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How Writing Anchors Literacy Instruction SC: AMY JOHNSON & NICK MASCIOLA NC: JAIME BRONUSKAS, TOBY CASELLA, & KRISTA WILCOX

How writing anchors literacy instruction

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Page 1: How writing anchors literacy instruction

How Writing Anchors Literacy Instruction SC: AMY JOHNSON & NICK MASCIOLA

NC: JAIME BRONUSKAS, TOBY CASELLA, & KRISTA WILCOX

Page 2: How writing anchors literacy instruction

ACTIVITY: UNPACK THE ANCHOR STANDARDS

WELCOME!

Please: 1) Grab a folder 2) Read the 2 anchor standards (pg. 1) 3) Review the 5 Step Protocol for Unpacking a Standard (p. 1) 4) Unpack writing anchor standard 1 in the chart (p. 1) 5) Unpack writing anchor standard 2 in the chart (p.1)

Page 3: How writing anchors literacy instruction

Objectives:By the end of this session, I will be able to:

Unpack the ELA Literacy Anchor with writing standards 1 & 2.

Identify where writing aligned to the standard lives in your curriculum.

Evaluate student writing samples aligned to the CCSS.

Page 4: How writing anchors literacy instruction

Agenda:

Unpack the standards

Review LT samples of writing in the discipline

Evaluate the samples from the CCSS appendices

Discuss writing as it exists in your curriculum

Share an adjustment

Page 5: How writing anchors literacy instruction

LT students currently write in all disciplines.

SMALL ADJUSTMENTS TO OUR CURRENT ASSIGNMENTS CAN YIELD TIGHTER ALIGNMENT TO THE LITERACY ANCHOR STANDARDS WITH WRITING.

Page 6: How writing anchors literacy instruction

Q4:What do we do when students are

proficient?

Q3: What do we

do when students

are not learning?

Q2: How do we know

when a student has

learned something?

Q1: What do we want students to know and

be able to do?

PLC CYCLE

Essential

Outcomes

Instruction

(Best

Practice)

Formative

Assessment

Data Collection &

Analysis

SMART

Goals

Differentiated Inst.

Intervention &

Enrichment

Data Collection &

Analysis

Summative

Assessment

PLC

PRINCIPLE:

Incorporate the

four pieces for

continuous

improvement

Page 7: How writing anchors literacy instruction

CCSS.ELA-Literacy.WHST.9-10.1Write arguments focused on discipline-specific content.

VERBVerb Phrase

NOUNNoun Phrase

CONTEXT Type of Learning Target

Assessment Method

DOK (Thinking Level)

write arguments Focused on discipline-

specificcontent

Reasoning;Skill

Constructed Response;

Performance Assessment

Page 8: How writing anchors literacy instruction

CCSS.ELA-Literacy.WHST.9-10.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes..

VERBVerb Phrase

NOUNNoun Phrase

CONTEXT Type of Learning Target

Assessment Method

DOK (Thinking Level)

write Informative/ explanatory

texts

Including narration of

historical events,

scientific procedures/experiments or technical processes

Reasoning; Skill

Constructed Response;

PerformanceAssessment

Page 9: How writing anchors literacy instruction

Writing Standards 1 & 2CCSS.ELA-Literacy.WHST.1(Anchor Standard)Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.2(Anchor Standard)Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Page 10: How writing anchors literacy instruction

Math Practices 1 & 3CSS.Math.Practice.MP1

Make sense of problems and persevere in solving them.

CCSS.Math.Practice.MP3

Construct viable arguments and critique the reasoning of others.

Page 11: How writing anchors literacy instruction

Common Core Student Writing SamplesAT YOUR TABLE, THERE ARE STUDENT SAMPLES FROM THE CCSS APPENDIX. AS A TABLE GROUP…

1) Review the writing samples.

2) Record your observations.

3) Discuss the following:

What gaps do you notice between the assignments and assessments you administer in your classroom and the quality of work evident in the samples?

4) Nominate someone to share.

Page 12: How writing anchors literacy instruction

What gaps do you notice between the assignments and assessments you administer in your classroom and the

quality of work evident in the samples?

REPORTING OUT

Page 13: How writing anchors literacy instruction

LT students currently write in all disciplines.

SMALL ADJUSTMENTS TO OUR CURRENT ASSIGNMENTS CAN YIELD TIGHTER ALIGNMENT TO THE LITERACY ANCHOR STANDARDS WITH WRITING.

Page 14: How writing anchors literacy instruction

ADJUSTMENT TO A SCIENCE TASKSCIENCE ASSIGNMENT

BEFORE SCIENCE ASSIGNMENT

AFTER

Page 15: How writing anchors literacy instruction

ADJUSTMENT TO A HISTORY TASKHISTORY ASSIGNMENT

BEFORE HISTORY ASSIGNMENT

AFTER

Page 16: How writing anchors literacy instruction

ADJUSTMENT TO A MATH ASSIGNMENTMATH ASSIGNMENT

BEFORE MATH ASSIGNMENT

AFTER

Page 17: How writing anchors literacy instruction

ADJUSTMENT TO A MATH ASSIGNMENT

MATH ASSIGNMENT AFTER

Page 18: How writing anchors literacy instruction

MORE GROUP WORK

1) Turn to pg. 35 in your packet.

2) As a table, discuss the question on the Brainstorming page (and on the next slide)

Page 19: How writing anchors literacy instruction

Relevance of the CCSS to my discipline?How is writing currently incorporated in your discipline?

What strategies, practices, or tools do you rely upon to teach writing?

After deconstructing the standards, how are they incorporated in your course/curriculum?

What assignments/assessments do you currently administer that provide evidence of student proficiency in regards to these standards? What weaknesses do you need to address in order to better align with the standards?

Page 20: How writing anchors literacy instruction

PLAN WITH THE STANDARDS IN MIND

Page 21: How writing anchors literacy instruction

What will be your small adjustment?

AS YOU PLAN FOR NEXT YEAR, WHAT UNIT/ ASSESSMENT/ LESSON/TASK CAN YOU ADJUST TO BE MORE TIGHTLY ALIGNED TO ANCHOR WRITING STANDARD 1 & 2?