Upload
eustace-hoover
View
216
Download
1
Tags:
Embed Size (px)
Citation preview
Grimmway AcademyProfessional Learning
Tuesday, July 23, 2013Please sign in and take your
name tent.
Introductions
Who We Are…• An affiliate of the National Writing
Project Network– http://www.nwp.org
• A site of the California Writing Project– http://www.californiawritingproject.org/
• Teachers Teaching Teachers since 1974
Since 1974…• Teachers teaching teachers• Improving learning through writing
Two hundred plus university-based writing project sites span all 50 states, Washington, D.C., Puerto Rico, and the Virgin Islands, providing professional development and leadership opportunities to more than 100,000 K-16 educators every year.
The California Writing Project
• A Statewide Professional Development Network–16 regional sites• 8 at University of California campuses• 8 on California State University campuses• Every year, over 30,000 teachers participate
in CWP campus, school, and district programs.
A Core Principle
• Writing can and should be taught, not just assigned, at every grade level.
Teachers Need to Write!
Agenda• Introductions• Housekeeping• Fundamentals of Writers’ Workshop and Writing
Instruction• Break• Writers’ Workshop Demonstrated: Getting Started• Another Demonstration: Sensory Details and Text
Structures• Working Lunch• Understanding the CCCSS: An Overview• Break• Integrating CCCSS-aligned Writing into Exiting Curricula• Wrap-up
• Tools of the Trade–Writer’s
Notebooks– Pens and Post-its– Highlighters
• Parking Lot
The Wiki• http://
grimmway.wikispaces.com/
FUNDAMENTALS OF WRITERS’ WORKSHOP AND WRITING INSTRUCTION
Checking in…• What conditions exist in your
classroom that allow students opportunities to write and to become better writers?
• 5 minute Quickwrite (start writing and keep writing until the timer tells us that time is up).
5 Minutes: Chat with Elbow Partners
A Basic Premise• Effective writing instruction—at ALL
grade levels—results from conditions for learning that the teacher creates.
• What is meant by “conditions for learning”?
Count Off 1-6
“7 Conditions for Effective Writing”
1. Time2. Choice3. Response4. Demonstration5. Expectation/Room Structure6. Evaluation
15 Minutes• Groups read assigned section
(together or independently—you decide).
• Design a poster explaining (to other teachers) how to USE the information in that segment in their classrooms.
Going Public!• 3-5 minutes each group: Share your
poster—then post it for us to refer to.
Self-Evaluation Checklist• Same on both sides so you can write
on one and have a clean copy to keep.
• 5 minutes• Group share– Grade level groups?
Final Reflection• Last page• TRUE popcorn reading
Your Thoughts?
Break
ENTRANCE TICKET: WRITE 1-3 SENTENCES: WHAT HAVE YOU LEARNED? WHAT QUESTIONS DO YOU HAVE?
WRITERS’ WORKSHOP DEMONSTRATED: GETTING STARTED
What Can I Write About?
Film from CD• Demonstration: I Go/ You Go from
Chapter 5
10 Minutes
Share with a Partner• Writer reads aloud.• Audience– One authentic
question (if you have one)
– One star
ANOTHER DEMONSTRATION: SENSORY LANGUAGETEXT STRUCTURE
Sensory Detail
Sensory Detail Passage• Listen HARD. • As you listen, mark the sensory
details you hear.• Share in groups of 3.–Which senses did the author use?–What passages did you find that use
sensory details?
• Comments? Questions?
The Lion, the Witch, and the Wardrobe
Count Off 1-5• As a group, read, discuss, and mark
up your passage, identifying language that SHOWS strong sensory detail.
• 5 minutes
Categorize What You Noticed
Chart Your Categories
Categorize What You Noticed
Some Possible Categories• Color• Size• Shape• Twins• Number of holes• No holes• Material (e.g. plastic, bone, metal, or
wood)
Next Steps…
• Categorize and chart what your group noticed in the Narnia text.
• Share out…
William Carlos Williams
• "Forcing twentieth-century America into a sonnet…is like putting a crab into a square box. You've got to cut his legs off to make him fit. When you get through you don't have a crab anymore.”
Starting with Form…
5 Paragraph Essay Monster
Lunch
Getting to the CORE
Drop Out Rates• Nationally 22%• California 24%
Shifts
Phonological Awareness, Phonics, Fluency
Increased quantity of materials and instructional
time devoted to informational text
English Language ArtsLiterature
fiction, drama, poetry
Literary Nonfiction
Social Studies, Science, Technical Subjects
Other informational Text
Balancing Informational & Literary Texts
Balancing Informational & Literary Texts
Literature includes•Fiction•Drama•Poetry
Informational Text includes• Personal essays• Literary nonfiction• Speeches• Opinion pieces• Biographies• Memoirs
Grade Level Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Disciplinary Literacies• More informational reading
Disciplinary Literacies• More informational reading
Disciplinary Literacies
• A focus on discipline-specific vocabulary
• An acknowledgement of unique text structures found in informational text
• A focus on critical analysis and evidence
Curricular Implications• Part of “content knowledge”
becomes:– understanding disciplinary genres;–understanding language
conventions; and–understanding disciplinary
language.
Curricular Implications• Less dependence on textbooks.• Broader understanding of “text” and wider
use of multiple text genres.• Increased use of multiple texts within an
instructional sequence.• Writing, writing, writing, writing!
The Cognitive Rigor Has Shifted
CognitiveLevel
CCSS Previous Standards
Remember 3% 8%
Understand 31% 23%
Apply 24% 36%
Analyze 13% 13%
Evaluate 5% 7%
Create 23% 13%
Lexile Ranges
BIG Idea: Text Complexity
Writing Standard 7: Conduct Research
Grade KParticipate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Grades 3Conduct short research projects that build knowledge about a topic.
Grade 2Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Grades 5Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
• From teacher led to learner-centered.
• From delivery to teaching.
• From “task” to learning.
What Did California Add?
• Formal presentations, Grades 1-12
• Penmanship, Grades 2-4• Career and consumer documents
for writing in Grade 8• Analysis of text features in
informational text, Grades 6-12
Digging In
Front Matter• Table of Contents• Message from BOE and Superintendent• Introduction:
– Provides background;– Describes key design considerations in detail;– Emphasizes the shared responsibility for
literacy development;– Articulates what is NOT covered by the
standards;– Describes the habits of mind of college and
career ready students;– Explains HOW to read the document; and– Lists key features of standards.
Anchor Standards K-12 and in Disciplinary Literacy
• Reading– Informational Texts
(10)–Literature (10)
• Writing (10)• Speaking & Listening
(6)• Language (6)
Writing Standards–Anchor Standards p. 14–Text Types and Purposes ONLY–Group 1, #1, Group 2 #2, Group 3
#3–K-5 p. 15, 17 and top of p. 18 (W3)–6-12 pp. 50-52 and pp. 55-57–Literacy in History/Social Studies,
Science and Technical Subjects pp. 80-82
Additional Information K-5• Language Progressive Skills by Grade
p. 35• Standard 10: Text Complexity K-5 p.
36• Text Examples p. 37• How to Build Knowledge
Systematically K-5 p. 38
A Reminder• The K-12 ELA Anchor Standards for
reading and writing and in the Literacy in History/Social Studies, Science and Technical Subjects section are IDENTICAL.
Smarter Balanced Assessments
• Grades 3-11• Computer adaptive formative assessments
throughout the year.• Summative Assessments– 40-65 questions per content area.– Computer adaptive delivery.– Includes selected-response, technology-
enhanced constructed response and extended constructed-response items.
End-of-Year Summative Assessments: Performance Tasks
• One in reading• One in writing• Two in mathematics• Roughly half of the performance
tasks for grades 9-11 will assess ELA or math within the context of science or social studies.
Break
INTEGRATING CCCSS-ALIGNED WRITING INTO EXISTING CURRICULA
Standards Are NOT Curriculum!
Applying Learning to Practice
• In groups—grade level or content?• Review your curriculum.• CCCSS Enhancement Roadmap
Wrap-up• For tomorrow:– Read chapters 1 and 2 (pp. 1-38 in
Graves.– Look at films, “Big Changes from Small
Beginnings” and “The Mother of the Story.”
– Come ready to share your group’s CCCSS Enhancement Roadmap.
Key Take-Aways