ccss english language arts k-2 pre-service connecting ccss reading to writing summer 2013...
TRANSCRIPT
CCSS English Language Arts
K-2 Pre-Service
Connecting CCSS Reading to Writing
Summer 2013Presenters:
Dee Dee Ring & Erin Sipes
Logistics
• Today’s Scheduleo 8:00-12:00 trainingo Planning time in the afternoon
at school sites
• Restrooms
• Workshop Contents – CCSS Website
Contents of Summer Training
• Speaking/Listening standards– Structured Student Interaction– Implications for diverse learners
• Reading – Foundational Skills
• Reading – Literature/Informational Text– Text Dependent Questions– Close Reading
Remaining CCSS Trainings
Summer Training – “Day 1”8:30-2:30
Dates Remaining
Elizabeth Pinkerton Middle School July 24
Elizabeth Pinkerton Middle School August 5
Kinder Outcomes
Examine Language standardsUnderstand and plan instruction for Writing
standardsConnect Writing and Reading and
Speaking/ListeningUnderstand how to use the common
EGUSD rubric as an instructional tool
Directions:
1.Read Conventions of Standard English standards 1-2.
2.Highlight any standards that are new and/or for which you will need to strategically plan.
3.Brainstorm with a partner/table opportunities to include Language standard instruction with existing resources.
Examine Language Standards
Directions:
1.Read Vocabulary Acquisition and Use standards 4-6.
2.Discuss the implications for teaching #4-6 during both reading and writing instruction.
Examine Language Standards
Incorporating Language Standards
into Reading InstructionReading Lit/Info Text #4:
With prompting and support, ask and answer questions about unknown words in a text. (See grade K Language standards 4-6 on page 8 for additional expectations.)
Language 4b in Unit 1
4b: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
Language 4b Make-and-Take
NOTE:
The next activity may--upon first look--be something that you would never use with the first selection or first unit.
However, when it’s developmentally appropriate to introduce later in the year, you will have ready-to-go resources already done for yourself!
Language 4b Make-and-Take
DIRECTIONS: In school teams…
1.Divide up the selections in O.C. Unit 1.
2.Read the text to find a word that is used as a base word and then with an affix.
3.Use sentence strips to write both versions of the word. (note the page # on back)
4.Share your work with your site.
Share OutStand up and display your base
words/affixes for…
• “Look Out Kindergarten, Here I Come”
• “Boomer Goes to School”
• “I Brought a Worm”
• “Annabelle Swift, Kindergartner”
Brainstorm: Introducing Base Words (or Affixes)
Table/Whole Group Discussion:
• When might be an appropriate time to introduce the concept of base words and affixes? (Although—perhaps not using the actual terminology)
• What are some ideas for the progression of instruction?
Language 5c in Unit 1
5c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
In other words…provide a context
for all vocabulary.
Language 5c in Unit 1Using Non-Examples for 5c:
“Boys and girls, Henry’s mom tells him to pack up his supplies. He packs up… “Supplies means… When you go to the park do you take supplies? No. May you take a scooter or…”
Consider using both examples
AND non-examples of when one
would use a particular word.
Language 5d in Unit 1
5d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.Let’s be practical with our tim
e
and plan for this instruction!
Language 5d Make-and-Take
DIRECTIONS: In school teams…
1.Divide up the selections in O.C. Unit 1 like you did before.
2.Locate a verb that has shades of meaning and could be acted out. (Note page # and mark with post-it.)
3.Share your work with your site.
(5 minutes)
Big IdeasLanguage = Conventions + Vocabulary
Acquisition and Use
Vocabulary is heavily emphasized and should be woven into both reading and writing instruction.
Organization of the Writing Standards
Writing Strand “Cluster” Standard #Text Types and Purposes 1-3Production and Distribution of Writing 4-6Research to Build and Present Knowledge 7-8Range of Writing 10
Brainstorming Writing Lesson Topics
• Each writing standard has multiple layers.
• Consider the commonalities of writing topics that exist between each standard.
Deconstruct Writing Standards 1-3
DIRECTIONS: In site teams…
1.Read each standard.
2.Discuss what explicit writing lessons would need to be taught for each standard.
3.Chart on butcher paper a t-chart with specific skills on the left and brainstormed ideas for teaching on the right. Let’s do #1 together…
“We Do Together”
Writing Topics Instruction Ideas
#1 - Opinion•Vocabulary (topic, title, opinion)
•Introduction (identify topic or title)
•Language frames (w/ big & trade books, choral response)•Word wall
• • •
Deconstruct Writing Standards 1-3
DIRECTIONS: In site teams…
1.Read each standard.
2.Discuss what explicit writing lessons would need to be taught for each standard.
3.Chart on butcher paper a t-chart with specific skills on the left and brainstormed ideas for teaching on the right. Let’s do #1 together…
Debrief Writing Brainstorm
What commonalities BETWEEN writing standards #1-3 did you notice (e.g., “identify title or topic or event” for all three standards)?
What are the implications for classroom instruction?
Writing Standards 4-10
• Read the remaining writing standards in the “clusters” of 4-6, 7-9, and 10.
Production and
Distribution of W
riting
Research to Build and
Present Knowledge
Big IdeasWriting has 3 text types and purposes: 1)
opinion, 2) informational/explanatory, and 3) narrative.
Explicit writing skills overlap within standards 1-3.
Writing instruction requires a K-12 “team” approach due to its interdependence.
CCSS – Measuring Grade-Level
Appropriate Text3 Factors:1.Qualitative (content/sophistication)
2.Quantitative (lexile/readability measures)
3.Reader and Task (purpose and complexity of assignment)
p. 9 - CCSS
Examine Reading Tasks
THINK-PAIR-SHARE
Which of these tasks for your grade-level would could be/best be assessed through a writing task?
TWO-FER!
Connecting Writing to Reading:
Using the Group’s ExpertiseSince a key component of
narrative writing for students is to sequence events in the order that they appeared, how can we use the big books and trade books to reinforce writing expectations?
Big IdeasUse reading standards in connection with a
writing standard.
Appendix B provides an opportunity to look at examples of reading tasks that would best be assessed through a writing task.
Assess both reading and writing—a “two-fer.”
Supporting Student Growth
Students will need to have frequent, formative frequent, formative feedback feedback coupled with opportunities to revise revise and resubmit tasksand resubmit tasks.
Debrief Video• What are significant ideas presented in
this video?
• What implications for writing instruction exist?
Consider the Kinder Trimester 1 Writing
Assessment - Narrative
General Prompt: Students are told prior to going to recess that they will
draw/write about two things that they did when they come back
inside.
In reviewing the first trimester writing assessment, is there
anything that you might add to the earlier discussion about explicit
writing lessons related to narrative writing?
Revised Trimester 1 Rubric
DIRECTIONS: With the prompt in mind…Examine the revised writing rubric for
trimester 1.Discuss what additional specific topics for
writing instruction might be infused into first trimester.
Revised Trimester 1 Rubric
Considering what we’ve specifically discussed with teaching writing standard #3 (narrative), how might we use the rubric to
»Inform our instruction?
»Communicate expectations?
»Other?
Big IdeasFormative assessment and feedback is critical
for students to make progress as writers and students with transferable skills.
Feedback should be targeted and narrow in scope.
Writing tasks do not have a definitive number of drafts.
eCPL – K/1 Data Entry
And now a word from EGUSD about kindergarten and first grade trimester assessments…