1. LITERACY COACHES WRITING 1

2. 2 OUTCOMES Literacy Coaches will:  become familiar with the CC Literacy Writing Standards 1,2, 10 (range of writing)  have a solid understanding of the elements of argument and explanatory writing and the differences between English and other content areas  understand the concepts of “on-demand” writing and identify ways it may occur in different disciplines  understand holistic grading  understand implications for post-secondary writing

3. 3 OUTCOMES Literacy Coaches will understand Literacy Coach Standard 2.1.8 which states that coaches will help teachers: increase amount and the quality of writing instruction increase amount and the quality of writing students produce scaffold writing genres particular to content

4. Remember: The Anchor Standards remain the same for ELA and Disciplinary Literacy; however, the grade level standards are different for each. The Anchor Standards are the College and Career Ready (CCR) standards with which students should have achieved mastery upon leaving high school. The grade level standards build to the anchor standards from PreK to Grade 12. The Disciplinary Literacy Standards 4

5. 5 “… each discipline acquires, develops and shares knowledge in distinct ways, educators in each field must take ownership of building robust instruction around discipline-specific literacy skills to prepare students for college and careers.”* *From the PARCC Content Frameworks

6. Unpack the Standards Review the CCR Anchor Standards for Writing and Review the Common Core Standards for Literacy in Social Studies, Science and Technical Subjects Connect to Literacy Coach Standard 2.1.8 6

7. After Examining the Disciplinary Literacy Standards... What are your observations? What are some possible instructional implications? 7

8. For Your Consideration... Why do you think our previous efforts to implement writing across the curriculum have not succeeded? What do you think is needed to ensure that literacy instruction is implemented in all disciplines? How will the emphasis on Disciplinary Literacy and the CCSS help us to succeed where previous attempts have failed? 8

9. 9 http://www.ccsso.org/resources/digital_resources/common_core_impl ementation_video_series.html Types of Writing: Introduction

10. Types of Writing Argument: A reasoned, logical way of demonstrating that the writer’s position, belief of conclusion is valid. Explanatory: Conveys information accurately. *Narrative: Conveys experience, either real or imaginary, and uses time as its structure. 10

11. Review Materials Argument Booklets Quick Cards: Explanatory and Argument 11

12. ON-DEMAND WRITING 12 What is it? When might you use it?

13. Grading/Rubrics 13 Read the sample essays. Identify strengths of the essay Refer to rubrics for things to “look for” Discuss with a partner Share observations

14. Additional Thoughts…… 14

15. Articles Read “What Do Professors Really Say about College Writing” Thoughts…. 15

16. Articles Read “Persistence of the Five- Paragraph Essay” Thoughts…. 16

17. These are: IDEAS-- the main message ORGANIZATION- -the internal structure of the piece VOICE-- the personal tone and flavor of the author's message WORD CHOICE-- the vocabulary a writer chooses to convey meaning SENTENCE FLUENCY- -the rhythm and flow of the language CONVENTIONS-- the mechanical correctness and PRESENTATION-- how the writing actually looks on the page http://educationnorthwest.org/resource/503

18. The WRITING PROCESS

19. HCPSS High School Manual and Style Guide http://www.hcpss.org/aboutus/writing_manual.pdf http://www.hcpss.org/aboutus/writing_manual.pdf

20. Purdue University's OWL Online Writing Lab Resources Online Writing Lab General Writing Research and Citation Teacher and Tutor Resources Subject Specific Writing Job Search Writing Current OWL Exercises and More