meeting the common core demands for writing across the curriculum gr. 4 – 12
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MEETING THE COMMON CORE DEMANDS FOR WRITING ACROSS THE CURRICULUM GR. 4 – 12
Christina Steinbacher-Reed
How do we meet the CC demands for writing?
1. What are the Common Core’s expectations for writing?
2. What are specific writing strategies for writing across the curriculum?
Collins Type 1 Writing In five lines or more, write the things you
know, think you know, and questions you have about the Common Core Writing Standards.
Where are you with Common Core Writing?
What questions are on your agenda?
Introduce yourself and your role
Share your Type 1 response
Generate questions on post-its to add to Question Chart
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.1
2
3
4
5
What/So What?
Common Core vs. PA Common Core
Common Core PA Common Core
All inclusive, nationally accepted literacy standards
Includes CC that are included in eligible content and state assessments
Locating Common Core Standards
pdesas.org (PA Common Core materials)
corestandards.org (‘national’ Common Core Standards)
iu17commoncore.wikispaces.com
Gr. K-12 ELA Common Core
Gr. K-12 ELA
Common Core
Reading
Writing
Speaking &
Listening
Language
Literature
Informational
Foundational Skills(K-5 only)
Gr. 6-12 Content Standards
Gr. 6-12 History, Science,
Tech Subjects
Reading
Writing
Content Standards
What are the ‘big shifts’? 1. Balance of literary and informational
texts2. Knowledge in the disciplines3. Staircase of text complexity4. Text-based Answers5. Writing from Sources6. Academic Vocabulary
Shift 5: Writing From Sources (from PDE)
• More time on informational writing, less on personal narratives
• Opportunities to write from multiple sources on a single topic
• Opportunities to analyze, synthesize ideas across many texts to draw an opinion or conclusion
• Teach voice as drawing from powerful, meaningful evidence
• Give permission to students to have their own reaction and draw their own connections
Additional CC Documents
ELA Writing Standards
Appendix A – Types of Writing Defined
Appendix C – Examples of Writing
Revised Publishers’ Criteria
Seasonal Partners
What are the CC’s expectations for writing?
Grade To Persuade To Explain To Convey Experience
4 30% 25% 35%
8 35% 35% 30%
12 40% 40% 20%
What are the CC’s expectation for writing?
Collins Type 1 - List your top three expectations for your students’ writing. Share with a partner.
Read “Note on Range and Content of Student Writing” and mark the text
How do your lists compare to the Common Core?
A Closer Look
Take a closer look the set of writing standards that are most relevant to your role (‘National’ Common Core):
K-5 – pg. 18 Gr. 6-12 ELA - 41 Gr. 6-12 Literacy Content - Page 63
Learning Progressions- CCR.W.1 Write arguments
to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
What is standing out to you regarding CC’s expectations for writing?
How are these similar to what you are already teaching? Different?
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.1
2
3
4
5
What/So What?
Let’s Take a Break!
Revised Publisher’s Criteria
Give one, get one What is CC’s stance towards:
Materials
Quality
Research
A Special Place for Argument
Read Appendix A regarding Argument
How is writing an argument different than writing persuasive writing?
What is the difference between Persuasive Writing and Writing
argument?Persuasive ArgumentCan select the most favorable evidence, appeal to emotions, and use style to persuade your readers
Propaganda and advertising
Mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals
The heart of critical thinking and academic discourse
An Example Read and mark the text. As you are
reading, think about if this is more of a persuasive essay or an argument. Share your conclusion with a partner.
With your partner, re-read the article looking for ‘evidence’. Record your evidence in the graphic organizer.
“Students who have learned to think through criteria for making judgments are less likely to jump to conclusions; they consider their ideas more carefully” – George Hillocks, Jr.
Your Turn! How can you apply writing an argument
to your current unit?
Share with an elbow partner
Appendix C - Student Writing
Select a Grade Level Range and Regroup
Read the sample and annotation
Share reactionsHow does this compare to the
current expectations? What shifts need to happen to
meet these expectations?
How does the shift from persuasive writing to writing an argument impact your teaching practice?
How does it impact your entire school system?
RAFT Note PassRole – You are you
Audience – One of your teaching colleagues that is not in attendance
Format – A note
Topic – Describe the difference between persuasive writing and argument. Cite at least one piece of evidence to support why this shift needs to happen.
What is RAFT WritingRole – Who am I? What is your viewpoint?
Audience – Who is reading this? What is your purpose of the writing?
Format – What is the format? Letter to the editor, news article, diary, contract, obituary
Topic – What is the my focus?
RAFT Writing - History
Role Audience FormatAbigail Adams John Adams Dinner table conversation
Ben Franklin French Delegation Letter or Speech
Tradesman Other indentured servants
Pub argument
Recent Immigrant
Relative back in England
Letter to relative
Samuel Adams Boston Tea Party protesters
Motivational Speech
Topic: The reasons patriots felt that severing ties with England with England was necessary
RAFT Writing – Newton’s Laws of Motion
Role Audience Format Topic
A cherry A heavy rock
A condolence note The Big Upset – How I was able to fall from the Tower of Pisa as fast as you did
Pool Ball Galileo Note sent back in time
Why I slowly come to a stop on the pool table
Chair Lazy human
Fireside chat Why are you able to stay seated on me and not float up or crash on the floor
Your Turn! Create a RAFT writing prompt for your
unit.
iu17commoncore.wikispaces for RAFT links to support your work.
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.1
2
3
4
5
What/So What?
Lunch
Citing Evidence in Action
Citing Textual Evidence
Claims-Counter Claims
What did you notice? Write around
What is Collins Writing? Frequent and consistent structures for writing
across the content-area
Opportunities to write in a variety of formats
Focused, consistent feedback
Contextual teaching of writing skills
Five Types of WritingType One: Capture Ideas
Type Two: Writing to Learn
Type Three: Focused Practice
Type Four: Finished Product
Type Five: Published Work
Type One Gets ideas on paper-brainstorming Timed and requires a minimum number
of items or lines Questions and/or guesses are permitted Evaluate with a
check (✓) or (-) One draft
Examples of Type One For activating prior knowledge: For reflecting: For brainstorming: For predicting: For making connections: For creative thinking:
Purpose of Type 1 Writing
It is informalHelps develop writing fluency Increases academic engagementOpportunity to engage all studentsWriting is a way to focus attentionEncourages them to express what they might
be hesitant to raise their hand and say in front of the class.
“no opt out” classroom culture
Your Turn! Create a Type 1 writing prompt for your
unit.
Share with an elbow partner
Type Two Writer knows something about a
topic A correct answer to a specific
question May be graded One draft
TYPE TWO
Can be used before, during, after Check for understanding and accountability for
learning Formative assessment at its best Format can mimic open response like questions Graded as a quiz for content only Don’t ask for “lines”….ask for “things”
Type 2 Writing Explain two important differences
between a Type 1 and a Type 2 writing.
Underline the key words or phrases that identify these two differences.
BLOOMS TAXONOMYMath: What are three distinguishing attributes of
a three-dimensional figure? (Remembering)ELA: Describe two text features of a nonfiction
introduction. (Understanding)Science: Explain two differences between
volume and mass. (Analyzing)Social Studies: Describe two geographical facts
about our town/city that have influenced its development. (Evaluating)
Any: Give two reasons why this cannot be a correct answer for this problem (or question). (Analyzing)
Your Turn! Create a Type 2 writing prompt for your
unit.
Share with an elbow partner
Type 3 Writing Has content Meets three specific standards called
Focus Correction Areas (FCAs) Revision and editing are done on the
original One draft Read out-loud by the writer to see if
writing meets the FCA’s
Type 3 Writing Compare and contrast the first three
types of Collins Writing and give an example of each.
FCAs: Begins with an introductory sentence that
introduces the topicUses a clear compare/contrast text structureProvides a strong conclusion statement
FCAs and Grammar!
Your Turn! Create a Type 3 writing prompt for your
unit
Share with an elbow partner
Share your writing prompts with your winter partner.
What are the benefits and challenges of using Collins Writing?
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.1
2
3
4
5
What/So What?
Literacy Design Collaborative
Assignments aligned to CC that integrate content and literacy
All LDC tasks require students to Read, analyze, and comprehendWriteApply literacy standards to content
Examples of LDCsAfter researching fundamental elements of the Constitution, landmark Supreme Court cases, and a modern constitutional issue, write a letter to a member of Congress arguing your position on a constitutional issue of your choosing. Support your position with evidence from your research, by giving examples from past or current events or issues to illustrate, clarify, and support.
What are specific writing strategies for writing across the curriculum?
Writing an Argument and Citing Evidence
RAFT Writing
John Collins Writing
Literacy Design Collaborative (LDCs)
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.1
2
3
4
5
What are CC’s expectations for writing?
How do you envision yourself implementing some of the strategies shared today?
Next Steps
Balance the types of writing
Individual and collective shifts in instruction
Curriculum shifts
iu17commoncore.wikispaces.com
Upcoming ELA Common Core Learning Opportunities Feb 6 (C) and 13 (W) – Meeting Common
Core’s Demand for Text Complexity
March 13 (C) and March 18 (W) – Meeting Common Core’s Demand for Rigorous Writing Across the Gr. 4-12 Curriculum – Canton
April 30 (C) and May 1 (W) – Meeting the Common Core Demands for Writing at the Elementary Level
Remember, it’s a process . . .
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