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Transitioning to CaliforniaCommon Core State Standards
PRESERVICE DAY– (6th Grade)WRITING
LANGUAGESPEAKING & LISTENING
Presented by: LaRae BlomquistCurriculum and Professional Learning
Norms• Be present
• Collaborate with colleagues
• Avoid sidebar conversations during explanations
• Set your phone to silent, and please refrain from texting unless in the case of an emergency.
Nuts and Bolts
1. Previous CCSS training?
2. Restroom location
3. On-going professional learning
4. Site lesson planning
Outcomes:
1. “Own” the 10 Writing (W) standards and the 6 Language (L) standards.
2. Connect writing to reading, making particular use of social studies and science lessons.
3. Write CCSS-aligned writing prompts
Noteworthy Changes in Standards
Organization: K-5 and 6-12
K-12 Consistency
Emphasis on Expository Text
Social Studies/Science Literacy Standards
REVIEW
CCSS Reading Standards• 10 Reading – Literature (RL)• 10 Reading - Informational Text (RIT)• 4 Reading – Foundational Skills (RFS) in K-5
only• RL and RIT and “parallel” in nature…even with
the history/social science and the science literacy standards
• RL and RIT standards are primarily “text dependent”
REVIEW
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Le
xile
Mea
su
re (
L)
HighSchool
Lit.
CollegeLit.
HighSchoolTexts
CollegeTexts
Military PersonalUse
Entry-Level
Occupa-tions
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
8
Currently Assessed Standards Lexile Expectations
CCSS Lexile Expectations
REVIEW
Weight of Expository Text on CSTVocabulary
(1.0)Reading Comp.(2.0)
Lit. Resp. & Analysis
(3.0)
Writing Strategies
(1.0)
Written & Oral Lang.
Conventions1.0)
3rd 31% 23% 12% 14% 20%
4th 24% 20% 12% 20% 24%
5th 19% 21% 16% 21% 23%
6th 17% 23% 16% 23% 21%
Information available on the CDE website – CST BlueprintsREVIEW
CCSS Speaking and Listening
• Speaking and Listening standards #1-#3 are intended to have students comprehend through verbal collaboration.
• Students need structured opportunities to speak daily.
REVIEW
Starting to Own the Writing Standards
• A word from the CCSS project team coordinators and contributing authors...
Susan Pimentel, J.D. David Coleman
Weight of Writing/Conventions on CSTVocabulary
(1.0)Reading Comp.(2.0)
Lit. Resp. & Analysis
(3.0)
Writing Strategies
(1.0)
Written & Oral Lang.
Conventions1.0)
3rd 31% 23% 12% 14% 20%
4th 24% 20% 12% 20% 24%
5th 19% 21% 16% 21% 23%
6th 17% 23% 16% 23% 21%
Information available on the CDE website – CST Blueprints
While the 4th and 7th grade CST writing assessment affect a student’s ELA
scale score, the following can directly impede a student from graduating high school
or entering college:• CAHSEE – California High School Exit Exam• EAP – Early Assessment Program• SAT – Scholastic Assessment Test• EPT – English Placement Test
CAHSEEFeatures• It has two sections, Math and English.• The English portion is comprised of multiple
choice and an on-demand essay.Student Impact• Failure to pass both sections of CAHSEE
prohibits a student from earning a high school diploma.
SATFeatures• It has three sections—reading, writing, and math.• The writing portion has both multiple choice
questions and a 25 minute on-demand persuasive essay.
Student Impact• Failure to achieve designated proficiency will
impede student acceptance into a four-year university.
• Acceptable proficiency levels vary between universities.
EAP – Early Assessment ProgramFeatures• The EAP is comprised of 15 additional
questions to the CST multiple choice portion as well as an on-demand essay all 11th graders take.
Student Impact• Students must pass the EAP to avoid having
to take the English Placement Test.• The EAP pass rate in English for EGUSD in
2011 was 23%.
EPT – English Placement TestFeatures• It is comprised of multiple choice questions and an on-demand
essay.• Correlations to the 11/12th gr. standards may be found at
http://www.calstate.edu/SAS/ept.pdf • Students may ONLY take the EPT once!
Student Impact• Failure to pass the EPT causes a student to take/pass remedial
English classes until eligible for freshmen composition PRIOR to beginning classes.
• Remedial courses do not count toward a student’s required coursework.
• 50% of students attempting to take the EPT do not pass.
Writing Standards Trace Activity
DIRECTIONS:• In designated small groups, trace one
standard from K-7th grade. • On half sheets of paper, identify the significant
verb(s) and a couple words to convey main idea.
• Use the previous grade and add only the shift in complexity (e.g., “K + reason and sense of closure”).
Writing Standards Trace Activity
As one representative from each group shares the half sheets aloud, you may want to follow along in your packet of standards (e.g., underlining or highlighting the content of the shifts).
SHARE OUT:
Text Types and Purposes
• #1 - Opinion/Argument (Persuasive)
• #2 - Informational/Explanatory
• #3 – Narrative
(See Appendix A for further explanations and examples.)
Looking for Grade-Specific Skills:Writing Standards
You will be• looking at the specific CCSS
language for your grade level.
• deconstructing the language in the standards to make a list of grade-specific Writing skills and Language skills using the graphic organizer on the next slide.
Explicit Writing/Language Skills Charting
Writing Skills:W #1
Opinion/Argument
W #2 Informative/ Explanatory
W #3
Narrative
1. Create this chart on the easel paper.
Directions will follow.
Explicit Writing/Language Skills Charting
1. In your group, designate a recorder to chart your information.
2. Review the first 3 writing standards, and highlight writing skills that are found in those standards. (You may want to compare one letter at a time.)
3. For each letter identify the skill and to which of the three purposes (Writing Standards #1-3) it can be applied.
Explicit Writing/Language Skills Charting
4. Continue highlighting skills in Writing Standards #4-9 and indicate on your chart the writing purpose(s) for which it can be applied.
Looking for Grade-Specific Skills:Language Standards
• Look at the specific CCSS language for your grade level and compare to the “Interconnectivity of Purpose-Driven Writing Standards” handout.
• Add any specific focus lesson ideas to the handout.
Reflection
Fist to five: • When the day began, how would you evaluate
your knowledge of CCSS writing standards?• How would you rank your understanding now?
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
W #
1c &
3c:
Uses l
inking
words
, phr
ases
, and
claus
es to
…
Connecting the Dots – Part I:Identifying, Instructing, and Assessing the Focus
Lessons
2nd b
ullet
in “O
rgan
izatio
n”
cate
gory
of b
oth
the
first
rubr
ic (p
ersu
asive
) and
the
last r
ubric
(nar
rativ
e).
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“4” –
Abo
ve g
rade
leve
l
desc
ripto
r
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“3” –
At g
rade
leve
l
desc
ripto
r
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“2” –
App
roac
hing
grad
e
level
desc
ripto
r
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“1” –
Belo
w
grad
e lev
el
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“Two-
fer”…
(Thr
ee-fe
r?!?
)
Connecting Reading to Writing
CCSS Reading Performance Tasks:
Reading Standard #6:
Explain point of view of speaker
Curriculum Content:
Sandra Cisneros’s choice of words in
“Eleven.”
Performance Task=+
Students explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her story
“Eleven.” [RL. 6]
Connecting Reading to Writing
CCSS Reading Performance Tasks:
Reading Standard #6:
Explain point of view of speaker
Curriculum Content:Sandra Cisneros’s choice of words in
“Eleven.”
Performance Task
=+
Students explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her story
“Eleven.” [RL. 6]
Writing Prompt
CCSS Sample Reading Performance Tasks
• Remember the high level of text dependency that is required to master the reading standards.
• Consequently, well-crafted prompts must require students to go back into the text to provide evidence.
Connecting Reading to Writing:Sample Prompts for History/Science
• Look at the sample prompt handout.• Notice the options for including any of the three purposes of
writing with the social studies/science lesson.
Blue Handout
Which Would You Choose?
• After examining the prompts, think about which one you would be most likely to use and why.
• Share with your table groups.
Guidelines for Crafting Prompts
• Review the document that provides both the purposes of the first three writing standards and also some questions that one might ask him/herself when writing a prompt.
Quality Prompts are Key!
• The quality of student writing and depth of thinking is directly correlative with the quality of the prompt.
• It takes practice!
• Let’s write a prompt together.
Revisit Outcomes:
1. “Own” the 10 Writing (W) standards and the 6 Language (L) standards.
2. Connect writing to reading, making particular use of social studies and science lessons.
3. Write CCSS-aligned writing prompts
Applying the CCSS: Lesson Planning
• Lesson Planning for 3rd-6th grade teachers will be done back at site.
• Be respectful of K-2 colleagues who have some additional professional learning and will not have the convenience of planning at their respective sites