1. Helen S. Comba Supervisor of English Language Arts School District of the Chathams

2.  2010-2011~ time for planning  2014-2015~ Common assessments will be operational  Between now and then~ ~ Transitions in assessment systems ~ Phase-in the Standards - Curriculum development and alignment - Professional development

3.  Reading  Reading literature  Reading Informational Text  Reading Foundations  Writing  Speaking and Listening  Language  Standards for literacy in history/ social studies, science, and technical subjects

4. 1. Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

5. Elementary Implementing Writing Workshop Model Integration of the language arts Secondary Transitioning to Writing Workshop Model Integration of the language arts

6. Common Core: Writing Writing Assessments Common Core: Language Initiatives in Chatham Writing Workshop

7.  3 Types of Writing:  Narrative writing(personal narrative, story)  Writing about opinions (persuasive, argument)  Nonfiction writing(how to, all about, essay)

8.  Structure (stories have problems, an essay begins with a thesis statement)  Craft (Good writers write strong leads, use dialogue, similes, etc.)  Writing about research  Integrated across the curriculum

9.  Speculative writing- Write a story based on a prompt such as the following: Katie and Pablo were excited about their adventure. Write a story about it.  Poem Prompt- Read a poem* then write a composition about the poem’s theme or main idea such as the following: After reading a poem about a person trying something new- students are asked to think of a time when you tried something new. Tell, describe, explain.  Constructed response questions -Use evidence* from the reading selection. (RAFT)

10.  Writing about experiences, opinions, information(Common Core)  Performance Tasks- Require integration of reading and writing (Throw your Tooth on the Roof).  Writing about Research-Read 2 or more selections on the same topic to analyze and then synthesize knowledge.  Constructed response questions – similar to NJASK questions.

11.  Writing about personal experiences: Have you ever lost a tooth? Write about it.  Learn about the tooth traditions around the world.  Take notes as you read/view using technology.  Use your notes to compare and contrast these traditions with your own experiences.  Explain what you have learned about tooth traditions citing examples (using evidence).

12.  Language means both speaking and writing  Language means grammatical usage and vocabulary used in both speaking and writing Think about …  How do children acquire oral language skills?  How do children acquire written language skills

13. 2010 Writing Workshop -Units of Study purchased 2009- 2013 Training for teacher (LaGatta, Klein) 2010 Purchase of K-2,3-5 Units of Study 2013 Purchase of grade level specific units based on the Common Core (Lucy Calkins)

14. Encourages independence Gives the young writer choice within a framework Has procedures that are consistent from day to day Structures the environment to encourage writers to take risks while learning craft Provides a scaffolding support system to all writers Has a regular and predictable time to write and amount of time Gives students direct instruction in writing by different methods; whole class, small group, individual Uses literature to teach students the craft of writing

15.  Transitioning to writing workshop (TC Model)  Heather Rocco is working to integrate writing workshop in the secondary classroom  More mini-lessons  More drafts in the classroom with teacher conferences  More informal writing to lower the writing risk  More writing that reveals thinking

16. Boy Writers Common Core Elementary Boy Writers Common Core Secondary

17. PARCC Grammar Elementary PARCC Grammar Secondary

18.  CCSS assertion that the study of language should be woven into students’ authentic work is supported by research.  The Language Standards emphasize context- embedded language work over memorization of grammar rules.  Carnegie Corporation- Writing Next (Graham and Perin 2007) concluded that “systematic teaching of parts of speech and sentence structure does not yield effective results.

19.  Research on Writing Workshop has shown Writing Workshop to be the best practice for teaching writing.  Teach grammar in the context of writing.  Teach grammar in the context of reading.  Look at two places to see what grammar skills need to be taught: the Common Core and student writing samples.