LITERACY COACHESWRITING

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OUTCOMES

Literacy Coaches will:become familiar with the CC Literacy Writing Standards 1,2, 10 (range of writing)have a solid understanding of the elements of argument and explanatory writing and the differences between English and other content areasunderstand the concepts of “on-demand” writing and identify ways it may occur in different disciplinesunderstand holistic gradingunderstand implications for post-secondary writing

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OUTCOMES

Literacy Coaches will understand Literacy Coach Standard 2.1.8 which states that coaches will help teachers:

•increase amount and the quality of writing instruction•increase amount and the quality of writing students produce•scaffold writing genres particular to content

Remember: The Anchor Standards remain the

same for ELA and Disciplinary Literacy; however, the grade level standards are different for each.

The Anchor Standards are the College and Career Ready (CCR) standards with which students should have achieved mastery upon leaving high school.

The grade level standards build to the anchor standards from PreK to Grade 12.

The Disciplinary Literacy Standards

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The Disciplinary Literacy Standards

“…each discipline acquires, develops and shares knowledge in distinct ways, educators in each field must take ownership of building robust instruction around discipline-specific literacy skills to prepare students for college and careers.”*

*From the PARCC Content Frameworks

Unpack the Standards

Review the CCR Anchor Standards for Writing

and Review the Common Core Standards for

Literacy in Social Studies, Science and Technical Subjects

Connect to Literacy Coach Standard 2.1.8

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After Examining the Disciplinary Literacy Standards . . .

What are your observations?What are some possible instructional implications?

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For Your Consideration . . .

Why do you think our previous efforts to implement writing across the

curriculum have not succeeded? What do you think is needed to

ensure that literacy instruction is implemented in all disciplines?

How will the emphasis on Disciplinary Literacy and the CCSS help us to succeed where previous attempts have failed?

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http://www.ccsso.org/resources/digital_resources/common_core_implementation_video_series.html

Types of Writing: Introduction

Types of Writing Argument: A reasoned, logical

way of demonstrating that the writer’s position, belief of conclusion is valid.

Explanatory: Conveys information accurately.

*Narrative: Conveys experience, either real or imaginary, and uses time as its structure.

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Review Materials

Argument Booklets

Quick Cards: Explanatory and Argument

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ON-DEMAND WRITING

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What is it?When might you use it?

Grading/Rubrics

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Read the sample essays. Identify strengths of the essay

Refer to rubrics for things to “look for”

Discuss with a partner Share observations

Additional Thoughts……

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Articles

Read “What Do Professors Really Say about College Writing”

Thoughts….

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Articles

Read “Persistence of the Five-Paragraph Essay”

Thoughts….

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 These are:

• IDEAS-- the main message

• ORGANIZATION--the internal structure of the piece

• VOICE-- the personal tone and flavor of the author's message

• WORD CHOICE-- the vocabulary a writer chooses to convey meaning

• SENTENCE FLUENCY--the rhythm and flow of the language

• CONVENTIONS-- the mechanical correctness

• and PRESENTATION--how the writing actually looks on the page

 http://educationnorthwest.org/resource/503

The WRITING PROCESS

HCPSS High School Manual and Style Guide

http://www.hcpss.org/aboutus/writing_manual.pdf

Purdue University's OWL

Online Writing Lab Resources

General WritingResearch and Citation 

Teacher and Tutor  ResourcesSubject Specific Writing

Job Search WritingCurrent OWL Exercises 

and More