrative writing from the other genres that we’ve talked about today?
Invite them to share their initial responses.
Then, click again on the PowerPoint slide to reveal the answer. Invite participants to complete the fill-in-the-blank statement on page 17 (Page 17 is not included in workbook).
The critical element of narrative is progression through time.
Explain how this differs from the other two genres you have reviewed today:
Informative/explanatory texts are organized by topic and subtopic.
Arguments are organized by claim/warrant/evidence as well as counterargument/rebuttal.
Ask participants to refer back to page x of the Participant Workbook and identify the selections from their list that fall into the narrative writing genre. Using a different color, have them highlight these selections.
Note; Participants are likely to mention stories but may have trouble identifying other examples. Mention other examples such as memoirs, anecdotes, and autobiographies. Also mention that lab reports in Science class are considered to be narratives. This is considered narrative because students write descriptions of their step-by-step procedures and may use narrative techniques to give an accurate description of the lab they completed.
As you review the following statement, again invite participants to fill in the blanks on page 17.
Narrative writing can be used for many purposes, such as to inform, instruct, persuade, or entertain.
The critical element of narrative is progression through time.

20. Narratives - To Convey an Experience
Definition
A written product
That conveys real or imagined experiences
Using time as the structure
Purpose
To entertain
To inform
To instruct
To persuade
Genre
fictional stories, memoirs, anecdotes, autobiographies
From Anita Archer take out or use as a talking point

21. Progression of Narrative Writing Standards
Grade Levels Compared
What new skills are developed as students move from one grade to the next?
Kindergarten and Grade 1 
Grade 1 and Grade 2
   
Grade 2 and Grade 3 
Grade 3 and Grade 4
Grade 4 and Grade 5
Grade 5 and Grade 6
Let participants know that they will explore how both craft and structure develop across grades.
Refer participants to pages 17–18 in the Participant Workbook. (These pages are not in our participant workbook, but could be created and added).
Explain the activity.
Use the space below to chart how skills develop across grade levels. Identify what new skills are developed as students move from one grade to the next. For example, compare Kindergarten and Grade 1. What new skills are addressed at Grade 1?
Note: Depending on the time you have, the size of the group, and their familiarity with the standards, you may want them to only complete a portion of this chart.
Invite participants to share their observations. Participants may mention how subtle the changes are from grade to grade. Ask them to share why this might be the case. Participants may note that this speaks to how complicated developing these skills can be. Also, note that the Core Standards take a developmental approach, so it is important to provide multiple opportunities for students to be exposed to ideas and have time to practice. When students are ready for it, the ideas and skills will sink in.
Mention that learning to write these kinds of narratives is heavily supported by reading and discussing literary texts. The sophistication of these texts will progress from grade to grade.

22. Narrative Writing in Reading Street 2011
Let participants know that they will now think about how they can support narrative writing in their classrooms using Reading Street 2011.
Lead a discussion about the use of mentor texts within Reading Street Before writing in any genre, students are exposed to rich literature and nonfiction text exemplars that provide a foundation for developing the skills of each writing genre.
Go through the Grade 3 example on the PowerPoint in which students read a fairytale, and respond to their reading by writing a fairytale of their own. Key skills are highlighted during or after students read the mentor text. For example
Students identify the introductory phrase, “Once upon a time…”
Students identify that fairytales often involve heroic deeds. They asked to think about the heroic deed in the mentor text.
Students identify “good” and “bad” characters within the mentor text.
Students identify the conclusion of the fairytale.
After going through the example, direct participants to the activity on page 19 of the Participant Workbook. Participants will explore their own Teacher’s Edition to identify their favorite piece of fiction to teach. They will then analyze the piece of fiction for its value as a mentor text.
Participants will record their thinking and then share their thoughts with a grade-level peer.

23. Integrating Grammar and Writing Instruction4
Section Big Q4uestion
How are the Grammar and Writing Standards related?
Explain to participants that in the final section of the workshop, they will discover the answers to the question on this slide.
How are the Language and Writing Standards related?

24. Integration of Language and Writing Standards
Language skills are designed to be implemented with other ELA strands. Many skills are repeated. Skills are progressive in nature. Groundwork must be established in the elementary years.
“The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.”
Note: The focus of this workshop should continue to be about the Writing Standards, so you should not feel that you need to cover the Language Standards in entirety; however, this section will explain the connection between the two strands, the intention of the English language arts (ELA) standards to be integrated instruction, and a preview of how such integration looks in Reading Street 2011.
Display Slide 30.
To introduce the Language Standards, point out that although participants have studied the Writing Standards today, grammar is not a topic that has been represented in the standards. This is because grammar and vocabulary development fall under the Language Standards.
Let participants know that you won’t be going into great detail about the Language Standards; however, you will be looking at how they are designed to be integrated with the writing strand, as well as other English language arts strands.
Note: If time allows, you may want to direct participants to peruse the Language Standards for their grade level so they have a basic idea before going into a more detailed explanation of the Language Standards.
Share the following points regarding the Language standards. Bolded text is from the PowerPoint.
Language skills are designed to be implemented with other ELA strands. According to the CCSS:
“The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.”
(Common Core State Standards Initiative. 2010a, 51)
“Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/ listener interest, and style.*
b. Maintain consistency in style and tone.*”
(Common Core State Standards Initiative. 2010a, 52)
Skills are progressive in nature and build upon one another. There is a chart that demonstrates this within the PowerPoint.
There is a cyclical pattern in which skills are repeated, but the groundwork must be established in the elementary years. This represents increased rigor and a transition to an earlier focus on grammar and conventions.
Pose the following discussion questions to participants to debrief the information regarding Language Standards. Based on the size of the group you may want to have small group discussions instead of whole group discussion.
What surprises you about the Language Standards?
How is this structure for grammar and convention standards different than how you have approached language arts in the past?
(Common Core State Standards Initiative. 2010a, 51)

25. Explore Grammar Instruction within Reading Street 2011 Activity
Reading Street provides
Sequentially developed scope and sequence
Skills developed throughout lesson activities
Skills applied in the Reader’s and Writer’s Notebook and Let’s Practice It! activities
In-context instruction
Introduce participants to how Reading Street 2011 approaches grammar instruction. Share the following points with them. Bolded text is directly from the PowerPoint.
Reading Street 2011 provides a sequentially developed scope and sequence for convention for grammar, usage, capitalization, punctuation, spelling, and vocabulary skills.
Skills are developed throughout lesson activities and are applied in the Reader’s and Writer’s Notebook and Let’s Practice It! activities.
Skills are further developed in the context of the reading selection.
To help participants explore grammar instruction within Reading Street 2011, facilitate a tic-tac-toe activity in which participants seek examples of various grammar instruction components within their Reading Street materials.
Direct participants to page 23 of the Participant Workbook. They will find a tic-tac-toe board that had nine components to search for. On the bottom of each square, they can write the page number from their Teacher’s Edition and put an “X” in the box. The goal is to be the first at the table or small group to get an entire row, column, or diagonal.
Debrief by asking participants if any clarification is needed regarding the integrated grammar and writing instruction within Reading Street 2011.

26. 6 Review and Closing Section 6 Big Question
What have you learned during today’s session?
Explain to participants that in the final section of the workshop, they will discover the answers to the question on this slide.
What have you learned during today’s session? 26

27. Reflection
What is one goal you have for your students in regards to developing as writers?
What are you going to do to help your students meet that goal?
What strategies will you begin to use with English language learners to support their growth as writers?
How will Reading Street support you in helping students meet the Writing Standards?
Let participants know that they will now have some time to reflect on their learning and plan for implementation of the Writing Standards in their classroom with Reading Street 2011.
Direct participants to pages 24–25 of the Participant Workbook. Read through each question to make sure participants do not need any clarification. This is not in our workbook, but could be a very powerful tool to use at the beginning on the year and as a reference throughout the year.
What is one goal you have for your students in regards to developing as writers?
What are you going to do to help your students meet that goal?
What strategies will you begin to use with English language learners to support their growth as writers?
How will Reading Street support you in helping students meet the Writing Standards?
After participants have had time to reflect, allow them to share their responses with a partner.

28. Outcomes Review
Plan appropriate writing prompts and assignments to scaffold students to higher standards.
Apply grade-appropriate instructional strategies that support students in writing opinion/argument and informative/explanatory pieces.
Review the session outcomes.
At the conclusion of this workshop, you will be able to
plan appropriate writing prompts and assignments to scaffold students to higher standards;
apply grade-appropriate instructional strategies that support students in writing opinion/argument and informative/explanatory pieces; and
support English language learners (ELLs) in achieving the Common Core State Standards (CCSS) for Writing. 28

29. Pearson Professional Development
pearsonpd.com

30. Digging into the Writing Standards with Reading Street 2011
Closing
Digging into the Writing Standards with Reading Street 2011
Heather Walker
April 25, 2013

31. Critical CCSS vocabulary
Editing – A part of writing and preparing presentations concerned chiefly with improving the clarity, organization, concision, and correctness of expression relative to task, purpose, and audience; compared to revising, a smaller-scale activity often associated with surface aspects of a text
Revising – A part of writing and preparing presentations concerned chiefly with a reconsideration and reworking of
the content of a text relative to task, purpose, and audience; compared to editing, a larger-scale activity often associated
with the overall content and structure of a text
I wasn’t sure where to put this, but I think it is important that ALL have the same understanding of key terms used in the CCSS. You might want teachers to consider adding other terms in which a common understanding is needed.

32. Critical CCSS vocabulary
Evidence – Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science
I wasn’t sure where to put this, but I think it is important that ALL have the same understanding of key terms used in the CCSS. You might want teachers to consider adding other terms in which a common understanding is needed.

33. Critical CCSS vocabulary
Evidence – Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science
I wasn’t sure where to put this, but I think it is important that ALL have the same understanding of key terms used in the CCSS. You might want teachers to consider adding other terms in which a common understanding is needed.

34. BIG IDEAS - Teach the “What” and “How”
Critical attributes
Rubric
Example
HOW
Writing Process
From Anita
What are the critical attributes for each mode of writing
What RS rubic will be used
Always model and provide examples
I would caution the Writing Process is not the writing process of the past where students wrote and wrote and we conferenced with them as they were working independently, but that the process does follow a sequential order (hence the word process) with explicit instruction and modeling around each step.

35. WHAT Consider the Six Traits
Ask yourself, what are the CRITICAL ATTRIBUTES of a well-written product.
Consider the Six Traits
Ideas
Organization
Word Choice
Voice
Sentence Fluency
Conventions
Consider the Descriptions in the Standards

36. What Design a simple, easy to understand RUBRIC.
Carefully examine the genre descriptions in the Common Core State Standards.
Consider introducing only a portion of the rubric initially. Focus on ideas, organization, and conventions.
Provide an EXAMPLE to illustrate the critical attributes.
(Optional) Guide students in analyzing a non-example to determine missing attributes.

37. Plan T = Task/Topic A = Audience P = Purpose
HOW - Plan
Plan T = Task/Topic A = Audience P = Purpose
Plan Think or
Research and gather evidence
When working on any mode of writing teach students to TAP. They need to identify the Topic/Task, Audience, Purpose

38. Big Idea - Provide judicious practice.
Have students write many products of focus genre to promote mastery.
After initial instruction, products can be composed in a variety of classes.
The big take away is to make sure all modes of writing are practiced throughout the year, not just taught, practiced and assuming it is mastered during the initial instruction. Remember, we don’t want to commit “assume-icide”
Also remember to stress Mode NOT Form

39. Big Idea - Provide Feedback
Provide feedback in real time as you circulate and monitor. Correct, Encourage, Correct
Have students carefully check their products against the rubric.
Have students give focused feedback to their partners.
Provide feedback to students on a portion of the rubric.
Provide feedback on final drafts using the rubric.

40. References