1. Making the Intellectual Work of Instructional Decisions Visible CWP—ISAW Rae Owens Teacher Consultant UC Merced Writing Project Critical Reading/Analytical Writing & The Common Core State Standards

2. From being strategic to becoming skillful for both teacher and student

3. Where do I want my lesson to take my students? End Product

4. What stops do I need to make along the way? What are the components that make up the end product? Responding to the essay topic/assignment Understanding and using the text/ assignment parameters Developing ideas Organizing ideas Choosing words and sentence structure Using grammar, and conventions Anticipating reader’s needs

5. Skills and Strategies What is a skill? What is a strategy?

6. Comparing Skills and Strategies Skills Automatic Unconscious Effortless: just do it! Context free Abstract Rule-like principal Strategies Deliberate Conscious Effortful, mindful Context bound, situated Concrete Heuristic-like from http://www.powershow.com/view/543ab-ZDg5N/Reading_Skills_and_Strategies_P_David_Pearson_UC_Berkeley

7. Skills and Definitions StrategiesMini-Tasks RubricPacing Draw this chart in your notes:

8. What skills are necessary to achieve each of the components that make up the end product?

9. If the students do not already possess those skills, what strategies can I employ or design that will develop those skills in the context of the lesson? Skill: Infiltrating—Strategy: Disguising

10. Teaching Points for Skill and Strategy

11. Mini-tasks, Rubrics, & Pacing What is a mini-task?What is a rubric?What is pacing?

12. What mini-tasks will I design using the strategies to develop the skill In the context of the lesson? Skill: Categorizing; Strategy: Charting Mini-task: Chart the results from the survey

13. What is the measurement or rubric of successful completion for each mini-task? 1 st 2 nd 3 rd

14. Taking into consideration the context in which the lesson will be delivered, how will I need to pace my instruction (time needed for each mini-task)?

15. Scaffolding What is scaffolding and who needs it?

16. How will each mini-task scaffold or support the completion of the assignment? Skill: Categorizing; Strategy: Charting Mini-task: Chart the results from the survey Rationale: Charting information scaffolding into automaticity for categorizing and seeing relationships between things and ideas.

18. The result of a structure with incomplete scaffolding!

19. The result of a lesson with incomplete scaffolding!

20. Instructional Ladder Write out the details of your lesson in chronological order as if you were leaving them for a substitute to put into place with the expectation that adherence to the plan will produce the results you expect upon your return. In writing out your detailed instructional ladder make sure you include: Purpose or focus for the daily, or session lesson Complete instructions for implementing each strategy along with the pacing for the strategy. Daily or session divisions Teacher notes that highlight purpose, connection, importance, etc.

21. The key to understanding the strengths and weaknesses of a lesson and its components is the student work. Examine the student work using a scoring guide, continuum or analytical rubric that measures each component of the final product for lesson mastery. Areas that demonstrate weakness and can be connected to a dimension of the lesson should be reviewed and modified.

22. California Common Core State Standards & Improving Student Academic Writing http://www.scoe.net/castandards/agenda/2010/ela_ccs_recommendations.pdf Use the newly adopted California Common Core State Standards to identify the standards whose mastery is demonstrated through the successful completion of your lesson assessment/ writing assignment. The website to access this document is listed above.

23. References & Resources Pearson, P. David, “Reading Skills and Strategies,” http://www.powershow.com/view/543ab- ZDg5N/Reading_Skills_and_Strategies_P_David_Pearson_UC_Berkeley Rand Reading Study Group, Reading for Understanding: Toward an R & D Program in Reading Comprehension, http://www.rand.org/pubs/monograph_reports/MR1465/MR1465.pdf Graham, Steven, and Dolores Perin, Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools, http://www.all4ed.org/files/WritingNext.pdf