CCSS English Language Arts 2 nd Grade Pre-Service Connecting CCSS Reading to Writing Summer/Fall...

CCSS English Language Arts

2nd Grade Pre-Service

Connecting CCSS Reading to Writing

Summer/Fall 2013

Presenter: Patty Tong

Welcome & Introductions

How much experience do we have in the room?

Good Morning!

Logistics

• Today’s Scheduleo 8:00-12:00 trainingo Planning time in the afternoon

at school sites

• Restrooms

• Workshop Contents – CCSS Website

http://blogs.egusd.net/ccss/

Contents of Summer Training

• Speaking/Listening standards– Structured Student Interaction– Implications for diverse learners

• Reading – Foundational Skills

• Reading – Literature/Informational Text– Text Dependent Questions– Close Reading

2nd Grade Outcomes

Examine Language StandardsUnderstand text types and purposes of the

Writing StandardsConnect writing to readingTurn reading tasks into writing prompts or

assessment questionsUse rubrics to help plan writing instruction

Language Standards

Standards-at-a-Glance Handout

Directions:

1.Read Conventions of Standard English standards 1-3.

2.Read Vocabulary Acquisition and Use standards 4-6.

3.Discuss the implications for teaching #4-6 during both reading and writing instruction.

Examine Language Standards

Big IdeasLanguage = Conventions + Vocabulary

Acquisition and Use

Vocabulary is heavily emphasized and should be woven into both reading and writing instruction.

Organization of the Writing Standards

Writing Strand “Cluster” Standard #Text Types and Purposes 1-3Production and Distribution of Writing 4-6Research to Build and Present Knowledge 7-8Range of Writing 10

Examining Writing Standards

Pages 4-5:

Cluster titles

Writing Trace:Text Types and Purposes - #1-3

Let’s walk

through #1

together.

Debrief Writing Trace

What commonalities BETWEEN writing standards #1-3 did you notice (e.g., “sense of closure” at first grade for all three standards)?

What are the implications for classroom instruction?

Writing Standards 4-10

• Read the remaining writing standards in the “clusters” of 4-6, 7-9, and 10.

Production and

Distribution of W

riting

Research to Build and

Present Knowledge

Big IdeasWriting has 3 text types and purposes: 1)

opinion, 2) informational/explanatory, and 3) narrative.

Explicit writing skills overlap within standards 1-3.

Writing instruction requires a K-12 “team” approach due to its interdependence.

Connecting Writing to Reading

CCSS – Measuring Grade-Level

Appropriate Text3 Factors:1.Qualitative (content/sophistication)

2.Quantitative (lexile/readability measures)

3.Reader and Task (purpose and complexity of assignment)

p. 9 - CCSS

Reading Tasks:Connecting Reading to

Writing

Examine Reading Tasks

THINK-PAIR-SHARE

Which of these tasks for your grade-level would could be/best be assessed through a writing task?

TWO-FER!

Big IdeasUse reading standards in connection with a

writing standard.

Appendix B provides an opportunity to look at examples of reading tasks that would best be assessed through a writing task.

Assess both reading and writing—a “two-fer.”

It is like watching a DVD.

Focus StandardsRL 2- Recount stories, including fables and folktales

from diverse cultures, and determine their central message, lesson, or moral

W1- Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and provide reasons, and provide a concluding statement or section.

Task Analysis• Summarize the story• Idea of learning lessons (central message)• Finding evidence

– Use of a graphic organizer to cite evidence– What is evidence supports the central

message?– Relevant reasons

• Topic Sentence• Concluding statement or section• Linking words

Concrete to Abstract

Mini Lesson: Central Message

Mini Lesson : Central Message

CHECKLIST: It is written as a complete sentence. It is a message or lesson from the

author. It does not mention specific characters

or events from the story. It has text evidence to support the

central message(s).

Example: “The Three Little Pigs”

Mini Lesson: Citing Evidence

Central Message:

When faced with a dangerous situation, it is best to stay calm and think things through.

Select: A and G

This evidence (does/does not) support the central message because_____.


Evidence (Examples) Reasons

Central Message: When faced with a dangerous situation, it is best to stay calm and think things through.


G. Pig goes early, makes dinner before the wolf gets there

Pig thinks ahead and gets back safely before the wolf arrives


Central Message:

When faced with a dangerous situation, it is best to stay calm and think things through.

Select: C and D



Evidence (Examples) ReasonsG. Pig goes early, makes dinner before the wolf gets there




C. Hung pot of water, wolf fell in, pig ate him for dinner

When the pig saw what he was doing, he made a plan to protect himself and get dinner

RL: Standard #2 Graphic Organizer

Options to Scaffold Graphic Organizer

Provide to students Provide to students

Provide to students Provide to students

Graphic Organizer : Central Message and

Evidence

Partner TalkFor the group of students you will be

working with, at what level of scaffolding (which mini lesson) will you need to start for central message and why?

“The Library” Sort

Short AnswerWhat is a central message of “The Three Little Pigs”? Use evidence from the text to support your answer and supply reasons that support your opinion.

Mini Lesson: Topic Sentence

Each sentence in a paragraph has a “job” to do.

The “job” of the topic sentence is to tell what the paragraph is going to be about.

Mini Lesson: Topic Sentence

Language Frame:

The central message of “The Three Little Pigs” is ___________________.







When the pig saw what he was doing,he had his own plan

Example Topic Sentence

The central message of “The Three Little Pigs”

is when faced with a dangerous situation, it is best to stay calm and think things through.







When the pig saw what he was doing,he had his own plan

Transition Words

Grade Level Linking Words:

because, and, also

Examples of other phrases:

One example from the story…

Another…

Finally…

In addition…

Example with Evidence

The central message of “The Three Little Pigs” is when faced with a dangerous situation, it is best to stay

calm and think things through. One example from the story is when the pig leaves to pick up the turnips early.







When the pig saw what he was doing, he had his own plan

Language Frames for Reasons

Ask yourself: “HOW does the evidence help support what you said the central message was?”

• This supports the central message because_________.

• This shows_______ because________.

• This evidence proves how/why (restate central message) because_______.

Example with ReasonThe central message of “The Three Little Pigs” is

when faced with a dangerous situation, it is best to stay calm and think things through. One example from the story

is when the pig leaves to pick up the turnips early. This supports the central message because the pig was thinking ahead and was able to get home safely before the wolf arrives.

Mini Lesson:

Concluding Statement

Each sentence in a paragraph has a “job” to do.

The “job” of the concluding statement is to sum up/ restate the topic sentence with different words.

Example with Conclusion

The central message of “The Three Little Pigs” is when faced with a dangerous situation, it is best to stay calm and think things through . One example from the story is when the pig leaves to pick up the turnips early. This supports the central message because the pig was thinking ahead and was able to get home safely before the

wolf arrives. Taking time to think and problem solve is always helpful when facing a dangerous situation.

Table TalkGetting students to write a paragraph from

topic sentence to concluding sentence is a huge accomplishment.

What steps would you as a grade level team need to take in order to achieve this goal?

Lesson PreparationDetermine possible central messages and

list evidence (cite page number) to support the central message for the following selections:

“Ant and the Three Little Figs”

“Come Back, Jack!”

“Story Hour, Starring Megan”

Central MessageCHECKLIST: It is written as a complete sentence. It is a message or lesson from the

author. It does not mention specific characters

or events from the story. It has text evidence to support the

central message(s).

Supporting Student Growth

Students will need to have frequent, formative frequent, formative feedback feedback coupled with opportunities to revise revise and resubmit tasksand resubmit tasks.

Frequent Formative Feedback Loop

The Power of Formative Feedback:

Austin’s Butterfly

http://www.youtube.com/watch?v=hqh1MRWZjms

Debrief Video• What are significant ideas presented in

this video?

• What implications for instruction exist?

Big IdeasFormative assessment and feedback is critical

for students to make progress as writers and students with transferable skills.

Feedback should be targeted and narrow in scope.

Writing tasks do not have a definitive number of drafts.

Using Rubrics as Instructional Tools

• One way to provide formative feedback is to use common rubrics.

• This can be done with teaching very explicit skills.

• These rubrics can even be used as planning tools for the teacher.

http://connect.egusd.net/p25477704/

Debrief – Walk & Talk

Please choose a language frame:

• Two things that I learned about analytic or holistic rubrics are_______ and _______.

• One thing that I learned about analytic or holistic rubrics is _________, but I still have a question about ________.

Evaluation

eCPL – 2nd-6th Grade Formative

Assessments

And now a word from EGUSD about upcoming formative assessments…

http://connect.egusd.net/p81619051/

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http://blogs.egusd.net/ccss

CCSS English Language Arts 2 nd Grade Pre-Service Connecting CCSS Reading to Writing Summer/Fall...

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