1. Writing – CCSS Style AACRC – October 29, 2011

2. Prior Knowledge 1.I don’t know anything about the ELA CCSS 2.I have some familiarity with the ELA CCSS 3.I am beginning to use the CCSS in my discussions and work in my school. 4.I understand and can recount most of the major components of the ELA CCSS

3. 3 What’s different?

4. Remembering is easy as… The key is in the clusters Writing has: –4 clusters across all of the grades and literacy –Related standards 4

5. Text Types and Purposes W1 - Opinion/argument W2 -Informative/explanatory W 3 - Narrative 5

6. Three Types of Writing in ELA Common Core State Standards include 3 types of writing: Opinion/Argument Informative/explanatory Narrative* 6 *developed in Pre-K – Gr. 5; Decreasing importance in grades 6-12

7. Two Types of Writing in History/Social Studies, Science & Technical Subjects Common Core State Standards for Literacy – Grades 6-12 include 2 types of writing: Argument Informative/explanatory 7

8. Balance of Student Writing At all levels there should be a mix of “on demand” and “process” writing Balance of writing types Elementary MiddleHigh Argument30%35%40% Explanation35% 40% Narrative35%30%20%

9. Argument An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. 9

10. W1 - Progressions. 10

11. Opinion/Argument Writing Standard 1 Opinion (K-5) Across content areas Formulate an opinion Provide reasons and examples Show relationships between opinion and support Argument (6-12) Taught in multiple disciplines Formulate a claim; address or develop counter claims Marshall evidence from credible sources Clarify relationships between claims and evidence Establish and maintain a formal style and objective tone

12. What about a rubric? Rubrics have not been developed by PARCC Use the standards and supporting standards to create writer’s checklists and scoring tools while we wait for the rubrics 12

13. Use the CCSS to create writer’s checklists 13

14. Informational/Explanatory Writing Informational/ explanatory writing conveys information accurately. 14

15. Informational/explanatory writing addresses matters such as: –types (What are the different types of poetry?) and components (What are the parts of a motor?); –size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); –how things work (How does the legislative branch of government function?); –and why things happen (Why do some authors blend genres?). 15

16. W2 - Progressions. 16

17. Informative / Explanatory Writing Standard 2 K-5 Introduce a topic; group like information Use facts, definitions, details Connect ideas within categories Use precise domain-specific vocabulary Include illustrations, formatting and multimedia when useful and effective 6-12 Introduce topic; apply varied organizational strategies Broaden support & evidence Establish and maintain a formal voice and objective tone Use precise, domain-specific vocabulary Include effective formatting, graphics, and multimedia Informative/Explanatory Writing Standard 2

18. Narrative Writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies.

19. W3 - Progressions. 19

20. K-5 Establish a situation Introduce narrator and characters Use basic narrative techniques Manage sequence with transitions Use concrete and sensory language 6-12 Establish a context or observation Introduce one or more points of view Use varied narrative techniques Use a variety of techniques to sequence events Use precise and sensory language and telling details Narrative Writing Standard 3

21. Production and Distribution of Writing Second Writing Cluster –W-4 - Clear and coherent considering audience and purpose –W-5 - Strengthen writing through the writing process –W-6 - Use technology to produce and publish writing 21

22. Research to Build and Present Knowledge Third Cluster: –W7 – Short research projects (1-2 weeks) –W8 – Take notes, synthesize info, & give credit to sources –W9 – Draw evidence from literary and informational texts (writing to source) 22

23. Citing Evidence from Sources Writing to Source –Print: Text Primary & Secondary Sources Web sites –Non-print Video Pictures Web sites Audio Performances Experiments Graphics

24. Writing to Source – Gr. 4  Students read “Casey at the Bat”  Students write a clear and coherent (W4) narrative (W.3a-e) to tell the story from  Casey’s point of view,  Umpire’s point of view, or  The point of view of a player on base.  Not writing to source:  Students write a story about a time they tried something and failed at it.  Students explain the rules of baseball in an essay.

25. W 10 - Range of Writing Routine Writing (Questions or prompts should be text dependent) - This writing can take the form of notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.

26. Analytical Writing – (Questions or prompts should be text dependent) Rigorous, text-dependent questions require students to demonstrate that they can follow the details of what is explicitly stated and make valid claims and inferences that square with the evidence in the text. 26

27. Analytical Responses These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting multi-paragraph responses in upper grades. 27

28. Research present their findings in a variety of modes in informal and formal contexts appropriate to the grade level (e.g., through oral presentations, argumentative or explanatory compositions, or multimedia products). 28

29. What about 6 + 1 traits? Ideas Organization Voice Word Choice Sentence Fluency Conventions Presentation 29

30. Kathy Lauritzen klauritzen@msde.state.md.us Thank you!!