Please make a name tent. SNRPDP. Common Core State Standards Writing Grades K, 1, and 2 SNRPDP.

Please make a name tent.

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Common Core State Standards

WritingGrades K, 1, and 2

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Agenda• Introductions• Narrative Writing• Revising and Editing• CCSS Writing Samples• Argument (Opinion) Writing• CCSS Writing Samples • Informative/Explanatory Writing• CCSS Writing Samples• Research• Final Reflections, Planning Ahead, Questions, and

Discussion

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Objectives• Compare CCSD Power Standards and Common

Core State Standards in writing, grades K-2• Familiarize participants with Common Core

State Standards in writing, grades K-2• Review writing definitions for Common Core

State Standards• Participate in narrative, argument (opinion),

and informative/explanatory writing activities• Analyze writing samples using the Common

Core State Standards

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Introductions

2 Facts and a Fib

Adapted from Fact or Fib? From Revisit, Reflect, Retell by Linda Hoyt

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Writing - Definitions

What is narrative, argument (opinion), and informative/explanatory writing?

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Narrative WritingCommon Core Standards

Grade K 3. Move to using a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Grade 1 3. Move to writing narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Grade 2 3. Move to writing narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

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Grade NV State Standard CC State Standard #2K Drawing or writing about familiar

experiences and/or events.2. Move to using a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

1 Writing sentences about experiences and/or events appropriate to audience and purpose, with assistance.

2. Move to writing narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

2 Write paragraphs about experiences and/or events appropriate to audience and purpose that include logical sequence, character, and setting, with assistance.

2. Move to writing narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure

Narrative

In your small group, look at the comparison chart of the same standards in grades K, 1, and 2 for narrative writing. • What similarities and differences do you see between the standards? • What scaffolding or spiraling do you notice? • What differences in rigor do you notice when comparing the new CCSS to the old

Nevada standards?

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Narrative Writing

What is narrative writing?

Develop a group definition.

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Narrative Writing

What is narrative writing?

A type of fiction or nonfiction that tells a story or a series of event.

CCSD ELA/Reading Glossary, CEF, XII - 5

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Narrative WritingWhat is narrative writing?

Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies.Turn to pages 23-24 in Appendix A to see the complete CCSS definition.

Common Core State Standards for English Language Arts& Literacy in History/Social Studies, Science, and Technical Subjects

Appendix A: Research Supporting Key Elements of the StandardsGlossary of Key Terms

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Narrative WritingPersonal Narrative: Small Moments

“ A ‘small moment’ is one-place, one-time.”

~ Lucy Calkins

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Narrative WritingPersonal Narrative: Small Moments

• We want to help our students think of a moment – one place, one time, as Lucy Calkins says.

• A “small moment” in writing is taking a special place in writing and putting it under a magnifying lens to enlarge it, just the way scientists use microscopes and magnifying lenses to look at something very small and make it much bigger so they can observe all of the details.

Units of Study for Primary Writing: A Yearlong CurriculumSmall Moments: Personal Narrative Writing

Lucy Calkins

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Narrative WritingPersonal Narratives and

The Value of Mentor Texts

We all need mentors in our lives – those knowledgeable others who help us learn how to be teachers, mothers, musicians, artist, athletes – who help us do what we could not do before on our own. So, too, do our young writers need mentors.

Mentor Texts: Teaching Writing Through Children’s Literature K-6By Lynne R. Dorman and Rose Cappelli

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Although it is impossible to have our students open their notebooks and write alongside Cynthia Rylant or Jane Yolen, we can bring the literature of these authors and many others into our classroom communities to serve as mentors.


How do you see mentor texts fitting into your writing instruction?

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Drawing and talking to find topics.

Mentor Text: In My Momma’s Kitchen

by Jerdine Nolen

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Narrative WritingTeaching With Mentor Texts

• Mentor texts can be used to spur ideas, but they can also be used to teach a particular skill or strategy.

• Select some good books, both narrative and informational. They should be books that you love and books that your students have already enjoyed and studied as readers.

• Talk about the authors and how they wrote their books. What can you find that makes the writing splendid? Onomatopoeia? Alliteration? Repetition? Interesting word choice? Unique beginning or ending? Unique word formation? Strong character development? Rhythm or rhyme? Mentor Texts: Teaching Writing Through Children’s Literature K-6

By Lynne R. Dorman and Rose Cappelli

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Narrative WritingTeaching With Mentor Texts

• As you and the students point out places in texts where writers have used particular writing techniques, name the techniques and label them with post-it notes or highlight the passages with highlighter tape.

• Students will begin to go back to these mentor texts as models for their writing.

• Students will also soon be able to go through their favorite books and label elements of splendid writing style with post-it notes or highlighter tape all by themselves.Mentor Texts: Teaching Writing Through Children’s Literature K-6


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Narrative WritingThe Value of Mentor Texts

• Mentor texts serve to show, not just tell, students how to write well.

• They, along with the teacher, provide wonderful examples that help students grow into successful writers through supportive partnerships.


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Don’t forget…YOU are a mentor too.

• Write in front of your students.

• When we write, it helps us engage in the same struggles as our young writers and the same problem-solving strategies we want them to use.

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• It helps us be more fluid and flexible through experimentation with targeted skills and strategies for specific writing situations. Therefore, it becomes easier to help our students in teacher/student conferences.

• It would be difficult to teach someone how to swim if you didn’t do it yourself first…Mentor Texts: Teaching Writing Through Children’s Literature K-6


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• We write to capture our lives, and that’s what our students need to see us model (Morgan, 2005).

• We join our students as a player in the classroom writing community instead of standing apart as a spectator.

• If you have never written in front of your students before, take the plunge: They will appreciate your risk taking, and you will have a much clearer idea of what you are actually asking them to do (Routman, 2005).


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“With a room full of authors to help us teach, teaching writing doesn’t have to be so lonely.”

~ Katie Wood Ray, Wondrous Words

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CCSS Writing Samples

Thinking about the standards we’ve covered during the first session…

What evidence do you see of these standards in the writing models from the Common Core Standards? (Turn to Appendix C)

Discuss at your groups.

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CCSS Writing Samples

My first tooth is goneI recall one winter night. I was four. My sister and I were running down the hall and something happend. It was my sister and I had run right into each other. Boy! did we cry. But not only did I cry, my tooth was bleeding. Then it felt funny. Then plop! There it was lying in my hand. So that night I put it under my pillow and in the morning I found something. It was not my tooth it was two dollars. So I ran down the hall, like I wasen’t supposed to, and showed my mom and dad. They were suprised because when theylost teeth the only thing they got is 50¢.

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Food for Thought

• What is one new idea about narrative writing that you can go back and share with your staff as you prepare for the new CCSS?

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Break

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Revising and EditingCommon Core Standards

Grade K5. Move to responding to questions and suggestions from peers and adding details to strengthen writing as needed, with guidance and support from adults.

Grade 15. Move to responding to questions and suggestions from peers and adding details to strengthen writing as needed, with guidance and support from adults.

Grade 25. Move to focusing on a topic and strengthening writing as needed by revising and editing, with guidance and support from adults and peers.

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In your small group, look at the comparison chart of the same standards in grades K, 1, and 2 for revising and editing. • What similarities and differences do you see between the standards? • What scaffolding or spiraling do you notice? • What differences in rigor do you notice when comparing the new CCSS to the old

Nevada standards?

Grade NV State Standard CC State Standard #5

K Revising drafts of ideas, voice, and audience, with assistance.

5. Move to responding to questions and suggestions from peers and adding details to strengthen writing as needed, with guidance and support from adults.

1 Revising drafts for relevant details, with assistance.

5. Move to responding to questions and suggestions from peers and adding details to strengthen writing as needed, with guidance and support from adults.

2 Revising and editing drafts, with assistance. 5. Move to focusing on a topic and strengthening writing as needed by revising and editing, with guidance and support from adults and peers.

Revising and Editing

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Writing Partnerships“Writing, like teaching, can

be a lonely enterprise because there are ways in

which both are always done alone. How crucial it is that

the solitude of writing (like the solitude of teaching) is balanced and supported by

intervals of collaboration.”Units of Study for Primary Writing: A Yearlong Curriculum

Small Moments: Personal Narrative WritingLucy Calkins

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Writing Partnerships"Each year, when we ask employers to rate the importance of a variety of skills and abilities, communication comes out on top," says Marilyn Mackes. "At the same time, however, employers view many other attributes as critical. This year, for example, employers cite the ability to work in a team,

interpersonal and problem-solving skills, and initiative as among their most preferred qualities. They’re looking for the well-

rounded candidate who can work well with others and function effectively in the workplace."

NACE Article, December 2007

Why is this important?What does this have to do with writing partnerships?

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Writing Partnerships“The standards are designed to be robust and

relevant to the real world, reflecting the knowledge and skills that our young people

need for success in college and careers. With American students fully prepared for the

future, our communities will be best positioned to compete successfully in the global

economy.”

www.commoncore.org

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Writing PartnershipsWriting Partnerships by Cathy Hsu

The Reading Teacher, October 2009, Vol. 63, No. 2

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Establishing Long-Term Partnerships

• Prior to introducing partnerships, decide how to partner your students. Consider ability levels, friendships, and behavior issues.

• Convene your class, steering them to new seats.– Have your writers sit in assigned spots, next to the partner

you’ve chosen for them.– Explain that they have almost everything writers need: tools

(pencils, markers, pens, folders, etc.), paper or booklets.


Lucy Calkins

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• Explain that writers need one more thing: Writers need company.– Explain that we all need a writing friend or two and often, we

will get together with our writing friend to plan what we will do.

• Tell children that today they will be planning with a partner.– Tell students, “So far, we’ve been planning by thinking in our

own minds about our stories. But writers also plan by talking with a friend or partner. Today we’re going to use our partners to help us plan.”


Lucy Calkins

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• Demonstrate how writers share previously written work and discuss future writing.– Have your writers sit in assigned spots, next to the partner

you’ve chosen for them.– Explain that they have almost everything writers need: tools

(pencils, markers, pens, folders, etc.), paper or booklets.– Choose two students to demonstrate how partners work

together, or you demonstrate, role-playing partnerships with a student.


Lucy Calkins

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Every standard in kinder, 1st, and 2nd grades say…“strengthen writing as needed”

So, how can we differentiate our teaching to meet the diverse needs of our students in writing?

Capitals and Periods Adding Details

Spelling Sight Words

Writing Conferences

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Writing Conferences

“Conferring is the heart of the writing workshop. Indeed, it is the very heart of teaching itself.

Conferring is hard. When it is done well, it can change the course of a writing life forever.”

Units of Study for Primary Writing: a Yearlong Curriculum.The Conferring Handbook by Lucy Calkins

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Writing Conferences

Always keep in mind that you are teaching the writer, not simply improving a writing piece.

“Teach the writer, not the writing.” ~ Lucy Calkins


Why is this important to consider when you’re going into a writing conference?

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Conference Architecture

• Research– Observe and interview to understand what the child is

trying to do as a writer. Probe to glean more about the child’s intentions.

– Name what the child has already done as a writer and remind the child to do this in future writing.

• Decide– Weigh whether you want to accept or alter the child’s

current plans and processes. Decide what you will teach and how you will teach it.


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Conference Architecture

• Teach– Help the child to get started doing what you hope he or

she will do. Intervene to lift the level of what the child is doing.

• Link– Name what the child has done as a writer, and remind the child to do this in the future.


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Kinds of Conferences• Content Conferences– The listener – and this may be a teacher or peer –

encourages the writer to talk in detail about his or her subject. Give feedback to encourage the writer. Then retell the content in ways that spur the writer to add on.

• Expectation Conferences– Remind an individual writer who is not behaving

appropriately that his or her behavior does not match expectations for writing time and for writers.

• Process and Goals Conferences– Helping students remember the processes involved in

writing and setting goals for the next step of their work.Units of Study for Primary Writing: a Yearlong Curriculum.

The Conferring Handbook by Lucy Calkins

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Methods of TeachingIn every conference and every mini-lesson, a teacher uses one of four teaching methods.

– Guided practice: as the writer works, the teacher interjects lean prompts that either lift the level of what the writer is doing or scaffold the child’s work in a step-by-step fashion

– Demonstration: the teacher names what she will teach the writer and she sets the writer up to watch her doing something.


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Methods of TeachingIn every conference and every mini-lesson, a teacher uses one of four teaching methods.

– Explicitly tell and show an example: much like giving the writer a little speech about something. Tell them what they will do, then give an example of how it is done.

– Inquiry: teachers invite students to study something and extrapolate the principles they need to learn. (Rarely used in the primary grades.)


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Watch the Expert!What do you notice the teacher doing? Note the

methods and principles that have been presented today.

What is the effect on the student?

Big Lessons From Small Writers by Lucy Calkins

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Food for Thought

• How can conducting writing conferences “strengthen writing as needed” and help increase the rigor of the writing program at your school?

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Break

Please make a name tent. SNRPDP. Common Core State Standards Writing Grades K, 1, and 2 SNRPDP.

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