1. Common Core State Standards Changes in the ELA Writing Prompt

2. Objectives Understand shifts in writing from GLEs to CCSS Discuss different types of writing Determine ways to “attack” writing activities Observe a model lesson Work through writing activities in grade level teams

3. Agenda Review changes in writing Discuss how to write – Persuasive/Opinion Essays – Compare/Contrast Essays – Cause-and-Effect Essays – Characterization Essays – Narrative Essays

4. Agenda New CCSS for writing Observe a Model Lesson Table Activity Recap

5. ELA: New Writing Prompt Focuses on a key instructional shift in Common Core State Standards with evidence- based writing -Students must use the text to support their written response Includes one or two passages -more emphasis on informational text -length varies by grade level

6. ELA: New Writing Prompt Continued Includes grade level vocabulary More testing time to allow for reading text – Students with the testing accommodation will have the passages read aloud Revised writer’s checklist Revised scoring rubrics

7. ELA Writing Prompt Students will be asked to write: Persuasive/opinion pieces Informative/explanatory texts Narratives with text based evidence

8. Writing the Persuasive Essay At the heart of any argument or persuasive writing is a clear, strong opinion. Argument or persuasive writing attempts to prove something is true or convince you to adopt the same viewpoint as the writer. A good persuasive essay contains a clear opinion statement and at least three reasons backed by facts, details, and examples.

9. The Persuasive Essay …. The opening paragraph of a persuasive essay should clearly state the opinion. Student should give strong reasons to support the goal. Should begin or end with the strongest point. Student should back up the reasons with facts and examples. The closing should sum up reasons and call the audience/reader to action.

10. Writing the Persuasive Essay Students can use the flee map for pre-writing and organizing thoughts. Transition words or phrases should be used to introduce each reason: most importantly, first of all, first and foremost, equally important is. Linking words or phrases should be used within body of essay: because, therefore, since, for example, for instance, in order to, in addition.

11. Sample Flee Map Reason/Detail 1Reason/Detail 2Reason/Detail 3 Sum up reasons and call audience to action Viewpoint

12. Writing the Opinion Essay Opinion and Persuasive Essays are very closely aligned and are basically synonymous. As mentioned earlier, the introduction states the topic and the student’s opinion on it. The body provides reasons and evidence to support it (facts, examples, details). The closing summarizes the important points. Use the flee map for prewriting.

13. Writing the Opinion Essay The differences between the Persuasive and Opinion Essays: – Persuasive Essay – the CLOSING sums up the main reasons and calls audience to action – Opinion Essay – sums up the writer’s opinion

14. Sample Flee Map Reason/Detail 1Reason/Detail 2Reason/Detail 3 Sum up reasons Viewpoint

15. Kindergarten Sample Writing Prompt Opinion Example Directions: Your students will write an opinion paper about a book or story they have read, or has been read aloud to them. State the reasons why they liked or did not like the book. Possible Prompting: Draw a picture about a book you liked or did not like. Draw details to help explain about the book. Plan what you want to say. Write why you liked or did not like the book, or tell an adult why you liked or did not like the book. Remember to tell the title of the book.

17. Writing the Comparison and Contrast Essay Make sure students understand the academic vocabulary associated with this task. A comparison points out similarities between two things. A contrast points out differences between two things. A Venn Diagram is the recommended graphic organizer for this type of writing.

18. How to write a Comparison and Contrast Essay Students should write a title that informs the reader about the two things that will be compared and contrasted. Writers should provide a brief background on the two topics in the introduction. The last sentence of the introduction should let the reader know what he or she will be comparing and contrasting (ex. In this essay you will learn the differences and similarities between the football and basketball.)

19. How to write a Comparison and Contrast essay Students should write a paragraph using specific examples to show differences between the two topics. Contrast words such as however, but, on the contrary, on the other hand, otherwise, still, yet, although should be used. Students should write another paragraph using specific examples to show similarities between the two topics.

20. How to write a Comparison and Contrast essay Words can also be used to compare things: (show similarities) in the same way, likewise, as, while, similarly, like and also. The closing paragraph should make a new point about the topics rather than repeat any of his/her main points.

21. Cause and Effect Explanation The purpose of most cause-effect writing is to answer this question: Why did this happen? Essays, biographies, autobiographies, newspaper stories, and textbook articles frequently use cause-effect patterns. Cause and effect is a relationship between two or more events in which one event brings about another. The event that happens first, is the cause; the one that follows is the effect.

22. What is a Cause-and Effect Essay? A brief piece of expository writing that explains the circumstances leading to an event or a situation.

23. Features of an Effective Cause –and- Effect Essay A clear explanation of one or more causes and one or more effects Facts, statistics, and other details that support each explanation A clear and consistent organization Transitions that clearly indicate the connections among the details (as a result, because of, so, if, therefore)

24. Types of Cause-and-Effect Essays Historical reports explain the reasons behind past events. Lab reports explain the results of an experiment. News reports explain causes and effects of current events or developments.

25. How to write an effective Cause and Effect essay Use a multi-flow map for prewriting and identifying cause-and-effect relationships. May be helpful for students to circle causes in one color and underline effects in another color prior to completing map. Students should list the causes on the left side of the map and the effects on the right side of the map. Then draw arrows connecting related causes and effects.

26. How to write an effective Cause-and-Effect essay In the square box in the middle of the map is the topic or outcome of the cause-and-effect relationship.

27. How to write an effective Cause-and-Effect essay Students should begin their essay with an introductory paragraph which clearly states the topic of the essay. Example: With all the discoveries over the past 100 years, no one has come close to solving the problem of air pollution. The air we breathe is becoming more and more polluted each year.

28. How to write effective Cause-and-Effect essay (the body) If a number of unrelated events (causes) leads to a single effect, focus one paragraph on each cause. If one cause produces several effects, focus one paragraph on each effect. If several simple causes or effects are present, they may want to consider combining them in a single paragraph rather than devoting a separate paragraph to each.

29. How to write an effective Cause-and-Effect essay Use transitional words such as: as a result, because of, so etc., to indicate the cause-and- effect relationships between events. The last paragraph should present ways to solve the problem introduced in the opening paragraph. Example: A little help from each of us could add up to a lot. By caring for Earth, we can guarantee a safe place to live for everyone.

30. Sample Writing Prompt West Indian manatees are not hunted by other animals, but they have come to be endangered. Read the article provided entitled “Gentle Giants in Trouble” by Ross Bankston in which he explains the causes of the manatee’s problem. Explain three main causes for the endangerment of manatees. In your response, use details from Ross Bankston’s article.

31. Characterization The techniques an author uses to develop the personality of a character in a literary work are called characterization. An author can give information about a character by describing several aspects of the character. The four square writing method may be utilized for this type of writing.

32. Four Square Physical appearance and personality Speech, behavior, and actions Thoughts and feelingsInteractions with other characters

33. Narrative Writing Students will still write narratives, but story events will be text-based using a given passage

34. Sample of the “New Narrative” Read passage in packet entitled “The Park” (2 minutes)

35. Sample Narrative Writing Prompt based on passage “The Park” In the passage, Reem says, “We need to come back another day.” Think about what happens when Reem and her mother return to the park. Think about what she might see and do when she returns to the park. Write a story for your teacher about what happens when Reem returns to the park. Use details from the passage to help tell your story.

36. Flee Map for Prewriting It was Friday afternoon, and school was out for the weekend, Mom and I decided to go back to the park to continue our clean-up effort. I was so excited when I left the park. It looked so beautiful and clean. Hopefully, with the addition of the trash cans and no littering signs, the park will stay clean for all to enjoy. On our way to the park,After putting the new trash cans out, Before we left, Bought garbage cansFilled trash bagsPut out more signs Talked to park volunteer Put garbage cans out Play and picnic areas Old boxes, old cans Filled three bags Children in park helped Don’t be a litter bug Don’t trash our park Say no to trash

37. Appropriate Response It was Friday afternoon and school was out for the weekend. Mom and I decided to go back to the park to continue our clean-up effort. On our way to the park, we stopped at the store and bought several large trash cans. When we arrived at the park, we asked the park volunteer if we could put the trash cans out to help stop the littering. She thought it was a great idea. We put them in the play area and the picnic area because that is where we always saw the most trash.

38. Appropriate Response After putting the new trash cans out, we began picking up trash. We brought trash bags from home and filled up three of them with old boxes and old cans. Like before, children playing in the park, ran over to help our clean-up effort.

39. Appropriate Response Before we left, we hung up more signs encouraging park visitors not to litter. My signs had messages like don’t be a litter bug, don’t trash our park, and say no to litter. I was so excited when I left the park. It looked so beautiful and clean. Hopefully, with the addition of the trash cans and the no littering signs, the park will stay clean for all to enjoy.

40. Writing Standards K-5 See handout This handout offers a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills (language use, vocabulary, syntax, development and organization of ideas) and application in writing. The handout discusses text type and purposes, production and distribution of writing, and research to build and present knowledge.

41. Model Lesson Model lesson is 4 th grade writing situation. Assume that students have been learning about the structure of the United States government in Social Studies. Students will be given an article entitled “Two Houses of Congress” and asked to write a compare and contrast essay on the Senate and House of Representatives.

42. Table Work Each table will be given a grade level appropriate writing activity. Read over the activity and discuss how you would teach a writing lesson. Record key steps/lesson design/method on chart paper. Be sure to identify type of writing, which graphic organizer to use, what should be in each paragraph, transitional words needed, etc. Select someone to report out.

43. Recap No more emphasis on narrative writing based on personal experience Students will be asked to write persuasive/opinion pieces, informative/explanatory pieces, and narratives grounded in text, not personal experiences. Not all prewriting/brainstorming will fit into the flee map. CCSS focuses on evidence based writing where students must use the text to support their written response Writing activities may include one or two passages with more emphasis on informational text