STRATEGIC PLAN

Writing Across Common Core

Standards

Bradley County Schools

Secondary In-ServiceAugust 3, 2012

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Today’s agenda

1. The Context in Tennessee; our Purpose and Goals

2. Shifts in writing expectations3. Provide discipline specific strategies for

instruction4. Resources

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Implementation of Common Core State Standards complements other work underway

Student Readiness for Postsecondary Education

and the Workforce (WHY we teach)

Common Core State Standards provide a vision of excellence for WHAT we teach

TEAM provides a vision of excellence for HOW we teach

Text Demands of Postsecondary Education

“Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.”

(Common Core State Standards 2010a, 4)#8 & 9

Implementing the Reading Standards

Instructional Scenario: While teaching a lesson about classifying stars to ninth graders, you provide a demonstration of the spectrum of light using a flashlight and a prism. You also give students the text “Classifying the Stars” by Annie J. Cannon.Given this text, you ask students to support their analysis of the scientific importance of the discovery that light is composed of many colors using specific textual evidence.

Range and Content of Student Writing

Through writing, students… Superior Opportunity Sufficient Opportunity

Lacking Opportunity

assert and defend claims

take task, purpose, and audience into careful consideration

use technology strategically

report findings in research and analysis by gathering information, evaluating sources, and citing material accurately

produce quality work under time constraints

produce multiple drafts through a revision process

produce numerous pieces over short and long periods of time

Varieties of Writing in Content Areas

Scientific lab report

Essay or Poem for English Class

Social Science Essay

Void of personal opinion (based on truth)Sequence is extremely important.Discipline-specific vocabulary is essential to communication.

Personal opinion or experiences and logical reasoning Language may include descriptive imagery.Often references one literary text

Distanced stanceEvidence included to support claimLogical reasoning to tie evidence to claimOften references multiple texts as evidence

Writing Like a Scientist

How would you approach teaching students to write like a scientist?

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Common Core Writing Standards for Literacy in History/Social Studies,

Science, and Technical Subjects 6-12

1010

College and Career Anchor Standards are broad standards that outline what students need to have in place to be college and career ready. Each corresponding grade span standard falls under one of 4 categories: Text types and purposes Production and distribution of writing Research to build and present knowledge Range of writing

How are the Writing Standards organized?

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Progression of Argument Writing Skills

Look at p.64 to identify the progression of the new argument writing skills and those addressed in the grade band you teach.

The Role of Opinion/Argument

“While all three text types are important, the Standards put a particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness.”

(Common Core State Standards Initiative 2010b, 24)

Foundations of Argument Writing

Before students can write sound arguments on substantive topics and issues, we must teach them to…

Introduce and state opinionsSupport opinions with reasonsUse words, phrases, or clauses to link opinion and reasonProvide a concluding statement or section

Elements of Argument

Claim: the position or assertion that supports an argumentEvidence: the facts or reasons that support the claimWarrant: the chain of reasoning that connects the evidence to the claimCounterclaim: an opposing position or assertionRebuttal: logical reasons for rejecting the counterclaim

Creating an Argument

Topic: Should people be encouraged to commute by bicycle, rather than by car?Claim: People should be encouraged to commute by bicycle, rather than by car.Evidence: Maintaining a bicycle is significantly less expensive than maintaining a car. Warrant: Spending less money on commuting expenses is a good thing in this tough economy. Counterclaim: Some may say that riding a bicycle to work would increase commuting time and therefore decrease productivity and money earned. Rebuttal: However, bicycles can navigate rush-hour congestion more efficiently than cars.

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Supporting Opinion/Argument

Students who are college and career ready: “Use relevant evidence when supporting their own points in writing and speaking, making their reason clear to the reader or listener, and they constructively evaluate others’ use of evidence.”

(Common Core State Standards Initiative 2010a, 7)

What is informational/explanatory writing?

Informational/Explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes:

to increase readers’ knowledge of a subjectto help readers better understand a procedure or processto provide readers with an enhanced comprehension of a concept

(Common Core State Standards Initiative 2010b, 23)

Informational/Explanatory Writing in Your Classroom

What kinds of informational/explanatory writing do students do in your classroom?

Key Ideas of Informational/Explanatory Writing

Students are writing from expertise (what they already know).Students also draw from primary and secondary sources on the topic. Strategies for organizing and developing ideas vary by grade level.

The Value of Narrative Writing

What is the value of narrative writing to the college- and career-ready person?

Narrative Writing in Science/Technical Classes

Students write narrative descriptions of step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results.

Incorporating Research and Writing into Science and Technical Curriculum

CCR 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.CCR 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.CCR 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

(Common Core State Standards Initiative 2010a, 18)

Research Writing Strategy: RAFT

Role Audience Format TopicGalileo Fellow scientist Presentation Motion of

uniformly accelerated objects

GPS system Red blood cell Map directions Circulatory system

Cell New cell Manual Parts of cell and how it functions

Star Self Diary entries Life cycle of a star

Fisherman Farmer Letter Effects of fertilizer run-off

(Billmeyer and Barton 1998)

Science and Technical Instructional Scenario

Classroom 1 Students read the textbook chapter on veins and arteries to answer multiple-choice questions about their properties and their functions.

Classroom 2 Students watch a video on the circulatory system to better understand how it works.

Classroom 3 Student write a short response to the question why veins and arteries have particular properties as it pertains to its functions.

Classroom 4 Students are creating diagrams of the circulatory system, labeling various major veins and arteries.

Sample Performance Task

• Compare and contrast the ways in which the authors of Beyond Jupiter (biography) and Summer Stargazing (procedural text) discuss the topic of astronomy. How do the differences in approach affect the readers’ understanding of the topic?

(W.7.2, W.7.9)

Curriculum Application

What skill would you like to create more opportunity for students to practice?How will you assess whether the student has achieved proficiency in this skill?Where in your curriculum will you implement the additional activities?What writing activities will you implement to provide those opportunities?How will you support students in achieving this particular literacy goal?

Reflection

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References

Common Core State Standards Initiative. 2010a. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.” Accessed January 1, 2011. http://www.corestandards.org/the-standards.

———. 2010b. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_A.pdf.

———. 2010c. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix B: Text Exemplars and Sample Performance Tasks.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_B.pdf.

———. 2010d. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix C: Samples of Student Writing.” Accessed January 1, 2011. http://www.corestandards.org/assets/Appendix_C.pdf.

———. 2010e. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Application for English Language Learners.” Accessed January 1, 2011. http://www.corestandards.org/assets/application-for-english-learners.pdf.

———. 2010f. “Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Application to Students with Disabilities.” Accessed January 1, 2011. http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf.