1. A Close Reading of the Writing Standards

2. The Writing Standards

3. Writing Standards 1-3 ① Argument ② Informational/Explanatory ③ Narrative Three Text Types

4. Text Types In the K-2 classroom, create a classroom environment where students:  know they are authors  express their opinions  share what they know about a topic  recount an event (Writing Standards 1-3)

5. What does Appendix A tell us about the text types? In the descriptions look for: o Purpose o Definition o How http://www.corestandards.org/assets/Appendix_A.pdfhttp://www.corestandards.org/assets/Appendix_A.pdf p. 23-25

6.  Skilled writers many times use a blend of these three text types to accomplish their purpose... (from Appendix A) Combining the Text Types

7. The Emphasis on Argument  While all three text types are important, the Standards put particular emphasis on students’ ability to write sound argument on substantive topics and issues, as this ability is critical to college and career readiness. p.24 Appendix A  It’s important to teach all types

8. Anchor Standard 4  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supporting this standard:  Read Like a Writer  Using Mentor Texts

9. When you read like a writer you notice:  Word choice  Sentence structure  Organization What questions would you ask as a writer?

10. Underline and highlight the passage in the text itself and ask yourself: What is the technique the author is using here? Is this technique effective? What would be the advantages and disadvantages if I tried this same technique in my own writing? When you read like a writer: Annotate and Read Closely  Read with a pen or highlighter in hand  Make comments in the margins  Write yourself notes and summaries  Look for patterns

11. Using Mentor Texts “The simple rhythm of copying someone else’s words gets us into the rhythm of writing, then you begin to feel your own words.” -William Forrester, Finding Forrester

12. “Nobody is born with a style or a voice. We don’t come out of the womb knowing who we are. In the beginning, we learn by pretending to be our heroes. We learn by copying. We’re talking about practice here, not plagiarism – plagiarism is trying to pass someone else’s work off as your own. Copying is about reverse- engineering. It’s like a mechanic taking apart a car to see how it works.” -Steal Like an Artist by Austin Kleon Steal Like an Artist

13.  A mentor text is any piece of writing that can be used to teach a writer about some aspect of writer’s craft.  The best mentor texts are those that can be used numerous times throughout the school year to demonstrate many different characteristics of a text. (ideas, structure, written craft) What are Mentor Texts?

14. Steps to Using Mentor Texts Select a text to emulate and reread – one that inspires a new idea, structure, or craft worth trying.  Read it (Read like a reader)  Analyze it (Read like a writer)  Emulate it (Write like the writer) - adapted from Kelly Gallagher

15.  Creating Successful Writers with Mentor Texts http://www.reading.org/downloads/53rd conv handouts/mentor texts cappelli dorfman. pdf  Mentor Text for the Traits of Writing http://www.scholastic.com/teachers/article/mentor-texts-traits-writing  Teacher 2 Teacher – What are mentor texts? http://www.teacher2teacherhelp.com/writing-strategies/what-are-mentor-texts/  How to Use Mentor Text to Teach Writing http://www.ehow.com/how 8216119 use- mentor-texts-teach-writing.htmlhttp://www.ehow.com/how 8216119 use- mentor-texts-teach-writing.html Mentor Text Resources

16. Anchor Standard 5  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Supporting the standard with:  Grammar instruction  Integrating Language standards

17. v' Writing Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach v' Language Standards 1-3: Producing, expanding, and rearranging complete, simple, and compound sentences is an expectation as early as grade 2, Language Standard 1f. v' “ Isolated grammar instruction appears to have little or no positive impact in helping poor writers become better writers” (Graham & Perin, 2007). Why teach grammar in context?

18. Teaching Sentence Combining... http://tinyurl.com/bck4bts  Improves fluency and comprehension (Writing to Read: Evidence for How Writing Can Improve Reading, A Carnegie Corporation Time to Act Report, 2010)  Is a promising method of teaching grammar in context (Graham & Perin, 2007; Strong, 1986)

19. Teaching sentence combining... 1. Analyze the use of punctuation and sentence types in a mentor text. 2. Practice combining sentences with guidance (guided practice) 3. Analyze sentences in their own writing. 4. Practice combining sentences in their own writing with guidance and support from peers and adults (try a new approach). http://www.youtube.com/watc h?v=RPoBE-E8VOc

20. Anchor Standard 6  Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Supporting the standard with:  Resources

21. Using Digital Tools In the K-2 classroom, with guidance and support from adults, students use digital tools to: 'produce writing 'publish writing 'collaborate with peers (Writing Standard 6)

22. Anchors 7,8, and 9 W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.CCR.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. W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

23. Supporting these standards  Research projects  Note taking  Evidence TIC Tir PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education I Department of Public Instruction

24. Research Across the Disciplines At your table, discuss research projects both short and sustained for grades K-12 in math, science, social studies, art, physical education and CTE classes. Now, share several of these projects at http://linoit.com/users/kewandamerritt/canvases/Research%20 Project%20Ideas http://linoit.com/users/kewandamerritt/canvases/Research%20 Project%20Ideas These sample projects will be compiled and sent to you electronically to share with the faculty at your school.

25.  Teaching students to gather credible information to support their research  Resource: Energize Research Reading and Writing by C. Lehman Taking Notes:

26. Resources for Note Taking  Readwritethink Fact Fragment Frenzy http://www.readwritethink.org/files/resources/interactives/factfrenzy/opening.html  Readwritethink Notetaker http://www.readwritethink.org/classroom- resources/student-interactives/readwritethink-notetaker-30055.htmlhttp://www.readwritethink.org/classroom- resources/student-interactives/readwritethink-notetaker-30055.html  Readwritethink Outline Tool http://interactives.mped.org/view interactive.aspx?id=722&title  Incredible Shrinking Notes http://www.educationworld.com/a_lesson/03/lp322- 02.shtmlhttp://www.educationworld.com/a_lesson/03/lp322- 02.shtml  Take Note: Five Lessons for Note Taking Funhttp://www.educationworld.com/a_lesson/lesson/lesson322.shtml Funhttp://www.educationworld.com/a_lesson/lesson/lesson322.shtml

27. Evidence  Draw evidence from literary or informational texts to support analysis, reflection, and research. -Refer to grade specific reading and writing Standards - Students should address increasingly demanding content and sources as they advance through the grades retaining skills and understandings mastered in preceding grades.

28.  Intel Showing Evidence Tool http://www.intel.com/content/www/us/en/ed ucation/k12/thinking-tools/showing- evidence.html?wapkw=intel+showing+evide nce+tool Evidence Resource

29. Anchor Standard 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. Supporting this standard:  Writing to Learn  Creating meaningful tasks

30. Writing to Learn – Using writing as a tool for learning not only as a product of understanding!  For exploration (quick research, project notebook)  For thinking (graphic organizers, synthesis papers, summary writing)  For wondering (annotations, journals)

31. How to Write a Summary 1.Identify or select the main information; 2.Delete trivial information; 3.Delete redundant information; and 4.Write a short synopsis of the main and supporting information for each paragraph. Rinehart, Stahl, and Erickson (1996)

32. Creating Meaningful Writing Tasks  Online Writing Instruction System OWI on NC Education includes writing templates aligned to the CCSS Standards for Writing. https://center.ncsu.edu/nc/

33. Creating Meaningful Writing Tasks Writing task templates were created by the Literacy Design Collaborative. They include task templates, examples, and rubrics. You can find them at: K-2 Writing TasksK-2 Writing Tasks 3-5 Writing Tasks3-5 Writing Tasks 6-12 Writing Tasks6-12 Writing Tasks

34. Contact Information: Julie Blackmon South Robeson High School, English II /English Department Chair (910) 422-3987 julie.blackmon@robeson.k12.nc.us Michael Shane Fletcher, MAEd, NBCT Union Chapel Elementary School, 6th Grade (910) 521-4456 michael.fletcher@robeson.k12.nc.us Kewanda Merritt, MSA Public Schools of Robeson County, ELA Curriculum Supervisor Program Services Building, Office B10 (910) 735-2350 kewanda.merritt@robeson.k12.nc.us