Putting the Common Core on the Ground and into the Classrooms · sure the students are connecting...

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Putting the Common Core on the Ground andinto the Classrooms

Module 4, Part B:Teaching the Writing & Language Standards

These are for your personal use only.

©2012 Jackson Consulting all rights reserved.

Do not publicly or privately copy, share, post on any personal orprofessional website, use as your own or distribute in any way

electronically or otherwise the content in these documents withoutwritten permission.



These are for your personal use only.

©2012 Jackson Consulting all rights reserved.

Do not publicly or privately copy, share, post on any personal orprofessional website, use as your own or distribute in any way

electronically or otherwise the content in these documents withoutwritten permission.

Here’s Where We’re Headed Together

Module 1: RI Standards

Module 2: RL Standards



Module 3: SL Standards

Module 4: W/LStandards

Doing the Work

Stop and THINK

Stop and TALK



Stop and TALK

Stop and DO

ASSESSMENTLink

Our Agenda for Module 4, Part B

Welcome!

Quick Review of Part A Content

Tips on How to Teach Argument

How to Teach Kids to Research and Informative Writing

Scaffolding Writing Instruction for Struggling Kids

Planning for the Writing Standards – A New Angle

Congratulations!



Welcome!






Congratulations!

The Checklist

Review what you’ve added to your checklistfrom Modules 1, 2, 3 and 4a.

1. What measureable changes are you seeing in your lessonpreparation, due to your checklist?

2. What measureable changes are you seeing in yourclassroom, due to your checklist?

3. What adjustments do you need to make to your checklist inorder to boost your productivity and results with the kids?



Review what you’ve added to your checklistfrom Modules 1, 2, 3 and 4a.

1. What measureable changes are you seeing in your lessonpreparation, due to your checklist?

2. What measureable changes are you seeing in yourclassroom, due to your checklist?

3. What adjustments do you need to make to your checklist inorder to boost your productivity and results with the kids?

Writing About Text – BIG SHIFT!

• Past standards have emphasized writing as a free-standing subjector skill

• Students have been expected to be able to write texts requiringlow information (or only the use of widely available backgroundknowledge)

• The common core puts greater emphasis on the use of evidence inwriting

• The major emphasis shifts from writing stories or opinion piecesto writing about the ideas in text

• Research is a significant chunk of standards mastery• Focus is on results rather than means



• Past standards have emphasized writing as a free-standing subjector skill

• Students have been expected to be able to write texts requiringlow information (or only the use of widely available backgroundknowledge)

• The common core puts greater emphasis on the use of evidence inwriting

• The major emphasis shifts from writing stories or opinion piecesto writing about the ideas in text

• Research is a significant chunk of standards mastery• Focus is on results rather than means

From Appendix A - Informative

With practice, students become…better able to develop a controlling idea and a coherent focus on

a topic

…more skilled at selecting and incorporating relevant examples,facts, and details into their writing

…able to use a variety of techniques to convey information (i.e.naming, defining, describing, or differentiating different types orparts; comparing or contrasting ideas or concepts; citing ananecdote or a scenario to illustrate a point)

Task

Product



With practice, students become…better able to develop a controlling idea and a coherent focus on

a topic

…more skilled at selecting and incorporating relevant examples,facts, and details into their writing

…able to use a variety of techniques to convey information (i.e.naming, defining, describing, or differentiating different types orparts; comparing or contrasting ideas or concepts; citing ananecdote or a scenario to illustrate a point)

Audience

Product

How to Teach the Writing Standards

Teach how to PLAN (task, audience, purpose, think orgather evidence)

Teach how to OUTLINE (think sheets, lists, frames)

Teach how to WRITE PARAGRAPHS (list, cross-out,connect, number)

Teach how to CONNECT IDEAS (ordering ideas, linking)

Teach how to EDIT AND REVISE (see Appendix C)

Teach how to GIVE FEEDBACK (using Appendix C asconversation outlines)









Stop and TALK1.How does this connect to your writing

curriculum and professionaldevelopment?

2.Is your staff all using the same format forteaching writing?

3.What are your writing strengths? Wherecan your staff tighten up?



1.How does this connect to your writingcurriculum and professionaldevelopment?

2.Is your staff all using the same format forteaching writing?

3.What are your writing strengths? Wherecan your staff tighten up?

Explicitly Teach Argument Writing

The general argument made by author X in her/his work,

_______________, is that _______________. More specifically, X

argues that _______________. She/he writes, “

_______________.” In this passage, X is suggesting that

_______________. In conclusion, X’s belief is that

_______________.



The general argument made by author X in her/his work,

_______________, is that _______________. More specifically, X

argues that _______________. She/he writes, “

_______________.” In this passage, X is suggesting that

_______________. In conclusion, X’s belief is that

_______________.

Inspired by Clueless in Academe

Explicitly Teach Argument Writing

In my view, X is wrong/right, because _______________. More

specifically, I believe that _______________. For example,

___________. Although X might object that __________, I

maintain that _______________. Therefore, I conclude that

_______________.



In my view, X is wrong/right, because _______________. More

specifically, I believe that _______________. For example,

___________. Although X might object that __________, I

maintain that _______________. Therefore, I conclude that

_______________.

Inspired by Clueless in Academe

Stop and THINK

1.How would a simple and habitual tool likeThey Say/I Say help streamline writingargument for your students?

2.Which particular students need this scaffoldright away?

3.How can you incorporate this into yourregular teaching from the beginning of theyear?



1.How would a simple and habitual tool likeThey Say/I Say help streamline writingargument for your students?

2.Which particular students need this scaffoldright away?

3.How can you incorporate this into yourregular teaching from the beginning of theyear?

Change Course, Paragraph 1

The general argument made by Weinberg in his work, ChangeCourse, is that the things that you think you’ll experience incollege, you really don’t. More specifically, Weinberg argues thathe went to Cornell, based upon a catalog and thought that hewould be the wisest physicist, mathematician and space scientist.He writes, “ The…departments had classes that I was sure wouldmake me wise.” In this passage, Weinberg is suggesting that hewould leave Cornell with wisdom on the departments’ content. Inconclusion, Weinberg’s belief is that he learned more abouthimself and what he didn’t know or like.



The general argument made by Weinberg in his work, ChangeCourse, is that the things that you think you’ll experience incollege, you really don’t. More specifically, Weinberg argues thathe went to Cornell, based upon a catalog and thought that hewould be the wisest physicist, mathematician and space scientist.He writes, “ The…departments had classes that I was sure wouldmake me wise.” In this passage, Weinberg is suggesting that hewould leave Cornell with wisdom on the departments’ content. Inconclusion, Weinberg’s belief is that he learned more abouthimself and what he didn’t know or like.

Change Course, Paragraph 2

In my view, Weinberg is wrong, because students these days arecoming out of college with actual skills that they went to college tolearn, not just ideas or thoughts to the contrary, as Weinbergasserts. More specifically, I believe that my college education gaveme very important, tangible skills – and I chose to go to college toget these skills from the beginning. For example, I learned throughmy student teaching, how to manage a classroom of students at1st grade and 7th grade. Although Weinberg might object that Ilearned actual skills that I set out to learn, I maintain that had I nothad my college education, I would not have been prepared, skill-wise, for my career in teaching. Therefore, I conclude thatWeinberg’s assertion that what you go into college to learn is notwhat you come out knowing is incorrect.



In my view, Weinberg is wrong, because students these days arecoming out of college with actual skills that they went to college tolearn, not just ideas or thoughts to the contrary, as Weinbergasserts. More specifically, I believe that my college education gaveme very important, tangible skills – and I chose to go to college toget these skills from the beginning. For example, I learned throughmy student teaching, how to manage a classroom of students at1st grade and 7th grade. Although Weinberg might object that Ilearned actual skills that I set out to learn, I maintain that had I nothad my college education, I would not have been prepared, skill-wise, for my career in teaching. Therefore, I conclude thatWeinberg’s assertion that what you go into college to learn is notwhat you come out knowing is incorrect.

What Does They Say/I Say Really Do?

• Ensures that kids actually understand what is being argued/theclaim

• Ties them right to the text and, even more specifically, to thevocabulary of the text which holds so much meaning

• This format does not allow kids to gloss over the author’sargument and jump right to their own

• The form requires kids to think ahead and ask themselves, “Gee, Iwonder what the other person is going to say,” and thenincorporate the response succinctly

• The form allows kids to learn the language of debate…and evenrequires it in order to be successful

• When you use the structure in your SL and W work, your kids willbe practiced, feedbacked and mastered…the routine drives themastery



• Ensures that kids actually understand what is being argued/theclaim

• Ties them right to the text and, even more specifically, to thevocabulary of the text which holds so much meaning

• This format does not allow kids to gloss over the author’sargument and jump right to their own

• The form requires kids to think ahead and ask themselves, “Gee, Iwonder what the other person is going to say,” and thenincorporate the response succinctly

• The form allows kids to learn the language of debate…and evenrequires it in order to be successful

• When you use the structure in your SL and W work, your kids willbe practiced, feedbacked and mastered…the routine drives themastery



Stop and DO

Explicitly Teach Informative/Explanatory

Informative/explanatory writing seeks to accurately conveyinformation. It’s purposes are:• To increase readers’ knowledge of a subject• To help readers better understand a procedure or process• To provide readers with an enhanced comprehension of a concept



Informative/explanatory writing seeks to accurately conveyinformation. It’s purposes are:• To increase readers’ knowledge of a subject• To help readers better understand a procedure or process• To provide readers with an enhanced comprehension of a concept

Purpose

Task

Audience

Explicitly Teach Informational Writing

Appendix A gives us insights on types of prompts and products forInformational Writing• What are the different types of poetry?• What are the parts of a motor?• How big is the United States?• What is an X-ray used for?• How do penguins find food?• How does the legislative branch of the government function?• Why do some authors blend genres?



Appendix A gives us insights on types of prompts and products forInformational Writing• What are the different types of poetry?• What are the parts of a motor?• How big is the United States?• What is an X-ray used for?• How do penguins find food?• How does the legislative branch of the government function?• Why do some authors blend genres?

Genres of Informative/Explanatory

Academic Genres• Literary analyses• Scientific and historical reports• Summaries

Functional and Workplace Genres• Instructions• Manuals• Memos• Reports• Applications• Resumes



Academic Genres• Literary analyses• Scientific and historical reports• Summaries

Functional and Workplace Genres• Instructions• Manuals• Memos• Reports• Applications• Resumes

Stop and TALK1.What is your routine or process for

teaching kids how to research?



Focus on Research W.7-9

K-2 3-5 6-12

Text Types and PurposesW.1 Combo of

dictation, drawingand writing

Use these standards as “rubrics”

W.2

W.3

Production and Distribution of WritingW.4 X Clear and concise



W.4 X Clear and concise

W.5 “with guidanceand support”

Incorporate feedback

W.6 Produce and Publish via technologyResearch to Build and Present KnowledgeW.7 “Participate in

shared research”Conduct short research projectsRecall, synthesize from various

media/resources(Begins in 4th) Application of RL and RI

W.8

W.9 X

Teaching Kids to Research (W.7-9)

• Research cannot be assumed, it must be taught• Explicitly teaching each component is the pathway for mastery• Start in Kindergarten using the technique (with nearly 100%

modeling) and gradually release the control to the studentsthroughout the grades

• Streamline the process of research across the grade, department,school and district

• Focus on one component at a time, until near-mastered and thenmove onto the next (this will require you to move beyond“finishing” the research as the primary focus in the beginning)

• Be patient• Model, model, model



• Research cannot be assumed, it must be taught• Explicitly teaching each component is the pathway for mastery• Start in Kindergarten using the technique (with nearly 100%

modeling) and gradually release the control to the studentsthroughout the grades

• Streamline the process of research across the grade, department,school and district

• Focus on one component at a time, until near-mastered and thenmove onto the next (this will require you to move beyond“finishing” the research as the primary focus in the beginning)

• Be patient• Model, model, model

Teaching Kids to Research (W Standards)

Open – Introduce a topic to your students. You cando this with videos, non-fiction articles, objects,photographs, charts, or paintings. The purpose isto stimulate curiosity and open their minds todifferent ways of looking at the topic. Useevidence from the “texts” (does not have to bewritten words) and have your students write intheir journals: “How does this connect to me?”

Immerse – Build background knowledge; makesure the students are connecting to the content;help them discover interesting ideas. Go on a fieldtrip or bring in a guest speaker; get involved in thelocal community. Have students read some moredetailed information about the topic (moreCommon Core connections – deep reading ofchallenging texts). Introduce academic vocabularyabout the topic. Again, have them think – andjournal some more – about that Third Space.

Open



Open – Introduce a topic to your students. You cando this with videos, non-fiction articles, objects,photographs, charts, or paintings. The purpose isto stimulate curiosity and open their minds todifferent ways of looking at the topic. Useevidence from the “texts” (does not have to bewritten words) and have your students write intheir journals: “How does this connect to me?”

Immerse – Build background knowledge; makesure the students are connecting to the content;help them discover interesting ideas. Go on a fieldtrip or bring in a guest speaker; get involved in thelocal community. Have students read some moredetailed information about the topic (moreCommon Core connections – deep reading ofchallenging texts). Introduce academic vocabularyabout the topic. Again, have them think – andjournal some more – about that Third Space.

Carol Kuhlthau

Immerse


Explore

Explore – The students should now begin to takecharge of their exploring. They are simply tryingto get a broader understanding of the topic, andbegin to think about what they would like toresearch. They should first jot down as manyquestions as they can think of that might drivetheir research. Then as they explore, they canbegin to narrow down the possibilities.Identify – Students should stop at this point andselect a question to drive their research. Don’tlet them research a “topic” (e.g., “the ethics ofusing performance-enhancing drugs”). Theymust write down a question – of extremeinterest to THEM – that they plan to answer(e.g., “Under what conditions – if any – is the useof performance-enhancing drugs acceptable?”).Once they have selected their research question,based both on their initial research and on itsrelevance to themselves, their confidence levelalmost always increases.


Jackson Consulting & [CLIENT] Confidential.Carol Kuhlthau

Identify

Explore – The students should now begin to takecharge of their exploring. They are simply tryingto get a broader understanding of the topic, andbegin to think about what they would like toresearch. They should first jot down as manyquestions as they can think of that might drivetheir research. Then as they explore, they canbegin to narrow down the possibilities.Identify – Students should stop at this point andselect a question to drive their research. Don’tlet them research a “topic” (e.g., “the ethics ofusing performance-enhancing drugs”). Theymust write down a question – of extremeinterest to THEM – that they plan to answer(e.g., “Under what conditions – if any – is the useof performance-enhancing drugs acceptable?”).Once they have selected their research question,based both on their initial research and on itsrelevance to themselves, their confidence levelalmost always increases.


Gather

Gather – Students gather information thatspecifically answers their question. Theyshould be cross-checking informationfrom different resources, and they will bemore willing and able to read challengingnon-fiction texts because they are tryingto answer a question of personal interest.This is when they actively take notes fromcomplex texts.

Create – Students reflect on what theyhave been learning and develop their ownopinion about it. They go beyond the factsto make meaning of different ideas andsynthesize those ideas into somethingthey can call their own.



Create

Gather – Students gather information thatspecifically answers their question. Theyshould be cross-checking informationfrom different resources, and they will bemore willing and able to read challengingnon-fiction texts because they are tryingto answer a question of personal interest.This is when they actively take notes fromcomplex texts.

Create – Students reflect on what theyhave been learning and develop their ownopinion about it. They go beyond the factsto make meaning of different ideas andsynthesize those ideas into somethingthey can call their own.


Share

Share – Students learn from each other.They have the opportunity to explain whatthey have learned and describe theprocess that brought them to their ownopinion. They can tell this story usingdigital media and visual displays, or inperformances of varying types. This stepreinforces the Common Corerequirements of speaking and listening.

Evaluate – No learning would be completewithout an evaluation of both the processand the product. They should determine ifthey reached their learning goals, and beable to tell if they understand the newcontent.



Evaluate

Share – Students learn from each other.They have the opportunity to explain whatthey have learned and describe theprocess that brought them to their ownopinion. They can tell this story usingdigital media and visual displays, or inperformances of varying types. This stepreinforces the Common Corerequirements of speaking and listening.

Evaluate – No learning would be completewithout an evaluation of both the processand the product. They should determine ifthey reached their learning goals, and beable to tell if they understand the newcontent.



Stop and DO

How to Scaffold the Writing Standards
















1. List critical ideas

2. Connect important ideas

3. Number ideas in order of importance to the

purpose/outcome of the piece

4. Cross-out ideas and thoughts that aren’t paramount to

the outcome of the piece



1. List critical ideas

2. Connect important ideas

3. Number ideas in order of importance to the

purpose/outcome of the piece

4. Cross-out ideas and thoughts that aren’t paramount to

the outcome of the piece


____________________ + _____________________

____________________ + _____________________

____________________ + _____________________

And so _____________________________________



____________________ + _____________________

____________________ + _____________________

____________________ + _____________________

And so _____________________________________

Scaffolding Writing with Strugglers

Mastery-driven Cycle

ofInstruction!


ofInstruction!

1. List ideas and thoughtsabout the topic

2. Cross out any ideas thatare off topic or weak5. Write the paragraph




ofInstruction!


ofInstruction!

4. Number the order theyshould appear

2. Cross out any ideas thatare off topic or weak5. Write the paragraph

3. Connect ideas thatcould go together

The Writing Standards Roll-Out Changes





Stop and DO

The Checklist

Add two simple “don’t forgets”to your checklist from Module 4, Part B



Here’s Where We’re Headed Together

Module 1: RI Standards

Module 2: RL Standards



Module 3: SL Standards

Module 4: W/LStandards

Our Agenda for Module 4, Part B

Welcome!






Congratulations!



Welcome!






Congratulations!

Putting the Common Core on the Ground and into the Classrooms · sure the students are connecting...

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Transcript of Putting the Common Core on the Ground and into the Classrooms · sure the students are connecting...