1. Phase 1 of ELA Instructional Professional Development
K-2 Common Core Writing
Phase 1 of ELA Instructional Professional Development

2. Where are you? Common Core Basics Common Core Close Reading
Common Core and Writing

3. ELA Common Core State Standards
Source(s) ? ?
After 5 minutes, combine circle maps to make one circle map at your table..
ELA Common Core State Standards ? ? ?

4. ? ? ? ? Classification of information for CCSS Category #1 Category #2
Create as a group on large paper

5. PARCC Framework for Instruction

6. The PARCC Assessment System (July 2011 revision, pending USED approval)
Prepared by the Center for K-12 Assessment & Performance Management at ETS
11/5/2019
English Language Arts and Mathematics, Grades 3–8 and High School
PARTNERSHIP RESOURCE CENTER: Digital library of released items; formative assessments; model content frameworks; instructional and formative tools and resources; student and educator tutorials and practice tests; scoring training modules; professional development materials; and an interactive report generation system.
Early indicator of knowledge and skills to inform instruction, supports, PD
Component 1
EARLY ASSESSMENT
Mid-Year Performance- Based Assessment
(Potentially summative)
Component 2
MID-YEAR ASSESSMENT
ELA/Literacy
Speaking
Listening
Comp 5
Flexible timing
Comp 3
END-OF-YEAR
ASSESSMENT
Comp 4
PERFORMANCE
ASSESSMENT
ELA
Math
Timing of formative components is flexible
Summative, but not used for accountability
Summative assessment for accountability
Formative
Assessment
Developed by The Center for K–12 Assessment & Performance Management at ETS, version 4, July For detailed information on PARCC, go to

7. Appendix B: K-1 Example Frog was in his garden. Toad came walking by.
“What a fine garden you have, Frog,” he said.
“Yes,” said Frog. “It is very nice, but it was hard work.”
“I wish I had a garden,” said Toad.
“Here are some flower seeds. Plant them in the ground,” said Frog, “and soon you will have a garden.”
“How soon?” asked Toad.
“Quite soon,” said Frog.
Toad ran home. He planted the flower seeds.
“Now seeds,” said Toad, “start growing.”
Toad walked up and down a few times. The seeds did not start to grow. Toad put his head close to the ground and said loudly, “Now seeds, start growing!” Toad looked at the ground again. The seeds did not start to grow.
Toad put his head very close to the ground and shouted, “NOW SEEDS, START GROWING!”
Frog came running up the path. “What is all this noise?” he asked. “My seeds will not grow,” said Toad. “You are shouting too much,” said Frog. “These poor seeds are afraid to grow.”
“My seeds are afraid to grow?” asked Toad.
“Of course,” said Frog. “Leave them alone for a few days. Let the sun shine on them, let the rain fall on them. Soon your seeds will start to grow.”
That night, Toad looked out of his window “Drat!” said Toad. “My seeds have not started to grow. They must be afraid of the dark.”
Toad went out to his garden with some candles. “I will read the seeds a story,” said Toad. “Then they will not be afraid.” Toad read a long story to his seeds.
All the next day Toad sang songs to his seeds.
And all the next day Toad read poems to his seeds.
And all the next day Toad played music for his seeds.
Toad looked at the ground. The seeds still did not start to grow. “What shall I do?” cried Toad. “These must be the most frightened seeds in the whole world!”
Then Toad felt very tired and he fell asleep.
“Toad, Toad, wake up,” said Frog. “Look at your garden!”
Toad looked at his garden. Little green plants were coming up out of the ground.
“At last,” shouted Toad, “my seeds have stopped being afraid to grow!”
“And now you will have a nice garden too,” said Frog.
“Yes,” said Toad, “but you were right, Frog. It was very hard work.”
Appendix B: K-1 Example

8. Highlight Frog’s dialogue in one color and Toad’s in another.
Underline words that show that toad is not patient?
Circle words that show you about Frog’s character. Write what you think the words show.

9. Underline words that show/suggest that toad is not patient?

10. Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2]

12. Discussion How did it go?
Have you used close reading in your classroom yet?
How did it go?

13. K-2 Models
Read, then discuss the exemplars essays in Appendix C

14. 3 Types of Writing in K-2 Narrative Explanatory Opinion Define
Write to explain how
Write to explain why
Write to explain a point of view
Define
Summarize

15. Activity instructions
Deal cards until they are completely dealt.
Read cards and choose the 4 most important cards that most clearly define the common core.
Find someone, within your zone, that has a different color card set than you.
Choose the 4 most important of your set.
Repeat this step by adding a third member to your group.

16. Write a paragraph that defines the common core state standards using the details from the cards (text).

17. Skills Necessary for Effective Summary Writing
Identifying the overall big idea
Identifying main ideas within a passage
Identifying important details within a passage
Identifying and replicating text structures
Varying sentence structures to restate or combine ideas, including transitions where necessary
Vocabulary instruction related to synonyms and relating ideas “in other words.”

18. Begin with simple texts to practice
stating the overall big idea
identifying the main ideas
identifying some supporting details
identifying the organizational pattern

20. What is the overall “Big Idea”
that serves as an umbrella
statement under which all of
the pages of text would fit?
If each page of this text was
placed on a Tree Map what
would be the Main Idea of
each category of information?
What is one detail that could
be included under each
category on the Tree Map?

21. Begin with simple texts to practice
stating the overall big idea
identifying the main ideas
identifying some supporting details
identifying the organizational pattern

23. What is the overall “Big Idea” that serves as an umbrella
statement under which all of
the pages of text would fit?
If each page of this text was
placed on a Tree Map what
would be the Main Idea of
each category of information?
What is one detail that could
be included under each
category on the Tree Map?
Some

24. What are the main ideas? Horses Sizes Uses Feet & Legs Category?

25. Is there another way to organize the information? Horses Differences
Category?
Category?
Is there
another way
to organize
the information?
Differences
Uses

26. Begin with simple texts to practice
stating the overall big idea
identifying the main ideas
identifying some supporting details
identifying the organizational pattern

30. What is the overall “Big Idea”
that serves as an umbrella
statement under which all of
the pages of text would fit?
What is the thought process necessary
for understanding this text? Which
Thinking Map should be used to record
or summarize this information? Create
the Map
“Read” the Double Bubble
Map using varied sentence
structures?

31. sharks
people
Organizational
Pattern

32. but
sharks
people
and
;however

33. Begin with simple texts to practice
stating the overall big idea
identifying the main ideas
identifying some supporting details
identifying the organizational pattern
Varying sentence structures to combine
ideas

35. What is the overall “Big Idea”
that serves as an umbrella
statement under which all of
the pages of text would fit?
What is the thought process necessary
for understanding this text? Which
Thinking Map should be used to record
or summarize this text? Create the map.
How can the “Big Idea” be
stated using varied sentence
patterns and combining ideas?

36. This bird is called a Rainbow Bird Bigger idea Bigger idea Bigger idea
(because)
(so)
(;therefore)
Because he has red eyes, a green head,
yellow feet, and tan, blue, and purple
feathers, this bird is called a Rainbow Bird.
This bird
is called a
Rainbow Bird
The Rainbow Bird got his name because
different parts of his body are different
colors.
Bigger idea
This bird has a body with different colors
so it is named the Rainbow Bird.
Bigger idea
This bird has a body with different colors;
therefore, it is named the Rainbow Bird.
Bigger idea

37. because
Organizational
Pattern so
This bird
is called a
Rainbow Bird

38. 3 Types of Writing in K-2 Narrative Explanatory Opinion
(Argumentative)

40. Evidence (Assessment)
Knowledge (Nouns)
Skills (Verbs)
Evidence (Assessment)
New to grade level W1 W2 W3 W4 W5 W6 W7 W8