1. New Writing Expectations Require a New Approach: An Introduction to Ready ® Writing Grades 3-5 Adam Berkin Vice President, Product Development www.CurriculumAssociates.com/ReadyWriting

2. Agenda Shifts in Writing Expectations How Ready Writing Addresses the Shifts Organization of Ready Writing Walk through of a Student Lesson Overview of Teacher Resources www.CurriculumAssociates.com/ReadyWriting

3. “Frequently, forms of writing in K–12 have drawn heavily from student experience and opinion, which alone will not prepare students for the demands of college, career, and life. Though the standards still expect narrative writing throughout the grades, they also expect a command of sequence and detail that are essential for effective argumentative and informative writing. The standards’ focus on evidence-based writing along with the ability to inform and persuade is a significant shift from current practice.” - Common Core State Standards Initiative, at corestandards.orgcorestandards.org A New Focus on Writing www.CurriculumAssociates.com/ReadyWriting

4. Shifts in CCSS Writing Instruction Text Types Writing from Sources Research Emphasizes use of evidence to inform or to make an argument Written arguments that respond to the ideas, events, facts, and arguments presented in a text Starting from Kindergarten, emphasis on writing Informative, Narrative and Opinion text types Shared research projects begin in Grade K-2 From 3 rd grade: Conduct research projects & take notes www.CurriculumAssociates.com/ReadyWriting

5. NEW STANDARDS www.CurriculumAssociates.com/ReadyWriting

6. W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. B. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. C. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Provide a concluding statement or section related to the information or explanation presented www.CurriculumAssociates.com/ReadyWriting

7. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. www.CurriculumAssociates.com/ReadyWriting

8. NEW ASSESSMENTS www.CurriculumAssociates.com/ReadyWriting

10. Ready ® Writing Designed to meet the full intent of the rigorous Common Core writing standards www.CurriculumAssociates.com/ReadyWriting

15. Program Components Student Instruction Book Teacher Toolbox Teacher Resource Book www.CurriculumAssociates.com/ReadyWriting

16. Program Organization 6 Lessons Every Lesson: Follows the Writing Process Teaches Research Skills: Identifying and Organizing evidence Is framed by a real-word writing assignment Includes 1-3 sources (a range of genres in every grade) Three week duration Per Grade Every Grade: 2 Opinion 2 Informative/Explanatory 1 Narrative 1 Response to Lit/Literary Analysis www.CurriculumAssociates.com/ReadyWriting

17. Sample Grade 4 Lessons www.CurriculumAssociates.com/ReadyWriting

18. Each Ready lesson follows an 8- step writing process, and each step incorporates the gradual- release instructional model. Empower students to take charge of their learning -The Gradual Release Model- www.CurriculumAssociates.com/ReadyWriting

20. Student Instruction www.CurriculumAssociates.com/ReadyWriting

21. A Walk through a 4 th Grade Lesson Each lesson follows the same structure – building a familiar writing routine for students Each lesson begins by helping students see real world purposes of writing Right from the start of the lesson, students know the key features of the text type www.CurriculumAssociates.com/ReadyWriting

22. Activities encourage students to notice techniques they will try in their own writing Each lesson includes a Mentor Text that is the same text type and form the student will be writing. Throughout the lesson, students unpack the Mentor Text using it as model for their own writing www.CurriculumAssociates.com/ReadyWriting

23. The author of the mentor text unpacks her assignment, identifying and marking up the audience, purpose and task. Each step includes Modeled Instruction and Guided Practice. The activities in Guided Practice align to what is taught in modeled instruction www.CurriculumAssociates.com/ReadyWriting Students meet their writing buddy- who will be working on the same assignment as them.

24. The format of the Assignment mirrors prompts students will see in performance tasks in Common Core tests. www.CurriculumAssociates.com/ReadyWriting

25. Throughout the lesson, students return to the Research Path to remember where they’ve been and identify where they are going The map of the Research Path appears in every lesson, becoming a familiar routine for students. www.CurriculumAssociates.com/ReadyWriting

26. Students complete multiple reading of source text- first reading as a reader, and then rereading as a writer. www.CurriculumAssociates.com/ReadyWriting

27. In every lesson, students learn to Identify and Organize Text Evidence www.CurriculumAssociates.com/ReadyWriting

28. Hints provide point of use scaffolding Explicit instruction on note-taking: using concrete ‘mark up’ strategies www.CurriculumAssociates.com/ReadyWriting

31. Source texts appear at point of use www.CurriculumAssociates.com/ReadyWriting

32. Sources include nonfiction text features www.CurriculumAssociates.com/ReadyWriting

34. Short answer questions encourage students to revisit the source text to identify important evidence Teachers use students responses as a mid- project assessment to identify if students are ready to move on to drafting www.CurriculumAssociates.com/ReadyWriting

35. Students learn to organize information by transferring their mark-ups to a graphic organizer A “Writing Buddy” works on the same assignment as the student www.CurriculumAssociates.com/ReadyWriting Students are continually asked to explain “why” to promote the transfer of skills to independent application. Write Time = Independent writing time

36. www.CurriculumAssociates.com/ReadyWriting

37. Students first see the big picture and overall structure of their piece before beginning the draft process Students are led step-by-step through the writing process, following the gradual release model

38. Explicit instruction on elaboration – Using text evidence to develop ideas www.CurriculumAssociates.com/ReadyWriting

39. In Guided Practice, student help their “writing buddy” revise his draft for the same traits they learned about in Modeled Instruction. The first revision focuses on Ideas, Organization, and Elaboration. The first revision focuses on Ideas, Organization, and Elaboration. www.CurriculumAssociates.com/ReadyWriting Turn and Talk provides an opportunity for peer conferencing about a specific element of students’ drafts. Turn and Talk provides an opportunity for peer conferencing about a specific element of students’ drafts.

40. As students complete second round revisions, the focus shifts to details at the word and sentence level Revision receives dedicated time and attention www.CurriculumAssociates.com/ReadyWriting

41. Language skills are taught in context www.CurriculumAssociates.com/ReadyWriting

42. The Teacher’s Guide “guides” teachers and students through the publishing process As a final step, teachers guide students to reflect on what they’ve learned www.CurriculumAssociates.com/ReadyWriting

43. Rubrics and checklists are available in the Teacher’s Guide and on the toolbox www.CurriculumAssociates.com/ReadyWriting

44. Teacher Resource Book Teacher instruction appears at point of use Standards are displayed for each step Additional support & targeted activities for struggling students Step-by-step teacher support with example talking points. Specific prompts guide student questioning and responses to expand on hints in Student Book Monitor Progress for ongoing assessment www.CurriculumAssociates.com/ReadyWriting

45. Teacher Toolbox www.CurriculumAssociates.com/ReadyWriting

46. Using Ready Writing www.CurriculumAssociates.com/ReadyWriting

49. Ready ® Writing Program Grades 3-5 Research-based, gradual-release instructional model used to help you unlock your students writing potential Source texts embedded right in the student book and explicit, systematic instruction for teachers – all in one place An interactive approach to build confident, competent writers guiding students through every step of the writing and research process To learn more and download a sample visit www.CurriculumAssociates.com/ReadyWriting