Content Area Writing and

the C3 (Common Core Curriculum)

What, How, and Why

April 27, 2011

Agenda

1st Activity – Intro or Review of the 6 Traits of Writing

2nd Activity – What are the Expectations of the C3 and Writing in the Content Areas

3rd Activity – Conley’s Key Cognitive Strategies and

Implementation with Writing in the Content Areas

Brilliance Begins at Home

“Teaching, as you know, is ever evolving. We need to constantly balance what we professionals feel is right, with what the stakeholders and the politicians feel is necessary.”

Scott Christensen, April 13, 2011

Program Evaluation How much writing and what kind of writing

are students expected to produce? Does the complexity of expectations

increase with each passing year What writing styles are emphasized? What type of feedback do students receive?

6 Traits of Writing

Content Area Writing Focus

Why Learn the Traits? Provides a Common

Vocabulary Identify Qualities of

Good Writing Aligns Assessment

and Writing Instruction

Develop Student Self-Reflection Skills

The Six +1 Traits of Writing

IdeasOrganizationVoiceWord ChoiceSentence FluencyConventions

Stimulating IDEAS

The content of a piece

Move from general to specific

Describe the ordinary in extraordinary ways

Clear, not garbled message or argument

Logical ORGANIZATION

Internal Structure (openings/endings)

Logical Pattern of IdeasSticking to a Main Idea, Topic, Argument

Text Shows Connections or Sequence

Teaching about Engaging the

VOICE… Individuality Sparkle Personality Liveliness,

playfulness Emotion Recognition that

the writing is for self and others

“Your feelings come through loud and clear.”

“I could tell this was you!”

“This essay made me…”

“You make the reader see/feel the things you are seeing/feeling.”

Original WORD CHOICE Stretching to use new content vocabulary –

write and speak like an “historian”, a “scientist”, a “scholar”, a “professional”

Energy verbs Precise or unusual use of words or phrases Imitation of words or phrases heard in

literature or videos, and read in journals or text

Effective SENTENCE FLUENCY

Graceful, not choppy

Varied Rhythmic, almost

musical Natural, not

awkward word patterns

Flow of language

Revision vs. Editing

The Art of WritingRevision: individual, creative, complex, clarify

CONVENTIONSEditing: correct, technically accurate, and standardized

Use of Rubrics One trait area at a time Focus on common language Set clear goals – Trait(s) and Power

Standard(s) Improve quality of writing – self evaluation More complex and lengthier written pieces

Tying this together…

Types of Writing and Rubrics from 6 Traits More 6 Traits Resources

Common Core Curriculum

Readiness Anchors for College and Career Readiness

Writing Standards for Literacy in History, Social Studies, Science and Technical Studies

C3 Writing Texts and Purposes Production and Distribution Research to Build and Present Knowledge Range of Writing

Writing a Thesis StatementExamples

Try it out

Group 1

Research in the HS ClassroomData, Simulation, Inquiry Based Activities,

Experiments, Surveys

Laboratory Reports, Field Notes, …….

Examples of Purposeful and Argumentative Literacy activities in Reading, Writing and Discussion

Group 2

Articles of the Week

“The Week” news magazine Controversy of the Week Column

Group 3

Writing Re-Launched

 Technology-

Based Writing Inspirations

Group 4

Mike Schmoker,

“Write More, Grade Less”

Peer Editing Ideas

Group 5

Group Sharing

David Conley

Career and College Readiness

Key Cognitive Strategies

Problem Formation Research Interpretation Communication Precision and Accuracy

Instruction needs to engage students in challenging applications of key content knowledge.

Content Mastery is not sufficient

Curriculum demands engagement to help maximize retention of key content and concepts

Academic Skills and Behaviors

Goal Setting Persistence Effort over Luck Study Skills Time Management Self-Reflection Active Participation

An Intellectually Coherent Program

for WritingWRITING

EDITING/REWRITINGRESEARCH

Assessment for C3 Informational Texts present challenges for

testing Reading and Writing Research Projects and Larger Pieces versus

writing to a prompt Essays featuring argument, support and

verified claims Common Assessments – aligned with power

standards

NEXT STEPS….