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A Close Reading of the Writing Standards
North Carolina Department of Public Instruction
English Language Arts Department
ELA PD Menu Resources
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Common Core and Writing
Participants will understand the expectations of the Writing Standards.
INTEGRATION of WRITING OVERVIEW
Agreements
Ask questions.
Engage fully.
Integrate new information.
Open your mind to diverse views.
Utilize what you learn.
Participants as Writers
• Participant’s Notes
• Do a Quick Write about “your first memory of writing.”
Nobody but a reader ever became a writer.
- Richard Peck
Writing to Read
In the Writing to Read report, Graham and Hebert examine whether various approaches to writing instruction impact students’ reading skills and comprehension.
The report:
•describes a range of instructional practices that have demonstrated a positive effect on reading outcomes.•provides guidance on how teachers can use writing instruction to strengthen students’ reading performance.
Graham, S., & Hebert, M.A. (2010).
Recommendation #1
Have students write about text they read.
Writing to Read: Evidence for How Writing Can Improve Reading
Research to build and present knowledge Research to build and present knowledge Writing Standards 7, 8 and 9 Writing Standards 7, 8 and 9
Having students respond to a text…
improves reading comprehension.
• Writing personal reactions
• Analyzing the Text
Writing to Read: Evidence for How Writing Can Improve Reading
Having students write summaries of a text…
has a positive impact on reading comprehension.
Writing summaries:
•using only one sentence
•using a set of rules or steps
•using an outline
•by locating and using the main idea in each paragraph
•using graphic organizers
Writing to Read: Evidence for How Writing Can Improve Reading
Writing to Read: Evidence for How Writing Can Improve Reading
Having students write notes about a text…
enhances comprehension.
“Taking notes about text proved to be better than just reading, reading and rereading, reading and studying, reading and underlining important information, and receiving explicit instruction in reading practice.”
Writing to Read: Evidence for How Writing Can Improve Reading
Having students answer questions about a text in writing or create and answer written questions about a text…
shows greater benefit than answering questions about a text verbally.
• Answering questions about a text in writing;
• Writing questions about text read;
• Learning how to locate main idea in a text, generating and answering their own questions about text.
Writing to Read: Evidence for How Writing Can Improve Reading
Recommendation #2
Teach students the writing skills and processes that go into creating text.Writing to Read: Evidence for How Writing Can Improve Reading
Production and Distribution of WritingProduction and Distribution of WritingWriting Standards 4, 5, and 6Writing Standards 4, 5, and 6
Teaching students the process of writing, text structures for writing, paragraph or sentence construction skills…
improves reading comprehension.
Two effective strategies were: the process approach to writing explicit instruction/mini-lessons that focused on spelling, sentence combining, and multi-paragraph composition were beneficial.
Writing to Read: Evidence for How Writing Can Improve Reading
Teaching students sentence construction…
improves fluency.
Activities in the study focused on the formation of complex sentences from smaller units of writing.
This type of writing instruction improved reading fluency for students in grades 1-7.
Writing to Read: Evidence for How Writing Can Improve Reading
Teaching students spelling…
improves word reading skills.
Activities in the study focused on the spelling patterns of letters and sounds in words.
Writing to Read: Evidence for How Writing Can Improve Reading
Recommendation #3
Increase how much students write.
Writing to Read: Evidence for How Writing Can Improve Reading
Range of Writing Range of Writing Writing Standard 10Writing Standard 10
Increasing how much students write…
improves reading comprehension.
Effective instructional practices in this category included both independent and collaborative writing opportunities.
Writing to Read: Evidence for How Writing Can Improve Reading
Supporting Young Writers
All of the skills that are essential for college and career readiness in high school have their beginnings in the primary grades.
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)
Text Types
drawing
dictating
writing
Process Writing
In the K-2 classroom, adults guide and support young authors as they learn to strengthen their writing by:• responding to questions and suggestions from peers• add details• focus on a topic
(Writing Standard 5)
Grammar in Context
In the K-2 classroom, students learn:
• grammar and usage in context (shared reading)
• to try it out (demonstrate command) in their own writing through models (shared writing)
(Language Standards 1-2 and Language Standard 3 in grade 2.)
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)
Shared Research Projects
In the K-2 classroom, students participate in shared research and writing projects.
These shared research projects include author studies, “how to” books, studying a topic, and recording science observations.
(Writing Standards 7 and 8)
The Writing Standards
Review of the Writing Standards 1-3
① Argument
② Informational/Explanatory
③ Narrative
Three Text Types
What does Appendix A tell us about the text types?
In the descriptions look for:
oPurpose
oDefinition
oHowhttp://www.corestandards.org/assets/Appendix_A.pdf
p. 23-25
The Power of Metaphors
Metaphors are essential because they help us understand and explain big ideas.
Create a Metaphor
Choose a text type and create a
metaphor that gets to the heart
of that type of writing…
Narratives are tapestries, each thread is an experience in our lives.
Combining the Text Types
• Skilled writers many times use a blend of these three text types to accomplish their purpose…
(from Appendix A)
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
Persuasion or Argument?
According to Appendix A of the CCSS:
persuasive writing might “appeal to the audience’s self-interest, sense of identity, or emotions,” whereas a logical argument convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of the writer” (p. 24).
From: 5 Things Every Teacher Should be Doing to Meet the Common Core State Standards, Eye on Education
http://www.eyeoneducation.com/bookstore/client/client_pages/pdfs/5ThingsCCSS_Davis.pdf
Narration as Knowledge
• “My experience is what I know”.
• Writing from the inside out
William Strong, Write for Insight
Narrative Perks
• Fosters understanding – “Our lives intersect through shared stories” – I can relate to that…
• Inspires – generates ideas for writing and thinking. Create thinking logs for future research.
• Connects – Discover meaning in their own experiences and connect to curriculum content.
From Narrative to Informational
Participants gather in groups of 4. In your group, talk about the first time you felt like a writer.Write it as a paragraph on the blank side of your card. Now, line up according to the grade-specific time you felt like a writer. Tell your story in your grade-specific time line group.
Go back to your original group and answer the questions on the back of the card.
Questions
To move from narrative to informational:
What did the experience teach you?
How did this experience help shape who you are as a writer today?
How does this experience relate to other stories in your learning history?
We are the stories we tell.
• Connect new and confusing experiences to old stories – actively seeking to make sense – to figure out and make a new story.
• Narrative can help students negotiate the thinking challenges posed by informative, practical writing and argument.
It’s about balance!
• And it is about building skills
• And it is about scaffolding understanding
• And it is about integration of text types
Examining the Progression of the Writing Standards
• Find the document titled: “Common Core State Standards for Writing”
• Look at the first writing standard
• Using a pen/pencil/highlighter move from grade to grade underlining what is different from the previous grade
What did you observe?
o K-2
o 3-5
o 6-8
o 9-12
Consider:
At what grade do students move from opinion pieces to argument?
What is the biggest difference when comparing 8th to 9-10th?
When are students expected to provide a conclusion?
http://rt3nc.org/objects/standards/cclitmap/ela.html
Review of the Writing Standards 4 - 10
④ Developing and organizing according to task, purpose, and audience
⑤ Revising, editing, rewriting to strengthen writing
⑥ Using technology to produce, publish, and collaborate
⑦ Completing short and long research projects
⑧ Gathering, assessing, and integrating information from multiple sources
⑨ Drawing evidence from texts to support analysis
⑩ Writing routinely for a range of tasks, purposes, and audiences
Writing Standards Haiku
• Work with a partner
• Choose one Writing Anchor Standard from 4-10
• Create a haiku that expresses the gist of that standard
Haiku: 5-7-5 syllables
Example of Haiku
Develop writing
Plan, revise, edit, rewrite
Try a new approach.Anchor Standard 5
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
Read Like a Writer
What does it mean?
•Read to identify the choices the author made so you can better understand how these choices might arise in your own writing.
•Reading to learn about writing
“Ideal readers do not follow a story: they partake of it.”
Alberto Manguel from A Reader on Reading, 2010.
When you read like a writer you notice:• Word choice
• Sentence structure
• Organization
• And……
What questions would you ask as a writer?
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
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?
Lunch Time!
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
Steal Like an Artist“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
What are Mentor Texts?
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)
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
Let’s Practice! Choose one of the following ways to prompt your writing.
Borrow any line or word from the text that inspires you to write.
Look at the last sentence, write 4 more sentences.
Choose a section of the text that inspires you to write using that technique (i.e. author’s writing style, use of language, or sentence structure)
Look at Grade Specific Standards • Read Standard 4 for your grade and
consider the two strategies just discussed.
• Read Like a Writer
• Using Mentor texts
• Record your ideas and/or insights.
Mentor Text Resources
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.html
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
GrammarResearch and Evidence•Teaching in the context of writing •Focus on sentence combining
Model and Practice •Using a Mentor Text •Online Tools
Integration of the Standards - Writing and Language
Research and Evidence•Teaching in the context of writing •Focus on sentence combining
Model and Practice •Using a Mentor Text •Online Tools
Integration of the Standards - Writing and Language
Grammar to Enrich and Enhance Grammar to Enrich and Enhance Writing Writing by Constance Weaver (2008)
Why teach grammar in context?
• Connection to outcomes in standards:Connection to outcomes in standards: Writing Standard 5: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach Language Standards 1-3: Producing, expanding, and rearranging
complete, simple, and compound sentences is an expectation as early as grade 2, Language Standard 1f.
• Research and evidence based: Research and evidence based: “Isolated grammar instruction appears to have little or no
positive impact in helping poor writers become better writers” (Graham & Perin, 2007).
Teaching Sentence Combining…
• 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)http://tinyurl.com/bck4bts
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/watch?v=4AyjKgz9tKg
Step 1: Using Mentor Text to Teach Grammar in Context
Reread Joe Willhoft’s essay: This I Believe
Take note of the following – highlight or circle:
1. The use of punctuation to combine sentences and phrases
2. Use of different types of sentences (simple, compound, complex)
Step 2: Let’s Practice!
About.com Grammar and Composition:
http://tinyurl.com/ap7naea
Purdue Online Writing Lab:
http://tinyurl.com/a8bxu2m
Important Next Steps!Step 3 : Analyze your own writing
• Teach sentence combining using the process approach to writing.
• Return to your first memory of writing piece for this activity.
– Note and annotateNote and annotate how you used punctuation for effect and to combine sentences in your response.
– Note and annotateNote and annotate the different types of sentences you wrote
Step 4: Try it in your own writing
• Revise and try a Revise and try a new approachnew approach by using a strategy for combining sentences.
Integration of Writing/Language Standards for Sentence Combining
Language Language Standard 3 – Standard 3 – choose words and phrases and vary sentences
L.3.3aL.3.3a
L.4.3a-bL.4.3a-b
L.5.3aL.5.3a
L.6.3aL.6.3a
L.7.3L.7.3
L.11-12.3.aL.11-12.3.a
Beginning in grade 3, Writing Standard 5: (Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach) is integrated with and references Language Standards 1, 2, and 3.
Language Language Standard 1 – Standard 1 – produce and expand sentences L.K.1f L.K.1f
L.1.1g-jL.1.1g-j
L.2.1fL.2.1f
L.3.1h-IL.3.1h-I
L.4.1a-fL.4.1a-f
L.5.1a-bL.5.1a-b
L.7.1b-cL.7.1b-c
L.9-10.1a-bL.9-10.1a-b
Language Language Standard 2 – Standard 2 – use of punctuation in combining sentences
L.4.2cL.4.2c
L.5.2b-c L.5.2b-c
L.6.2a L.6.2a
L.7.2a L.7.2a
L.8.2a-b L.8.2a-b
L.9-10.2a-bL.9-10.2a-b
L.11-12.2aL.11-12.2a
Look at Grade Specific Standards • Read Standard 5 for your grade and
consider the two strategies just discussed.
• Sentence Combining
• Using mentor texts to teach grammar in context
• Record ideas and/or insights.
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
• Using the internet to collaborate
Meet and Exchange
Introduce yourself to 3 people you don’t work with and are not at your table.
Share your online resource and how it can be used to support instructional delivery of Writing Standard 6.
Look at Grade Specific Standards • Read Standard 6 for your grade and
consider the resources and technology tools explored.
• Record ideas and/or insights.
Break Time
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.
Supporting these standards
• Research projects
• Note taking
• Evidence
Sample Research Strategies
Saturation Reports
Personalized Research Paper
Multi-genre Research
Taking Notes:
• Teaching students to gather credible information to support their research
• Resource: Energize Research Reading and Writing by C. Lehman
Focus first on comprehension/main idea.
To do this…have students practice visualizing information, then use visual images to uncover main idea.
Teach Students to Rely on Understanding, Not Tricks to Hold onto Large Concepts
Slow and Steady Wins the Race: Teach Students to Paraphrase Well by Pausing
to Think
Students pause to reflect on their reading before jotting down notes.
To do this… have students read a section, cover it up and jot down notes about their learning. Go back and reread the same section, looking for details or domain-specific vocabulary they need.
You Say Tomato, I Say Heirloom Jubilee Tomato Cultivar:
Teach Students to Notice Variation and Gradation in Domain-Specific Vocabulary
Teach students to pay attention to the variety of terms used to describe similar ideas or concepts as they read across texts.
To do this…pay attention to how ideas and concepts are described across sources.•keep a word list •Then, simply look the word up, or reread texts that the terms came from
Resources for Note Taking
Elementary:
•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.html
Elementary-Secondary:
•Readwritethink Outline Tool http://interactives.mped.org/view_interactive.aspx?id=722&title
•“Notemaking” using Graphic Organizers http://www.englishcompanion.com/Tools/notemaking.html
•Incredible Shrinking Notes http://www.educationworld.com/a_lesson/03/lp322-02.shtml
•Take Note: Five Lessons for Note Taking Fun http://www.educationworld.com/a_lesson/lesson/lesson322.shtml
“Give your evidence,” said the King; “and don’t be nervous, or I’ll have you executed on the spot.”
Alice in Wonderland, Chapter 11.
Evidence
Let’s find evidence in the standards!Let’s find evidence in the standards!
color coding
Click evidence to see where it occurs in the standards.
Standard 9:Standard 9:Integrates the writing and reading standards by providing examples for both informational and literature that can be applied as students draw evidence from text.
Evidence Resource
• Intel Showing Evidence Tool
http://www.intel.com/content/www/us/en/education/k12/thinking-tools/showing-evidence/try-the-tool.html
Look at Grade Specific Standards • Read Standards 7, 8, and 9 for your grade
and consider the strategies just discussed.
• Research projects
• Note taking
• Evidence
• Record ideas and/or insights.
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
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)
Research on Summary Writing
Writing Next Recommendation #2: Summarization, which involves explicitly and systematically teaching students how to summarize texts.
Writing to Learn Recommendation #1: The teacher asks the students to write summaries and answer questions in writing to increase their ability to explain information, elaborate knowledge leading to deeper understanding…
How to Write a Summary
1) Identify or select the main information;
2) Delete trivial information;
3) Delete reluctant information; and
4) Write a short synopsis of the main and supporting information for each paragraph.
Rinehart, Stahl, and Erickson (1996)
Creating Meaningful Writing Tasks
CRAFT is an effective tool for creating writing tasks.
CRAFT is a strategy teachers can use across disciplines to address task purpose and audience.
Context
Role
Audience
Format
Topic
The Writing Task:
Sample CRAFT
The Great Gatsby “Does History Repeat Itself?”
Recent concern over the “fiscal cliff” has caused many people to question their quality of living. Imagine you are an editor for the New York Times in New York City and you have researched the Great Depression and our current state of the economy. Write an editorial for the public describing how history repeats itself.
Creating Meaningful Writing Tasks
Online Writing Instruction System OWI on NC Education includes writing templates aligned to the Writing Standards
https://center.ncsu.edu/nc/
Creating Meaningful Writing TasksWriting task templates were created by the Literacy Design Collaborative. They include task templates, examples, and rubrics.
You can find them at:
Elementary Writing Tasks
Secondary Writing Tasks
Look at Grade Specific Standards • Read Standard 10 for your grade and
consider the strategies just discussed.
• Writing to Learn
• Creating meaningful tasks
• Record ideas and/or insights.
Appendix B: Text exemplars and sample performance tasks.
Appendix C: Annotated student writing samples for grades K-12.
Reflection…Directions:
Contact Information
Julie Joslin, Ed.D. Kristi Day, M.EdSection Chief K-5 ELAEnglish Language Arts Consultant919-807-3935 [email protected] [email protected]
Lisa McIntosh, MSA Anna Lea Frost, M.EdK-5 ELA 6-8 ELAConsultant Consultant919-807-3895 [email protected] [email protected]
Angie Stephenson, M.Ed 9-12 ELA
Consultant919-807- 3833
