1. Part 1 CCSS Writing Text Types and Purposes

2. Agenda Part 1 Text Types and Purposes – Persuasive writing – Informative/Explanatory – Narrative Break Production and Distribution of Writing – Writing Process

3. CCSS-Writing Text Types and Purposes – Persuasive writing – Informative/Explanatory – Narrative Production and Distribution of Writing – Writing Process Research to Build and Present Knowledge Range of Writing SNRPDP

4. CCSS-Speaking and Listening Comprehension and Collaboration – Collaborative Discussions Presentation of Knowledge and Ideas SNRPDP

5. Common Core State Standards Grades Three Through Five Nevada State Standard Not addressed in Nevada State Standards 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 discipline-specific tasks, purposes, and audiences.

6. The Essentials of Time and Space in the Workshop There are certain physical requirements for a writing workshop. Fletcher, 2001 SNRPDP

7. Time Mini-lessons Writing Time Share Time – Teacher-Student and Student-Student Conferences – Author’s Chair SNRPDP

8. Space A Meeting Place A Place for Materials Carefully Arranged Desks or Tables SNRPDP

9. Common Core State Standards Fifth Grade Nevada Standard - Writing Writing persuasive essays and compositions that include a thesis statement, supporting evidence, and relevant evidence. Text Types and Purposes 1.Move to writing opinion pieces on topics or texts, supporting a point of view with reasons and information. – Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. – Provide reasons that are supported by facts and details. – Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). – Provide a concluding statement or section related to the opinion presented.

10. Common Core State Standards for Opinion/persuasive Writing Writing Process Prewriting Drafting Revision Editing Publishing Writing Traits Ideas Voice Organization Word Choice Fluency Conventions

11. Persuasive Writing Mini-Lesson Topics graphic organizers prewriting, drafting, organization problem-solution prewriting, drafting fluency, organization facts vs. opinions prewriting, drafting, revision, organization, ideas, word choice

12. Things to Consider When Planning Mini-Lessons CCSS Students’ Immediate Needs Writing Traits Writing Stages

13. Common Core State Standards Fifth Grade Nevada Standard - Writing Writing essays and compositions which include a topic sentence, supporting details, a concluding statement, a beginning, middle, and end, a thesis statement, and transitions. Text Types and Purposes 2.Move to writing informative/explanatory texts to examine texts to examine a topic and convey ideas and information clearly. – Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. – Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. – Link ideas within and across categories of information using words, phrases and clauses (e.g., in contrast, especially). – Use precise language and domain-specific vocabulary to inform about or explain the topic. – Provide a concluding statement or section related to the information or explanation presented.

14. Common Core State Standards for Informative/Explanatory Writing

15. Informative/Explanatory Mini-Lesson Topics Adding voice and style to informational writing Craft strong openings and closing for paragraphs for explanatory pieces Eliminating unnecessary word repetitions Reasonable statements What’s your point? Uninterrupted writing Domain specific vocabulary

16. Making the Connection… Mini-lesson topic: Domain specific vocabulary Traits: word choice, sentence fluency Stage: revision, editing CCSS: Use precise language and domain-specific vocabulary to inform about or explain the topic.

17. The Story of Chocolate What's the world's favorite flavor? If you guessed chocolate, you're right. In fact, the average American eats over 11 pounds of it a year! But 500 years ago, most of the world had never heard of chocolate. From a tree in the rain forests of South America to the fudge sauce on your ice cream, the story of chocolate is a fascinating one. All types of chocolate start out as beans from a tree called a cacao. The cacao beans are shelled, roasted! and crushed to make cocoa butter, and then the cocoa butter is heated to produce a thick paste called chocolate liquor. When chocolate liquor is mixed with cocoa butter and vanilla, it produces dark chocolate. Chocolate liquor, cocoa butter, sugar, and milk are combined to create milk chocolate. White chocolate contains no chocolate liquor at all-just cocoa butter with sugar and milk.

18. Common Core State Standards Fifth Grade Nevada Standard - Writing Writing multiple paragraph papers about experiences and/or events appropriate to audience and purpose that include logical sequence, characters, setting, plot, dialogue, figurative language, and sensory details. Text Types and Purposes 3.Move to writing narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. – Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. – Use a variety of transitional words, phrases, and clauses to manage the sequence of events. – Use concrete words and phrases and sensory details to convey experiences and events precisely. – Provide a conclusion that follows from the narrated experiences or events.

19. Common Core State Standards for Narrative Writing

20. Narratives Mini-Lesson Topics Use concrete words and phrases and sensory details to convey experiences and events precisely. If you are noticing that most of your students’ writing is paced so evenly that everything seems equally important, you will need to intervene. Uninterrupted writing Sticking to the topic

21. Making the Connection… Mini-lesson topic: slowing down the climatic moment of their narratives Traits: word choice, sentence fluency Stage: revision, editing CCSS: Use concrete words and phrases and Sensory details to convey experiences and events precisely.

22. Mini-Lessons Using Picture Books Lessons can be designed as trait studies where the teacher uses books from a variety of authors that spotlight a specific writing trait. – Ideas, Organization, Voice, Word Choice, Conventions, and Sentence Fluency Lessons can be designed as author studies where each lesson uses books by a mentor author and all writing crafts are discussed. SNRPDP

23. Narrative Mini-Lesson Topics Using Picture Books for Ideas Nothing Ever Happens on 90 th Street by Roni Schotter Mama Played Baseball by David A. Alder The Polar Express by Chris Van Allsburg Lincoln and Me by Louise Borden The Days of Summer by Eve Bunting Lilly’s Purple Plastic Purse by Kevin Henkes Stone Soup by Jon J. Muth Thank You, Mr. Falker by Patricia Polacco The Secret Knowledge of Grown-Ups by David Wisniewski

24. Part 1 CCSS Writing Brain Break

25. Part 1 CCSS Writing Production and Distribution of Writing

26. Writing Workshop 1.Effective Mini-Lessons 2.Planning Mini-Lessons for: Prewriting Drafting Revising Editing/Publishing/Sharing 3. Student Writing

27. Writing Workshop 4.Conference Questions for: Prewriting Drafting Revising 5.Editing/Publishing/Sharing 6.Student Writing

28. Common Core State Standards Fifth Grade Nevada Standard - Writing Not addressed in Nevada State Standards Production and Distribution of Writing 4.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above).

29. IDEAS AND ORGANIZATION Mini-lessons/conference topics for the drafting stage would focus on addressing the following questions: What form should this take (report, letter, brochure, story, poem, etc.)? What’s an organizational pattern that makes sense? Time? Space? Comparison/Contrast? Main point and support? List of key questions with answers? What new details can I include? Where do I begin? Where do I go next? How do I know when to stop? SNRPDP

30. Common Core State Standards Fifth Grade Nevada Standard - Writing Using prewriting strategies to plan written work; editing and revising drafts. Production and Distribution of Writing 5.Move to developing and strengthening writing as needed by planning, revising, editing, rewriting, or trying a new approach with guidance and support from peers and adults.

31. Mini-Lessons: Revision Stage Write Alouds (teacher models revision) Adding details Sensory language Strong leads Powerful conclusions Facts vs. opinions Smooth transitions Expanding on writing Persuasive phrases Cutting out unnecessary words Declarative sentences

32. IDEAS, ORGANIZATION, AND VOICE Mini-lessons/conference topics for the revision stage would focus on addressing the following questions: What are the missing pieces? What are the unanswered questions? Does the organizational pattern work? Did I waste time telling readers things they know already? Is my opening a grabber? Is my MAIN message clear? Is this the right tone/voice for this audience and topic? Does the language communicate? Did I end in a good spot? Did I end with a thought, surprise, or question that will make my readers think? SNRPDP

33. Common Core State Standards Fifth Grade Nevada Standard - Writing Not addressed in Nevada State Standards Production and Distribution of Writing 6.With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

34. What do these changes mean to you? More specific standards New daily objectives Report card changes… again New pacing calendar Creation of assessments and assignments that support the CCSS SNRPDP

35. End of Part 1 CCSS Writing