how writing anchirs literacy instruction
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CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
How Writing Anchors Literacy Instruction SC: AMY JOHNSON & Nick Masciola NC: Jaime Bronuskas, toby Casella, & KRISTA WILCOX
ACTIVITY: UNPACK THE ANCHOR STANDARDSWELCOME! 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)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.
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
LT students currently write in all disciplines.SMALL ADJUSTMENTS TO OUR CURRENT ASSIGNMENTS CAN YIELD TIGHTER ALIGNMENT TO THE LITERACY ANCHOR STANDARDS WITH WRITING.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 CYCLEEssential OutcomesInstruction(Best Practice)Formative AssessmentData Collection & AnalysisSMART GoalsDifferentiated Inst. Intervention & EnrichmentData Collection & AnalysisSummative AssessmentPLC PRINCIPLE: Incorporate the four pieces for continuous improvement6CCSS.ELA-Literacy.WHST.9-10.1
Write arguments focused on discipline-specific content.VERB Verb PhraseNOUN Noun PhraseCONTEXTType of Learning TargetAssessment MethodDOK (Thinking Level)writeargumentsFocused on discipline-specific contentReasoning; SkillConstructed Response; Performance AssessmentCCSS.ELA-Literacy.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes..VERB Verb PhraseNOUN Noun PhraseCONTEXTType of Learning TargetAssessment MethodDOK (Thinking Level)writeInformative/ explanatory textsIncluding narration of historical events, scientific procedures/ experiments or technical processesReasoning; SkillConstructed Response; Performance AssessmentWriting 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.
Math Practices 1 & 3CSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP3Construct viable arguments and critique the reasoning of others.
Common Core Student Writing SamplesAt your table, there are student samples from the CCSS Appendix.AS A TABLE GROUP1) 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.
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 OUTLT students currently write in all disciplines.SMALL ADJUSTMENTS TO OUR CURRENT ASSIGNMENTS CAN YIELD TIGHTER ALIGNMENT TO THE LITERACY ANCHOR STANDARDS WITH WRITING.ADJUSTMENT TO A SCIENCE TASK
SCIENCE ASSIGNMENT BEFORE SCIENCE ASSIGNMENT AFTER
For Example (pgs. 5-13):ADJUSTMENT TO A HISTORY TASKHISTORY ASSIGNMENT BEFORE HISTORY ASSIGNMENT AFTER For Example (pgs. 14-22):
For Example (pgs. 23-34):ADJUSTMENT TO A MATH ASSIGNMENTMATH ASSIGNMENT BEFORE MATH ASSIGNMENT AFTER
For Example (pgs. 23-34):ADJUSTMENT TO A MATH ASSIGNMENTMATH ASSIGNMENT AFTER
MORE GROUP WORK1) Turn to pg. 35 in your packet.2) As a table, discuss the question on the Brainstorming page (and on the next slide)
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?
PLAN WITH THE STANDARDS IN MIND
PG. 36-41 In packetWhat 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?