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CCSS English Language Arts
2nd Grade Pre-Service
Connecting CCSS Reading to Writing
Summer/Fall 2013
Presenter: Patty Tong
Logistics
• Today’s Scheduleo 8:00-12:00 trainingo Planning time in the afternoon
at school sites
• Restrooms
• Workshop Contents – CCSS Website
Contents of Summer Training
• Speaking/Listening standards– Structured Student Interaction– Implications for diverse learners
• Reading – Foundational Skills
• Reading – Literature/Informational Text– Text Dependent Questions– Close Reading
2nd Grade Outcomes
Examine Language StandardsUnderstand text types and purposes of the
Writing StandardsConnect writing to readingTurn reading tasks into writing prompts or
assessment questionsUse rubrics to help plan writing instruction
Directions:
1.Read Conventions of Standard English standards 1-3.
2.Read Vocabulary Acquisition and Use standards 4-6.
3.Discuss the implications for teaching #4-6 during both reading and writing instruction.
Examine Language Standards
Big IdeasLanguage = Conventions + Vocabulary
Acquisition and Use
Vocabulary is heavily emphasized and should be woven into both reading and writing instruction.
Organization of the Writing Standards
Writing Strand “Cluster” Standard #Text Types and Purposes 1-3Production and Distribution of Writing 4-6Research to Build and Present Knowledge 7-8Range of Writing 10
Debrief Writing Trace
What commonalities BETWEEN writing standards #1-3 did you notice (e.g., “sense of closure” at first grade for all three standards)?
What are the implications for classroom instruction?
Writing Standards 4-10
• Read the remaining writing standards in the “clusters” of 4-6, 7-9, and 10.
Production and
Distribution of W
riting
Research to Build and
Present Knowledge
Big IdeasWriting has 3 text types and purposes: 1)
opinion, 2) informational/explanatory, and 3) narrative.
Explicit writing skills overlap within standards 1-3.
Writing instruction requires a K-12 “team” approach due to its interdependence.
CCSS – Measuring Grade-Level
Appropriate Text3 Factors:1.Qualitative (content/sophistication)
2.Quantitative (lexile/readability measures)
3.Reader and Task (purpose and complexity of assignment)
p. 9 - CCSS
Examine Reading Tasks
THINK-PAIR-SHARE
Which of these tasks for your grade-level would could be/best be assessed through a writing task?
TWO-FER!
Big IdeasUse reading standards in connection with a
writing standard.
Appendix B provides an opportunity to look at examples of reading tasks that would best be assessed through a writing task.
Assess both reading and writing—a “two-fer.”
Focus StandardsRL 2- Recount stories, including fables and folktales
from diverse cultures, and determine their central message, lesson, or moral
W1- Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and provide reasons, and provide a concluding statement or section.
Task Analysis• Summarize the story• Idea of learning lessons (central message)• Finding evidence
– Use of a graphic organizer to cite evidence– What is evidence supports the central
message?– Relevant reasons
• Topic Sentence• Concluding statement or section• Linking words
Mini Lesson : Central Message
CHECKLIST: It is written as a complete sentence. It is a message or lesson from the
author. It does not mention specific characters
or events from the story. It has text evidence to support the
central message(s).
Mini Lesson: Citing Evidence
Central Message:
When faced with a dangerous situation, it is best to stay calm and think things through.
Select: A and G
This evidence (does/does not) support the central message because_____.
Mini Lesson: Citing Evidence
Evidence (Examples) Reasons
Central Message: When faced with a dangerous situation, it is best to stay calm and think things through.
This evidence (does/does not) support the central message because_____.
G. Pig goes early, makes dinner before the wolf gets there
Pig thinks ahead and gets back safely before the wolf arrives
Mini Lesson: Citing Evidence
Central Message:
When faced with a dangerous situation, it is best to stay calm and think things through.
Select: C and D
This evidence (does/does not) support the central message because_____.
Mini Lesson: Citing Evidence
Evidence (Examples) ReasonsG. Pig goes early, makes dinner before the wolf gets there
Pig thinks ahead and gets back safely before the wolf arrives
Central Message: When faced with a dangerous situation, it is best to stay calm and think things through.
This evidence (does/does not) support the central message because_____.
C. Hung pot of water, wolf fell in, pig ate him for dinner
When the pig saw what he was doing, he made a plan to protect himself and get dinner
Options to Scaffold Graphic Organizer
Provide to students Provide to students
Provide to students Provide to students
Partner TalkFor the group of students you will be
working with, at what level of scaffolding (which mini lesson) will you need to start for central message and why?
Short AnswerWhat is a central message of “The Three Little Pigs”? Use evidence from the text to support your answer and supply reasons that support your opinion.
Mini Lesson: Topic Sentence
Each sentence in a paragraph has a “job” to do.
The “job” of the topic sentence is to tell what the paragraph is going to be about.
Mini Lesson: Topic Sentence
Language Frame:
The central message of “The Three Little Pigs” is ___________________.
Mini Lesson: Citing Evidence
Evidence (Examples) ReasonsG. Pig goes early, makes dinner before the wolf gets there
Pig thinks ahead and gets back safely before the wolf arrives
Central Message: When faced with a dangerous situation, it is best to stay calm and think things through.
This evidence (does/does not) support the central message because_____.
C. Hung pot of water, wolf fell in, pig ate him for dinner
When the pig saw what he was doing,he had his own plan
Example Topic Sentence
The central message of “The Three Little Pigs”
is when faced with a dangerous situation, it is best to stay calm and think things through.
Mini Lesson: Citing Evidence
Evidence (Examples) ReasonsG. Pig goes early, makes dinner before the wolf gets there
Pig thinks ahead and gets back safely before the wolf arrives
Central Message: When faced with a dangerous situation, it is best to stay calm and think things through.
This evidence (does/does not) support the central message because_____.
C. Hung pot of water, wolf fell in, pig ate him for dinner
When the pig saw what he was doing,he had his own plan
Transition Words
Grade Level Linking Words:
because, and, also
Examples of other phrases:
One example from the story…
Another…
Finally…
In addition…
Example with Evidence
The central message of “The Three Little Pigs” is when faced with a dangerous situation, it is best to stay
calm and think things through. One example from the story is when the pig leaves to pick up the turnips early.
Mini Lesson: Citing Evidence
Evidence (Examples) ReasonsG. Pig goes early, makes dinner before the wolf gets there
Pig thinks ahead and gets back safely before the wolf arrives
Central Message: When faced with a dangerous situation, it is best to stay calm and think things through.
This evidence (does/does not) support the central message because_____.
C. Hung pot of water, wolf fell in, pig ate him for dinner
When the pig saw what he was doing, he had his own plan
Language Frames for Reasons
Ask yourself: “HOW does the evidence help support what you said the central message was?”
• This supports the central message because_________.
• This shows_______ because________.
• This evidence proves how/why (restate central message) because_______.
Example with ReasonThe central message of “The Three Little Pigs” is
when faced with a dangerous situation, it is best to stay calm and think things through. One example from the story
is when the pig leaves to pick up the turnips early. This supports the central message because the pig was thinking ahead and was able to get home safely before the wolf arrives.
Mini Lesson:
Concluding Statement
Each sentence in a paragraph has a “job” to do.
The “job” of the concluding statement is to sum up/ restate the topic sentence with different words.
Example with Conclusion
The central message of “The Three Little Pigs” is when faced with a dangerous situation, it is best to stay calm and think things through . One example from the story is when the pig leaves to pick up the turnips early. This supports the central message because the pig was thinking ahead and was able to get home safely before the
wolf arrives. Taking time to think and problem solve is always helpful when facing a dangerous situation.
Table TalkGetting students to write a paragraph from
topic sentence to concluding sentence is a huge accomplishment.
What steps would you as a grade level team need to take in order to achieve this goal?
Lesson PreparationDetermine possible central messages and
list evidence (cite page number) to support the central message for the following selections:
“Ant and the Three Little Figs”
“Come Back, Jack!”
“Story Hour, Starring Megan”
Central MessageCHECKLIST: It is written as a complete sentence. It is a message or lesson from the
author. It does not mention specific characters
or events from the story. It has text evidence to support the
central message(s).
Supporting Student Growth
Students will need to have frequent, formative frequent, formative feedback feedback coupled with opportunities to revise revise and resubmit tasksand resubmit tasks.
Debrief Video• What are significant ideas presented in
this video?
• What implications for instruction exist?
Big IdeasFormative assessment and feedback is critical
for students to make progress as writers and students with transferable skills.
Feedback should be targeted and narrow in scope.
Writing tasks do not have a definitive number of drafts.
Using Rubrics as Instructional Tools
• One way to provide formative feedback is to use common rubrics.
• This can be done with teaching very explicit skills.
• These rubrics can even be used as planning tools for the teacher.
Debrief – Walk & Talk
Please choose a language frame:
• Two things that I learned about analytic or holistic rubrics are_______ and _______.
• One thing that I learned about analytic or holistic rubrics is _________, but I still have a question about ________.
eCPL – 2nd-6th Grade Formative
Assessments
And now a word from EGUSD about upcoming formative assessments…
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