ELA Minnesota Academic Standards. Day 2

Transcription

1 ELA Minnesota Academic Standards Day 2

2 Balanced Literacy

3 Students are reading a lot! Students are highly engaged in literature/informational text. Students know and take ownership for meeting standards. Students are having RICH discussions about books. Students study the author s craft what did the author do to communicate clearly and to produce good writing? Students build solid foundational skills early. 3

4 What would writing look like in your classroom? What qualities would students demonstrate in their writing? 4

5 READING WRITING SPEAKING, VIEWING, LANGUAGE LISTENING, MEDIA LITERACY 5

6 Agenda Morning: Writing/Language Speaking, Viewing, Listening, Media Skills Resources for technology Afternoon: Grade Group Sessions 6

7 Writing Standards 7

8 Pathways to the Common Core: Accelerating Achievement Excellent resource which provides both a big picture understanding of the standards, as well as suggestions for implementation. Overview of the Writing Standards: What Do they Say and What Does This Mean for Us? 8

9 Implementation Implications Take one minute and read the first paragraph and 5 bullets on page 2. Highlight important words and phrases 9

10 Implementation Implications Comprehension strategy: After everyone has determined the important words, reread the passage. One person reads the entire passage. Everyone else reads only what he/she highlighted. How does this help students comprehend the passage in a new way? 10

11 Overview of the Writing Standards: What Do they Say and What Does This Mean for Us? If we were asked to describe the two or three most striking features of the Common Core State Standards, one of the things we d say straight away is that the standards place a tremendous emphasis on writing. In effect, the standards refocus the nation on students proficiency as writers. NCLB, the last large-scale reform movement in literacy, called for an emphasis on phonemic awareness, phonics, vocabulary, fluency, and comprehension. Writing was nowhere in the picture. 11

12 Overview of the Writing Standards: What Do they Say and What Does This Mean for Us? In the Common Core State Standards, in contrast, 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 reading assessments will occur. The CCSS, then return writing to its place as one of the basics of education. In order to help you grasp the Common Core s rallying cry around writing, in this chapter we discuss the emphasis on Three types of writing The writing process The quality of students writing Writing as integral even for very young students Writing across all disciplines and for real purposes 12

13 Jigsaw: The Standards. 1. Emphasis on Three Types of Writing 2. Emphasis on The Writing Process 3. Emphasis on the Quality of Student Writing 4. Emphasis on Writing as Integral Even for Very Young Students 5. Emphasis on Writing Across All Disciplines and for Real Purposes Read your section. Then summarize the most important ideas. 13

14 Implementation Implications of the Writing Standards: Some Essentials Read pages this last section of page 6 and page 7. Choose 2 sentences that are the most significant in this section. Discuss in your group. 14

15 Three Types of Writing Argument Informational Narrative 15

16 Thoughts to share Standard 1: ARGUMENT From the Common Core Standards Appendix A: While all three types are important, the Standards put particular emphasis on students ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness. Pathways to the Common Core: p. 136 But that is not the only reason.think of any cause that matters to you. Is it global warming? The growing gap between rich and poor? Or violence in video games? Whatever the cause, you probably believe the world would be a better place if people who care about that cause had the courage and literacy skills to make their views heard. 16

17 Standard 1: ARGUMENT Response Journal p. 8 Highlight the writing elements for your grade level, the grade level below and the grade above. (Kindergarten can do K, 1,2) 17

18 Discussion questions How does knowing the benchmark expectations for the previous grade level help you? If students master the benchmarks in the previous grade, could I help them reach mastery on my grade level expectations? How does knowing the benchmark for the next grade help you? 18

19 Thoughts to share. Standard 2: Informational Pathways to the Common Core: p There is a considerable body of research that suggests that when teachers pay attention to informational writing, teaching its processes and craft, and then creating multiple opportunities for students to transfer those skills to the informational writing they do in every subject, the result is not just better writing, but also better learning. 19

20 Thoughts to share. Standard 2: Informational Pathways to the Common Core: p. 142 Although research reports and nonfiction books spring to mind right away as examples of informational writing, this category of writing is far broader than that. Informational writing could include entries, Post-it notes, and summaries written in response to reading, as well as lab reports, math records, and descriptions of and reflections on movies, films, field trips, books, interviews, and experiments. 20

21 Standard 2: Informational Response Journal: page 9 Highlight the writing elements for your grade level and the grade level before and after. 21

22 Standard 3: Narrative The first 3 anchor standards for writing begin with argument, proceed to informational, and end with narrative writing, but learners grow into these genre in just the opposite direction. Humans grow up on narratives, on stories. We come to know our parents by hearing their stories of growing up. We make friendships by sharing the stories of our lives. We plan and daydream and work and worry in narrative; we recall and remember in narrative. 22

23 Pathways to the Common Core Narratives are important not only because they are, as Barbara Hardy says, the primary mode of knowing, but also because they are an essential component in almost every other kind of writing. 23

24 Standard 3: Narrative Response Journal: page 10 Highlight the writing elements for your grade level and the grade level before and after. 24

25 ng What would writing look like in your classroom? What qualities would students demonstrate in their writing? 25

26 Three Types of Writing Argument Informational Within each type of writing, there are MANY, MANY different genre Narrative 26

27 Brainstorming Pages Using Writing Tasks Galore and your own ideas. Advertisement Advice Column Book jacket Book Review Reading Rainbow Spaghetti book club Share with school 27

28 Mode Definitions Argument Informative/Explanatory Narratives and other Creative Texts 28

29 Overview of Writing Standards Response Journal: As we overview the rest of the writing standards, use pages to highlight important information in your grade level benchmarks. 29

30 Overview of Writing Standards Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Grades 4-5: Produce writing in which the development and organization are appropriate to task, purpose, and audience Grades 3: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Grades K-2: No benchmark. How might you lay the groundwork for this benchmark? 30

31 Overview of Writing Standards Standard 5: Writing process Page 12: What is expected at your grade level? 31

32 Standard 6: Overview of Writing Use technology, including the internet, to publish writing & to interact & collaborate with others Standards Page 13-14: What is expected at your grade level? Standard 8: Gather relevant information from multiple print and digital resources, assess the credibility and accuracy of each source to answer a question. 32

33 Overview of Writing Standards Standard 7: Conduct short as well as more sustained research projects based on focus questions, demonstrating understanding of the subject under investigations. Page : What is expected at your grade level? 33

34 Overview of Writing Standards Standard 9: (p. 15) Draw evidence from literary or informational texts to support analysis, reflection, and research. Grades 4 and 5: Read your benchmark. What examples does your benchmark give for connecting to reading skills? Grades K-3: No benchmark. How might you begin to have students use writing to support reading comprehension skills? 34

35 Overview of Writing Standards Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for range of tasks, purposes, and audiences. 35

36 Jump Start Example Grade 4 teacher taught a lesson on the benchmark for opinion writing Brainstormed topics they care about 1 day in the lab to find some research (45 min) 1 day to type up their writing (45 min) Students were highly engaged! Examples of 3 writings 36

37 Grade 4 Student Samples Choose one of the following to read: Exercise SAY YES TO CELLPHONES IN SCHOOL!!!!!!!! Should Violent Video Games be banned? Your task: If you were conferencing with this student about his/her writing, identify a strength you could reinforce. Growth area? (K/1 samples Handout) 37

38 BREAK Return at. Next up: 6 Traits and the Standards? 38

39 How do the 6-Traits of Writing connect to MN standards? 6-Traits: Giving students a language for talking and thinking like writers, as well as an in-depth understanding of how writing works. 39

40 Grade Level CCSS: Writing and Language For your grade level, take one trait and look for benchmarks (in that color) that address it. 40

41 Do the Traits connect to the Common Core Standards for Writing? Read pages in your handout. Find a partner at another table: What was the biggest idea you gathered from this writing? 41

42 So.what kinds of things should I consider when I plan writing for my students? 42

43 5 Principles for Instruction (Nell Duke) Meaningful writing audience/purpose they care about Provide exposure and experience Explicitly teach genre features Explicitly teach genre-specific strategies Offer coaching and feedback 43

44 Start with Model Texts: Why? Ask anyone who has taught trait-based writing and they ll tell you that the two top secrets to success (and, in fact, the very things that have made this approach so popular) are these: 1. Providing models 2. Providing opportunities for students to be assessors We learn by seeing examples of how something is done. 44

45 Putting It All Together Change the World Writing Unit 45

46 Author: Doreen Cronin Click, Clack, Moo Authors have a purpose for writing. Authors think about their audience. Cows that Type 46

47 47

48 Change the World Brainstorm something you would like to see changed (that is possible to change) What bugs me? 48

49 Prewriting: Ideas Brainstorm ideas 49

50 Prewriting: Choosing a format Match a format to the purpose 50

51 Example: Purpose: I want my 4-year-old brother to stay out of my room. Audience: My brother 51

52 Example: Purpose: I want my parents to buy a dog for me. Audience: My parents 52

53 Organization What makes a good opening and a good conclusion. One paragraph for one reason 53

54 Word Choice Anchor Charts Linking Words What other strong words? 54

55 Voice Discuss the voice within different texts that share opinions. How was the voice in Click, Clack, Moo different than in I Want an Iguana? 55

56 Sentence Fluency Look at the start of sentences. Is there a variety of ways of sentences? 56

57 Conventions Correct spelling, grammar, etc. 57

58 Language Speaking, Listening, Viewing, Media Skills Take turns reading each skill out loud. Come to a QUICK CONSENSUS. We currently teach it at this level. No marking. We will need to do additional work on this one. Highlight key words. 58

59 Technology Writing 6: Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. 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. Speaking, Viewing, Listening, Media Literacy 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Examples from various grade levels: drawings, visual displays, audio recordings, multimedia components (graphics, sounds,) 8: Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. Review the expectations for these standards at your grade level 59

60 Grade Level Brainstorming Writing 6: Produce and Publish Writing Writing 6: Interact and collaborate with others Writing 8: Gather information from Digital Resources SVLML 5: Digital media/visual displays in presentation 60

61 Video Will Ruffin Grade 5 Riverside Malachi Johnson - Grade 3 Riverside Mike Olson Grade 5 Folwell 61

62 Posters Specific ideas/programs to address these standards. 62

63 Curriculum Documents How to Access Curriculum Documents

64 District Resources Sandy George: Media Specialist Riverside Diane Yliniemi: Media Specialist Washington and SST 64

65 A message from your lunch 65