Transitioning to CaliforniaCommon Core State Standards

PRESERVICE DAY– (5th Grade)WRITING

LANGUAGESPEAKING & LISTENING

Presented by: Susie LapachetCurriculum 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. Restroom location

2. On-going professional learning

3. 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. Revising CCSS writing prompts

Noteworthy Changes in StandardsOrganization: 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

Two Significant Shifts in Reading:

1. Lexile Level Increase

2. Emphasis on Expository Text

REVIEW

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

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

NEXT: What’s at stake…

Writing Assessments as Gatekeepers

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.

Debrief

What are the implications for me as a grade 5

teacher?

“Owning” the Writing Standards: Writing Standards Trace Activity

Writing Standards Trace Activity

DIRECTIONS:• In designated groups of 4-5, 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

(The following explanations and examples were taken from CCSS Appendix A.)

Opinion/ArgumentThe Purpose is to:

• Change the reader’s point of view. • Illicit a call to action on the reader’s part.• Evaluate a concept, issue or problem.

Examples of Opinion/ArgumentELA-• Make a claim about the worth or meaning of a literary

work or works

History/Social Studies-• Analyze evidence from primary and secondary sources

to support a claim

Science-• Make claims in the form of statements or conclusions

that answer questions or address problems (hypothesis).

Informational/ExplanatoryThe Purpose is to help readers:

• Increase knowledge of a subject• Better understand a procedure or process• Better understand a concept

Informational/ExplanatoryAcademic Writing-• ELA - Literary analyses; Summary• History/Social Studies – Historical report; Summary • Science - Scientific or lab reports; Summary

Workplace and Functional Writing-• Manuals• Memos• Reports• Applications and Resumes

NarrativeThe purpose is to:

• Inform, instruct, or entertain by– conveying an experience real or imaginary – using time as its key structure

NarrativeELA-• Creative fictional or non-fictional stories, memoirs,

anecdotes, autobiographies, personal reflectionsHistory/Social Science-• Narrative accounts about individuals• Construct event models of what happened in

historyScience-• Narrative descriptions of the step-by-step

procedures they follow in their investigations

Hmmm…there seemed to be some overlap with the purpose.

Opinion/ Argument

Informational/ ExplanatoryNarrative

As educators, we need to be aware of the overlap.

That content knowledge will aid us in teaching writing skills and

crafting prompts.

Opinion/ Argument

Informational/ ExplanatoryNarrative

Let’s examine the standards for grade-specific overlapping skills…

Explicit Writing Skills Charting

Writing Skills:W #1

Opinion/Argument

W #2 Informative/ Explanatory

W #3

Narrative       

       

       

       

       

       

       

After you finish looking at the writing

standards, continue your work with

identifying skills in Language standards

#1-#3 and #5.

Looking for Grade-Specific Skills:Writing Standards

• Look at the specific CCSS language for your grade level.

• Where do you see overlap in the writing standards?

• As a table group make a list of grade-specific writing skills using the graphic organizer on the next slide.

Share Out…

HANDOUT: The Interconnectivity of Purpose-DrivenWriting Standards

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.

Share Out…

What additions might you add to the focus lessons listed on the handout-?

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

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Connecting the Dots – Part I:Identifying, Instructing, and Assessing the Focus

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Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

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Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

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Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

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Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

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Connecting the Dots:Identifying, Instructing, and Assessing the Focus

Lessons

Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons

“Two-f

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(Thre

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!?)

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

Let’s look at some examples…

Insert screen shot of handout

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:Reading Performance Tasks in Social

Studies and Science

• Look at the handout with the prompts connected to the demonstration lesson plan from Day One/Summer Workshop.

• Notice the options for including any of the three purposes of writing with the social studies/science lesson.

Insert screen shot of 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 has 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 revise a prompt together.

“Rough Draft”

Social Studies Unit 2, Lesson 1 Exploration and Technology : pg. 111 As written: How do you think the printing press affected culture in Europe? Revise as Informative/ Explanatory

Collaborative Crafting

• As written: How do you think the printing press affected culture in Europe?

Revise as Informative/ Explanatory

Collaborative CraftingPossible Revised Prompt

• Using evidence from your social studies text, write a paragraph to be posted at Open House for parents, explaining how the printing press affected the culture in Europe.– Develop the topic with facts and details– Use linking words and phrases to connect ideas– Provide a concluding statement

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. Revising CCSS-aligned writing prompts

Personal Reflection

• What do you need most for PL support for the teaching of writing during on-going workshops?

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

Evaluation