materials for writing in the common core
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Materials for Writing in the Common Core. Sticky Note Chart paper Markers, Glitter markers, highlighters Ream of Paper, Video (Individual ) Handout 1- The Standards (Class Sets) Handout 2- The Prompt and Texts Handout 3- The Student Sample w/out Comments - PowerPoint PPT PresentationTRANSCRIPT
Sticky Note Chart paper Markers, Glitter markers, highlighters Ream of Paper, Video
(Individual)Handout 1- The Standards (Class Sets)Handout 2- The Prompt and Texts Handout 3- The Student Sample w/out CommentsHandout 4- The Student Sample with Comments
Discuss the Maryland College and Career Ready (MCCR) standards for argument writing
Differentiate between assigning and teaching writing
Identify the components of effective argument writing
“Writing is a craft before it is an art; writing may appear magic, but it is our responsibility to take our students backstage to watch the pigeons being tucked up the magician’s sleeve.”
– Donald M. Murray, A Writer Teaches Writing
Anderson, Carl. Assessing Writers (107).
The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.
They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose.
Grade 6 Grade 7 Grade 8
W.6.1 Write arguments to
support claims with
clear reasons and relevant
evidence.
W.7.1 Write arguments to
support claims with
clear reasons and relevant
evidence.
W.8.1 Write arguments to
support claims with
clear reasons and relevant
evidence.
Grade 6 Grade 7 Grade 8W.6.1.a Introduce
claim(s) and organize the reasons and
evidence clearly.
W.7.1.a Introduce claim(s),
acknowledge alternate or
opposing claims, and organize the
reasons and evidence logically.
W.8.1.a Introduce claim(s),
acknowledge and distinguish
the claim(s) from alternate or
opposing claims, and organize the
reasons and evidence logically.
Grade 6 Grade 7 Grade 8W.6.1.b Support
claim(s) with clear relevant reasons and
evidence, using credible sources
and demonstrating
an understanding of the topic or text.
W.7.1.b Support claim(s) with
logical reasoning and
relevant evidence, using
accurate, credible
sources and demonstrating
an understanding of the topic or text.
W.8.1.b Support claim(s) with
logical reasoning and
relevant evidence, using
accurate, credible
sources and demonstrating
an understanding of the topic or text.
Grade 6 Grade 7 Grade 8W.6.1.c Use
words, phrases, and clauses to
clarify the relationships
among claim(s) and reasons.
W.7.1.c Use words, phrases, and clauses to
create cohesion and
clarify the relationships
among claim(s),
reasons, and evidence.
W.8.1.c Use words, phrases, and clauses to
create cohesion and
clarify the relationships
among claim(s), reasons,
counterclaims, and
evidence.
Grade 6 Grade 7 Grade 8
W.6.1.d Establish and
maintain a formal style.
W.7.1.d Establish and
maintain a formal style.
W.8.1.d Establish
and maintain a
formal style.
Grade 6 Grade 7 Grade 8W.6.1.e
Provide a concluding
statement or section that follows from
the argument presented.
W.7.1.eProvide a
concluding statement or section that follows from
and supports the argument
presented.
W.8.1.eProvide a
concluding statement or section that follows from
and supports the argument
presented.
Establish a clear purpose for writing, modeling the language found in the Writing Standards
Specify the audience to be addressed State clearly the topic, issue, or idea to
be addressed Reference the source text(s) serving as
the stimulus for a student response Specify the desired form or genre of the
student reponse
What do we do when we assign writing?provide students with the writing task
assign a text and require students to write an essay on a given topic
collect and grade the taskprovide minimal feedbackproceed to the next task
What do we do when we teach writing?show students what is expected of them based upon the standards
provide models of high-quality writing
offer meaningful feedbackallow opportunities for students to develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach
Write arguments Support claim(s) with clear reasons
and relevant evidence Introduce claims Distinguish claims from alternate or
opposing claims Organize the reasons and evidence
logically
Support claims with logical evidence Use accurate, credible sources Demonstrate and understanding of
the topic or text Clarify the relationships among
claim(s),counterclaims, reasons and evidence
Maintain a formal style Provide a concluding statement or
section
Read the student samples Use the writing and language standards
to provide appropriate comments where necessary
Construct feedback in the affirmative
1) Read the comments provided by achievethecore.org on the student samples.2) In what ways did achievethecore.org use the standards in their feedback?
Modeling Writing:“Teachers better understand the writing task
when they do it themselves. There’s no substitute for doing when it comes to understanding.”
“Teachers, when they write, uncover the hard parts and are thus better able to see which mini-lessons will most benefit their students. Writing done by the teacher drives better instruction.”
Gallagher, Kelly. Teaching Adolescent Writers (48).
Benefits to Teachers and Students:“Teachers can model that writing is challenging.
This demonstrates to students that good writing is the product of multiple revisions.”
“Students see the teacher struggle with the complexity and chaos of writing. This helps demystify the writing process. Students no longer maintain the false impression that good writing just flows at will.”
Gallagher, Kelly. Teaching Adolescent Writers (48).
www.achievethecore.org msde.state.md.us http://www.corestandards.org/ELA-
Literacy/ Carl Anderson’s book: Assessing
Writers Kelly Gallagher’s book: Teaching
Adolescent Writers