COLLEGE- & CAREER- READY STANDARDS

IMPLEMENTATION TEAM

Quarterly Meeting #4ELA 6-12

Ink ThinkQuietly and Independently:• Reflect on what you’ve done from the take it back piece.• Find your assigned chart.• Record your big ideas and learning.• Take time to ‘listen’ to others by reading what they’ve written.• When signaled, rotate to the next chart and repeat the process until time is called.

Outcomes:Participants will gain a deeper understanding of • the writing standards.• what reading, writing, and speaking grounded in evidence from text, both literary and informational, look like in practice.

GOAL

Strands

Three Key Shifts in ELA/Literacy1. Building knowledge through

content-rich nonfiction and informational texts.

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

“…writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and assessments will occur. “

• Pathways to the Common Core , pg. 102

What is the instructional shift for writing?

• Increased emphasis on▫Analysis of individual texts▫Argument and evidence▫Informative/explanatory writing▫Frequent short, focused research projects▫Comparison and synthesis of multiple

sources • Decreased emphasis on

▫ Personal narrative▫Writing in response to decontextualized

prompts

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• Analytical writing tied to literary and informational texts; writing in response to texts; writing about texts.▫Students analyze the text, make valid claims about

the text, and support those claims with evidence from the text.

• Writing arguments and informational reports from sources.

• Using evidence from texts to present careful analyses, well-defended claims, and clear information.

• Generating reports from research; writing from multiple sources.

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What is “writing from sources”?

WRITING STANDARDSLet’s look at the Writing Standards to

better understand the shifts

Organization of Writing Anchor Standards

•Subcategories:• Text Types and Purposes• Standards 1-3

• Production and Distribution of Writing• Standards 4-6

• Research to Build and Present Knowledge• Standards 7-9

• Range of Writing• Standard 10

Appendix C“… the sample texts included in the appendix are meant to illustrate not the work that strong writers occasionally produce, but the work that all students should be expected to produce – and to produce regularly, with independence.”

Pathways to the Common Core pg. 107

Thinking Notes(Metacognitive Markers)

Code the text* Concept that is being studied ! I love this part. Great writing or

idea.? Raises a question - possible

discussion point for class?? Something unclear or confusing to

me – I need to ask about this

UNDERSTANDING THE WRITING STANDARDS

Presentation•Subcategory•Grade levels•Important Information from the article•Key student work

Lunch

Quick Write Think about your favorite writing lesson…

Jot down the components of the lesson and how you get students to the point where they are actually ready to write about your topic.

Video: Getting Ready to Write: Citing Textual Evidence (grades 6-8)https://www.teachingchannel.org/videos/teaching-about-textual-evidence?fd=1Teaching Students To Use Textual Evidence

Questions to Consider•How does each part of the lesson prepare

students for writing?

•What skills do students develop in the lesson?

•How could the scaffolds Ms. Norris puts into place be taken away as students gain fluency?

Standards•ELA.W.6.2a•ELA.RI.6.1•ELA.SL.6.1a

Video Small Group Writing (grades 9-10)

https://www.teachingchannel.org/videos/high-school-writing-lesson-idea?fd=1

Questions to Consider•How does small group discussion prepare

students for their writing task?

•What role does reading aloud play in the revision process?

•How does this strategy make work more manageable and effective for both teachers and students?

Standards•ELA.W.9-10.1a•ELA.W.9-10.1b•ELA.W.9-10.5

And so…•Go back to your quick write. •How would you incorporate the other

standards (reading, language, listening and speaking) to enhance your writing lesson?

•What “teacher moves” would you incorporate to enhance your writing lesson.

What about Language?

Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

A RIGOROUS WRITING LESSON IS LIKE:

Binoculars

Sunglasses

An Umbrella

A GPS

ExitIn your opinion, what changes will need to be made in your classroom/school/system to accommodate the shift in writing?