1. Reaching the K2 Common Core Writing Standards
Follow the Yellow Brick Road
Reaching the K2 Common Core Writing Standards

2. Our task is to help students…
have voices that radiate from the page.
capture their thoughts on paper in clearly and correctly written statements.
organize and structure their thoughts into various kinds of tasks.
enjoy reading and writing.
make sense of the text they read and write.
think critically.
read a variety of texts.
recognize different purposes for reading.
see texts as models for their own writing.
experience reading, writing, thinking, listening, and speaking – EVERY day.
see reading and writing as a way to support healthy choices (further education, research, self-help, fun, etc.)

3. We are NOT in Kansas anymore!

4. CCSS Writing Writing types/purposes (Anchor Standards 1−3)
1. Writing arguments (opinion)
Not just persuasive/ emotional
Must be logical
2. Writing informative/explanatory texts
Examines and conveys complex topics
Uses primary and secondary sources
3. Writing narratives
Uses effective techniques such as dialogue, pacing, well-chosen details in description, event sequences, transitional words and events
Shift in focus…moving away from narrative toward more informative and argumentative pieces 4

5. CCSS Writing
Production and distribution of writing (Anchor Standards 4−6)
4. Developing coherent pieces of writing that are appropriate for different purposes and audiences
K2 Anchor Standards 1-3 build toward this 3rd grade requirement
5. Using writing process (planning, revising, editing, rewriting) to develop and strengthen writing
Cyclical
Cannot be addressed without addressing Language Anchor Standards 1-3 (Conventions of Standard English and Knowledge of Language)
6. Using technology to produce and enhance writing and to interact and collaborate with others
Guidance and support (modeling) from teacher
Collaboration with peers 5

6. CCSS Writing Research (Anchor Standards 7−9)
7. Participate in shared research and writing projects based on subjects under investigation
Multiple sources involved
Use research for a particular purpose (develop opinions, write a sequence)
8. Gather research and recall information
Finding information in personal experiences and in print and digital sources (independently by 2nd grade)
Moving toward being able to asses the credibility of sources in 3rd grade
Summarize findings
Moving toward accurately citing sources and avoiding plagiarism in 3rd grade
9. Draw evidence from texts to support research
Begins in 4th grade 6

7. Is beside the classroom door
CCSS Writing
Range of writing (Anchor Standard 10)
10. Writing routinely over various time frames for various purposes and audiences
K2 opportunities build toward this for 3rd grade
Think of writing-to-learn in addition to learning-to-write activities
Ideas included in your packet
K.G.1.
Describe objects using the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to
2.NBT.9
Explain why addition and subtraction work, using place value and the properties of operations
2.MD.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ¢ correctly
Clock next to the flag
Is beside the classroom door
Is shaped like a circle
My red rectangle
Has to have 4 sides
2 longer and 2 shorter
3 lines:
5 syllables
7 syllables 7

8. CCSS Language Conventions of standard English (standards 1-2)
Grammar and usage in writing and speaking
Capitalization, punctuation, and spelling in writing
Knowledge of language (standard 3)
Compare formal and informal uses of English
Begins in 2nd grade
Vocabulary (standards 4−6)
Determining word meanings and word nuances
Acquiring general academic and domain-specific words and phrases

10. Reaching the CCSS Writing Standards
Reading your way to the standards
Using effective techniques for writing instruction

11. Reading Your Way to the Standards11

12. Reading Your Way to the Standards
Interactive Read-Aloud
Ask children to predict, discuss story, ask questions, offer opinions, etc.
Purposes for writing instruction include building background knowledge, exposing aspects of language, and offering topics for writing
What kinds of read-alouds will provide good examples and prompt good ideas for writing?
Shared Reading
You and your students read together from an enlarged text
Purposes for writing instruction include exposing them to aspects of language and allowing them to see how texts work
What kinds of shared reading will provide good examples?
Which texts that we have created as a class can be used as shared reading?

13. Reading Your Way to the Standards
Independent Reading
Students spend time reading new books or rereading texts in order to develop fluency
Purposes for writing instruction include building background knowledge, exposing aspects of language, allowing them to see how text work, and offering topics for writing
What can I have students read so that they have an opportunity to see how texts work and offer possible topics for writing?
Can I include time for students to independently read their own writing?
Literature Discussions
Discuss interpretations of a story and how authors and illustrators conveyed their messages
Purposes for writing instruction include allowing students to see how texts work and how authors and illustrators communicate to readers
How can I hold discussions so that student can see what good writers include and/or do so that readers can understand?

14. Reading Your Way to the Standards Guided Reading
Small group; leveled-texts; supports readers with strategies they need
Purposes for writing instruction include exposing them to letter-sound relationships, concepts of print, using details to express ideas
How can I connect the text in the stories to spelling skills and concepts of print?
How can I connect the text in the stories to creating stories with lots of details?
How can I include writing in my guided reading time?

15. “The writing you get out of your students can only be as good as the classroom literature that surrounds and sustains it.”

16. Establishing Environments that Support Risk-Free Writing by Modeling/Shared Writing Interactive Writing Writer’s Workshop

17. WHEN & HOW CAN I MODEL WRITING?
Morning message/carpet time
Before, during, and after journal time
During a writer’s workshop mini-lesson or sharing time
Other ideas?

18. Modeling During Morning Message
Teacher says… Boys and girls today is Tuesday, January 12, so I am going to write that right off the bat. T-t-t-Today starts with t. I make it a capital T because Today is the first word in my sentence. To-day has two parts. Now I am going to leave a space after Today because that’s the end of that word. The next word is is. I’m sure that word is on our word wall. Sure enough, there it is. Is is i-s. Tuesday is the name of the day, so I’m going to put a capital T. I am putting a comma between the day and the month. January is the name of the month, so I’m going to put a capital J. January. Let’s clap that word together and count the parts: What do I want to say next? Well, I want to say that we have a special reader today. I am going to write: We have a special reader today. Six words.

19. Modeling During Morning Message
Teacher has written…
Today is Tuesday, January 12, We have a special reader today.
In first grade, tell why you are using commas, between day and month and 12 and year ties into L11

20. Modeling before, during, and after Journal Time
Enhance journal time by providing more than just a prompt
Provide a model and expect students to use it
Focus on a specific skill to incorporate during the journal time
Ex. L.K.1 using end punctuation
Ex. L.1.1.using frequently occurring conjunctions
Ex. L.2.2 using commas in greetings and closings of letters
Allow students to share by modeling what they wrote in their journal on the board
Revise the student’s writing as a class
This become an interactive writing opportunity!

21. But if I show them a model, they will just copy what I write.
Provide model, then cover it up
Pull those students and make a guided writing group during the time
Other ideas??

22. Modeling vs. Shared Writing
Demonstrate Writing Process
Help students become aware of structures and patterns
Demonstrate how to construct words using letter-sound relationships and other strategies
Demonstrate conventions of language
Teacher selects material to be written
Teacher writes it for class
Shared Writing
Demonstrate Writing Process
Help students become aware of structures and patterns
Demonstrate how to construct words using letter-sound relationships and other strategies
Demonstrate conventions of language
Teacher and students equally involved in planning and creating text
Teacher acts as the scribe for material created by teacher and students 22

23. WHEN & HOW CAN I USE INTERACTIVE WRITING?
Morning message/carpet time
Before, during, and after journal time
During a writer’s workshop mini-lesson or sharing time 23

24. Shared Writing vs. Interactive Writing
Texts are planned
Goals for learning are planned
Teacher and student equally involved in planning and composing the text
Teacher acts as a scribe
Interactive Writing
Texts are planned
Goals for learning are planned
Teacher and student equally involved in planning and composing the text
Teacher and students “share the pen”

28. Writer’s Workshop Focuses on all stages of writing process
Planning, Drafting, Revising, Editing, Publishing
Focuses on all traits of good writing
Ideas and Content
Organization
Voice
Sentence Fluency
Word Choice
Conventions
Includes a variety of instructional techniques
Modeling
Shared Writing
Interactive Writing
Independent Writing

29. WHAT DOES A WRITER’S WORKSHOP LOOK LIKE?
5-10 min Mini-Lesson
20-40 min Independent Writing & Conferencing
5-10 min Sharing

30. What are your thoughts? Are you MELTING?

31. Mini-Lesson Include read-aloud & student examples
Focus on target skill/s
Could be focused on concepts of print, letter formation, word choice, spelling, punctuation, adding details, sentence types, capitalization, effective titles, etc.
Provide good model of what is expected
Teacher models
Shared or interactive writing
Provide example (projection) of page of a book
Provide student example
CCSS example or one from your class or previous class
Discuss Rubric

32. Rubrics and Sample Papers
Kindergarten Informative
Kindergarten Opinion
1st grade Informative
1st grade Opinion
1st grade Narrative
2nd grade Informative
2nd grade Opinion
2nd grade Narrative
Sample Papers:
K Advanced Informative
K Proficient Informative
1 Proficient Informative
1 Basic Informative
2 Proficient Informative

33. Independent Writing and Conferencing
Teach the students how to independently write
Do not let them interrupt your conferences with questions
Have reminders of what to do when they think they are done…reread their piece, add words, fix confusing parts, revisit an old piece, start a new piece
Do a set number of students per day and limit the conference time
Set a schedule and list the schedule on the board
Have them read their writing to you (a select portion or all)
Ask them questions and discuss what good writer’s do
Keep track in notebook or log

34. Questions for Conferences
Can you read me some (or all) of what you’ve written? How did that sound? What could make it stronger?
How is it coming along? What can I help you with? What are you going to do next?
What has been difficult for you? What can help you with that?
How did you incorporate mini-lesson skill into this piece?
How/why did you decide to do this?

35. Sharing Student Shares by Writing their ROUGH DRAFT on board
Students Read Aloud in Small Group Sharing
The student reads the writing aloud.
You write exactly as it was written
Leave space for revision.
As you write, the class asks the student questions about the writing.
Revise as a class. Use the space underneath to write the revision. (Shared or interactive)
Have student make informal revision plan based on questions from the class
Students read the writing aloud to a small group.
Less threatening and more get to share.
Group members ask questions about the writing.
Student make informal revision plan based on questions from the group.

36. Libby Lane & Layla Philley
All About
Deer in Winter by
Libby Lane & Layla Philley

37. Winter is hard for many animals, especially deer.

38. They have a thick coat to stay warm.

39. They travel together in herds.

40. They look for food everywhere, even by my house.

41. I love watching the deer in winter.

42. Winter is hard for many animals, especially deer.

44. Where are your students?
Picture writer
Verbal informer
Letter copier
Labeler
Sound maker
Sentence maker
Story Maker

45. Key Features to Remember
Determine learning goals
Write for authentic purposes
Share the task of writing
Use conversation to support the process
Use the conventions of written language
Make letter-sound connections
Teach explicitly
Connect reading and writing

46. Excuses
“I can’t… “
“I don’t know how…”
“I’d rather…”
“I don’t care …”

47. Dorothy always had the power…
Just a few clicks…

49. Do you have teachers in your building who need a heart
Do you have teachers in your building who need a heart? The courage to try new things? Brains or new ideas?
Are there time when you lack the heart, brains, or courage for the task?

50. There is no wizard to solve the students’ problems.
There is no wizard to solve the teachers’ problems.
BUT
With our hearts in the right place, our brains thinking in the right way, and with the courage to try something new…

51. we can get there!