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Aligning Primary Writing Standards to Best Practices in the Classroom

Aligning Primary Writing Standards to Best Practices in the Classroom. Linking Mentor Text to Anchor The Three Modes of Writing. Today’s Learning Targets. I can discuss the three modes of writing and begin to plan for their implementation at the grade level I teach.

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Aligning Primary Writing Standards to Best Practices in the Classroom

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  1. Aligning Primary Writing Standards to Best Practices in the Classroom Linking Mentor Text to Anchor The Three Modes of Writing

  2. Today’s Learning Targets • I can discuss the three modes of writing and begin to plan for their implementation at the grade level I teach. • I can discuss instructional tips that align with the three modes of writing. • I can align mentor text with the mode I am teaching. • I can design formative assessment using analysis of student work. • I can continue to plan, discuss and share things I have found successful with the three modes of writing with my grade level team.

  3. The Three Modes of Writing • Guidebook contains: • Information about the writing standard • Instruction to support the teaching of the standards and assessment • Information about the formative assessment process • Embedded details about Kentucky’s on-demand writing administered in 5th , 6th, 8th 10th and 11th grades • Writing Standards 4 through 10 work together to support the three modes of writing

  4. Section 1: OPinion/Argument • CCR Anchor Writing Standard #1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Highlight the standard at your grade level • Discuss what that looks like at your grade level with an elbow partner • Beginning in kindergarten, students are asked to communicate their opinions – a building block to writing effective argument • Shift occurs in 6th grade from opinion to argumentation • Suggested Mentor Text: Articles, Expository Text, Digital Text

  5. Section 1:Opinion/ARgumentation • Activity • Look over samples of student work • Discuss things that primary students would have an opinion at the grade level you teach; list and chart • Share out in large group

  6. Tips for Instruction • Use best practices that encourage critical thinking skills • Provide time for discussion and inquiry • Involve students in what they care about • Provide opportunities to practice writing opinions/arguments • Practice using textual evidence to support the opinion/argument • Allow time for students to discuss their thinking and challenge others • Look periodically at writing models – either student work, teacher-generated text or professional writing (Marker Papers and Edsteps) • Practice writing in shorter time frames • Provide 10-15 minutes for quick writes, focusing on one topic

  7. Section 2: Informational/ExplanaTOry • CCR Anchor Writing Standard #2: Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. • Highlight the standard at your grade level • Discuss what that looks like at your grade level with an elbow partner • Students must write to demonstrate understanding of the subjects they are studying • It’s purpose is the increase readers’ knowledge of a subject • Students draw not only from background knowledge, but from multiple print and non-print text • Suggested Mentor Text: articles, digital text, magazines, expository text, pictures

  8. United States: The Revis family of North Carolina Food expenditure for one week: $341.98 Favorite foods: spaghetti, potatoes, sesame chicken Read more: http://www.time.com/time/photogallery/0,29307,1626519,00.html#ixzz1ckVgjk91

  9. Steps to Viewing Comprehension • Step 1: Prepare an image in advance. • Step 2: Have students form pairs • Step 3: Help students set up note-taking forms • Step 4: Project the full image • Step 5: View by quadrants • Step 6: Monitor note-taking • Step 7: Display the full image a second time • Step 8: Pairs discuss • Step 9: Share with the whole class

  10. Tips for Instruction • Provide opportunities where students write about what they read • Teach students the writing skills that go into creating text • Increase time that students write

  11. Practical Suggestions • Journaling • Collaborative Writing • The One-Pager • Extended Writing • Utilize non – print sources

  12. Section 3: Narrative Writing • CCR Anchor Writing Standard 3: Write narratives to develop real or imagined experiences or events using techniques, well-chose details and well-structured event sequences • Proficient writers recognize the importance of communicating clearly with an audience • Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure • Personal narrative is only one form of narrative • Narratives can also take the form of creative fictional stories, memoirs, anecdotes and autobiographies • Narrative can be used for many purposes including: • 1. Inform • 2. Instruct • 3. Persuade • 4. Entertain • Suggested Mentor Text: poems, stories, plays, digital text, autobiographies

  13. Section 3: Narrative Writing • Activity: • Design a mask that focuses on one of the things I am reading about in the book Up North at the Cabin (a smart angler, a loon, a great, gray dolphin, an acrobat, a fearless voyageur., a river, a bull moose, an armoured beetle, a daredevil, an angry northern pike • Write through your mask the story these things might tell in the setting of this story. • Think about how writing through a mask might help your students write more about something than a personal narrative or memoir • Create a unique way of celebrating this writing

  14. Tips for Instruction • Emphasize that stories are a powerful tool • Teach dialogue and descriptive language • Utilize authentic student work that effectively utilizes the strategies taught and allows student to analyze and discuss student work • Provide students with a writing prompt asking for a response – For example: “You’ve heard the old saying, never judge a book by its cover.” Have you ever judged someone based on appearance? Have you ever been in a situation where you decided you didn’t like something before you gave it a proper chance? (like a class or food) ? Write about a time when you prematurely judged someone or something. Be sure to tell what you learned from the situation.

  15. Tips for Instruction • Consider teaching students to use narrative writing to strengthen other modes. • Use prompts that are relevant. - “ a time when piece”

  16. Other best Practices in Writing that encourage engagement and practice • Journaling • Sentence Pyramids • Use of environment print to encourage reading and writing (e.g. photographs, artifacts, etc.) • Family Message Journals • Use drawing beyond the early years to create a bridge between paper and a child’s ideas • Guest Writers: Invite community members into the classroom to discuss how they use writing in their careers • Learning Logs • Entrance and Exit Slips • Letter Writing – Pen Pals • Digital Writing – E-Pals, Digital Photography, READ Posters, Scanner Collage Book Reports, Poetry Podcasts • Peer Conferencing • Writing Celebrations – Author’s Chair, Author’s Café’, Reader and Writer’s Theatre

  17. Time to Reflect • Inside Outside Circle • Count off by 2’s • If you are a 1 come to the area for the inside of the circle • If you are a 2 come to the outside of the circle facing a partner who is a one • Listen as the facilitator asks a reflective question • Discuss the question with your partner • The facilitator will give you time to reflect with your partner • When the conversation is complete, 2’s will move to the right and secure a new partner and get ready for the next question • Think about this activity as one that fosters the Speaking and Listening Standards of the Common Core

  18. Next Steps • Come up with an Action Plan on how you will address the Three Modes of Writing in your classroom/grade level • Decide how you will bridge reading and writing • Plan how you will formatively assess your students • Discuss and then plan how technology will be incorporated into your Action Plan • Create a way you will celebrate student writing

  19. 3- 2 - 1 Reflection • List three best practices that you learned today that will impact writing instruction in your classroom. • 1. • 2. • 3. • Name 2 things you will try the first 9 weeks of school. • 1. • 2. • Name 1 questions you still have about today’s professional development, The Three Modes of Writing or the new common core. • 1.

  20. Contact me IF you need Additional Assistance • Ruthie Staley • English Language Arts Content Specialist • Kentucky Department of Education • (859) 609-7958

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