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Content Area Writing and the C3 (Common Core Curriculum) PowerPoint Presentation
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Content Area Writing and the C3 (Common Core Curriculum)

Content Area Writing and the C3 (Common Core Curriculum)

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Content Area Writing and the C3 (Common Core Curriculum)

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  1. Content Area Writing and the C3 (Common Core Curriculum) What, How, and Why April 27, 2011

  2. Agenda 1st Activity – Intro or Review of the 6 Traits of Writing 2nd Activity – What are the Expectations of the C3 and Writing in the Content Areas 3rd Activity – Conley’s Key Cognitive Strategies and Implementation with Writing in the Content Areas

  3. Brilliance Begins at Home • “Teaching, as you know, is ever evolving. We need to constantly balance what we professionals feel is right, with what the stakeholders and the politicians feel is necessary.” • Scott Christensen, April 13, 2011

  4. Program Evaluation • How much writing and what kind of writing are students expected to produce? • Does the complexity of expectations increase with each passing year • What writing styles are emphasized? • What type of feedback do students receive?

  5. 6 Traits of Writing Content Area Writing Focus

  6. Why Learn the Traits? • Provides a Common Vocabulary • Identify Qualities of Good Writing • Aligns Assessment and Writing Instruction • Develop Student Self-Reflection Skills

  7. The Six +1 Traits of Writing • Ideas • Organization • Voice • Word Choice • Sentence Fluency • Conventions

  8. Stimulating IDEAS • The content of a piece • Move from general to specific • Describe the ordinary in extraordinary ways • Clear, not garbled message or argument

  9. Logical ORGANIZATION • Internal Structure (openings/endings) • Logical Pattern of Ideas • Sticking to a Main Idea, Topic, Argument • Text Shows Connections or Sequence

  10. Individuality Sparkle Personality Liveliness, playfulness Emotion Recognition that the writing is for self and others “Your feelings come through loud and clear.” “I could tell this was you!” “This essay made me…” “You make the reader see/feel the things you are seeing/feeling.” Teaching about Engaging the VOICE…

  11. OriginalWORD CHOICE • Stretching to use new content vocabulary – write and speak like an “historian”, a “scientist”, a “scholar”, a “professional” • Energy verbs • Precise or unusual use of words or phrases • Imitation of words or phrases heard in literature or videos, and read in journals or text

  12. Effective SENTENCE FLUENCY • Graceful, not choppy • Varied • Rhythmic, almost musical • Natural, not awkward word patterns • Flow of language

  13. Revision vs. Editing • The Art of Writing • Revision: individual, creative, complex, clarify • CONVENTIONS • Editing: correct, technically accurate, and standardized

  14. Use of Rubrics • One trait area at a time • Focus on common language • Set clear goals – Trait(s) and Power Standard(s) • Improve quality of writing – self evaluation • More complex and lengthier written pieces

  15. Types of Writing and Rubrics from 6 Traits More 6 Traits Resources Tying this together…

  16. Common Core Curriculum Readiness Anchors for College and Career Readiness Writing Standards for Literacy in History, Social Studies, Science and Technical Studies

  17. C3 Writing • Texts and Purposes • Production and Distribution • Research to Build and Present Knowledge • Range of Writing

  18. Group 1 Writing a Thesis Statement Examples Try it out

  19. Group 2 Research in the HS Classroom Data, Simulation, Inquiry Based Activities, Experiments, Surveys Laboratory Reports, Field Notes, ……. Examples of Purposeful and Argumentative Literacy activities in Reading, Writing and Discussion

  20. Group 3 Articles of the Week “The Week” news magazine Controversy of the Week Column

  21. Group 4 Writing Re-Launched Technology-Based Writing Inspirations

  22. Group 5 Mike Schmoker,“Write More, Grade Less” Peer Editing Ideas

  23. Group Sharing

  24. David ConleyCareer and College Readiness

  25. Key Cognitive Strategies • Problem Formation • Research • Interpretation • Communication • Precision and Accuracy • Instruction needs to engage students in challenging applications of key content knowledge. • Content Mastery is not sufficient • Curriculum demands engagement to help maximize retention of key content and concepts

  26. Academic Skills and Behaviors • Goal Setting • Persistence • Effort over Luck • Study Skills • Time Management • Self-Reflection • Active Participation

  27. An Intellectually Coherent Programfor Writing WRITING EDITING/REWRITING RESEARCH

  28. Assessment for C3 • Informational Texts present challenges for testing Reading and Writing • Research Projects and Larger Pieces versus writing to a prompt • Essays featuring argument, support and verified claims • Common Assessments – aligned with power standards

  29. NEXT STEPS….