6. Defining the Writing Process
Goal: To define at each grade
level, examples of what students should be
doing at each stage of the writing process.
7. Prewriting - Reviewing the Stages
• Review the following documents
– Step up to Writing – Writing process stages
– CCSS standards for your grade level
• Language 1
• Writing 6
• As a team, brainstorm examples of what
should be happening in each stage for your
grade level
• Record your thinking in a ―Cluster-Map‖ on
chart paper
8. Students will write without
worrying about spelling
Drafting
Revising
Students will brainstorm and
discuss different ideas with a
partner
Writing Process
in _____ grade
Pre-Writing
Editing
Publishing
9. Prewriting
The Writing • Students will brainstorm and
DRAFTING Process in ___ discuss different ideas with a
partner
Grade
Drafting Revising
• Students will write without
worrying about spelling
Editing Publishing
12. Role of Opinion / Argument
―While all three text types are important, the
Standards put a particular emphasis on
students’ ability to write sound
arguments on substantive topics and
issues, as this ability is critical to college and
career readiness.‖
(National Governors Association Center for Best Practices, Council of Chief State School Officers 2010b, 24)
13. Opinion / Argument
– Only about 20% of students are prepared to
write academic arguments when they enter
college.
– Argument forces us to consider two or more
perspectives and to evaluate strengths and
weakness—a habit of mind that is necessary in
many college classes.
– Argument moves beyond surface knowledge to
critical thinking and analysis.
– Argumentative thinking is the basis of research.
14. Foundations of Opinion Writing
Before students can write sound arguments
on substantive topics and issues, we must
teach them to
• Identify and Introduce topics
• State opinions
• Support opinions with reasons
• Use linking words
• Provide a concluding
statement
15. Opinion / Argument CCSS
• Examine opinion standard from CCSS for
your grade level
• Examine vertical alignment above and
below your grade level.
16. Chart your understanding Opinion Writing:
Important Skills and Concepts for Grade _____
Newly Introduced, or more rigorous expectations for this
grade level:
19. What does effective informative
or explanatory writing look like?
How does this type of
writing compare to
opinion or argument
writing?
20. Role of Informative/Explanatory
Writing
Informative/Explanatory writing conveys information
accurately. This kind of writing serves one or more
closely related purposes:
• 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
(National Governors Association Center for Best Practices, Council of Chief State School Officers 2010b, 23)
21. Informative / Explanatory
Review the explanation of the distinction
between informative/explanatory and
opinion/argument writing on page 23 of
Appendix A.
Summarize the difference in a T-chart.
22. Informative / Explanatory CCSS
• Examine writing standard 2 from CCSS for
your grade level
• Examine vertical alignment above and
below your grade level.
23.
24. What does effective
informative or
explanatory writing look
like?
How does this type of
writing compare to opinion
or argument writing?
26. Using Template Tasks
• Fill-in-the-blank ―shells‖
• Create opportunities for high-quality
student assignments that develop
reading, writing, and thinking skills
• Built off of the CCSS for Writing
27. Task Design Frame
(Insert Question) After reading_______
(literary or informational text/s), write
a/n_____ (product) in which you answer the
question and explain your reasons_____
(content). Give ________ (an, several, or #)
examples from ____ (text/s) to support your
opinion.
28. First, fill in blanks …
Is it important to listen to advice from an expert?
After reading The Three Little Pigs (literary or
informational text/s), write an article (product) in
which you answer the question and explain your
reasons why the pigs should have listened to
their brother’s advice (content). Give two
(an, several, or #) examples from the story
(text/s) to support your opinion.
29. Second, remove the prompts…
Is it important to listen to advice from an expert?
After reading The Three Little Pigs, write an
article in which you answer the question and
explain your reasons why the pigs should have
listened to their brother’s advice. Give two
examples from the story to support your opinion.
30. Let’s do this one together…
(Insert Question)
After reading________________________ (literary or
informational text/s), write a/n________________
(product) in which you answer the question and
explain your reasons_________________ (content).
Give _____________________ (an, several, or #)
examples from __________________ (text/s) to
support your opinion.
31. Writing Task Design
• Create a writing task for a text students
are currently engaged in
• Choose a current selection from
– ELA
– Science
– Social Studies
• Choose one of the task templates for your
grade level span that meets the
expectations of this selection
33. Rubric Calibration
• Working with your grade-level team
– Select examples of student work
– Individually evaluate the piece of student work
against your rubric
– Discuss how you rated the student work with
your team
34. Closing
What have you learned from this workshop?
What is one goal you have for your students in
regards to developing as writers?
What are you going to do to help your students
meet that goal?
Notes de l'éditeur
Thinking back to when you a student. Try to remember a piece of writing you did as a elementary, middle or high school student. Why did you write this piece? What made it memorable?
Need to provide KWL chart in packet
Documents to review:Step up to Writing – Writing Process descriptionsCCSS writing standard ______CCSS writing standard _______
Drafting – create a list of 4-5 descriptors of what each stage should look like in your grade level. – on chart paper
Individually –help participants call to mind the kinds of writing that their students have done throughout the year. Explain that you will give them three minutes to brainstorm as many types of writing or writing activities as they can. After three minutes, direct participants to talk in small groups and compare the lists. This will allow them to add things they may have forgotten. Let participants know that throughout the workshop, they will come back to this list to understand the connection to Common Core State Standards.
Invite participants to turn and talk to a partner about the key phrase, “sound arguments on substantive topics.” Ask that they work together to put this phrase into their own words. Invite a few participants to share their responses. For example, a sample response might be clear, logical, factually supported arguments on relevant, meaningful topics. Lead a brief discussion about why argument is so critical to college and career readiness. Point out that while K–12 students often spend a great deal of time writing narrative pieces, a significant portion of the writing they will be asked to do in college and in their careers will fall under the argument genre.Also reinforce the distinction between argument and persuasion
Ask participants to refer back and identify the selections from their list that fall into the opinionwriting genre. Using a different color, have them highlight these selections.
Explain that participants will now look at their grade level standards for opinion/argument writing to determine what skills need to be taught to prepare students for the complex argument writing they will need to do later on. Direct participants to pages 8–9 in their Participant Workbook. Explain to participants that they should work with a grade-level peer for the activity. Invite them to reflect on Writing Standard 1 for the grade level they teach, as well as subsequent grade levels, and discuss with a partner what key skills need to be taught. After participants have had time to discuss with a partner, engage in whole group discussion and review some key skills listed on Slide 15. You may want to have kindergarten and first grade teachers start the conversation and then ask for teachers of subsequent grades so that participants can hear how the skills build through the group conversation.
Chart Paper --- top ½ - important skills and concepts for your grade level, bottom ½ - what’s more rigorous, or newly introduced from previous grade level. Teams should post on wall in progression for discussion.
Task / Reflection – modified 4 A protocol – need to include in packetAppendixC – include link on Weebly, make single set copies
Provide t-chart in packet
Same procedure and materials as “Opinion” task
Task / Reflection – modified 4 A protocol – need to include in packetAppendixC – include link on Weebly, make single set copies
