Welcome

1. Welcome As you enter, please: Make sure that you have all digital files downloaded. Save the handout file as one to work in today. No paper copy of working handouts will be used.

2. Day 2: Writing in the Core Knowledge Language Arts Program Learning from Student Work

3. Agenda for Today • How do reading and writing work together? • How is writing explicitly taught within CKLA-NY? • How does CKLA-NY support the writing process? • Is the writing approach taken within CKLA-NY aligned with Common Core Learning Standards?

4. Session 6: How Do Reading and Writing Work Together? Considering Writing within the Listening and Learning Strand

5. The Protocol Learning from Student Work

6. Purposeful Language • See (evidence) – describe evidence by literally pointing to what you see in the work. • Think (interpretations/inferences) – explain what something means based on something that can be seen in the work. Evidenced-based interpretation. • Connect (learning) – use observations and interpretations to answer the focusing question (reason we are examining the work). • 4. Evaluation – make a judgment.

7. Name the Purpose Description of Evidence Interpretation Connection Evaluation • I see three spelling errors. • I see the student is using ee for the ea sound three times, in the words, “beet,” “meet,” and “streat.” • The first sentence in the paragraph is a topic sentence. • I think that the student ran out of time because the hand writing gets sloppier and the last sentence has no period. • I see how the specific focus on vocabulary in the read-alouds supports the child’s use of similar vocabulary within his writing piece. For example, the word “democracy” is used in writing in a similar way and in a similar sentence to what was in the read-aloud. • Obviously, this student has not been taught grammar.

8. Three-Step Routine SeeThink Connect

9. Domino Share • Decide who is going first. • Introduce yourself to your colleagues at your table. Each person should share your: • Name; • Role; and • One point relevant to the particular share. • First person will point to the person who will go second. Continue this pattern • Stop when you have finished the round.

10. Jason’s Work Learning from Student Work within Listening and Learning

11. Jason’s Writing Who is Jason? • Second grade student • Has been in a Core Knowledge classroom since kindergarten • High energy • Gets into trouble easily • Stays engaged during structured, high interest lessons • Thrives on structured lessons

12. I Do: SEE What evidence do you see? Early Asian Civilizations • Grammar • Spelling • Handwriting • Content

13. I Do: THINK What do you think of the evidence? • What might the child think is important when writing? • What do you think the child has been taught?

14. I Do: CONNECT How does the work connect to the bigger idea? • How is this work evidence of reading and writing working together?

15. We Do: SEE What evidence do you see? Cycles of Nature • Grammar • Spelling • Handwriting • Content Now use a domino share at your table.

16. Domino Share: SEE • Decide who is going first. • Each person should share: • A piece of evidence they saw related to grammar, spelling, handwriting, and/or content • Point to who who will go second. • Stop when you have finished the round.

17. We Do: THINK What do you think of the evidence? • What might the child think is important when writing? • What do you think the child has been taught?

18. We Do: CONNECT Where does the work connect to the bigger idea? • How is this work evidence of reading and writing working together?

19. You Do Round 1: “See” What evidence do you see? Round 2: “Think” What do you think of the evidence? Focus your interpretation: What does the child thinks is important?; What is happening instructionally? Round 3: “Connect” How is this work evidence of reading and writing working together?

20. Domino Share: SEE Each person should share one piece of evidence they see in Jason’s work related to grammar, spelling, handwriting, content.

21. Domino Share: THINK Thinking of the evidence, each person should share an interpretation of what Jason’s focus is during writing and/or what is happening instructionally?

22. Domino Share: CONNECT Each person should share one way you can connect, from Jason’s work, to the idea that reading and writing work together.

23. Reflect: A Short Time – Big Growth October 1 November 22

24. Session 7: How Is Writing Explicitly Taught within CKLA–NY Grammar, Spelling, Handwriting, and Content Knowledge within the Skills Strand

25. Grammar • Each new grammar skill is explicitly taught. • Teacher defines the grammar skill. • Use of the skill is modeled. • Oral and written class practice takes place.

26. Grammar • Worksheets are used for independent practice. • Students can practice skills: Independently; With a partner; With the teacher.

27. Grammar • Students apply the knowledge gained. • Students do a communicative task on the topic.

28. Grammar • Students practice the skill in context using skills readers. • There is no disconnect between what students have learned and how they use that knowledge.

29. Spelling • Students learn to spell in an systematic way. • Students are introduced to spelling alternatives. • Students learn to decode the spellings while reading. • Then children work to choose the correct spelling in writing.

30. Spelling • Spelling begins with segmenting/sound spelling review. • Chaining reinforces spelling. • Students independently spell from dictation: words, phrases, sentences.

31. Spelling • Spelling words are introduced in a warm up activity. • Spelling practice occurs through word sorts and other activities. • “Take Home” sheets list words for parental support.

32. Spelling • Results are recorded on the spelling class template provided in TG. • Data are used to analyze where students need help. • Teachers provide targeted remediation in small, flexible groups.

33. Creative and Inventive Spellings • Students use spellings they have learned. • Teachers accept spellings that are plausible: • “Wate” for wait, “ade” for aid • “Kat” for cat • “Axp” is not an acceptable spelling for “dog”

34. Handwriting • Prewriting skills • Tripod grip • Proper writing position • Handwriting worksheets for letters and words in student workbooks

35. Handwriting

36. Handwriting

37. Content: Skills Strand

38. Session 8: How Does CKLA–NY Support the Writing Process? A Familiar Approach

39. Three-Step Writing Process • Various text types are taught across the grades. • For any one text type (e.g., fictional narrative), the writing process for that text type occurs over consecutive lessons.

40. Planning • Introduction of text type. • Connection to previous text types. • Teacher models planning of piece with class.

41. Planning: Fictional Narratives As a class: • Review of story elements; • Brainstorm ideas; and • Observe teacher modeling.

42. Drafting: Fictional Narrative As a class: • review of what was done in planning stage; • students share ideas verbally; and • teacher serves as scribe writing down the student’s ideas.

43. Plan and Draft a Fictional Narrative Independently Students: • Apply what they’ve learned. • Write another version of the story on their own. • Are reminded of the three- step writing process. • Can refer to brainstorming ideas. • Use Story Elements template for planning • Receive teacher support if they are not ready to write independently

44. Editing • Students volunteer to have their piece edited by the class. • Peers offer suggestions. • Teacher conferences with student. • Student self-assesses using checklist specific to text type.

45. Editing • Students are taught how to edit. • Editing is practiced as a class. • Mr. Mowse asks for help. • Students contribute to make his piece better. • Students are taught editing conventions.

46. Summary of the Writing Process • Plan, Draft, Edit phases explicitly taught over consecutive lessons • Planning and Drafting- as a class, then independently • Text types taught across K-2 and all rely on this process • Allows for continued support and predictable learning as children progress in their knowledge of text types and complexity of writing

47. Five Features of Teaching Writing in CKLA • Carefully sequenced progression of skills that are scaffolded, modeled, and taught in steps. • Opportunities for instruction in group or partner setting prior to independent application. • Instruction is consistent, building automaticity. • Each lesson builds on previously taught skills. • Oral activities take place before written activities.

48. One-Minute Paper • Write down your impressions of writing within the CKLA–NY program—your questions, your concerns, your connections, and your most important take-aways. • Domino Share one idea at your table.

49. Session 9: CKLA, Writing, and the Common Core Standards Examining Alignment

50. Agenda for Today • How do reading and writing work together? • How is writing explicitly taught within CKLA–NY? • How does CKLA–NY support learning of the writing process? • Is the writing approach taken within CKLA–NY aligned with Common Core Learning Standards?