Prepared Graduate Competency Implement the writing process successfully to plan, draft, revise, and edit written work. Apply standard English conventions to effectively communicate with written language. Big Idea: An essay is structured as an expository piece with a clear idea or issue that is developed and supported across the piece. Concepts/ 2. A writing process is used to plan, draft, and write a variety of informational texts a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.3.2) i. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (CCSS: W.3.2a) ii. State main ideas and include sufficient details or facts for appropriate depth of information (naming, describing, explaining, comparing, use of visual images) iii. Develop the topic with facts, definitions, and details. (CCSS: W.3.2b) iv. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c) v. Provide a concluding statement or section. (CCSS: W.3.2d) 1. A writing process is used to plan, draft, and write a variety of literary genres a. Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS: W.3.1) i. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (CCSS: W.3.1a) ii. Provide reasons that support the opinion. (CCSS: W.3.1b) iii. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (CCSS: W.3.1c) iv. Provide a concluding statement or section. (CCSS: W.3.1d) v. Brainstorm ideas for writing Enduring Understandings Writers develop an idea or an issue that is supported across a piece Writers use the writing process to create an essay that meets the purpose and intended audience Possible Essential Questions How do writers support a thesis? How do writers use the writing process to craft an essay? Page 1 of 7
Standards Informative/Persuasive Unit of Study: Essay Colorado Academic Standards http://www.cde.state.co.us/scripts/allstandards/costandards.asp?glid=5&stid2=6&glid2=6 Standard: 3. Writing and Composition 2. A writing process is used to plan, draft, and write a variety of informational texts Students can: a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.3.2) i. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (CCSS: W.3.2a) ii. State main ideas and include sufficient details or facts for appropriate depth of information (naming, describing, explaining, comparing, use of visual images) iii. Develop the topic with facts, definitions, and details. (CCSS: W.3.2b) iv. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c) v. Provide a concluding statement or section. (CCSS: W.3.2d) 1. A writing process is used to plan, draft, and write a variety of literary genres Students can: a. Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS: W.3.1) i. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (CCSS: W.3.1a) ii. Provide reasons that support the opinion. (CCSS: W.3.1b) iii. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (CCSS: W.3.1c) iv. Provide a concluding statement or section. (CCSS: W.3.1d) v. Brainstorm ideas for writing 3. Correct grammar, capitalization, punctuation, and spelling are used when writing Students can: a. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CCSS: W.3.4) b. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.3.5) c. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (CCSS: W.3.6) d. Use knowledge of language and its conventions when writing, speaking, reading, or Page 2 of 7
listening. (CCSS: L.3.3) e. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.3.1) f. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.3.2) Standard: 4. Research and Reasoning 1. Researching a topic and sharing findings are often done with others Students Can: a. Conduct short research projects that build knowledge about a topic. (CCSS: W.3.7) b. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CCSS: W.3.8) c. Interpret and communicate the information learned by developing a brief summary with supporting details d. Develop supporting visual information (charts, maps, illustrations, models) e. Present a brief report of the research findings to an audience 2. Inferences and points of view exist Students Can: a. Recognize that different sources may have different points of view b. Assess points of view using fairness, relevance, and breadth c. Determine the clarity, relevance, and accuracy of information d. Recognize that all thinking contains inferences from which we draw conclusions and give meaning to data and situations e. Assess inferences for accuracy and fairness f. Recognize what they know and don t know (intellectual humility) *See more detailed evidence outcomes by clicking the link below http://www.cde.state.co.us/scripts/allstandards/costandards.asp?glid=5&stid2=6&glid2=6 Stages of the Writer Connections: 21 st century skills Big Idea/ Enduring Understandings http://instruction.aurorak12.org/files/2010/06/stages-of-a-writer-6-3-10.pdf Big Idea: An essay is structured as an expository piece with a clear idea or issue that is developed and supported across the piece. Enduring Understandings: Writers develop an idea or an issue that is supported across a piece Page 3 of 7
Essential Questions Learner Outcomes Informative/Persuasive Unit of Study: Essay Writers use the writing process to create an essay that meets the purpose and intended audience Essential Questions: How do writers support a thesis? How do writers use the writing process to craft an essay? Learner Outcomes: Writers study mentor texts of essays to see how authors use evidence to support their thesis and construct their essay Writers make decisions about how to support their thesis Writers are able to identify and write for a specific audience and purpose Assessment: Assessment For and Of Learning Formative assessment in the writer s workshop is ongoing, based on the Teaching/Learning Cycle, and supports decision-making in standards-based education. Opportunities to gather formative assessment data that show growth toward and movement beyond the standards are threaded throughout the workshop. Regular monitoring is essential within a standards-based educational system. Students self assessment Teachers use student self-assessment information as part of a body of evidence reflecting student learning and informing teacher instruction. Throughout the study, students are asking themselves questions and conferring with each other on their revisions. Monitoring Teachers maintain a daily monitoring system to build a growing body of evidence about each student s growth as a reader, and they use the monitoring notes to develop instructional next steps in conjunction with the continua and grade level planning and pacing guides. Collect information about student reading and writing behaviors on a regular basis. Monitor students independent practice to see how they are taking on the learning from whole group and small group instruction. Monitor student conversations to see how they are using talk to enhance, clarify, revise and/or extend meaning in writing. Support students through monitoring the goals they set. Conferring Monitor student learning along the Stages of a Writer and discuss observations with the student. Monitor student application and accountability for new learning. students share work, listening for ideas that could be further developed Support students with making their thesis statement more specific or more general Goals are set to be practiced during independent writing Page 4 of 7
Planning for Instruction: Informative/Persuasive Unit of Study: Essay Process Outcomes Topic Selection Forming Intentions Structure essay with a clear topic sentence which include the thesis statement; supporting paragraph(s); and a conclusion May organize ideas in chronological order, most important evidence first, etc. Build a defense of ideas by collecting different kinds of information Gather ideas from life experiences or resources Plan the sections of their essay by deciding how to elaborate on the main idea Selects and uses clear and precise language Selects and uses a variety of sentence structures Audience/Purpose Direct essay toward a specific audience Match details to their intended purpose Drafting Present an issue and perspective in the introductory sentence Make decisions including cause and effect, opinion, and/or comparison and contrast to support ideas Craft a conclusion that is related to the thesis presented Revision Product Outcomes Create a piece that includes a theme based on a topic or issue Explain and support ideas Maintain a tight focus on the topic Follow a clear organizational form Support their thesis with stories, quotations, lists, observations, etc. Craft an introduction and conclusion to help the audience grasp the importance of the thesis Writes with a main idea and relevant details, supporting examples, and/ or reasons Can identify supporting details of a paragraph Drafting: Structured as an exposition thesis statement, supporting paragraphs with clear topic sentence Has a clear idea that is developed or an argument that is defended or advanced across the text Contains a thesis that is supported by stories, quotations, lists, observations, etc. Contains repetition, parallelism, and transition words that make the argument more cohesive and compelling Ideas are organized to fit the reason or purpose (e.g.: chronological order, most important evidence first, etc.) Shows (describes how something goes) and tells (explains what is important) Contains active verbs and precise details Uses lists of ideas to support the thesis Usually more than one paragraph Introductions and conclusions help the reader grasp the importance of the thesis Uses transitions to link ideas Revision: Rereads to reaffirm and or adjust according to original writing intentions Rewrites parts of text as needed to create a fluid Page 5 of 7
Revise thesis statements so they are clear, concise, and state an idea not a fact Revise to check that the idea is developed text that can be understood by others Shares draft with others to receive feedback and make adjustments Revise for repetition, unnecessary information, or lack of sentence variety Beginning Instruction: Proofreading/Editing Check and correct writing based on learned grammatical structures, punctuation, capitalization, spelling, and complete sentences Students are expected to try on the focus of the demonstration and make decisions about when and how to use the new learning in their own writing. Periodically throughout this process, students and teacher notice and name the effects of the techniques, strategies, and habits they ve been trying on. Whole Group Instruction: Modeled Demonstrate how a good story allows readers to live alongside the narrator Model how setting, tone, and action in leads can create mood Model how your story flows right from the lead Use student writing as examples to model aspects of writing Create a qualities chart with the class that students can use for writing and conferring After the Workshop Share: Students choose an aspect of their writing they want to share with the class Teacher selects a student s writing to demonstrate what writers do Small Group and Individual Conferences: Cluster students in small groups based on diagnosis of what they need and then prioritize to meet their fundamental needs first Support children to consider their role in a conference Specifically tell students what you want them to learn in the conference, provide examples and note how they can change their writing Teach punctuation if students need more support support students to write a timeline using a familiar story Ask the child what they have been working on as a writer and give feedback. Supporting Independent Learners: Independent Practice: Students need daily opportunities for independent writing Homework suggestions in the text provide opportunity for growth while using the writing process. Page 6 of 7
References/Professional Resources: Anderson, B. (2004). Daily Language Instruction. Morrison, CO: Hogback Press. Calkins, L.M. & Martinelli, M. (2006). Launching the writing workshop. Portsmouth, NH: FirstHand. Calkins, L.M. & Martinelli, M. (2006). Breathing Life into Essay. Portsmouth, NH: FirstHand. Crevola, C. & Vineis, M. (2006). Pathways to writing - K-3 modeled and shared writing program: Guidebook for instruction. New York, NY: MONDO Publishing. Learning Media. (Ed.). (1992). Dancing with the pen: The learner as a writer. New Zealand: Learning Media Limited. Ray, K.W. (2006). Study driven: A framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. Page 7 of 7