1. Writing CCSS: English Language Arts

2. Objectives  Become familiar with format and content of Common Core writing standards  Review writing samples for elements of CCSS  Build connections between current practices, best practices, and CCSS  Create a standard-specific rubric  Develop a standard-based writing lesson

3. College and Career Readiness Anchor Standards for Writing  Text Types and Purposes (3)  Production and Distribution (3)  Research to Build and Present Knowledge (3)  Range of Writing (1)  K-5 pgs. 18 – 21  6-12 pgs. 41 – 47

4. De sign and Organization Strand Topic Standard

5. Text Types and Purposes 1.Write arguments to support claims 2.Write informative/explanatory texts 3.Write narratives to develop real or imagined experiences or events

6. Production and Distribution of Writing 4.Produce clear and coherent writing (developed, organized, purposeful)— begins grade 3 5.Develop and strengthen writing as needed by planning, revising, editing, and rewriting (Connection to Conventions found in Language Strand) 6.Use technology to publish writing

7. Research to Build and Present Knowledge 7.Conduct short and sustained research projects 8.Gather and integrate relevant information from multiple sources 9.Draw evidence from texts to support analysis, reflection, and research (apply reading standards to writing—begins grade 4)

8. Writing Standard #10—Range of Writing  Writing routinely—extended and shorter time frames  Writing for a range of discipline specific tasks, purposes, and audiences  Writing to improve thinking and comprehension

9. Writing Demands of the Common Core Three basic types:  Argument: To persuade, bring about some action on reader’s part, or ask reader to accept a certain point of view; includes a claim, reasoning and evidence  Informative/Explanatory Writing: To clarify or increase readers’ knowledge or understanding of a subject  Narrative: To convey experiences, either real or imaginary, in order to inform, instruct, persuade, or entertain Writing priorities change as one moves up the grades (80:20)

10. Prepared for College Writing Essays most important type of writing needed for college  K-5 – Opinion used to refer to the developing form of argument  6-12 – Argument & informational/explanatory writing

11. Arguments / Explanations  Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior.  Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Arguments are used for persuasion Explanations are used for clarification

12. Informational/explanatory writing  Informational/explanatory writing includes a wide array of genres  Academic: literary analyses, scientific and historical reports, summaries, and precise writing  Workplace and functional writing: instructions, manuals, memos, reports, applications, and resumes.

13. Aligning the Standards

14. Next grade corresponding standard Grade-level standard Prior grade corresponding standard Vertical Alignment/Unpacking the Standard

15. CCSS Writing standards  Expectations above/below grade  Framework to structure a scoring rubric  Samples of student writing (Appendix C) are very valuable  Include structured analysis  Reflect increasing mastery

16. Elements of Strong Writing Instruction  Study of writing models  Specific goals for writing products  Explicit writing strategy instruction  Process writing approach  Writing for content learning  One-on-one conferences with students  Student opportunities to write creatively A specific, detailed rubric should drive your instruction, assessment, and feedback

17. Essential Question What will it take to get kids to write to the level of expectation of the Common Core?