CCSS English Language Arts

K-2 Pre-Service

Connecting CCSS Reading to Writing

Summer 2013Presenters:

Dee Dee Ring & Erin Sipes

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

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

Remaining CCSS Trainings

Summer Training – “Day 1”8:30-2:30

Dates Remaining

Elizabeth Pinkerton Middle School July 24

Elizabeth Pinkerton Middle School August 5

Kinder Outcomes

Examine Language standardsUnderstand and plan instruction for Writing

standardsConnect Writing and Reading and

Speaking/ListeningUnderstand how to use the common

EGUSD rubric as an instructional tool

Language Standards

Needed:Standards-at-a-Glance

Handout

Directions:

1.Read Conventions of Standard English standards 1-2.

2.Highlight any standards that are new and/or for which you will need to strategically plan.

3.Brainstorm with a partner/table opportunities to include Language standard instruction with existing resources.

Examine Language Standards

Directions:

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

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

Examine Language Standards

Incorporating Language Standards

into Reading InstructionReading Lit/Info Text #4:

With prompting and support, ask and answer questions about unknown words in a text. (See grade K Language standards 4-6 on page 8 for additional expectations.)

Incorporating Language Standards

into Reading Instruction

Language 4b in Unit 1

4b: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Language 4b Make-and-Take

NOTE:

The next activity may--upon first look--be something that you would never use with the first selection or first unit.

However, when it’s developmentally appropriate to introduce later in the year, you will have ready-to-go resources already done for yourself!

Language 4b Make-and-Take

DIRECTIONS: In school teams…

1.Divide up the selections in O.C. Unit 1.

2.Read the text to find a word that is used as a base word and then with an affix.

3.Use sentence strips to write both versions of the word. (note the page # on back)

4.Share your work with your site.

Share OutStand up and display your base

words/affixes for…

• “Look Out Kindergarten, Here I Come”

• “Boomer Goes to School”

• “I Brought a Worm”

• “Annabelle Swift, Kindergartner”

Brainstorm: Introducing Base Words (or Affixes)

Table/Whole Group Discussion:

• When might be an appropriate time to introduce the concept of base words and affixes? (Although—perhaps not using the actual terminology)

• What are some ideas for the progression of instruction?

Language 5c in Unit 1

5c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).

In other words…provide a context

for all vocabulary.

Language 5c in Unit 1Using Non-Examples for 5c:

“Boys and girls, Henry’s mom tells him to pack up his supplies. He packs up… “Supplies means… When you go to the park do you take supplies? No. May you take a scooter or…”

Consider using both examples

AND non-examples of when one

would use a particular word.

Language 5d in Unit 1

5d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.Let’s be practical with our tim

e

and plan for this instruction!

Language 5d Make-and-Take

DIRECTIONS: In school teams…

1.Divide up the selections in O.C. Unit 1 like you did before.

2.Locate a verb that has shades of meaning and could be acted out. (Note page # and mark with post-it.)

3.Share your work with your site.

(5 minutes)

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.

Brainstorming Writing Lesson Topics

• Each writing standard has multiple layers.

• Consider the commonalities of writing topics that exist between each standard.

Deconstruct Writing Standards 1-3

DIRECTIONS: In site teams…

1.Read each standard.

2.Discuss what explicit writing lessons would need to be taught for each standard.

3.Chart on butcher paper a t-chart with specific skills on the left and brainstormed ideas for teaching on the right. Let’s do #1 together…

“We Do Together”

Writing Topics Instruction Ideas

#1 - Opinion•Vocabulary (topic, title, opinion)

•Introduction (identify topic or title)

•Language frames (w/ big & trade books, choral response)•Word wall

• • •

Deconstruct Writing Standards 1-3

DIRECTIONS: In site teams…

1.Read each standard.

2.Discuss what explicit writing lessons would need to be taught for each standard.

3.Chart on butcher paper a t-chart with specific skills on the left and brainstormed ideas for teaching on the right. Let’s do #1 together…

Debrief Writing Brainstorm

What commonalities BETWEEN writing standards #1-3 did you notice (e.g., “identify title or topic or event” 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!

Connecting Writing to Reading:

Using the Group’s ExpertiseSince a key component of

narrative writing for students is to sequence events in the order that they appeared, how can we use the big books and trade books to reinforce writing expectations?

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.”

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

Debrief Video• What are significant ideas presented in

this video?

• What implications for writing instruction exist?

Consider the Kinder Trimester 1 Writing

Assessment - Narrative

General Prompt: Students are told prior to going to recess that they will

draw/write about two things that they did when they come back

inside.

In reviewing the first trimester writing assessment, is there

anything that you might add to the earlier discussion about explicit

writing lessons related to narrative writing?

Revised Trimester 1 Rubric

DIRECTIONS: With the prompt in mind…Examine the revised writing rubric for

trimester 1.Discuss what additional specific topics for

writing instruction might be infused into first trimester.

Revised Trimester 1 Rubric

Considering what we’ve specifically discussed with teaching writing standard #3 (narrative), how might we use the rubric to

»Inform our instruction?

»Communicate expectations?

»Other?

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.

Evaluation

eCPL – K/1 Data Entry

And now a word from EGUSD about kindergarten and first grade trimester assessments…