1. +Learning toWrite: ThroughConceptualUnitsSpencer K-5June 9 13, 2014

2. +Build Common Understanding Alignment of Cognitive Complexity Standards, Assessment, Learning Experiences Expectations for Student Writing IA Core Standards & 6+ Traits Principles of Effective Writing Instruction Including use of mentor textsWriting Process Designing Summative TasksWriting Workshop Including Conferencing Differentiation2 3. +Curriculum AlignmentStudent work that demonstrates masteryof standards must be at the same levelof cognitive complexity that is calledfor in the standards; therefore, thesummative assessment task and someformative assessment and instructionaltasks must also be at the same level ofcognitive complexity.3 4. +Cognitive ComplexityCognitive Complexity is a level ofthinking often referred to as lower orderthinking or higher order thinking.For our purposes we will use the sixlevels of thinking in Blooms RevisedTaxonomy .4 5. +Blooms Revised TaxonomyRemembering Retrieving, recognizing, and recalling relevant knowledge fromfrom long-term memoryUnderstanding Constructing meaning from oral, written, and graphic messagesmessages through interpreting, exemplifying, classifying,summarizing, inferring, comparing, and explainingApplying Carrying out or using a procedure through executing orimplementingAnalyzing Breaking material into constituent parts, determining how the partsparts relate to one another and to an overall structure or purposepurpose through differentiating, organizing, and attributingEvaluating Marking judgments based on criteria and standards throughchecking and critiquingCreating Putting elements together to form a coherent or functional whole;whole; reorganizing elements into a new pattern or structurethrough generating, planning, or producing5Source: Anderson & Krathwohl as cited in Forehand, 2008http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy 6. +Curriculum AlignmentStandards InstructionSummativeAssessmentStudent WorkRigor6 7. +Grade 2Writing.2.1Write opinion pieces in which they introducethe topic or book they are writing about,state an opinion, supply reasons that supportthe opinion, use linking words (e.g., because,and also) to connect opinion and reasons,and provide a concluding statement orsection.7 8. +Blooms Revised TaxonomyRemembering Retrieving, recognizing, and recalling relevant knowledge fromfrom long-term memoryUnderstanding Constructing meaning from oral, written, and graphic messagesmessages through interpreting, exemplifying, classifying,summarizing, inferring, comparing, and explainingApplying Carrying out or using a procedure through executing orimplementingAnalyzing Breaking material into constituent parts, determining how the partsparts relate to one another and to an overall structure or purposepurpose through differentiating, organizing, and attributingEvaluating Marking judgments based on criteria and standards throughchecking and critiquingCreating Putting elements together to form a coherent or functional whole;whole; reorganizing elements into a new pattern or structurethrough generating, planning, or producing8Source: Anderson & Krathwohl as cited in Forehand, 2008http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_TaxonomyRUApApEC 9. +Grade 2Writing.2.1Write opinion pieces in which they introducethe topic or book they are writing about,state an opinion, supply reasons that supportthe opinion, use linking words (e.g., because,and also) to connect opinion and reasons,and provide a concluding statement orsection.9 10. +How confident are you that thecontent you teach, the assessmentsthat you use to evaluate mastery,and your instruction are aligned tothe Iowa Core and why?10 11. +Expectations for Student WritingIowa Core grade level indicators forstudent writing6+ traits overlap and explainLast summer used rubrics for opinionwriting that combined IA Core standardsand 6+ Traits expectations11 12. +Self & Peer-Review of Alignment:Standards, Rubric, Curriculum PlanAre the content of the ELA Common CoreWriting (1, 4-10) & Language Standards allincluded as learning goals?Which are not built into the task themselves andwill need to be built into the process? How willyou do that?How will you track student progress?12 13. Taxonomy TableCognitive Process DimensionCurriculum Recall Understand Apply Analyze Evaluate CreateStandardsTransferGoalsInstructionalActivitiesFormativeAssessmentsSummativeAssessment13 14. +AlignmentA strong alignment for aunit of study means thatthe culminatinginstructional activities andsummative assessmentsshould be in the same cellson the table as the relatedtranfer goal.This information comes from , A Taxonomy for Learning, Teaching, and Assessing, pages 95-109 and adapted from Evaluator III: Assessing AcademicRigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation14 15. +AlignmentHowever, formativeassessments andinstructional activitiesthat take place early inthe unit may be in avariety of cells,scaffolding the learningfor the students.This information comes from , A Taxonomy for Learning, Teaching, and Assessing, pages 95-109 and adapted from Evaluator III: Assessing AcademicRigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation15 16. Modified Taxonomy Table Strong AlignmentCognitive Process DimensionCurriculum Recall Understand Apply Analyze Evaluate CreateStandardsTransferGoalInstructionalActivitiesFormativeAssessmentsSummativeAssessment16 17. Modified Taxonomy Table Poor AlignmentCognitive Process DimensionCurriculum Recall Understand Apply Analyze Evaluate CreateStandardsTransfer GoalsInstructionalActivitiesFormativeAssessmentsSummativeAssessment17 18. 18Pinterest Kindergarten Learning Experience1. Relates to Standard ___ 1 ____2 _____32. Fully Aligned? ___yes ___no, because 3. If no, this could be fully aligned if4. If no, this is appropriate for practice because5. Relates to 6+ Traits _________________ (list trait)6. Before this experience, students/teachers would7. After this learning experience, students/teachers would8. Other standards that could be learned/assessed includeEach Person.Review at least 3 learning experiences related toopinion/argumentative writing.One should be a learning experience you have usedin the past.One should be from your new writing teachersmanual.One should be from a web source 19. +Principles of Powerful InstructionModel using mentor texts Your own writing (Composing Think Alouds) Others Writing (Talk Alouds)What do you notice? What did they do? When would it work?How do you do it? Then try it! I do, We do together, You do together, You do Use mentor texts as examples in mini lessonsJust liking the story or graphics doesnt make amentor text Students may just summarize the text. Ask what the book could teach you about writing.19 20. +Two Kinds of ReadingEfferent Reading Reading to understand the informationReading to analyze and synthesize the ideasAesthetic Reading Reading with a focus on feelings, thoughts & images Letting personal experience and emotions guide meaningNoticing the craft and artistic qualities of the text.20 21. +Selecting Mentor Texts Students can relate to them and can read independently(with support) Serve as exemplars Can build community study of craft, genre, or any otheraspect of writing Help writers envision the kind of writing they can become Show, dont tell, how to write Build passion and interest in writing21 22. +Guiding Questions for Students ownTalk AloudsWhy is this text a mentor text?What writing craft tools has this author taughtyou?Share an example of the incredible writing.22 23. +Create Mentor TextsIn you grade level teams1.Brainstorm topics of genuine interest to your students students see injustices all around them every day in school,and persuasive writing is a perfect form for them to expresssome of their feelings of indignation. (Heard, 2013)2.Individually or as a group, select a topic from #1 andconsider authentic audiences for your students opinions23 24. +Create Mentor Texts (continued)3. Individually or as a group, select an audiencefrom #2 and consider a realistic written formatfor communicating with that audience4. Individually or as a group, select a format from#4 and individually write anopinion/argumentative piece considering gradelevel expectations (ELA Common Core and 6+Traits of Writing)24 25. +Emphasize the Reading-WritingConnectionsIve noticed that unless (students) read,study, and absorb the genre of writingtheyre writing in, it is difficult for them towrite and revise and do the kind of rigorouscrafting work that is required of writers.Heard, 201325 26. + Build Interactive Anchor Charts 26 27. +Principals of Powerful Instruction(Continued)Have a clear instructional focusTeach for transferProvide time for reflectionWhat am I learning?How am I improving?Consider writing as a process Dont have to include all parts of the process every timewe write27 28. +Writing Process28 29. +Principals of Powerful InstructionAuthenticityTopicAudiencePurposeFormatTechnologyCollaborationProcessProduct29 30. 30 31. + Summative Task Topic What topics in this unit lead to opinion/persuasive (expository ornarrative) writing? Think about authentic questions and topics Think about big questions related to the essential questions. Role Who would be addressing these topics? How do students need to address the topics? Audience With whom would the topic or question be addressed? Format What is an authentic format? Electronic?31 32. +Summative Task: ConsiderStudent ChoiceInquiry as an authorOpportunities for self and peer assessmentOpportunity for revision32Alignment with content and cognitive complexityof standards 33. +Writing WorkshopWriting choiceTime to write may have more than one projectgoing at the same timeMini lessonConferencingPeer collaboration throughout the writing processSharing33 34. +Writing WorkshopWriters NotebookA place to playA place to collectA place to reflect See Mechanically Inclined Chapter 3ManagementTeach the routine with clear expectationsBuild your students writing stamina See A Guide to Writing Workshop: ManagementSystems (Lucy Calkins)34 35. +Writing Workshop: ConferencingWhat open-ended questions (thick questions) will you use to helpthe student reflect on her/his own writing?What is something specific that the student has done well and youwant to encourage him/her to do again?What are specific goals for this student? Make sure at least oneof the goals has to do with authors craft (writing standards).What are you going to model for the student? (technology,resource, authors craft, conventions generalization, process ofwriting, etc.) How will you keep track of the conference work?(accomplishment, goals, work during the conference)35 36. +Writing Workshop: ConferencingRecording student progressKeep it focusedKeep it simpleKeep it open to the studentRecords help usPlan for future conferencesObserve & record strengthsPlan teaching36 37. +Writing Workshop: ConferencingIf not enough time why not?Choosing with whom to confer Review students writing before classImprovise: writing need, managementSystem for requesting a conferenceSmall group conferencesCommon need Conference with one & one listen in37 38. +Writing Workshop: Conferencing Lots of student talk Academic language used by teacher and student Teacher comments come from a readers perspective Teacher models something new new tool for the student Positive feedback is specific so the student knows how to repeat whatworked Student is thinking and making decisions Student has a goal and clear direction at the end of the conference Recordkeeping is efficient and informative38 39. +DifferentiationSame learning goalsConferencingSupport during more times of practice Modeling Template Probe or prompt Change process or product that doesnt the learning goalConsider the writing topic39 40. 40 41. +A few WebsitesHow will you collect books & share ideas? A year of reading: Two teachers who read. A lot. Nic Bishop: How I research my books Two Writing Teachers Corbettharrison.com (Pinterest) Mentor Texts (Pinterest) Mentor Texts Including some for Persuasive Texts Growing Book by Book Goodreads: Persuasive Writing Mentor Texts LA Mentor Texts (Pinterest)41 42. 42