Presentation is loading. Please wait.

Presentation is loading. Please wait.

K-5 Writing from Sources and the Common Core State Standards Strategies for Writing in the Elementary Classroom.

Similar presentations


Presentation on theme: "K-5 Writing from Sources and the Common Core State Standards Strategies for Writing in the Elementary Classroom."— Presentation transcript:

1 K-5 Writing from Sources and the Common Core State Standards Strategies for Writing in the Elementary Classroom

2 Purposes and Outcomes Review the 10 Writing Anchor Standards Share Strategies Share Resources

3 Three Text Types Argument/Opinion Informative/Explanatory Narrative

4 Common Core: Anchor Standards Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write i nformative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

5 Three Types of Writing NarrativeExplain/ Inform Opinion/ Argumentative Elementary 35% 30% Middle School 30%35% High School20%40%

6 Common Core: Anchor Standards Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

7 Production and Distribution of Writing CCRA.W.4 Development, organization, and style are appropriate to task, purpose and audience. (Help student organize their writing with graphic organizers (structures) that demonstrate the purpose of their writing). CCRA.W.5 Improve Writing by Editing and Rewriting CCRA.W.6 Use Technology Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

8 Text Structure Writers use different structures to build their ideas. Each text structure communicates ideas in a different way.

9 There are certain structures found in in texts. Each type of structure makes its own demands on the reader and the writer. For example:  narrative  sequential,  description,  opinion  comparison,  cause & effect,  problem & solution.

10 Mentor Texts

11 Common Core: Anchor Standards Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

12 Research to Build and Present Knowledge CCRA.W.7 Short Research Projects K-2 – Participate in shared research and writing… 3 & Up - Conduct short research projects…. Extended Research Projects CCRA.W.8 Gather Information from Multiple Sources CCRA.W.9 Supporting Evidence Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

13 Common Core: Anchor Standards Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

14 Range of Writing CCRA.W.10: Routine Writing For Various Purposes and Audiences Extended Time Frames Research projects Multimedia products Analytic Writing Formal compositions with multiple revisions Shorter Time Frames Notes Summaries Learning logs Journal entry Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

15 Routine Writing Notes Summaries Learning logs Journal entry CCR.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

16 Writing to learn tasks Response to short text selections Open ended questions Informal writing projects Routine Writing

17 Long Term Writing Research projects Multimedia products Formal compositions with multiple revisions

18 Writing Strategies Use Authentic Writing As Models Using documents, newspapers, children’s books, magazines, how-to books, etc…. Use Visuals As Springboards to Writing Paintings, drawings, and photos can be excellent springboards to writing.

19 A Healthier Happy Meal http://www.timeforkids.com/news/healthier-happy-meal/58966 http://www.timeforkids.com/news/healthier-happy-meal/58966 Fast food is known for being convenient. But when it comes to nutrition, it is not considered to be the best choice. McDonald’s says they want to change that. In July 2011, the company announced a plan to provide customers with healthier options. One change since then has been the addition of apple slices to Happy Meals. Now, the fast-food chain is enlisting kids’ help to make changes to their kid’s meals, which they call Happy Meals. Sarah Ralston, 11, and Elanya Saley, 9, won a contest to become honorary Happy Meal chefs. Their job is to help the company’s executive chef, Dan Coudreaut, create a healthy new Happy Meal option. “I want to make sure that [kids] are being active and healthy,” Sarah told TFK. Kid Reporter Alice Gottesman interviews McDonald's executive chef Dan Coudreaut. At the company’s headquarters in Oak Brook, Illinois, the two girls started by experimenting with pocket food—a term used for food items that have a filling. They made turnovers stuffed with broccoli and cheese, empanadas packed with chicken and vegetables and ravioli made with meat and spinach. What Did The Author Do? _____________________

20 Argument/Opinion Read Aloud “The Giving Tree” by Shel Silverstein Listening to think about their position Introduce book – Tell them about the argument they will be considering “Is the Giving Tree strong or weak?” Read story – stop along and think aloud After story - give students a few minutes to consider the question and make their decision Make two lines facing each other – shake hands with the person you are facing – your opponent! http://readingandwritingproject.com/resources/howtos-and- guides.html http://readingandwritingproject.com/resources/howtos-and- guides.html

21 Analyzing and Writing About Photos and Paintings Step 1. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. List people, objects, and activities in the photograph. Step 2. Inference Based on what you have observed above, list three things you might infer from this photograph. Step 3. Questions What questions do these photographs raise in your mind? Now choose one and use that question to formulate a short analysis.

22 Photos as Springboards to Writing Taken from www.timeforkids.comwww.timeforkids.com

23

24

25 Grade LevelBefore Common CoreCommon Core Kindergarten Sample Each one of us is different. What makes you “amazing” and why Use My Amazing Body to draw, tell or write about why the author thinks our bodies are amazing 1 st Grade SampleWe have read about how our bodies area amazing. In what special ways are you amazing? Use facts from the text to describe how your body uses the food you eat. Writing #9

26 2 nd & 3 rd Grade Sample Why do you think it is important to eat healthy foods? Why does the author think it is important to eat healthy foods? Use reasons from the text to support your answer. 4 th & 5 th Grade Sample Why is it important to maintain a healthy diet? Examine and describe the relationship between proper nutrition and a healthy lifestyle. Use facts, concrete details, quotations, and other evidence from the text to explain how this information contributes to an understanding of overall health. Writing #9

27 PARCC Rubric Types of Writing Found on PARCC Ideas for Using the Rubrics Grade 3 Rubric Grade 4/5 Rubric

28 Resources www.isbe.net www.parcconline.org www.writingfix.net www.edteck.com/dbq http://www.readandwritewithr ebecca.com/Mentor-Texts.html http://www.readandwritewithr ebecca.com/Mentor-Texts.html www.literacyleader.com Click on Comprehension Click on Text Structure

29 Closing Activity As our closing activity today, on an index card please complete a 3-2-1 exit card. Write 3 new things you learned… Write 2 questions you have…. Write 1 thing you will implement in your classroom….

30 Contact Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Questions or comments? Please contact English Language Arts Specialists at: plscomments@gmail.complscomments@gmail.com


Download ppt "K-5 Writing from Sources and the Common Core State Standards Strategies for Writing in the Elementary Classroom."

Similar presentations


Ads by Google